Assessment

Grade 6
McGraw-Hill
Reading
Assessment Assessment
Assessment
mheducation.com/prek-12
ISBN-13 978-0-02-129751-1
ISBN-10 0-02-129751-7
99701
6
EAN
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Grade 6
Grade 4
Assessment
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

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TABLE OF CONTENTS
Teacher Introduction................................................................................................................. v
Weekly Assessment
Unit 1 Unit 4
Week 1 Assessment ..........................10 Week 1 Assessment ..........................40
Unit 2 Unit 5
Unit 3 Unit 6
Mid-Unit Assessment
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Unit 1 Assessment ............................72 Unit 4 Assessment .............................96

Unit 2 Assessment ............................80 Unit 5 Assessment ......................... 104
Unit 3 Assessment ............................88 Unit 6 Assessment .......................... 112
Unit Assessment
Unit 1 Assessment ..........................122 Unit 4 Assessment .......................... 149
Exit Assessment
iii
TABLE OF CONTENTS
Oral Reading Fluency Assessment
Units 1-2 .............................................234 Units 3-4............................................. 250
Units 5-6 ...................................................266
Scoring Sheets
Weekly Assessment ........................284 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 of mastery 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
• Mid-Unit Assessment
• Unit Assessment
• Exit Assessment
• Oral Reading Fluency Assessment
Assessment focuses on key areas of English Language Arts—Reading, Language, and

Fluency. To assess Reading and Language proficiency, students read selections and respond
to items focusing on comprehension skills, vocabulary words, literary elements, and text
features. These items assess the ability to access meaning from the text and demonstrate
understanding of words and phrases. To assess Fluency, students read passages for one
minute to measure their words correct per minute (WCPM) and accuracy rates.
Assessment • Teacher Introduction Grade 6 v

Weekly Assessment
The Weekly Assessment features a “cold read” reading selection (informational or narrative
based on the weekly reading focus) and 5 items—three items on the weekly comprehension
skill and two items that ask students to show how context helps them identify the meaning
of a vocabulary word. (For weeks in which poetry is the featured genre, vocabulary items
are replaced by items assessing literary elements.) Students will provide text evidence to
support their answers.
Administering Weekly Assessment
Each test should be administered once the instruction for the specific week is completed.
Make a copy of the assessment and the Scoring Sheet for each student. The Scoring Sheet
allows for informal comments on student responses and adds to an understanding of
strengths and weaknesses.
After each student has a copy of the assessment, provide a version of the following
directions: Say: Write your name and the date on the question pages for this assessment. (When
students are finished, continue with the directions.) You will read a selection and answer
questions about it. Read the selection and the questions that follow it carefully. Write your
responses on the lines provided. Go back to the text to underline and circle the text evidence that
supports your answers. When you have completed the assessment, put your pencil down and
turn the pages over. You may begin now.
Answer procedural questions during the assessment, but do not provide any assistance on
the items or selections. After the class has completed the assessment, ask students to verify
that their names and the date are written on the necessary pages.
Alternatively, you may choose to work through the assessment with the students. This will
provide an additional opportunity for you to observe their ability to access complex text in
a more informal group setting.
Evaluating the Weekly Assessment

Each Weekly Assessment is worth 10 points, with each item worth 2 points. Use the scoring
rubric below to assign a point total per item. A Weekly Answer Key is provided to help with
scoring. Student results should provide a clear picture of their understanding of the weekly
comprehension skill and the weekly vocabulary words. Reteach tested skills if assessment
results point to a clear deficiency.
Weekly Assessment Scoring Rubric

Score Description
• Reasonable, clear, and speciﬁc
2 • Supported by accurate and relevant text evidence
• Shows ability to access complex text
• Reasonable but somewhat unclear or vague

1 • Supported by general, incomplete, partially accurate, or partially relevant text evidence
• Shows some ability to access complex text
• Incorrect, unreasonable, or too vague to understand

0 • Not supported by relevant text evidence
• Shows no understanding of how to access complex text
Evidence may be speciﬁc words from the text or a paraphrase.
vi Grade 6 Assessment • Teacher Introduction

