Assessment
Assessment
McGraw-Hill
Reading
Assessment Assessment
Assessment
mheducation.com/prek-12
ISBN-13 978-0-02-129750-4
ISBN-10 0-02-129750-9
99701
5
EAN
9 7 8002 1 2 9 7 5 04
Grade 5
Grade 4
Assessment
mheducation.com/prek-12
ISBN: 978-0-02-129750-4
MHID: 0-02-129750-9
2 3 4 5 6 7 8 9 QVS 21 20 19 18 17 16 B
TABLE OF CONTENTS
Teacher Introduction................................................................................................................. v
Weekly Assessment
Unit 1 Unit 4
Week 1 Assessment ..........................10 Week 1 Assessment ..........................40
Week 2 Assessment ..........................12 Week 2 Assessment ..........................42
Week 3 Assessment ..........................14 Week 3 Assessment ..........................44
Week 4 Assessment ..........................16 Week 4 Assessment ..........................46
Week 5 Assessment ..........................18 Week 5 Assessment ..........................48
Unit 2 Unit 5
Week 1 Assessment ..........................20 Week 1 Assessment ..........................50
Week 2 Assessment ..........................22 Week 2 Assessment ..........................52
Week 3 Assessment ..........................24 Week 3 Assessment ..........................54
Week 4 Assessment ..........................26 Week 4 Assessment ..........................56
Week 5 Assessment ..........................28 Week 5 Assessment ..........................58
Unit 3 Unit 6
Week 1 Assessment ..........................30 Week 1 Assessment ..........................60
Week 2 Assessment ..........................32 Week 2 Assessment ..........................62
Week 3 Assessment ..........................34 Week 3 Assessment ..........................64
Week 4 Assessment ..........................36 Week 4 Assessment ..........................66
Week 5 Assessment ..........................38 Week 5 Assessment ..........................68
Mid-Unit Assessment
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Unit Assessment
Unit 1 Assessment ..........................122 Unit 4 Assessment .......................... 149
Unit 2 Assessment ..........................131 Unit 5 Assessment .......................... 158
Unit 3 Assessment ..........................140 Unit 6 Assessment .......................... 167
Exit Assessment
Unit 1 Assessment ..........................178 Unit 4 Assessment .......................... 205
Unit 2 Assessment ..........................187 Unit 5 Assessment .......................... 214
Unit 3 Assessment ..........................196 Unit 6 Assessment .......................... 223
iii
TABLE OF CONTENTS
Oral Reading Fluency Assessment
Units 1-2 .............................................234 Units 3-4............................................. 250
Units 5-6.....................................................266
Scoring Sheets
Weekly Assessment ........................283 Unit Assessment ............................. 286
Mid-Unit Assessment .....................285 Exit Assessment............................... 287
Answer Keys
Weekly Assessment ........................288 Unit Assessment ............................. 309
Mid-Unit Assessment .....................303 Exit Assessment............................... 315
iv
Assessment
The Assessment BLM is an integral part of the complete assessment program aligned with
the core reading and intervention curriculums of McGraw-Hill Reading WonderWorks and
McGraw-Hill Reading Wonders.
Purpose of Assessment
The instruction in McGraw-Hill Reading WonderWorks is parallel to the instruction
in McGraw-Hill Reading Wonders. Student results in Assessment provide a picture of
achievement within McGraw-Hill Reading WonderWorks and a signal as to whether
students can successfully transition back to Approaching Level reading instruction.
Assessment offers the opportunity to monitor student progress in a steady and structured
manner while providing formative assessment data.
As students complete each week of the intervention program, they will be assessed on their
understanding of weekly vocabulary words and their ability to access and comprehend
complex literary and informational selections using text evidence.
At the key 3-week and 6-week reporting junctures, assessments measure student
understanding of previously-taught vocabulary words and comprehension skills and provide
evidence of student progress through the curriculum. If students show a level ofmastery at
the end of a unit, an assessment to exit out of McGraw-Hill Reading WonderWorks and into
the Approaching Level instruction of McGraw-Hill Reading Wonders is available.
Throughout the unit, oral reading fluency passages are available to measure student ability
to read connected text fluently, accurately, and with a measure of prosody.
The results of the assessments provided in Assessment can be used to inform subsequent
instruction and assist with grouping and leveling designations.
Components of Assessment
• Weekly Assessment
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
• Mid-Unit Assessment
• Unit Assessment
• Exit Assessment
• Oral Reading Fluency Assessment
informational text) and 15 selected response items—ten items on the unit’s comprehension
skills and five items that ask students to show how context helps them identify the meaning
of a vocabulary word.
The Exit Assessment is a “parallel” test to the Unit Assessment. It assesses the same skills and
pool of vocabulary words using the same format. The key differentiator between the tests
is the higher level of text complexity featured in the reading selections, a level more in line
with the rigor found in Approaching Level McGraw-Hill Reading Wonders materials.
Cam did some math in her head. She could pay her
friends a little less than she was earning. That way, she could
still save enough money for Mom’s gift!
GO ON
10 Grade 5 Weekly Assessment • Unit 1, Week 1
Name: Date:
1 Circle clues that help you figure out the meaning of the
word savings.
What does Cam do right after telling her mom about her idea?
3 Circle words that show why Cam will soon be able to afford to
buy a gift.
4 Draw a box around the sentence that tells what happens right
before Cam’s friends see her on the ground.
5 Underline the details that tell when Cam’s friends can help walk
dogs for her.
“Samir, you ran outside before we could tell you the rest
of our news,” Mother said. Then she gave me a big smile.
“Ahmed and his family also are moving to the city, and we will
be neighbors.”
GO ON
12 Grade 5 Weekly Assessment • Unit 1, Week 2
Name: Date:
1 Underline the details that show why Samir feels anxious at the
beginning of the story.
An Artist of Nature
Early Years
A First Job
A Gifted Artist
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14 Grade 5 Weekly Assessment • Unit 1, Week 3
Name: Date:
4 Circle the clues that tell how Adams felt when he looked at the
spectacular scenery in the park.
Draw a box around details in the text that support your answer.
GO ON
16 Grade 5 Weekly Assessment • Unit 1, Week 4
Name: Date:
2 Draw a box around the words that tell when Ray got an idea
while on a plane.
Benefits of E-Books
It is not hard to figure out the best choice. With all of the
benefits that e-books have, they are the clear winner!
GO ON
18 Grade 5 Weekly Assessment • Unit 1, Week 5
Name: Date:
A King or a President?
In 1776, American colonists announced their
independence from Great Britain. They felt that King George
had treated them unfairly. They were able to gain their freedom
from England, but their new country was struggling. It needed
a government and a leader.
GO ON
20 Grade 5 Weekly Assessment • Unit 2, Week 1
Name: Date:
1 What problems did the country have after gaining its freedom?
Draw a box around the section that tells how people tried to
solve these problems.
2 Circle the clues in the text that tell the meaning of convention.
The day of the contest arrived, and the king tasted the
chocolate cake first. “Delicious!” he said as the unkind baker
puffed out his chest with pride.
GO ON
22 Grade 5 Weekly Assessment • Unit 2, Week 2
Name: Date:
1 Underline details that tell how the two bakers are alike.
2 Circle the details that tell what the king plans to reveal.
3 Draw a box around the details that show the unkind baker
thinks he will win the contest.
5 How do the bakers act differently after the king tastes the cakes?
Luther Burbank
Luther Burbank was born in 1849. His family had a farm.
Burbank got his own farm when he was 22 years old. Farming
was common back then, but Burbank was not a common farmer.
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24 Grade 5 Weekly Assessment • Unit 2, Week 3
Name: Date:
3 Circle a clue in the text that helps you understand the meaning
of energetic.
Anansi got out his ruler. “Wait,” said Anansi. “If I start at
your tail, how do I know you will not slide forward by the time
I reach your head?”
“How clever you are!” the animals said. “We are sorry we
made fun of you.” From that day on, the animals treated Anansi
with respect.
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26 Grade 5 Weekly Assessment • Unit 2, Week 4
Name: Date:
4 Circle the clues that help you understand what pursuit means.
5 Underline the sentence that shows how the animals feel about
Anansi at the end of the passage.
Make a Difference!
A desk can make a difference—
To kids in Africa.
Sit in America.
Here in America.
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28 Grade 5 Weekly Assessment • Unit 2, Week 5
Name: Date:
2 Write two words that rhyme from the end of the first stanza.
3 Circle words that are repeated in the first and second stanza.
4 Draw a box around details in the first and second stanza that
tell what the speaker does to help.
A New Look
“Grandpa will pick you up after school,” said Mom.
When Cara left class with her friend Yoshi, Grandpa was
right outside. She looked away, embarrassed, as he said hello
to Yoshi.
GO ON
30 Grade 5 Weekly Assessment • Unit 3, Week 1
Name: Date:
1 How does Cara feel when she learns that her grandfather is
picking her up after school?
Underline the clues that show why she feels this way.
2 Circle the words that help you understand what blurted means.
3 Draw a box around the details that show how Yoshi feels about
her own background.
They had just fashioned a hut made from mud and reeds
when a boy appeared.
“You have used our resources well,” the boy said. “I will
share a secret. At sunrise, follow the river north. You will find a
man who will lead you back to your own time.”
“Thank you, kind friend!” said Dad, but Adam was sad
to end his adventure. It had been fun to use what he knew
about nature.
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32 Grade 5 Weekly Assessment • Unit 3, Week 2
Name: Date:
3 Circle the details that describe what Adam and his dad
fashioned together.
4 Draw a box around the details that tell why the boy helps Adam
and his dad at the end of the passage.
Fibonacci Numbers
Have you looked closely at objects in nature? Maybe
you have noticed interesting patterns. Leonardo Fibonacci
discovered a pattern again and again in nature. He saw this
repetition in many objects, such as pinecones and seashells.
8
1
3
2
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34 Grade 5 Weekly Assessment • Unit 3, Week 3
Name: Date:
2 Draw a box around the key detail that tells where Fibonacci
found patterns in nature.
3 Circle the clue in “How the Pattern Works” that tells where the
Fibonacci pattern is visible.
4 Underline the key detail that explains how to figure out the
numbers in the Fibonacci number pattern.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Now use the Fibonacci number pattern to find the number that
follows 8 in the diagram.
Leana Wen was one of Nick’s partners. She was born with
a serious form of asthma, which is a lung problem. Leana’s
illness made her want to become a doctor. She traveled to Africa
with Nick. They made a movie about poverty and disease there.
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36 Grade 5 Weekly Assessment • Unit 3, Week 4
Name: Date:
3 Circle clues that show how Nick’s partners collaborate with him.
4 Draw a box around key details that tell how Nick and his
partners share their discoveries.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
5 Underline the details that tell how Leana Wen helped Nick.
Scientists know there were not enough big trees to roll the
statues. Statue fragments had also been found on the road.
These pieces showed that the gigantic figures were standing
upright when they were moved.
5.25'
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38 Grade 5 Weekly Assessment • Unit 3, Week 5
Name: Date:
Draw a box around the word that helps you know the
author’s point of view.
2 Underline the clues that tell about the era the statues
were made.
5 Circle the details that support the author’s position that the
moai could be moved using a “rocking” method.
Calamity Jane
When Calamity Jane was born in Missouri, she looked
just like a regular girl. Her name was Martha Jane Cannary.
But she sure was special, for little Martha could ride a horse
before she could even talk!
By the time she was in her teens, Martha was more than
six feet tall! She bravely tamed wild broncos and hunted better
than any man on this side of the Mississippi. When she was
twenty, Martha joined the army. That’s when her real
adventures began.
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40 Grade 5 Weekly Assessment • Unit 4, Week 1
Name: Date:
3 Circle the clues that tell the meaning of the word deeds.
The Surprise
CAST
(The next day, JADA leaves for soccer practice. She looks in
JON’S room and sees a scrapbook, glue, and one of her photos.)
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42 Grade 5 Weekly Assessment • Unit 4, Week 2
Name: Date:
3 Draw a box around the stage direction that shows how Jada
feels when she looks in Jon’s room.
GO ON
44 Grade 5 Weekly Assessment • Unit 4, Week 3
Name: Date:
2 Draw a box around the text that tells Coretta’s views about
equal rights.
3 What is the author’s point of view about Martin Luther King, Jr.?
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Energy Use
2 Circle the details that tell why finding new energy sources
became a necessity in the 1970s.