Mid-Unit Assessment
The Mid-Unit Assessment presents a snapshot of student understanding at the key 3-week
instructional interval. This test features two “cold read” reading selections and 10 selected
response items—seven items on the featured comprehension skills in Weeks 1–3 and
three items that ask students to show how context helps them identify the meaning of a
vocabulary word.
Administering Mid-Unit Assessment
Each test should be administered at the end of Week 3 instruction. Make a copy of the
assessment and the Scoring Sheet for each student.
After each student has a copy of the assessment, provide a version of the following
directions: Say: Write your name and the date on the question pages for this assessment. (When
students are finished, continue with the directions.) You will read two selections and answer
questions about them. Read the selections and the questions that follow them carefully. Choose
the correct answer to each question and completely fill in the bubble next to it. When you have
completed the assessment, put your pencil down and turn the pages over. You may begin now.
NOTE: The directions above can be used when students take the Unit and Exit Assessments.
Evaluating the Mid-Unit Assessment
Each Mid-Unit Assessment is worth 10 points, with each item worth 1 point. An Answer
Key is provided to help with scoring. Note student success or difficulty with specific skills.
Use this data to determine the instructional focus going forward. Reteach tested skills for
students who score 5 points or less on the comprehension items and 2 points or less on the
vocabulary items.
Unit and Exit Assessment
The Unit Assessment tests student mastery of the key instructional content featured in
the unit. This test features two “cold read” reading selections (one narrative text and one
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.
Assessment • Teacher Introduction Grade 6 vii

Moving from Unit to Exit Assessment
Administer the Unit Assessment to ALL students at the close of unit instruction. Make a copy
of the assessment and the Scoring Sheet for each student. Each Unit Assessment is worth 15
points, with each item worth 1 point. An Answer Key is provided to help with scoring.
If students score 13 or higher on the Unit Assessment, administer the Exit Assessment. The
Exit Assessment is ONLY for those students who reach this Unit Assessment benchmark.
Oral Reading Fluency Assessment
Fluency passages are included to help assess the level at which students have progressed
beyond decoding into comprehension. When readers can read the words in connected
text automatically, they are free to focus on using the critical thinking skills essential to
constructing meaning from complex text.
24 fiction and nonfiction passages are included to help you assess fluency. The passages are
set in three Unit/Lexile bands—the first set of eight is for Units 1 and 2, the next set of eight
is for Units 3 and 4, and the final set of eight is for Units 5 and 6.
See pages 6 and 7 of Fluency Assessment for directions on administering and scoring oral
reading fluency passages and for the unit-specific benchmark WCPM scores.
Transitioning into McGraw-Hill Reading Wonders Instruction
Moving students into Approaching Level McGraw-Hill Reading Wonders instruction at the
completion of a unit should be guided by assessment data, student performance during the
unit instruction, and informal observation of student progress.
Use the following assessment criteria to help judge student readiness for Approaching Level
designation and materials:
• Unit Assessment score of 13 or higher
• Ability to comprehend and analyze the Level Up Approaching Leveled Reader
• Score of 3 or higher on Level Up Write About Reading assignment

• Mastery of the unit benchmark skills in the Foundational Skills Kit and PowerPAL for Reading
• WCPM score and accuracy rate that meet or exceed the unit goals
• Exit Assessment score of 13 or higher
viii Grade 6 Assessment • Teacher Introduction

Weekly
Assessment
UNIT 1
WEEK 1 Name: Date:
Read “Curtain Call” before you answer Numbers 1 through 5.
Curtain Call
I like theater, but I am phobic about public speaking. My
fear led me to work behind the scenes of our school play instead
of acting onstage.
Before the curtain rose on opening night, the cast and

crew gathered backstage for some final notes. Ms. Cruz, the
director, looked around nervously as she asked, “Where’s Jack?”
Just then, my friend Liz came racing in. “Jack got hurt
today playing soccer!” she shouted to the group.
“Oh, no,” gasped Ms. Cruz. “Who will play Jack’s role?”
“Eric can do it!” Liz said confidently. “He memorized

everyone’s lines.”
Suddenly, the entire cast stared at me. “Eric, please do it,”

they all pleaded.
The thought of being onstage was terrifying, but everyone

was counting on me, so I agreed.
My stomach was in knots as I delivered the first lines.