4 Circle the word that has almost the same meaning as conserve.
5 How does the chart support the author’s point of view that
scientists must continue to look for new resources?
My Skateboard and Me
Helmet, safety gear—all on and secured.
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48 Grade 5 Weekly Assessment • Unit 4, Week 5
Name: Date:
2 Draw a box around the details that tell how the speaker and the
skateboard are the same.
3 Underline the details in the third stanza that tell how the
speaker feels while skateboarding.
Practicing Friendship
As Sanjay walked toward the school bus, Tom said, “I
wish I could play hockey like you do. Do you think you could
show me how to pass and shoot on the ice today?”
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50 Grade 5 Weekly Assessment • Unit 5, Week 1
Name: Date:
1 Underline the details that show how Tom feels about Sanjay
when they first walk out of school.
2 Circle the clues that tell what Sanjay must do to stay focused.
3 Draw a box around the details that show how Tom feels about
Sanjay at the ice rink.
4 Circle the details that show why the kids at school think Sanjay
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
is a superb skater.
GO ON
52 Grade 5 Weekly Assessment • Unit 5, Week 2
Name: Date:
5 Draw a box around the details that show how Emily feels at
the end of the passage.
Ocean Noise
250
200
Noise Level (dB)
150
100
50
0
Fishing boat Tug and barge Containership Tanker Military sonar
Man-Made Ocean Noise
GO ON
54 Grade 5 Weekly Assessment • Unit 5, Week 3
Name: Date:
5 Look at the bar graph. Draw a box around the name of the
machine that creates the most ocean noise.
Newton’s Laws
GO ON
56 Grade 5 Weekly Assessment • Unit 5, Week 4
Name: Date:
1 Underline the facts in the article that tell about the amount of
electronics in the U.S.
5 How does the chart support the author’s points about e-waste?
For My Country
I’ll never forget President Kennedy’s words: ask not what
your country can do for you—ask what you can do for your country.
GO ON
60 Grade 5 Weekly Assessment • Unit 6, Week 1
Name: Date:
1 Draw a box around the details that show how the narrator feels
about President Kennedy’s words.
4 Circle the details that tell what the narrator and his friend do as
new recruits.
Randy was happy to get some ball time, so the two new
friends strolled toward the court together.
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62 Grade 5 Weekly Assessment • Unit 6, Week 2
Name: Date:
3 Draw a box around the text that tells why Randy tries to find
the owner of the basketball.
4 Underline the text evidence that tells why Randy feels confident
that the ball belongs to Derrick.
Perfect Placement
So, the next time you are outside, know that an animal
might have its eye on you!
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64 Grade 5 Weekly Assessment • Unit 6, Week 3
Name: Date:
3 Draw a box around the detail that tells why a cat is able to see
so well in the dark.
5 Circle the clues that show what animals do when they forage.
Teddy Roosevelt,
Environmental President
In a 1907 address, President Theodore Roosevelt
showed his concern for the environment:
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66 Grade 5 Weekly Assessment • Unit 6, Week 4
Name: Date:
2 Circle the clues that show how Roosevelt urged the government
to solve the problem.
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68 Grade 5 Weekly Assessment • Unit 6, Week 5
Name: Date:
1 Underline the words in the first stanza that help you know how
the speaker feels.
2 Draw a box around the words in the second stanza that are
an example of assonance.
4 Circle the details that tell what the speaker likes learning
from Pang.
5 Tell how the speaker feels at the end of the poem about being
e-pen pals.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
The Place to Be
After school, Marco and Pete walked home. They took
turns dribbling a basketball.
“I wish we had a place to shoot baskets,” said Pete. “Land
is scarce in the city. It is hard to find a place to play! If we had a
basketball court in our neighborhood, we could play any time
we wanted!”
The boys were passing by the grocery store when
suddenly, Marco pointed to the distance.
“Look, an empty lot!” he said. “It’s the perfect size for a
basketball court! Let’s ask Mrs. Flores who owns it.”
“Hello, boys!” smiled Mrs. Flores. The storeowner was
busy arranging a display.
“Do you know who owns that empty lot across the
street?” asked Marco.
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72 Grade 5 Mid-Unit Assessment • Unit 1
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MIDUNIT
watched. From that day on, Mrs. Flores’s empty lot became the
place to be!
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Mid-Unit Assessment • Unit 1 Grade 5 73
Name: Date:
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74 Grade 5 Mid-Unit Assessment • Unit 1
Name: Date:
4 What is needed after Mrs. Flores donates the land for the
boys’ project?
A a space large enough for a basketball court
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Mid-Unit Assessment • Unit 1 Grade 5 75
UNIT 1
MIDUNIT
Surfing in Hawaii
The Polynesians brought surfing to Hawaii, too. It
became popular there. Even royalty loved it! During the 1800s,
King Kamehameha I was the ruler of the Big Island. He used
a hardwood surfboard. It was called olo. The board was about
24 feet long!
The king could navigate big waves. He skillfully steered
his board with his legs and feet. He used his arms to balance.
The king showed great skill. Today, surfing is often called the
“Sport of Kings!”
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76 Grade 5 Mid-Unit Assessment • Unit 1
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MIDUNIT
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Mid-Unit Assessment • Unit 1 Grade 5 77
Name: Date:
7 What happened when the man that Captain Cook was watching
stopped paddling his canoe?
A The canoe drifted further away from the beach.
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78 Grade 5 Mid-Unit Assessment • Unit 1
Name: Date:
B sledding
C swimming
Which sentence from the article gives a clue about the meaning
of generations?
A The people of Hawaii still enjoy surfing today.
GO ON
80 Grade 5 Mid-Unit Assessment • Unit 2
UNIT 2
MIDUNIT
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Mid-Unit Assessment • Unit 2 Grade 5 81
Name: Date:
2 Which problem does the prince find with the crate of gold
and the necklace?
A They are not worthy of the princess.
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82 Grade 5 Mid-Unit Assessment • Unit 2
Name: Date:
B had an idea
C rushed about
4 At the end of the passage, what does the prince compare to the
beauty of the princess?
A diamonds
B flowers
C gold
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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Mid-Unit Assessment • Unit 2 Grade 5 83
UNIT 2
MIDUNIT
Early Life
James Earl Carter, Jr., was born on October 1, 1924. His
father owned a farm in Georgia. Young Jimmy worked hard on
the family farm.
Jimmy became interested in business early in life. He
began selling his farm’s peanuts. He used the money to buy five
cotton bales. He was only 9 years old! He saved the cotton bales.
Years later, the bales were worth a lot of money. Jimmy sold the
cotton bales. He used this money to buy homes. He rented the
Public Service
In the early 1960s, Carter became interested in politics.
He began serving as Georgia state senator in 1963. In 1971,
Carter became governor. During this time, African Americans
did not have the same rights as whites. Carter supported equal
rights for African Americans. He passed laws in favor of racial
equality. He also made sure that more African Americans were
in public office.
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84 Grade 5 Mid-Unit Assessment • Unit 2
UNIT 2
MIDUNIT
Promoting Peace
Governor Carter decided to run for U.S. President. In
1976, he campaigned against President Ford. It was a close
race, but Carter won. He became President in 1977.
During his presidency, Carter worked to end conflicts
between countries. In 1977, he met with world leaders from
Israel and Egypt. He helped to create a peace plan between
the two nations.
In 2002, Carter was awarded the Nobel Peace Prize. He
received the honor for his dedication to peace, democracy, and
human rights.
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Mid-Unit Assessment • Unit 2 Grade 5 85
Name: Date:
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86 Grade 5 Mid-Unit Assessment • Unit 2
Name: Date:
9 Which evidence from the text tells how Carter solved a problem
during his time as President?
A He served as a Naval officer after completing the
Naval Academy.
B He rented homes that he owned to farm workers.
A 1977
B 1978
C 1979
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88 Grade 5 Mid-Unit Assessment • Unit 3
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MIDUNIT
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Mid-Unit Assessment • Unit 3 Grade 5 89
Name: Date:
B serious
C land
2 Which useful item does Eva pack that she uses to make
the repair?
A tape
B a balloon
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90 Grade 5 Mid-Unit Assessment • Unit 3
Name: Date:
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Mid-Unit Assessment • Unit 3 Grade 5 91
UNIT 3
MIDUNIT
Patterns in Nature
Think about a leaf that has fallen from a tree. You pick it
up and study it. Its pattern is not complex. It is rather simple!
If you cover half of the leaf, you can see it has a certain size and
shape. It also has a series of veins. When you uncover the other
half, you can see that it looks exactly like the part that you just
studied! That is because both halves of the leaf are the same.
A Spider’s Web
Have you ever walked into a spider’s web? This
little critter is capable of building a complicated web during
the night.
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92 Grade 5 Mid-Unit Assessment • Unit 3
UNIT 3
MIDUNIT
Diagram of a Beetle
antennae antennae
eye eye
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
legs legs
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Mid-Unit Assessment • Unit 3 Grade 5 93
Name: Date:
B pattern
C simple
7 Which evidence from the text best explains the patterns found
in a leaf?
A Think about a leaf that has fallen from a tree.
C The spider sits in the center and waits to catch its prey.
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94 Grade 5 Mid-Unit Assessment • Unit 3
Name: Date:
C patterns on insects
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96 Grade 5 Mid-Unit Assessment • Unit 4
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MIDUNIT
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Mid-Unit Assessment • Unit 4 Grade 5 97
Name: Date:
C It is a necessary chore.
B name
C strolled
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98 Grade 5 Mid-Unit Assessment • Unit 4
Name: Date:
Which phrase from the paragraph has about the same meaning
as entitled?
A perfected his skills
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
C he definitely
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Mid-Unit Assessment • Unit 4 Grade 5 99
UNIT 4
MIDUNIT
Read “Shirin Ebadi and the Fight for Human Rights” before you
answer Numbers 6 through 10.
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100 Grade 5 Mid-Unit Assessment • Unit 4
UNIT 4
MIDUNIT
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Mid-Unit Assessment • Unit 4 Grade 5 101
Name: Date:
Use “Shirin Ebadi and the Fight for Human Rights” to answer
Numbers 6 through 10.
6 What evidence from the text does the author use to support the
point of view that Shirin is courageous?
A Shirin Ebadi is a gifted teacher and lawyer.
B revisit
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102 Grade 5 Mid-Unit Assessment • Unit 4
Name: Date:
10 The quote at the end of the article supports the author’s point
of view that Shirin is ________.
A brave
B hardworking
C respected
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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104 Grade 5 Mid-Unit Assessment • Unit 5
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MIDUNIT
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Mid-Unit Assessment • Unit 5 Grade 5 105
Name: Date:
Which word from the passage has about the same meaning
as transition?
A moment
B change
C plentiful
2 How has life changed for Sarah and her family since first
moving to the colony?
A They did not have a big home, but now they do.
B They did not have much food, but now they do.
B It is next to a stream.
C It is made of timber.
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106 Grade 5 Mid-Unit Assessment • Unit 5
Name: Date:
B attend school
C play games
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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Mid-Unit Assessment • Unit 5 Grade 5 107
UNIT 5
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108 Grade 5 Mid-Unit Assessment • Unit 5
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Preventing Migration
Efforts are being made to stop Asian carp from entering
the Great Lakes area. Electrical barriers have been built, but
Asian carp are strong swimmers. If there is an opening, they
may find a way through.
Silver Carp
60
40
20
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Mid-Unit Assessment • Unit 5 Grade 5 109
Name: Date:
6 What evidence from the text tells how the silver carp is
different from other types of fish?
A It is very large.
B It is silver in color.
7 Which word from the article has about the same meaning
as variations?
A kinds
B include
C treatment
8 How are the feeding habits of Asian carp different from other
types of carp?
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110 Grade 5 Mid-Unit Assessment • Unit 5
Name: Date:
B grass carp
C silver carp
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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112 Grade 5 Mid-Unit Assessment • Unit 6
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MIDUNIT
was third.
“Great job!” Samantha shouted as she hugged her friend.
“It does feel strange racing against each other, but it’s a good
thing because we get to practice together and help each other
get better. What do you say we practice tomorrow?”
Keisha smiled. “That sounds like a great plan!”
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Mid-Unit Assessment • Unit 6 Grade 5 113
Name: Date:
1 Which sentence from the text gives a clue about the meaning
of insulates?
A swimming and surfing
2 How does Samantha try to reassure Keisha about trying out for
the swim team?
A She tells her they will both make the team.
B united
C race
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114 Grade 5 Mid-Unit Assessment • Unit 6
Name: Date:
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Mid-Unit Assessment • Unit 6 Grade 5 115
UNIT 6
MIDUNIT
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116 Grade 5 Mid-Unit Assessment • Unit 6
UNIT 6
MIDUNIT
San Francisco
N
Santa Cruz
Monterey Bay
Monterey
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
San Simeon
PA C
Cambria
IFIC
OCE
AN
Santa
Barbara
Santa Barbara
Channel
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Mid-Unit Assessment • Unit 6 Grade 5 117
Name: Date:
Which words from the article have about the same meaning
as diversity?
A in cold waters
B many different
C same time
B coastal pollution
C oil spills
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118 Grade 5 Mid-Unit Assessment • Unit 6
Name: Date:
B San Francisco
C Santa Barbara
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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122 Grade 5 Unit Assessment • Unit 1
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UNIT
together. At the end of each week, Ajay paid Maya for her help.
After a month, Ajay paid back the loan. He decided to put his
extra earnings in the bank. He was not sure what he would
do with the money yet, but he loved that his small business
was growing!
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Unit Assessment • Unit 1 Grade 5 123
Name: Date:
B old pans
C loose rocks
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124 Grade 5 Unit Assessment • Unit 1
Name: Date:
5 Which word from the passage has the same meaning as wages?
A materials
B earnings
C birdhouses
Which sentence from the passage helps you figure out the
meaning of loan?
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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Unit Assessment • Unit 1 Grade 5 125
UNIT 1
UNIT
A Good Inventor
An Amazing Invention
It was a cold December day in 1873. Chester Greenwood
was ice-skating on a pond in Farmington, Maine. He was
15 years old. Chester’s ears were freezing. He decided to wrap
them in a scarf. It was hard to skate wearing the itchy scarf.
He knew he needed a better solution.
So, Chester decided to make his own ear protectors.
First, he made ear-shaped loops. He used metal wire. Next, he
covered the wire with beaver fur. His grandmother helped him
sew on the fur. Later, he used a steel band to connect each loop.
Chester placed the band over his head. Ta-da! His ears were now
safe from the cold. He just needed one more thing. He added a
velvet covering to make it soft. Now it was perfect!
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Unit Assessment • Unit 1 Grade 5 127
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B soft
C warm
B This would allow him to make and sell his ear protectors.
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128 Grade 5 Unit Assessment • Unit 1
Name: Date:
11 Which sentence from the article best states the author’s point of
view about Chester’s company?
A The company was a smart idea.
B An Idea Grows
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Unit Assessment • Unit 1 Grade 5 129
Name: Date:
B making
C helpful
15 Which sentence from the article best states the author’s point of
view about Chester’s overall success?
A He hired people to work for him.
Read “Good Luck Can Lie in a Button” before you answer Numbers
1 through 8.
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Unit Assessment • Unit 2 Grade 5 131
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132 Grade 5 Unit Assessment • Unit 2
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C terrible storm
B cost more
C work better
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B result
C idea
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Unit Assessment • Unit 2 Grade 5 133
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B He becomes smarter.
B unhappy thought
C better job
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134 Grade 5 Unit Assessment • Unit 2
UNIT 2
UNIT
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Unit Assessment • Unit 2 Grade 5 135
UNIT 2
UNIT
In Search of Peace
The General Assembly tries to resolve problems by using
peaceful ways to fix things. But it cannot make laws. It helps
countries where there is conflict. The UN also has inspection
teams. These teams go to countries to look for weapons. They
shut down places that make dangerous weapons.
The UN solves other problems, too. If there is a war or
disaster, it sends aid. Workers provide water, food, and
supplies. The UN also speaks out for human rights. Some of its
goals are to get rid of disease and poor living conditions. The
UN is an important group that helps many people.
1949 Construction 1968 The General Assembly 2001 The UN’s Secretary-
begins for a UN head signs a treaty to prevent the General is given the
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136 Grade 5 Unit Assessment • Unit 2
Name: Date:
11 What evidence from the article tells what happened right after
the Declaration by United Nations was signed?
A The allies stood against the threats of Germany, Italy,
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
and Japan.
B In 1942, 26 nations met in Washington, D.C.
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Unit Assessment • Unit 2 Grade 5 137
Name: Date:
Which word from the article has about the SAME meaning
as representatives?
A goals
B countries
C members
B using
C fix
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138 Grade 5 Unit Assessment • Unit 2
Name: Date:
15 According to the time line, in what year did the first General
Assembly session take place?
A 1945
B 1946
C 1949
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140 Grade 5 Unit Assessment • Unit 3
UNIT 3
UNIT
Ling looked puzzled, but she did as she was told. Seconds
later, she opened her eyes. They were flying through the air on
the magical dragon carpet! The city of Beijing stretched out for
miles before them.
“Look, Ling. There’s the Forbidden City. Long ago, the
emperor lived there.”
“Why are so many buildings and signs red?” Ling asked.
“Mother always wants me to wear red.”
“Red stands for good luck.”
Ling pointed and asked, “What’s that place?”
“It’s called Tiananmen Square. I can take you there
tomorrow to do Tai Chi and fly kites.”
“I love flying kites, but Tai Chi not so much. Mother
wants me to practice,” frowned Ling.
“It is a traditional exercise that is good for your health.”
Ling suddenly gasped. “Wow, that building looks like a
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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Unit Assessment • Unit 3 Grade 5 141
Name: Date:
1 What evidence from the text gives a clue about the meaning
of cultural?
A things about Chinese life
2 How does Ling feel about Chinese school before going to visit
her grandmother?
A Ling is excited about going to Chinese school.
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142 Grade 5 Unit Assessment • Unit 3
Name: Date:
B lost
C rest
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Unit Assessment • Unit 3 Grade 5 143
UNIT 3
UNIT
Teamwork
There is a lot of teamwork that goes into fighting fires.
Each member of the crew counts on one another for help and
support. Firefighters work together to get the job done.
Many pieces of equipment have to be handled when
putting out a fire. Firefighters work together to do safety checks.
They make sure the equipment functions properly. They need it
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144 Grade 5 Unit Assessment • Unit 3
UNIT 3
UNIT
Fire Safety
Besides the fire department, other groups teach
people about fire safety. One group is called the National Fire
Protection Association. Its website lists building and electrical
rules. These rules must be followed by schools, builders, and
other groups. There are fact sheets on the website, too. This
information teaches people how to avoid fire accidents at home.
cab
body hose
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
ladder
tire
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Unit Assessment • Unit 3 Grade 5 145
Name: Date:
B forests
Which phrase from the article gives a clue about the meaning
of functions?
A pieces of equipment
B safety checks
C work correctly
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146 Grade 5 Unit Assessment • Unit 3
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C having enough
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Unit Assessment • Unit 3 Grade 5 147
Name: Date:
14 Which detail from the article explains a way that you can do
your part to practice fire safety?
A Fire departments put out millions of fires every year.
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Unit Assessment • Unit 4 Grade 5 149
Name: Date:
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150 Grade 5 Unit Assessment • Unit 4
Name: Date:
3 Which evidence from the text best supports the narrator’s point
of view that Febold is mighty?
A Febold Feboldson, the famous Swedish drought buster,
was frustrated.
B With just a couple of swings, he chopped down ten
large trees.
C He squeezed the water out of that shirt and filled up
an entire barrel!
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Unit Assessment • Unit 4 Grade 5 151
Name: Date:
Which word from the passage has about the same meaning
as wring?
A soaking
B squeezed
C filled
7 What does Febold think of his actions at the end of the passage?
A He is proud of what he has done.
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152 Grade 5 Unit Assessment • Unit 4
UNIT 4
UNIT
César Chávez:
Labor Leader
César Chávez started the first successful U.S. agricultural
union. He formed this group to help improve conditions for
farm workers. César would dedicate his life to improving the
lives of others. Here is his story.
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Unit Assessment • Unit 4 Grade 5 153
UNIT 4
UNIT
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154 Grade 5 Unit Assessment • Unit 4
Name: Date:
8 Based on the article, what does the author think of the daily
life of migrant workers?
A They earned enough money during harvest to live a
comfortable life.
B They ate well because there were so many fresh fruits
and vegetables.
C They faced difficulties because they had to move around
so often.
Which word from the sentences has almost the same meaning
as inquisitive?
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A different
B world
C curious
B He did not care if some people did not want to follow him.
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Unit Assessment • Unit 4 Grade 5 155
Name: Date:
11 How does the author show how César tried to make a change?
A by telling about protests and marches he led
C make a change
B make a difference
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156 Grade 5 Unit Assessment • Unit 4
Name: Date:
14 What evidence from the text best supports the author’s point of
view that César understood migrant workers?
A He knew first-hand what it was like to work
long, difficult hours outdoors.
B César began working at the Community
Service Organization (CSO).
C César tried to make a change peacefully.
Westward Ho!
Mary Bond sat in the back of the covered wagon and
began to write in her diary.
Today is Tuesday. Sometimes it is hard to remember what day
it is! I wonder what Oregon will be like when we finally get there.
We have been traveling for more than three months now. The
countryside is so different from New York City! The pastures are green
and the streams sparkle with clear water. It is not noisy like the city,
and we have not seen one building in miles!
I believe that my perspective and view of the wilderness is
changing. I think I shall like living in the country, after all.
“Mary, step down from the wagon!” shouted Father.
“Why don’t you walk alongside the wagon with your brother?”
Mary sighed and closed her diary. Then, she stepped off
the wagon and ran to catch up with Stewart.
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UNIT 5
UNIT
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Unit Assessment • Unit 5 Grade 5 159
Name: Date:
2 Which word from the passage has about the same meaning
as perspective?
A view
B wilderness
C country
4 How will the Bond family’s land in Oregon compare to the land
they had in New York?
A It will be much larger.
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160 Grade 5 Unit Assessment • Unit 5
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B depend
C grow
Which word from the paragraph has about the same meaning
as thrive?
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A work
B succeed
C sell
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Unit Assessment • Unit 5 Grade 5 161
UNIT 5
UNIT
Creating a Community
Soon after, the land was developed. First, a sewer line was
dug. The developers did not know that the layer of earth over
the site had been damaged during the digging.
About 100 homes were built. Public schools were built,
An Environmental Disaster
Families of Love Canal were eventually forced to leave.
The government paid to clean up the toxic land, but it was all
too late. People’s lives and the environment had already been
harmed. The question people asked themselves after this
tragedy was: What can be done to prevent another Love Canal
disaster someplace else?
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162 Grade 5 Unit Assessment • Unit 5
UNIT 5
UNIT
1,617,758
922,732
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534,704
357,412 333,960
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B exactly
C dangerous
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164 Grade 5 Unit Assessment • Unit 5
Name: Date:
Which word from the sentences has about the same meaning
as atmosphere?
A odor
B smell
C air
12 How does the author support the idea that Love Canal
was a mistake to build?
A by explaining what a dumpsite is
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Unit Assessment • Unit 5 Grade 5 165
Name: Date:
Dear Benjie
Benjie knocked on the principal’s door.
“Come on in,” said Ms. Choy. “How are you, Benjie?”
“I’m fine.” Benjie took a deep breath. “I have an idea for
the school newspaper. I’ve noticed some kids are having trouble
getting along, so I thought we could put a box outside your
office. Students could write letters about problems they’re
having. They could leave names off the letters.”
Ms. Choy smiled. “I like the idea, but what would you do
with the letters?”
“I could write a column. I would give survival advice and
help kids figure out how to get through elementary school!”
Ms. Choy laughed. “You have quite the sense of humor,
Benjie. I think your idea is brilliant and very helpful! Your
column will have a positive influence and effect on our
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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Unit Assessment • Unit 6 Grade 5 167
UNIT 6
UNIT
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168 Grade 5 Unit Assessment • Unit 6
Name: Date:
2 Which sentence from the passage best shows how Benjie feels
about his new column?
A The box by Ms. Choy’s office was stuffed with letters
every Friday, and Benjie always looked forward to writing
his responses.
B Everything was going well until one day, Benjie’s best friend,
Hugo, started ignoring him.