They were supposed to be funny, and when the audience
laughed, it felt amazing! As the play continued, I got more
comfortable. By the time the audience applauded at the end,
my perception of acting had changed. I was now aware
of how much I enjoyed it. Maybe next year, I will try out for a
lead role!
GO ON
10 Grade 6 Weekly Assessment • Unit 1, Week 1
Name: Date:
Use “Curtain Call” to answer Numbers 1 through 5.
1 Underline the sentence that shows what it means to be phobic.
What does phobic mean?
2 Eric and Jack both like theater. How are they different?
3 What makes Eric decide to act in the play?
Circle the dialogue that makes Eric decide to take Jack’s place.
4 How does Eric feel when he first goes onstage?
Draw a box around the details that support your answer.
5 Underline the clues that tell about Eric’s perception of acting at

the end of the story.
Write the meaning of perception.
Weekly Assessment • Unit 1, Week 1 Grade 6 11

UNIT 1
WEEK 2 Name: Date:
Read “State Champ” before you answer Numbers 1 through 5.
State Champ
Karen’s mother sat in the packed gymnasium. She held
her breath as the award for best gymnast was announced.
“The state champion of 1987 is Karen Johnson!” declared the
announcer. Karen’s mother was bursting with pride as she
joined the cheering crowd.
That night while they were celebrating, Karen’s mother

began to reminisce. “I’m thinking back to when I was your
age,” she said. “I wanted to be on a gymnastics team, but my
school did not have one. In the 1960s, there were few sports
available for girls in high school. Some schools had volleyball
and some had cheerleading, but there were not many options.”
“Why couldn’t girls be a part of school sports?”

asked Karen.
“That’s what we wanted to know,” said her mother.

“A group of us got together and formed an alliance to see if
we could start a girls’ gymnastic team. We wrote letters to
the principal. We also wrote petitions and collected many
signatures. Our efforts were successful, and the school allowed
us to form a team. They even provided funding for the team.”
“Things have certainly changed since then,” said Karen.

“I can’t imagine school in the 1980s without any sports!”
GO ON
Name: Date:
Use “State Champ” to answer Numbers 1 through 5.
1 Draw a box around the details that show this story happens
in the past.
In what two time periods does the story take place?
2 How does Karen’s mother feel when she hears

the announcement?
Underline the sentence that tells how she feels.
3 Circle the sentence that tells what reminisce means.
4 Underline the details that describe Karen’s mother’s problem.

What is her problem?
5 Circle the examples that tell how an alliance helps to solve

the problem.
What does alliance mean?

UNIT 1
WEEK 3 Name: Date:
Read “Life on the Tundra” before you answer Numbers 1

through 5.
Life on the Tundra

A Cold, Dry Land
Arctic tundra is the coldest ecosystem on Earth. The

plants and animals that live there must survive in harsh
conditions. With fewer than 10 inches of rain and melted
snow each year, the land is as dry as a desert.
The land around the North Pole is tundra. The word

tundra means “treeless plain.” Trees cannot live in these cold,
dry places.
Plant Life
Tundra plants grow close to the ground. They stay

protected from the harsh winds. Blankets of snow obscure

tiny plants such as lichens and mosses, hiding them from
view. Grasses die in the cold. But in the spring, colorful
flowers blossom again.
Animal Life
The tundra may be a cold, harsh place, but many animal

species call it home. For example, wolves, arctic foxes, caribou,
and arctic hares live there. Thick fur helps these animals live in
the cold climate.
Some tundra birds fly to warmer parts of Earth in winter.

They include loons, falcons, and ravens. It is too cold for them.
But these birds return to the tundra when the weather changes.
GO ON
Name: Date:
Use “Life on the Tundra” to answer Numbers 1 through 5.
1 Underline key details in the first paragraph that describe the

harsh conditions of the tundra.
2 Circle the clue in the text that shows the meaning of obscure.
How does snow obscure lichens and mosses?
3 Underline the type of animal that leaves the tundra in

the winter.
Why does this type of animal leave?
4 Circle examples of animal species that live in the tundra.

What does species mean?
5 Draw a box around the headings in the text.
Use the headings to state the main idea of the passage.