C There wasn’t another “Benjie” to help settle his problem.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
4 Which word from the passage has about the same meaning
as influence?
A column
B effect
C students
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Unit Assessment • Unit 6 Grade 5 169
Name: Date:
B settle
C asked
6 What does Benjie think about how his friend Hugo feels?
A He thinks Hugo does not understand him.
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170 Grade 5 Unit Assessment • Unit 6
UNIT 6
UNIT
PeaceJam
What happens when young people and Nobel Peace Prize
winners get together? Positive change is what happens!
An Idea Forms
In 1993, a man named Ivan Suvanjieff met a group of
troubled kids in Denver. He stopped to talk to them. He asked
if they knew about the work of Nobel Peace Prize winner,
Desmond Tutu. The kids had heard of him. Tutu uses
nonviolent methods to make positive world changes.
Ivan told his friend, Dawn Engle, about his encounter.
He thought that if these kids can be enthusiastic about creating
change, then other kids could, too.
Dawn worked for a group called Colorado Friends of
Tibet. She was able to get a meeting with the Dalai Lama. The
Dalai Lama is a well-known religious leader who promotes
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
peace. Dawn and Ivan shared their idea for a program. He liked
it. He enlisted other Nobel Peace Prize winners like himself to
join in to support the cause. Together, they started PeaceJam.
Since then, more than 600,000 young people have been
involved in the program. They address world problems
including poverty, violence, and human rights.
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Unit Assessment • Unit 6 Grade 5 171
UNIT 6
UNIT
Getting Inspired
After educating themselves about the problem, they learn
about the lives of Nobel Peace Prize winners. They find out how
these leaders helped to solve their own countries’ problems
using nonviolent methods. What is the effect of learning about
these leaders? The kids are inspired to take action! They find
ways to use their talents and passions to make positive changes.
Call to Action
Through the process, youth leaders become
peacebuilders. They try to restore, or bring back, peace in
troubled areas of the world. They create projects. These projects
focus on difficult issues like disease and the environment. The
kids register their projects. Then they work to complete them
with the help of schools, community centers, and clubs.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use. Image: Nova Development
Official PeaceJam Groups Around the Globe
North Asia
America Europe
Africa
South
America
KEY Australia
PeaceJam
Locations
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172 Grade 5 Unit Assessment • Unit 6
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B positive change
C long discussions
B to join in
C they started
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Unit Assessment • Unit 6 Grade 5 173
Name: Date:
B education
C human rights
B bring back
C troubled areas
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174 Grade 5 Unit Assessment • Unit 6
Name: Date:
B North America
C South America
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178 Grade 5 Exit Assessment • Unit 1
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Exit Assessment • Unit 1 Grade 5 179
Name: Date:
B help me bake
C a choice of
3 Which words from the text give a clue about the meaning
of encounter?
A take a while
B come across
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180 Grade 5 Exit Assessment • Unit 1
Name: Date:
C Cammie realizes she does not have time to bake a new cake.
5 What evidence from the text gives you a clue about how
Cammie will solve the problem with the cake?
A She learns that Tomas is allergic to cake flour.
6 Which words in the passage help you figure out the meaning
of the word reasoning?
A Lee’s solution made sense
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Exit Assessment • Unit 1 Grade 5 181
UNIT 1
EXIT
A Great Observer
Jane Goodall was born in London, England, on April 3,
1934. As a young girl, she was passionate about animals. Jane
showed strong feelings for a stuffed animal her father gave her.
She carried her toy chimpanzee, Jubilee, everywhere she went.
She also dreamed of living in Africa after reading a children’s
book. The book was called The Story of Dr. Dolittle. The story is
about a doctor who can talk to animals. He travels to Africa.
Heading to Africa
Jane’s dream finally came true when she was 23 years old.
She saved her money and traveled to Africa to visit a friend.
Jane met a well-known scientist there. His name was Dr. Louis
Leakey. He saw that Jane had a passion for wild animals. So,
Leakey hired her as an assistant. Jane’s job was to study
chimpanzees and their behavior.
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182 Grade 5 Exit Assessment • Unit 1
UNIT 1
EXIT
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Exit Assessment • Unit 1 Grade 5 183
Name: Date:
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184 Grade 5 Exit Assessment • Unit 1
Name: Date:
11 Which detail from the text supports the author’s point of view
that Jane was dedicated to her job?
A Jane’s dream finally came true when she was 23 years old.
B discovery
C research
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Exit Assessment • Unit 1 Grade 5 185
Name: Date:
14 What does the author think of Jane at the end of the article?
A She knows more about chimpanzees than anyone else.
15 Based on the quote at the end of the article, why did Jane hide
in a henhouse?
A She wanted to see how a hen laid an egg.
A Natural Wonder
More than Stars
Since long ago, people have been fascinated with the
night sky. Besides the stars and Moon, a beautiful display of
colored lights can sometimes be seen above us. In the northern
half of Earth, it is called the aurora borealis. It is also known as
the northern lights.
These lights are most noticeable in Alaska, Canada, and
the Arctic. They can be white, green, pink, red, and blue. Many
colors can be detected without a telescope, but the reddish
colors are the hardest to see.
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Exit Assessment • Unit 2 Grade 5 187
UNIT 2
EXIT
Aug.–Sept., 1859
Light storms are seen.
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188 Grade 5 Exit Assessment • Unit 2
Name: Date:
B reddish
C see
3 Which word from the article has about the same meaning
as theory?
A astronomer
B idea
C patches
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Exit Assessment • Unit 2 Grade 5 189
Name: Date:
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190 Grade 5 Exit Assessment • Unit 2
Name: Date:
8 According to the time line, in what year were light storms seen?
A 1621
B 1859
C 1989
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Exit Assessment • Unit 2 Grade 5 191
UNIT 2
EXIT
Read “The Princess and the Pea” before you answer Numbers 9
through 15.
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192 Grade 5 Exit Assessment • Unit 2
UNIT 2
EXIT
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Exit Assessment • Unit 2 Grade 5 193
Name: Date:
Use “The Princess and the Pea” to answer Numbers 9 through 15.
Which word from the passage has about the same meaning
as destiny?
A fate
B princess
C world
B hopeful
C upset
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194 Grade 5 Exit Assessment • Unit 2
Name: Date:
12 What does the queen want to know about the young woman
who comes to the castle?
A if she is who she claims to be
14 How does the royal family know that the young woman is
a princess?
A A princess is always honest to whomever she meets.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
15 How does the prince feel differently by the end of the passage?
A He feels badly because the princess slept so poorly.
A Movie Adventure
Davy, Hugo, and Lea paid for their tickets to see the
new Desert Martians movie. The friends were especially excited
because they had been learning about desert environments in
their outdoor adventure class.
Davy tapped his backpack and said, “I’ve got snacks for
our hike later.”
“And I have water to last for several days,” added Hugo.
They entered the darkened theater and found that it was
completely empty!
Lea pointed toward the front of the theater. “Everything
will look huge with our 3-D glasses on!”
Toward the end of the movie, Hugo sighed as the
Martians were about to leave the desert. “This movie is really
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196 Grade 5 Exit Assessment • Unit 3
UNIT 3
EXIT
when they noticed a flat area in the distance. Davy reached out
as they approached it and found that it was the screen! He
moved his fingers over it and, sure enough, he felt the seam.
Davy pulled a spike off a nearby cactus and sliced
through the seam of the movie screen. Then he gently opened it
and stepped through. The kids were back in the theater again!
Hugo got out some glue from his backpack and closed the
seam. “We should congratulate ourselves,” he said with a smile.
“I’m really proud that we got out of the desert safely!”
Lea chuckled and shook her head. “No one is going to
believe this story!”
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Exit Assessment • Unit 3 Grade 5 197
Name: Date:
2 What evidence from the passage shows how the kids are
prepared for an outdoor hike?
A They go to the movies.
B get
C real
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198 Grade 5 Exit Assessment • Unit 3
Name: Date:
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Exit Assessment • Unit 3 Grade 5 199
UNIT 3
EXIT
Why Migrate?
Many animals migrate. They do it in different ways.
They may travel by land, air, or water. Some walk great
distances, while others fly across entire continents. Some
animals even swim through wide oceans!
There are many reasons why animals migrate. Each
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200 Grade 5 Exit Assessment • Unit 3
UNIT 3
EXIT
A Difficult Journey
The long journey during migration can be tough on
animals. Some may have obstacles along the way. These
problems get in the way of the animals’ movement and
progress. For example, some animals may have to escape
predators. Others may face barriers built by humans, such
as power lines, tall buildings, or electrical towers.
Once animals arrive at their destination, their habitat
from the previous year may no longer be there. They may have
to reconstruct it, or build it again, before they can settle there
safely for the season.
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Exit Assessment • Unit 3 Grade 5 201
Name: Date:
Which word from the article has about the same meaning
as formation?
A arrangement
B direction
10 Which is a key detail from the article that tells why some
animals migrate?
A They are all flying in the same direction.
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202 Grade 5 Exit Assessment • Unit 3
Name: Date:
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Exit Assessment • Unit 3 Grade 5 203
Name: Date:
Which words from the paragraph have about the same meaning
as reconstruct?
A no longer be there
B build it again
C 1
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Exit Assessment • Unit 4 Grade 5 205
Name: Date:
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206 Grade 5 Exit Assessment • Unit 4
Name: Date:
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Exit Assessment • Unit 4 Grade 5 207
Name: Date:
B calmed down
C wonderful place
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208 Grade 5 Exit Assessment • Unit 4
UNIT 4
EXIT
Maya Angelou
Growing Up in the South
Marguerite Johnson was born in Missouri, on April 4,
1928. When she was three years old, she and her brother moved
to Arkansas. They lived with their grandmother in a small town.
There, the children faced discrimination because they were
African Americans. She would write about these experiences
later in life. Through her grandmother and extended family,
she learned about African American values and traditions.
Marguerite’s brother, Bailey, had a stutter and would call
her “My,” meaning “My sister.” After reading a book about the
Maya Indians, Bailey gave her the nickname “Maya.” This is the
name Dr. Angelou calls herself today.
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Exit Assessment • Unit 4 Grade 5 209
UNIT 4
EXIT
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210 Grade 5 Exit Assessment • Unit 4
Name: Date:
B to show how Maya learned early how to sing, dance, and act
Which word from these sentences has about the same meaning
as commenced?
A expressed
B started
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
C toured
10 What evidence from the text best supports the author’s point of
view that Maya was gifted with words?
A As a teenager, Maya loved the arts and was very talented.
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Exit Assessment • Unit 4 Grade 5 211
Name: Date:
B hearts
C all
12 What evidence from the article best supports the author’s point
of view that Maya’s writing is important?
A When Maya moved back to the United States, she helped
Dr. Martin Luther King, Jr.
B Soon after King’s death, Maya began writing a book about
her life.
Which evidence from the article gives a clue about the meaning
of anticipation?
A look forward to
B was awarded
C is more deserving
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212 Grade 5 Exit Assessment • Unit 4
Name: Date:
15 Which quote in the chart supports the idea that people can be
moved by words?
A About Love
B About Work
C About Writing
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A Discussion of Rights
It is a cool summer day in 1776. Elizabeth Miller invites her
friends for a morning of sewing and companionship. They live in a
Massachusetts Colony and are waiting for word about the meeting
of the Continental Congress. The women are hoping that the colonies
break free from Great Britain.
“What news have you heard from Philadelphia?”
said Elizabeth to the group as they were seated around a
warm hearth.
“I know the men will be voting for independence,
but I wish we had the right to vote as well!” exclaimed
Martha Carpenter with a frown.
“We must take small steps and be patient, for it is a
gradual process, my dear,” smiled Elizabeth.
Martha chimed in again. “My friend, Abigail Adams,
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214 Grade 5 Exit Assessment • Unit 5
UNIT 5
EXIT
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Exit Assessment • Unit 5 Grade 5 215
Name: Date:
B hopeful
C selfish
B be patient
C chimed in
B gain
C vote
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216 Grade 5 Exit Assessment • Unit 5
Name: Date:
C She is more upset about the rights that women do not have.
6 Which word from the passage has about the same meaning
as prospect?
A power
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
B rights
C chance
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Exit Assessment • Unit 5 Grade 5 217
UNIT 5
EXIT
Rising Seas
Scientists today know that sea levels have been rising
steadily. But the ocean is rising at an alarming rate in some areas
of the country.
Studies show that miles of the United States’ northeastern
coastline are at risk. This area of land reaches from North
Carolina to New England. Cities on the coast, like New York
and Boston, will be hit the hardest by the rising seas. The water
is rising at a fast rate there. The rate is three to four times faster
than in other parts of the country.
Causes
Why is this happening? Large ice sheets are melting in
parts of the northern Atlantic Ocean. Some scientists believe this
is a result of climate change. The glacial melt causes a change in
the movement of the ocean currents. This makes the sea expand
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UNIT 5
EXIT
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Exit Assessment • Unit 5 Grade 5 219
Name: Date:
B ocean currents
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220 Grade 5 Exit Assessment • Unit 5
Name: Date:
B estimate
C rising
B glaciers
C wind
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Which word or phrase from the article has about the same
meaning as identify?
A find
B slow down
C inspect
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Exit Assessment • Unit 5 Grade 5 221
Name: Date:
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Exit Assessment • Unit 6 Grade 5 223
UNIT 6
EXIT
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224 Grade 5 Exit Assessment • Unit 6
Name: Date:
B Mrs. Butler
B warm
C positively
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Exit Assessment • Unit 6 Grade 5 225
Name: Date:
Which word from the paragraph has about the same meaning
as abruptly?
A suddenly
B rushed
C into
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226 Grade 5 Exit Assessment • Unit 6
UNIT 6
EXIT
Body Structure
A hummingbird moves its wings very quickly at a rate
of 38 to 78 beats per second. At times when it is looking for a
mate, it can beat its wings as fast as 200 times per second! In
addition, a hummingbird is the only bird that can easily fly
backward. That is because it uses strong muscles to control its
wing movements.
People used to think that hummingbirds were not smart.
That is just not the case! Their heads and brains are relatively
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
large for their bodies, so they are able to solve problems. They
also have good memories. They can remember exactly where to
find the flowers with the most nectar!
A hummingbird’s long, slender beak is very useful. It
helps the bird poke inside flowers. Then it can get at the nectar
that lies deep inside.
A hummingbird’s tongue is shaped like a drinking straw.
This design allows it to quickly soak up nectar or sugar water
from a bird feeder. Imagine licking an ice cream cone. The
hummingbird can lick at a rate of 13 licks per second!
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Exit Assessment • Unit 6 Grade 5 227
UNIT 6
EXIT
Changing Temperatures
Hummingbirds can become dormant when the
temperature drops outside or when there is little food available.
Instead of being active and moving around, hummingbirds
sleep. Keeping still allows them to save their energy. This is so
that they will not starve.
Hummingbird Migration
When the weather gets cold, food sources are hard to find.
Plants and insects begin to die off. So, these little birds migrate
toward a warmer climate. They have been known to travel
hundreds of miles to find nectar and insects.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use. Image: Ruslan Olinchuk/Alamy
Ruby-throated Hummingbird Range
The ruby-throated
hummingbird travels
from North America to
Mexico and Central
N America for winter.
Map Key
Summer
Migration Route
Winter
GO ON
228 Grade 5 Exit Assessment • Unit 6
Name: Date:
GO ON
Exit Assessment • Unit 6 Grade 5 229
Name: Date:
B strong wings
B active
GO ON
230 Grade 5 Exit Assessment • Unit 6
Name: Date:
B Changing Temperatures
C Hummingbird Migration
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√
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Trees or Gems?
Although both trees and gems are beneficial, or useful,
trees are more beneficial. Gems are shiny and pretty. They
can be made into necklaces and rings. Hard gems can be
used in tools. But trees have even more uses. Trees give us
paper and wood. They give us food as well, such as fruit
and nuts. Birds and other animals live in trees. Trees also
give us air to breathe.
Some people want to protect old trees that are still
standing. Others say that aged trees need to be cleared away
and young trees planted. The way to solve this argument is
to cut only portions of a forest and leave others intact. That
saves more trees and creates a healthy forest.
Many think that trees do not need to be protected
because they are renewable. But as we cut them, we must
replant them. That is the best way to save trees.
Trees or Gems?
9 Although both trees and gems are beneficial, or useful,
19 trees are more beneficial. Gems are shiny and pretty. They
30 can be made into necklaces and rings. Hard gems can be
42 used in tools. But trees have even more uses. Trees give us
54 paper and wood. They give us food as well, such as fruit
65 and nuts. Birds and other animals live in trees. Trees also
70 give us air to breathe.
80 Some people want to protect old trees that are still
91 standing. Others say that aged trees need to be cleared away
102 and young trees planted. The way to solve this argument is
114 to cut only portions of a forest and leave others intact. That
122 saves more trees and creates a healthy forest.
132 Many think that trees do not need to be protected
143 because they are renewable. But as we cut them, we must
153 replant them. That is the best way to save trees.
Surrender at Yorktown
Jeremy urged his horse to go faster as he raced through
the Virginia countryside in 1781. He had heard that General
Lord Cornwallis had surrendered to General George
Washington in Yorktown. He wondered if the war was
nearly over.
Jeremy soon reached his uncle’s farm. Bursting through
the door, he delivered the momentous news. His uncle
made him sit down and take several deep breaths before
telling more.
Jeremy had heard the story from a spectator who had
watched the ceremony. “He told me that Cornwallis was not
there,” Jeremy panted. “He pretended to be ill. He sent his
second in command instead. The British soldiers were sullen
as well. Some threw their weapons down in disgust.”
However, the surrender had happened, and it was still
surrender. This was a major victory for the American
Surrender at Yorktown
11 Jeremy urged his horse to go faster as he raced through
21 the Virginia countryside in 1781. He had heard that General
28 Lord Cornwallis had surrendered to General George
37 Washington in Yorktown. He wondered if the war was
39 nearly over.
47 Jeremy soon reached his uncle’s farm. Bursting through
56 the door, he delivered the momentous news. His uncle
66 made him sit down and take several deep breaths before
68 telling more.
78 Jeremy had heard the story from a spectator who had
88 watched the ceremony. “He told me that Cornwallis was not
99 there,” Jeremy panted. “He pretended to be ill. He sent his
108 second in command instead. The British soldiers were sullen
117 as well. Some threw their weapons down in disgust.”
126 However, the surrender had happened, and it was still
135 surrender. This was a major victory for the American
146 Patriots. But Jeremy and his family would have to wait until
158 1783 for the Treaty of Paris to be signed. The treaty granted
162 the colonies their independence.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A Living Museum
When the Pilgrims landed on the coast of North America,
they did not have homes to move into. They had to build a
colony. There were no stores for them to buy food. So they
had to grow their own food. They made their own clothing
as well.
People today can see what life was like for the pilgrims.
They can visit Plimoth Plantation in Massachusetts. An
English village has been built here to show people what
life was like in 1627. This was only seven years after the
colonists arrived. At the time, there were about 160 people
living there.
People at the site dress like the colonists did in 1627.
They show visitors how the colonists led their daily lives.
They also invite visitors to join in activities such as cooking
and gardening.
There also are many animals in the village. These are the
√ What text evidence shows that life for the Pilgrims was hard?
A Living Museum
10 When the Pilgrims landed on the coast of North America,
23 they did not have homes to move into. They had to build a
35 colony. There were no stores for them to buy food. So they
46 had to grow their own food. They made their own clothing
48 as well.
59 People today can see what life was like for the pilgrims.
67 They can visit Plimoth Plantation in Massachusetts. An
77 English village has been built here to show people what
89 life was like in 1627. This was only seven years after the
99 colonists arrived. At the time, there were about 160 people
101 living there.
112 People at the site dress like the colonists did in 1627.
122 They show visitors how the colonists led their daily lives.
133 They also invite visitors to join in activities such as cooking
135 and gardening.
146 There also are many animals in the village. These are the
156 same types of animals that the colonists had. They include
164 rare breeds of cattle, goats, chickens, and sheep.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Abigail Rests
Abigail was tired of tending to the herb garden. It was
a hot day, and she had been working since early morning.
She had fetched water for her mother then fed the chickens.
From there she had gone to the garden. Now the sun
was high.
Abigail peeked into the small wood-frame house where
her mother had just finished baking bread.
“Mother, may I please have a few moments to go to the
stream to rest?” Abigail asked. “It is very warm, and I
would like some cool water.”
Her mother said yes and cautioned her to be careful.
Abigail skipped away before her mother could change her
mind. She quickly followed the path down to the water
where there was shade and a cool place to relax.
Abigail remained for about an hour. She enjoyed listening
to the birds’ chatter and watching a young deer come for a
Abigail Rests
11 Abigail was tired of tending to the herb garden. It was
22 a hot day, and she had been working since early morning.
33 She had fetched water for her mother then fed the chickens.
44 From there she had gone to the garden. Now the sun
46 was high.
55 Abigail peeked into the small wood-frame house where
62 her mother had just finished baking bread.
74 “Mother, may I please have a few moments to go to the
85 stream to rest?” Abigail asked. “It is very warm, and I
90 would like some cool water.”
100 Her mother said yes and cautioned her to be careful.
109 Abigail skipped away before her mother could change her
119 mind. She quickly followed the path down to the water
129 where there was shade and a cool place to relax.
138 Abigail remained for about an hour. She enjoyed listening
150 to the birds’ chatter and watching a young deer come for a
163 drink. At last, she felt refreshed. She knew it was time to go
166 back to work.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
A Wildlife Project
Leon’s group was having trouble coming up with a topic
for its class project. The group had to focus on something
local and use some form of technology.
“Let’s do local wildlife,” Leon said. There was a groan.
The group didn’t think Leon’s idea was interesting at all.
The group changed its mind after Leon told more about
his idea.
On Saturday, Leon, his classmates, and some adults took
a hike. The children used a camera and a cell phone to take
pictures and videos. Later, they used a computer to put
together their work. They had filmed a close-up of a hawk
swooping through the sky. They had pictures of deer,
squirrels, and even a fox. There was also a video of a flock
of wild turkeys.
The presentation to the class went well. Everyone was
surprised at how much wildlife could be seen in the area.
A Wildlife Project
10 Leon’s group was having trouble coming up with a topic
21 for its class project. The group had to focus on something
28 local and use some form of technology.
38 “Let’s do local wildlife,” Leon said. There was a groan.
48 The group didn’t think Leon’s idea was interesting at all.
58 The group changed its mind after Leon told more about
60 his idea.
69 On Saturday, Leon, his classmates, and some adults took
82 a hike. The children used a camera and a cell phone to take
92 pictures and videos. Later, they used a computer to put
104 together their work. They had filmed a close-up of a hawk
113 swooping through the sky. They had pictures of deer,
126 squirrels, and even a fox. There was also a video of a flock
129 of wild turkeys.
138 The presentation to the class went well. Everyone was
149 surprised at how much wildlife could be seen in the area.
160 They also liked the way the pictures and videos were done.
170 It was more like a movie than a class project.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Flying to Help
Pilots fly planes. Some pilots help people in danger by
flying to places where people need help. They use their
planes to help find people lost in parks. They also dump
water and chemicals to put out fires. They bring supplies to
the firefighting crew as well.
Pilots need special skills to do their job. For example,
pilots who fly to help find people must have fine eyesight.
They may have to spot a person from far away. They may
have to land in canyons or deep valleys to drop off supplies.
Pilots who help to put out fires must be able to respond
quickly and focus on safety.
Flying to a fire is dangerous. For example, flames can
burn the plane if it flies too low. The air may be filled with
smoke, which makes it hard for the pilot to see and breathe.
Flying a plane to put out a fire or to find missing people
is not easy. Sometimes it is not safe. But it is a job that helps
Flying to Help
10 Pilots fly planes. Some pilots help people in danger by
20 flying to places where people need help. They use their
31 planes to help find people lost in parks. They also dump
42 water and chemicals to put out fires. They bring supplies to
47 the firefighting crew as well.
57 Pilots need special skills to do their job. For example,
68 pilots who fly to help find people must have fine eyesight.
80 They may have to spot a person from far away. They may
92 have to land in canyons or deep valleys to drop off supplies.
104 Pilots who help to put out fires must be able to respond
109 quickly and focus on safety.
119 Flying to a fire is dangerous. For example, flames can
133 burn the plane if it flies too low. The air may be filled with
145 smoke, which makes it hard for the pilot to see and breathe.