UNIT 1
WEEK 4 Name: Date:
Read “Icelandic Surprises” before you answer Numbers 1

through 5.
Icelandic Surprises
When my mother told me we were going to Iceland for
our vacation, I was disappointed. Why couldn’t she pick an
interesting place, like a theme park?
I was wrong. Iceland is full of surprises. Ten percent of the

country is covered by glaciers, or thick sheets of ice. But that is
not the only thing to see in Iceland. We visited hot springs and
geysers. Plates, or sections, of Earth’s crust meet deep under the
ground. As the plates shift, volcanoes form. This shifting also
heats the ground, which produces hot springs. Geysers are
created when boiling water gets trapped under cooler water.
Pressure pushes steam and the scalding water into the air.
We also visited the Golden Falls,

where the rushing water falls from the
Geyser
river in two wide spots. This dynamic
waterfall is the most powerful one in
Europe. We were there on a sunny day and
saw dozens of rainbows around the falls. Hot spring
Iceland has so many amazing

natural wonders. Who knows? I may
decide to become a geologist as a result
of our trip.
This model shows how a Groundwater
geyser forms
underground.
GO ON
Name: Date:
Use “Icelandic Surprises” to answer Numbers 1 through 5.
1 How do hot springs form under the ground?
2 Circle the word that means about the same as scalding.
3 Underline the sentence in the last paragraph that states the

main idea of the passage.
How does the information about Golden Falls support the

main idea?
4 Circle the words that give clues to the meaning of dynamic.

What does dynamic mean?
5 Look at the model of how a geyser forms. Draw a box around

the part that shows where boiling water comes from.
What is the cool water underground called?

UNIT 1
WEEK 5 Name: Date:
Read “No More Pennies?” before you answer Numbers 1 through 5.
No More Pennies?
Many people will not bother to pick up pennies they see
on the ground. They think pennies are worthless. Are they? The
answer depends on your point of view.
People who want to get rid of pennies point out that the
government could save money if the U.S. Mint stopped making
pennies. In 2011, the Mint manufactured more than four million
pennies. However, it costs more money to make a penny than
a penny is worth. And because pennies do not buy much
anymore, people are not likely to miss them.
Those in favor of keeping pennies argue that things might

cost more if pennies were no longer available. For example,
without pennies, an item priced at 71 cents might be rounded

up to 75 cents. Also, charities that collect coins in jars might lose
money. Why? Most coins that people toss into jars are pennies.
For now, the government wants to keep pennies. But it is

looking for cheaper ways to make them.
The Cost of Making a Penny

5¢
4¢
3¢
2.5¢
2¢ 1.65¢
1¢ .95¢
.75¢
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
YEAR
GO ON
Name: Date:
Use “No More Pennies?” to answer Numbers 1 through 5.
1 Underline the sentence in the first paragraph that helps you

figure out the author’s opinion about pennies.
2 Circle the words that mean the opposite of manufactured.
What does manufactured mean?
3 Underline the sentence that tells why the author thinks the
government will save money if it stops making pennies.
How does the graph help you understand this point of view?
4 Circle the clues in the text that describe what it means for
pennies to be no longer available.
Write the meaning of available.
5 Draw a box around two opinions that tell why it would be a

good idea to keep making pennies.

UNIT 2
WEEK 1 Name: Date:
Read “Buried Words” before you answer Numbers 1 through 5.
Buried Words
A Great Dynasty
The people of the Shang Dynasty lived thousands of years

ago in what is now China. The civilization developed around
2000 b.c. These people needed a way to communicate without
speaking. They also needed to be able to keep records of
important information. To do this, they developed their own
system of writing.
Old Bones
Archaeologists have dug up a special type of artifact in the

area: bones with more than one inscription carved into them.
Historians believe these symbols represent sounds and words. It
took historians a long time to interpret the symbols. The symbols

do not resemble writing used today. Historians now believe that
people used the bones to record jobs people once had.
Writings Remembered
Eventually, the Shang Dynasty was taken over by the

Chou people. But the writings from the Shang Dynasty are an
important contribution to the history of writing.
Time Line of the Shang Dynasty

2000 B.C. 1800 B.C. 1600 B.C. 1400 B.C. 1200 B.C.
2000 B.C. The Shang 1800 B.C. Its people create a 1100 B.C. The Shang Dynasty is
Dynasty develops. system of writing. taken over by the Chou people.
GO ON
Name: Date:
Use “Buried Words” to answer Numbers 1 through 5.
1 What two problems did the people of the Shang Dynasty have?
2 Circle the event on the time line that shows how these
problems were solved.
3 Underline an example of an artifact.
What is an artifact?
4 Draw a box around the clues that help you know the meaning
of inscription.
What does inscription mean?
5 Why did historians have a problem understanding the meaning

of the symbols on the bones?