158 Flying a plane to put out a fire or to find missing people
173 is not easy. Sometimes it is not safe. But it is a job that helps
183 many people. These brave pilots should be thanked for all
185 they do.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Super Spots
A leopard has spots for more than one reason. The
leopard’s spots are dark brown and shaped like flowers.
They help the big cat hide from its prey. In forests and
grasslands, the spots break up the shape of the leopard.
Other animals cannot easily see the leopard.
Another reason for the spots is communication. A leopard
has a white spot on the tip of its tail and on the backs of its
ears. These spots help leopards find each other in tall grass.
Even black leopards have spots. These cats live in the
dark rain forests of Southeast Asia. They look solid black.
But their spots can be seen from the right angle.
Jaguars and cheetahs are other big cats with spots. The
spots of all three cats are about the same color. But the spots
are different shapes. Jaguar spots are also like flowers, but
they are bigger than leopard spots. Jaguar spots also have
dots in the center. Cheetahs have solid spots that are evenly
Super Spots
10 A leopard has spots for more than one reason. The
19 leopard’s spots are dark brown and shaped like flowers.
31 They help the big cat hide from its prey. In forests and
41 grasslands, the spots break up the shape of the leopard.
48 Other animals cannot easily see the leopard.
57 Another reason for the spots is communication. A leopard
73 has a white spot on the tip of its tail and on the backs of its
84 ears. These spots help leopards find each other in tall grass.
94 Even black leopards have spots. These cats live in the
104 dark rain forests of Southeast Asia. They look solid black.
114 But their spots can be seen from the right angle.
124 Jaguars and cheetahs are other big cats with spots. The
137 spots of all three cats are about the same color. But the spots
147 are different shapes. Jaguar spots are also like flowers, but
157 they are bigger than leopard spots. Jaguar spots also have
168 dots in the center. Cheetahs have solid spots that are evenly
172 spread across its body.
√
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Rare Air
You can’t see it, but clean air is an important and often
rare resource. Nearly every living thing needs air to live.
If air becomes dirty because of pollution, plants can die.
People and animals can become sick.
Air pollution is often from smoke. In the 1200s in
England, people complained about smoke when coal was
first burned. Today, people burn oil and natural gas to heat
their homes and operate their cars. Air pollution also comes
from businesses, such as electrical plants.
When you can see hazy brown air, you know that it’s
dirty. Polluted air traps gases. When these gases cannot
escape, they raise the temperature of Earth. People cannot
breathe easily when the air is bad. Their eyes become red,
and noses and lungs are irritated. They can develop asthma
and other breathing problems.
There are ways to control air pollution. But they are
√ What problem does the author point out about controlling air
pollution?
Rare Air
12 You can’t see it, but clean air is an important and often
22 rare resource. Nearly every living thing needs air to live.
32 If air becomes dirty because of pollution, plants can die.
38 People and animals can become sick.
48 Air pollution is often from smoke. In the 1200s in
56 England, people complained about smoke when coal was
67 first burned. Today, people burn oil and natural gas to heat
77 their homes and operate their cars. Air pollution also comes
83 from businesses, such as electrical plants.
94 When you can see hazy brown air, you know that it’s
103 dirty. Polluted air traps gases. When these gases cannot
112 escape, they raise the temperature of Earth. People cannot
123 breathe easily when the air is bad. Their eyes become red,
133 and noses and lungs are irritated. They can develop asthma
137 and other breathing problems.
147 There are ways to control air pollution. But they are
159 costly. Many businesses do not want to pay a lot of money.
169 Customers do not want to pay more for the products
171 they buy.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Bright Stars
The Bayville Bright Stars played baseball, but none of
them were stars. Each player had been rejected by another,
better team.
The Bayville Bright Stars were definitely a team. The
players liked each other, and they worked well together. As
they organized their team, they discovered that each team
member had one skill. Shawn could run fast while José
could throw a baseball a long distance. Taylor was capable
of watching the whole field to see what everyone was
doing. Vera was good at shortstop; this was the one position
she could play well. None of the Bright Stars were excellent
players, but they were consistently good. Best of all, the
team loved to play baseball.
The team decided to let each player choose his best
position. They practiced often until their first game
was scheduled. They didn’t win that game, but at least
√ Why does the narrator believe the Bayville Bright Stars are a
good team?
Bright Stars
9 The Bayville Bright Stars played baseball, but none of
19 them were stars. Each player had been rejected by another,
21 better team.
30 The Bayville Bright Stars were definitely a team. The
40 players liked each other, and they worked well together. As
49 they organized their team, they discovered that each team
59 member had one skill. Shawn could run fast while José
69 could throw a baseball a long distance. Taylor was capable
79 of watching the whole field to see what everyone was
90 doing. Vera was good at shortstop; this was the one position
101 she could play well. None of the Bright Stars were excellent
111 players, but they were consistently good. Best of all, the
116 team loved to play baseball.
126 The team decided to let each player choose his best
134 position. They practiced often until their first game
144 was scheduled. They didn’t win that game, but at least
146 they scored.
157 In the last game of the season, the Bright Stars finally
167 demonstrated what they could do. They beat the best team
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
178 by one run and shocked everyone. No team could have been
182 happier with a win.
A Closer Look
Megan felt as though she had landed on another planet.
She was spending the summer with her aunt and uncle who
lived on a large ranch in Wyoming. Megan had come from a
busy city in California.
On her first day, Megan went outside and gazed at the
landscape. The land seemed completely empty as it
stretched for miles.
“There’s nothing here,” Megan complained.
“Just wait,” her aunt said and smiled.
Megan did wait, but nothing seemed to happen. Then
one day, Megan’s aunt and uncle took her for a ride to a
mountain meadow where Megan saw beautiful wildflowers,
but that was all.
And then over the wildflowers flitted tiny hummingbirds.
Their wings moved in a blur. Megan’s aunt explained that
they were Rufous hummingbirds. Then she pointed up in
A Closer Look
10 Megan felt as though she had landed on another planet.
21 She was spending the summer with her aunt and uncle who
33 lived on a large ranch in Wyoming. Megan had come from a
37 busy city in California.
48 On her first day, Megan went outside and gazed at the
56 landscape. The land seemed completely empty as it
59 stretched for miles.
64 “There’s nothing here,” Megan complained.
71 “Just wait,” her aunt said and smiled.
80 Megan did wait, but nothing seemed to happen. Then
93 one day, Megan’s aunt and uncle took her for a ride to a
100 mountain meadow where Megan saw beautiful wildflowers,
104 but that was all.
112 And then over the wildflowers flitted tiny hummingbirds.
122 Their wings moved in a blur. Megan’s aunt explained that
131 they were Rufous hummingbirds. Then she pointed up in
142 the sky where Megan saw a mass of fluttering insects. They
151 turned out to be Monarch butterflies migrating to Wyoming
157 from their winter home in Mexico.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
167 “In the fall the elk herds migrate,” Megan’s uncle said.
177 “There is always something to see if you look closer.”
The Seashore
There are many fun activities to choose from when you
visit the seashore. The beaches, boardwalks, and ocean
waters offer many things to do. You can build sandcastles,
swim, surf, collect shells, or play games.
Lots of people like to collect seashells. Miles of sandy
shores invite a walk along the water’s edge. You will find
that the waves push many shells onto the sand. Soft-bodied
sea animals, called mollusks, use these shells for protection.
The ocean can cool you off on a hot day. Swimming and
surfing are two ways to enjoy the water. Riding waves on a
surfboard can be lots of fun! However, it is important for
swimmers and surfers to be careful. Big waves or strong
tides can make a fun activity unsafe.
If you like to play games, be sure to visit the beach and
boardwalk. You can join a beach ballgame. You can also
watch and cheer on the players. Most boardwalk games cost
The Seashore
10 There are many fun activities to choose from when you
18 visit the seashore. The beaches, boardwalks, and ocean
28 waters offer many things to do. You can build sandcastles,
35 swim, surf, collect shells, or play games.
45 Lots of people like to collect seashells. Miles of sandy
56 shores invite a walk along the water’s edge. You will find
67 that the waves push many shells onto the sand. Soft-bodied
76 sea animals, called mollusks, use these shells for protection.
88 The ocean can cool you off on a hot day. Swimming and
100 surfing are two ways to enjoy the water. Riding waves on a
111 surfboard can be lots of fun! However, it is important for
121 swimmers and surfers to be careful. Big waves or strong
128 tides can make a fun activity unsafe.
141 If you like to play games, be sure to visit the beach and
151 boardwalk. You can join a beach ballgame. You can also
161 watch and cheer on the players. Most boardwalk games cost
168 money but offer prizes if you win.
178 Paid passes are needed on many beaches. Often you can
191 prepay for a whole season of fun. Then you can return to the
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Alicia’s Dilemma
Alicia had a dog, a miniature schnauzer named Rosie that
she had grown up with. Now Alicia had a little sister, Marta,
who also loved the dog. But Marta was always sick with
red, itchy eyes and a runny nose. Lately, she was getting
ear infections.
“Your sister is allergic to your pooch,” Dr. Hurtago said
to Alicia one day when her mom had taken Marta to the
doctor’s office.
“Rosie is a member of our family,” said Alicia’s mom.
“But Marta cannot be sick all the time.”
The girls went home and embraced Rosie, which caused
Marta to start sniffling all over again.
The next day after school, Alicia went to see Rosie’s
veterinarian. “I love Rosie, but she can’t stay with us. She
needs another home; it has to be someplace where I could
visit her,” Alicia explained.
Alicia’s Dilemma
10 Alicia had a dog, a miniature schnauzer named Rosie that
22 she had grown up with. Now Alicia had a little sister, Marta,
33 who also loved the dog. But Marta was always sick with
44 red, itchy eyes and a runny nose. Lately, she was getting
46 ear infections.
56 “Your sister is allergic to your pooch,” Dr. Hurtago said
68 to Alicia one day when her mom had taken Marta to the
70 doctor’s office.
80 “Rosie is a member of our family,” said Alicia’s mom.
88 “But Marta cannot be sick all the time.”
97 The girls went home and embraced Rosie, which caused
104 Marta to start sniffling all over again.
114 The next day after school, Alicia went to see Rosie’s
125 veterinarian. “I love Rosie, but she can’t stay with us. She
136 needs another home; it has to be someplace where I could
140 visit her,” Alicia explained.
149 The vet looked thoughtfully at her. “My sister loves
159 schnauzers, and she just moved into town. She has been
169 thinking about getting a dog, so this may be perfect.”
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
179 “Could I visit and take Rosie for walks?” Alicia asked.
189 “I’m sure you could,” said the vet with a smile.
Making Perfume
Lin loved the smell of flowers and forest pine needles.
She loved the smell of oranges and lemons.
Lin wondered how people made perfumes and got
smells out of things in nature. So her mother took her to a
perfume factory to see. A tour guide told them many things
about perfumes.
The guide said that perfumes are made from oils. The oils
once came from flowers, leaves, fruits, roots, and seeds. Oils
from these sources are still used. But scientists can now
make many of the same smells in their labs. They also make
new smells that are not found in nature.
Lin watched people extracting oils. Some oils were
squeezed out while others were boiled out. Some people
were putting flower petals on big, flat trays. They covered
the petals with pork fat that could pull out the sweet smells.
The guide said that as many as 300 different smells can
Making Perfume
10 Lin loved the smell of flowers and forest pine needles.
18 She loved the smell of oranges and lemons.
26 Lin wondered how people made perfumes and got
39 smells out of things in nature. So her mother took her to a
50 perfume factory to see. A tour guide told them many things
52 about perfumes.
63 The guide said that perfumes are made from oils. The oils
73 once came from flowers, leaves, fruits, roots, and seeds. Oils
83 from these sources are still used. But scientists can now
95 make many of the same smells in their labs. They also make
103 new smells that are not found in nature.
111 Lin watched people extracting oils. Some oils were
120 squeezed out while others were boiled out. Some people
130 were putting flower petals on big, flat trays. They covered
142 the petals with pork fat that could pull out the sweet smells.
153 The guide said that as many as 300 different smells can
163 go into one perfume. People who make perfumes must have
175 a good sense of smell. They must also know how to put
178 different smells together.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
197 won their fight, and Catt had made a mark on history.
187 had to agree. The proof was too strong. And then a new
198 idea was proposed. The sun was not the center of the
200 universe, either!
The Bridge
Once there was a village that was nestled high in the
mountains. The only way to reach the village was to cross a
rushing river and travel up a steep and rocky path that
twisted around the mountains. The river was dangerous.
The path was narrow and difficult to walk on, but the
villagers liked it that way. The villagers did not welcome
strangers, although they were polite when one arrived. And
the world went on, leaving the village behind.
One day gold was discovered in the mountains around
the village. Suddenly, strangers were everywhere, climbing
the steep path and digging into the mountainsides. Many
miners were hurt as they looked for gold. They fell from the
path and slid down the mountain. They became lost in the
path’s twists and turns. Some disappeared and were never
seen again.
At last, people in the valleys decided they must build a
The Bridge
11 Once there was a village that was nestled high in the
23 mountains. The only way to reach the village was to cross a
34 rushing river and travel up a steep and rocky path that
42 twisted around the mountains. The river was dangerous.
53 The path was narrow and difficult to walk on, but the
63 villagers liked it that way. The villagers did not welcome
72 strangers, although they were polite when one arrived. And
80 the world went on, leaving the village behind.
89 One day gold was discovered in the mountains around
96 the village. Suddenly, strangers were everywhere, climbing
105 the steep path and digging into the mountainsides. Many
117 miners were hurt as they looked for gold. They fell from the
128 path and slid down the mountain. They became lost in the
137 path’s twists and turns. Some disappeared and were never
139 seen again.
150 At last, people in the valleys decided they must build a
161 bridge across the river and make the path straight. When it
172 was finished, the path to the village and into the mountains
182 was much safer. New people came and moved into the
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
191 village. They built homes and started businesses. The world
199 had arrived, and the village was forever changed.
Seed Treasures
Many people think of treasure as gold, silver, and
precious gems. However, gardeners know that their
treasure is seeds. They especially value seeds that are
known as heirlooms.
An heirloom is something valuable. It is handed down
from generation to generation. Heirloom seeds come from
plants that people have been growing for a long time. Some
heirloom plants were first cultivated by Native Americans
hundreds of years ago.
Besides age, heirloom seeds are thought to be “true-to-
type.” This means that the seeds will produce a plant like
the one they came from. Most vegetables grown today are
from hybrid plants. The seeds from these plants are often
not true-to-type. They may not even grow. If they do, the
vegetables often are not like those that came from the
parent plant.
Seed Treasures
9 Many people think of treasure as gold, silver, and
16 precious gems. However, gardeners know that their
25 treasure is seeds. They especially value seeds that are
28 known as heirlooms.
37 An heirloom is something valuable. It is handed down
45 from generation to generation. Heirloom seeds come from
56 plants that people have been growing for a long time. Some
64 heirloom plants were first cultivated by Native Americans
68 hundreds of years ago.
78 Besides age, heirloom seeds are thought to be “true-to-
89 type.” This means that the seeds will produce a plant like
99 the one they came from. Most vegetables grown today are
109 from hybrid plants. The seeds from these plants are often
122 not true-to-type. They may not even grow. If they do, the
132 vegetables often are not like those that came from the
134 parent plant.
142 Many gardeners also like heirloom seeds because of
151 quality. These gardeners want tomatoes that taste like real
160 tomatoes. They do not want tomatoes that taste like
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
170 something else. They want sweet and juicy corn. They do
180 not want something that looks good but has little taste.
The Fox
The sun was about to set, so the fennec fox knew that it
was about time to hunt for food. He poked his nose out of
his underground den. Then his whole head emerged.
Anyone watching might think that a much larger animal
lived there. The fox’s ears were at least half the length of his
12-inch body. The fox treasured his ears because they helped
to keep him cool in the searing desert heat. He also was
proud of his long, thick hair. It also protected him from the
hot sun and kept him warm at night. It looks good, too, the
fox thought.
Out on the sand, the fox roamed. He was not picky about
food. He would eat plants, rodents, eggs, small reptiles, and
insects. If he found water, he might drink some, but he did
not need it. He could survive without water for a long time.
At last, the fox sensed a reptile nest. He used his hairy
feet to dig up the eggs. He finished his tasty meal before the
The Fox
13 The sun was about to set, so the fennec fox knew that it
26 was about time to hunt for food. He poked his nose out of
34 his underground den. Then his whole head emerged.
43 Anyone watching might think that a much larger animal
56 lived there. The fox’s ears were at least half the length of his
66 12-inch body. The fox treasured his ears because they helped
78 to keep him cool in the searing desert heat. He also was
90 proud of his long, thick hair. It also protected him from the
103 hot sun and kept him warm at night. It looks good, too, the
105 fox thought.
117 Out on the sand, the fox roamed. He was not picky about
127 food. He would eat plants, rodents, eggs, small reptiles, and
139 insects. If he found water, he might drink some, but he did
151 not need it. He could survive without water for a long time.
163 At last, the fox sensed a reptile nest. He used his hairy
176 feet to dig up the eggs. He finished his tasty meal before the
187 other foxes in his community found out he had a wonderful
201 treat. Then it was back to his cool den under the sand as the
205 sun began to rise.
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10
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10
11
12
14
15
10
11
12
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13
14
15
Suggested Responses:
1 Text Evidence: piggy bank was empty; at a real bank
money that is saved
2 Text Evidence: Maybe they would pay Cam to walk their dogs after school.
She puts up signs around the neighborhood.
3 Text Evidence: Cam earned a lot of money
be able to pay for
4 Text Evidence: As she headed down the street, she tripped over the leashes.
5 Text Evidence: “I can help on Tuesday and Thursday,” said Alice. “I can help on Wednesday
and Friday,” said Clara.
Alice
UNIT 1 WEEK 2
Item # Content Focus
1 Vocabulary: Context Clues
Suggested Responses:
1 Text Evidence: “It will take a while to make new friends,” I thought. The worst part
was that I would have to leave my best friend, Ahmed.
nervous
2 He does not want to move to the city.
Text Evidence: I did not want to move!
3 He tries to talk to his mother about his fears.
4 Text Evidence: she did not pay attention; she was busy rushing around and putting
things in boxes
thinking about something else
5 Text Evidence: “Ahmed and his family also are moving to the city, and we will
be neighbors.”
Suggested Responses:
1 Text Evidence: along the sand dunes near San Francisco; the sand and waves
Adams learned to find peace in nature.
2 Text Evidence: steep
3 Text Evidence: Later, Adams worked for the Sierra Club; The job was at Yosemite.
4 Text Evidence: amazed by what he saw
amazing or wonderful
5 They saw the photos that Adams took at Yosemite.
Text Evidence: People in Congress saw his pictures, too. As a result, they created more
national parks like Yosemite.
UNIT 1 WEEK 4
Item # Content Focus
1 Sequence
2 Sequence
3 Vocabulary: Context Clues
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4 Sequence
5 Vocabulary: Context Clues
Suggested Responses:
1 Ray made a computer that wrote music. It won first prize in a science fair.
Text Evidence: in the 1960s
2 Text Evidence: In the 1970s; As they talked
3 Text Evidence: a scanner; a computer music keyboard
machines or tools
4 Ray invented a machine that could make the sounds of any instrument.
5 Text Evidence: eagerly supported
to do something with great excitement
Suggested Responses:
1 Text Evidence: a close look
2 Text Evidence: E-books have great features; E-books are easy to carry around.
Benefits of E-Books
3 Text Evidence: problems
4 The author thinks it can be a big problem.
Text Evidence: If you forget to charge it, you cannot read the book.
5 E-books are a better choice than books printed on paper.
Text Evidence: With all of the benefits that e-books have, they are the clear winner!
UNIT 2 WEEK 1
Item # Content Focus
1 Problem and Solution
2 Vocabulary: Context Clues
3 Problem and Solution
Suggested Responses:
1 The country needed a new government and a new leader.
Text Evidence: [A box should be drawn around the entire section titled “The
Great Debate.”]
2 Text Evidence: this meeting
a meeting for a special purpose
3 Text Evidence: Others thought a king might have too much power. He could not be fired,
and no one would have a say in choosing future kings.
4 Text Evidence: How would the new leader be chosen? How much power would he have?
to talk about or discuss something
5 The Constitution explained the U.S. President’s job and what he could do and could not do.
It solved the problem of how the new leader should run the country.
Suggested Responses:
1 Text Evidence: Once, there was a village with two excellent bakers.
One baker is jolly and gives children treats. The other baker is unkind and does not give
children treats.
2 Text Evidence: the name of the new royal baker
announce or make something known
3 Text Evidence: “My chocolate cake will win,” he said. “It is the best in the land!”
Possible answer: The jolly baker is not as confident as the unkind baker.
4 Text Evidence: did not know
5 The unkind baker puffs out his chest with pride. The jolly baker smiles at Polly and
whispers, “Lemon!”
UNIT 2 WEEK 3
Item # Content Focus
1 Sequence
2 Sequence
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Suggested Responses:
1 Text Evidence: 1849
22 years later
2 Text Evidence: He created a new type of potato in 1871 that is still the most used
potato today.
Burbank sold the rights to the potato for $150 and then moved to California.
3 Text Evidence: active
4 Text Evidence: grew a cactus that had no spines, or needles
changed or made different
5 Possible answer: Burbank used new ways to create and grow more than 800 new
types of plants.
Text Evidence: 1926
Suggested Responses:
1 He wants the other animals to respect him.
2 Text Evidence: thanks
3 Text Evidence: He decided that he would capture Snake, one of the longest, strongest
animals in the forest.
Possible answer: Anansi is brave and clever.
4 Text Evidence: with the hope of catching him
chase
5 Text Evidence: From that day on, the animals treated Anansi with respect.
Possible answer: You do not have to be big and strong to gain respect from others.
UNIT 2 WEEK 5
Item # Content Focus
1 Genre
2 Literary Elements: Rhyme
3 Literary Elements: Repetition
Suggested Responses:
1 Text Evidence: “Let’s help!” I say to classmates. / “Let’s make a plan today. / We’ll plan to
have a car wash. / And hold it Saturday!”
The dialogue helps to tell a story about what the speaker does.
2 today/Saturday
3 Text Evidence: To kids in Africa; in America
Possible answer: Kids in America can help kids in Africa.
4 Text Evidence: A desk can make a difference—; “We’ll plan to have a car wash.”; We earn
some cash to send desks—
5 The speaker helps kids in Africa by raising money to send desks to them.
Suggested Responses:
1 upset and embarrassed
Text Evidence: Cara frowned; Cara never understood why he wore those odd clothes.
2 Text Evidence: Without thinking
said something suddenly without thinking
3 Text Evidence: “I really like that my grandmother is different from everyone else.”
4 Text Evidence: embarrassment
thankful and proud
5 Cara learns to respect and admire what makes her family different.
UNIT 3 WEEK 2
Item # Content Focus
1 Vocabulary: Context Clues
2 Theme
3 Vocabulary: Context Clues
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4 Theme
5 Theme
Suggested Responses:
1 Text Evidence: way of life
the way a group of people live in one place over a period of time
2 Text Evidence: “Help me gather grasses and reeds along the river.” Adam had learned that
ancient Egyptians used these plants to build.
Adam and his dad use them to build a hut for shelter.
3 Text Evidence: a hut made from mud and reeds
made or built
4 Text Evidence: “You have used our resources well,” the boy said. “I will share a secret.”
5 Possible answer: Adam and his dad are able to build a shelter in an unfamiliar place
because of their knowledge.
Suggested Responses:
1 Text Evidence: a pattern again and again
something that happens again and again
2 Text Evidence: in many objects, such as pinecones and seashells.
3 Text Evidence: if you look at a sunflower
able to be seen
4 Text Evidence: Add the last two numbers each time to find the next number in
the pattern.
13 (8 + 5)
5 Possible answer: Leonardo Fibonacci discovered a mathematical pattern that is
often found in nature.
UNIT 3 WEEK 4
Item # Content Focus
1 Main Idea and Key Details
2 Vocabulary: Context Clues
Suggested Responses:
1 Text Evidence: Around the world, many people do not have medicines they need.
In some places, women have few rights. Often, people work long hours in difficult
conditions, making very little money.
2 Text Evidence: their time and effort
given or devoted
3 Text Evidence: working together closely
work together to do something
4 Text Evidence: They interview people, take pictures, and write articles as ways of
sharing their discoveries.
Some groups learn about the problems and donate money.
5 Text Evidence: She traveled to Africa with Nick. They made a movie about poverty
and disease there.
Nick’s student partners help the world learn about problems that others face.
Suggested Responses:
1 Possible answer: The author is impressed by the moai.
Text Evidence: incredible
2 Text Evidence: hundreds of years ago; people did not have animals or wheels
a period of time or history
3 Possible answer: All of the measurements show that the moai were very large, or gigantic.
4 Text Evidence: These pieces showed
5 Text Evidence: they rocked a statue side to side with ropes, and it slowly moved forward.
This method needed just 18 people, which is not many at all.
UNIT 4 WEEK 1
Item # Content Focus
1 Point of View
2 Point of View
3 Vocabulary: Context Clues
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4 Point of View
5 Vocabulary: Context Clues
Suggested Responses:
1 Text Evidence: she; her
2 Text Evidence: born in Missouri; looked just like a regular girl; could ride a horse before
she could even talk; more than six feet tall; tamed wild broncos and hunted better than
any man on this side of the Mississippi; joined the army.
The detail about Calamity Jane riding a horse before she could talk is probably not true.
3 Text Evidence: missions; act
acts or actions
4 The narrator thinks Calamity Jane is very courageous.
Text Evidence: One act of courage
5 Text Evidence: acts of bravery
brave and courageous
Suggested Responses:
1 Text Evidence: Jada
2 Text Evidence: I can’t find any of my soccer collection anywhere.
confused and upset
3 Text Evidence: (Looking doubtful and mumbling to herself)
doubtful
4 Text Evidence: She looks in JON’S room and sees a scrapbook, glue, and one of her
photos; Jon is definitely up to something!
doubtful or unsure about something; questioning the truth of something
5 She is happy that Jon put her soccer collection in a scrapbook.
Text Evidence: (Relieved and excited); This is the best birthday present ever!
UNIT 4 WEEK 3
Item # Content Focus
1 Vocabulary: Context Clues
2 Author’s Point of View
Suggested Responses:
1 Text Evidence: laws that were not fair
2 Text Evidence: Coretta worked with her husband to peacefully fight for equal rights.
Together, they helped to get the Civil Rights Act passed in 1964.
The author probably agrees with Coretta that equal rights were important to fight for.
3 The author feels that Martin Luther King, Jr. had a big influence on people’s rights and
that he made a positive change around the world.
4 Text Evidence: She spoke openly about social issues and wrote a newspaper column.
tending to speak openly and directly
5 Text Evidence: Her work still inspires many people today.
The author thinks that Coretta accomplished many positive things in her lifetime and
that she is still an inspiration to people today.
Suggested Responses:
1 Possible answer: The author believes that wind is a good source of energy.
Text Evidence: For centuries, people have depended on wind energy to meet their needs.
2 Text Evidence: there was not a lot of oil available in the U.S. People counted on oil as a
source of energy
something that is required or needed
3 Wind farms are now being built in oceans because of the strong breezes there; There are
no buildings or trees to block the wind.
4 Text Evidence: protect
5 The chart shows that most of the energy that the U.S. uses comes from coal, and coal will
eventually run out.
UNIT 4 WEEK 5
Item # Content Focus
1 Genre
2 Theme
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Suggested Responses:
1 The poem shows the speaker’s ideas and feelings and does not rhyme.
2 Text Evidence: I am joined to my skateboard; my board is part of me. / We are one…halves
of each other…the same.
3 Text Evidence: I am soulful and serious / Falling…flying…free!
The speaker enjoys skateboarding and feels free while he is doing it.
4 Text Evidence: Twisting and turning, stretching and straining.
The speaker describes the way his body moves while he skateboards.
5 Possible answer: Skateboarding can be an important expression of self.
Suggested Responses:
1 Text Evidence: “I wish I could play hockey like you do. Do you think you could show me
how to pass and shoot on the ice today?”
2 Text Evidence: Paying attention to hockey
concentrating or paying attention to something
3 Text Evidence: But it was too late, and Tom shrugged and mumbled, “Thanks, but George
and I have been working together on it; Tom shrugged and said, “Maybe.”
Tom is now disappointed with Sanjay for not wanting to skate with him.
4 Text Evidence: better than anyone they had ever seen
Excellent
5 Text Evidence: “I may be a great skater,” thought Sanjay, “but I have something new to
practice—being a much better friend.”
Sanjay will focus more on his friendships than on himself.
UNIT 5 WEEK 2
Item # Content Focus
1 Compare and Contrast
Suggested Responses:
1 Emily and the other girls have difficult work conditions at the Lowell Mill.
2 Text Evidence: Emily’s shoulders ached; she did not stop working
someone who is weak in some way
3 Text Evidence: The other girls would not take pity on her as they, too, worked hard.
feelings of support for someone
4 Clara does not think that any change will happen if the girls refuse to work.
5 Text Evidence: Emily smiled; Already, her shoulders felt better.
At the end of the passage, she has a better view towards work.
Suggested Responses:
1 Text Evidence: Scientists have worried about saving whales for years
protecting whales’ hearing
2 Text Evidence: much more noise pollution
in a way that deserves attention
3 In the past, the noises were from nature. Today, they are louder and come from manmade
activities.
4 Text Evidence: Loud noises impact their hearing and affect their ability to use it.
has an effect on
5 Text Evidence: Military sonar
UNIT 5 WEEK 4
Item # Content Focus
1 Cause and Effect
2 Cause and Effect
3 Vocabulary: Context Clues
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Suggested Responses:
1 Text Evidence: one day an apple dropped on Sir Isaac Newton’s head
2 Text Evidence: the university closed for several years
He learned about the universe and how it works.
3 Text Evidence: the movement of objects in outer space
related to astronomy, the study of objects in outer space
4 go around
5 It will cause the ball to fall back to the ground.
Suggested Responses:
1 Text Evidence: Each U.S. family owns about 25 electronics. We only recycle about
14% of these, so most are thrown away in landfills.
We create a lot of e-waste because we own so many electronics and recycle so few.
2 Text Evidence: around the world
happening over a large area or affecting many people
3 Text Evidence: As workers take apart these machines, unsafe chemicals are released
into the air.
4 Text Evidence: soil and crops
having to do with farms or farming
5 The chart shows that we do not recycle enough electronics and that there will be
much more e-waste in the future.
Text Evidence: More laws are needed to make sure electronics are recycled safely.
People should also think carefully before buying the next new product.
UNIT 6 WEEK 1
Item # Content Focus
Suggested Responses:
1 Text Evidence: I took these words to heart.
The narrator is motivated by these words to join the Peace Corps.
2 Text Evidence: we help to educate children in Ghana
ways of helping or giving services without payment
3 They felt that they could help the people of Ghana.
4 Text Evidence: learning about African culture, how to manage a classroom, and
getting kids excited about learning
new members of a group or organization
5 Text Evidence: My work is difficult, but completely worth it. I will always remember
my time here and the people I helped along the way.
Suggested Responses:
1 Text Evidence: helmet
something that helps to keep you safe
2 Text Evidence: Randy thought about keeping the basketball
3 Text Evidence: he knew it was his responsibility to find the owner
Derrick is relieved and happy to have his ball back.
4 Text Evidence: Throughout the day, he asked other students who might own it. Their
responses made Randy feel confident that the ball belonged to Derrick.
certain or sure
5 It is important to do the right thing and return what does not belong to you.
UNIT 6 WEEK 3
Item # Content Focus
1 Vocabulary: Context Clues
2 Cause and Effect
3 Cause and Effect
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Suggested Responses:
1 Text Evidencee: Animals go through physical changes to survive in their environment.
2 Text Evidence: It has huge eyes that can see very well at night when it hunts for food.
Their heads can turn around to spot prey from almost any direction.
3 Text Evidence: The pupil in a cat’s eye can expand to a large circle to allow more
light inside.
The cat is able to more easily hunt for prey at night.
4 It helps them view a wider area at once and avoid attacks by predators.
5 Text Evidence: look for food on the ground
search for food
Suggested Responses:
1 Text Evidence: natural resources are limited and rules must be put in place before these
resources run out
2 Text Evidence: asking them to save our lands
asked or strongly recommended
3 Text Evidences: Between 1901 and 1909, Roosevelt took action to protect almost 230
million acres of land; Roosevelt also signed the National Monuments Act; the creation of
five national parks, the country’s first 18 national monuments, and 150 national forests; He
started 21 projects that helped to renew land so it would become useful again.
4 Text Evidence: the Grand Canyon
a view of scenery or land
5 Possible answer: Roosevelt protected natural resources that are still important today.
Text Evidence: Some of Roosevelt’s greatest achievements were in helping our planet.
Many people remember him as the country’s environmental President.
UNIT 6 WEEK 5
Item # Content Focus
Suggested Responses:
1 Text Evidence: I shed a few tears; “When will I see you again?”; “That’s just not the same!”
I wailed.
2 Text Evidence: we e-mail each week; she greets me
3 The speaker uses characters, dialogue, and imagery to tell a story.
4 Text Evidence: I’m learning new expressions—my favorite is “Ni chi fan le ma? “Have you
eaten rice yet?”
5 The speaker likes being e-pen pals with Pang and learning about her culture.
Text Evidence: Being e-pen pals isn’t so bad. We stay connected halfway across the
world—two friends, two cultures to share!
4 B Sequence
5 A Sequence
6 A Sequence
7 C Sequence
2 A Theme
4 C Theme
5 A Theme
1 A Point of View
2 A Point of View
4 C Point of View
2 A Theme
4 B Theme
5 A Theme
2 A Sequence
7 C Sequence
11 A Author’s Point of View
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
12 C Text Features: Headings
13 A Cause and Effect
14 A Vocabulary: Context Clues
15 C Author’s Point of View
1 B Theme
8 A Theme
10 B Sequence
11 A Sequence
12 C Vocabulary: Context Clues
14 C Vocabulary: Context Clues
15 B Text Features: Time Line
2 C Theme
3 C Theme
4 B Theme
5 A Theme
7 C Theme
11 B Author’s Point of View
12 C Vocabulary: Context Clues
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
13 A Main Idea and Key Details
14 C Main Idea and Key Details
15 A Text Features: Diagram
1 C Point of View
3 B Point of View
4 B Theme
5 C Theme
7 A Point of View
11 A Author’s Point of View
12 B Vocabulary: Context Clues
14 A Author’s Point of View
15 C Text Features: Chart
11 C Vocabulary: Context Clues
12 B Author’s Point of View
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
13 C Cause and Effect
14 A Author’s Point of View
15 A Text Features: Graph
2 A Point of View
3 A Theme
6 C Point of View
7 A Theme
11 B Problem and Solution
12 C Problem and Solution
14 A Problem and Solution
15 B Text Features: Map
4 B Sequence
7 B Sequence
11 C Author’s Point of View
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
12 B Vocabulary: Context Clues
13 A Cause and Effect
14 C Author’s Point of View
15 A Text Features: Primary Source
2 A Sequence
6 A Sequence
10 A Theme
11 C Compare and Contrast
12 A Theme
14 C Theme
15 B Compare and Contrast
1 C Theme
2 B Theme
3 B Theme
5 C Theme
6 C Theme
11 B Author’s Point of View
12 B Vocabulary: Context Clues
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
13 C Main Idea and Key Details
14 B Vocabulary: Context Clues
15 A Text Features: Diagram
1 A Point of View
2 A Point of View
3 C Theme
5 B Theme
7 C Theme
11 A Vocabulary: Context Clues
12 C Author’s Point of View
14 A Author’s Point of View
15 C Text Features: Chart
11 B Vocabulary: Context Clues
12 A Compare and Contrast
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
13 A Vocabulary: Context Clues
14 C Author’s Point of View
15 B Text Features: Graph
1 C Point of View
2 B Point of View
4 C Theme
7 C Theme
11 C Cause and Effect
12 B Vocabulary: Context Clues
14 A Problem and Solution
15 C Text Features: Map
McGraw-Hill
Reading
Assessment Assessment
Assessment
mheducation.com/prek-12
ISBN-13 978-0-02-129750-4
ISBN-10 0-02-129750-9
99701
5
EAN
9 7 8002 1 2 9 7 5 04