UNIT 2
WEEK 2 Name: Date:
Read “A Club with a Cause” before you answer Numbers 1

through 5.
A Club with a Cause

History of Key Club
Key Club is one of the oldest community service

organizations for students. The principal, or main, purpose
of Key Clubs is to help improve the lives of people in the
community. Key Clubs organize events to raise money for
different causes. Before 1976, Key Clubs would restrict
membership. They would not allow girls to join. Today,
thousands of girls are members of Key Clubs everywhere.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use. Image: Siede Preis/Getty Images
Organization
Officers of Key Clubs are elected through the democratic

process, which developed long ago in ancient Greece. Similar
to the U.S. government, each club has a president. It also has a
secretary and a treasurer. Elections are held to decide who will
do these jobs. Clubs also have committees that are in charge of
special tasks. For example, one committee might plan a food
drive. Another might organize a
concert to raise money for a charity. President
The Right Club

Secretary and Treasurer
Have you ever wanted to
make a difference? Then Key Club Committees
might be the right club for you!
Key Club Organization
GO ON
Name: Date:
Use “A Club with a Cause” to answer Numbers 1 through 5.
1 Circle a synonym used to describe what principal means.
What does principal mean?
2 Underline text evidence that shows how Key Clubs today are
different from the way they were before 1976.
3 Circle the clues that explain the meaning of restrict.
4 How are Key Clubs similar to the U.S. government?
Look at the diagram. Circle the position that is at the highest

level in a Key Club.
5 How do the committees in a Key Club differ from each other?
Draw a box around examples in the text that support

your answer.

UNIT 2
WEEK 3 Name: Date:
Read “A Day to Remember” before you answer Numbers 1

through 5.
A Day to Remember
The Viking Trade
Today is a special day! I am finally old enough to learn

how to make tools. My father and I go to the workshop behind
our longhouse. I watch excitedly as he gets out the materials.
“Oleg, it is time you learn the skills of a Viking,” my

father says proudly.
He teaches me how to heat the metal. Then, he shows

me how to slowly bend its shape. When I become a skilled
blacksmith, I will repair ships in our village. I can even learn to
make jewelry and furniture, I think. I will sell it in the village.
Maybe one day I will become a wealthy merchant!

Warrior in Training
Today is also a special day for my sister, Finna. She no

longer has to help my mother in the house. She hates working
at the hot stove in the stifling heat. Instead of doing domestic
work like cooking and sewing, my father is teaching her to use
a sword. Finna wants to use her great strength to become a
warrior. Few girls get this privilege.
Great Adventurers
When we grow up, Finna and I will sail around the world.
I can repair our ship. Finna will protect us on our adventures!
GO ON
Name: Date:
Use “A Day to Remember” to answer Numbers 1 through 5.
1 Who is the narrator of the passage?
Draw a box around the clues in the first paragraph that show
the passage is written in the first-person point of view.
2 Underline the details that show what the narrator thinks about
learning to make tools.
3 Circle the clues that hint at the meaning of stifling.
What does stifling mean?
4 Circle examples of domestic work.
What is the meaning of domestic?

5 At the end of the passage, why is the narrator excited about

the future?

UNIT 2
WEEK 4 Name: Date:
Read “Puppet Magic” before you answer Numbers 1 through 5.
Puppet Magic
Bunraku is an ancient form of Japanese puppet theater. It was most
popular during the 18th century. The puppets are very large, about
half the size of a person. Puppeteers are on stage alongside the puppets
as they make the puppets perform.
Jin had been studying to be a Bunraku performer ever

since he was a boy. He knew all the difficult movements
required to bring the large puppets to life. Each day, he
practiced his skills, deftly working the strings.
Along with his special expertise and knowledge of the

puppets, he had become strong. All of the puppeteers needed
strength to lift and move the heavy puppets around the stage.
“Jin, come quickly. You are needed,” came a sudden,

urgent whisper.
When Jin neared the stage, he saw the director.
“Quickly Jin, put on your black performing clothes,” he

said. “You must take the place of Shiro, who has become ill.”
Jin could hardly believe that he was being asked to

perform! He ran to pull on the black clothes that would help
hide him from the audience. Then, he carefully lifted the
beautiful puppet. Jin’s big chance had finally come!
GO ON
Name: Date:
Use “Puppet Magic” to answer Numbers 1 through 5.
1 Is the narrator a character in the passage?
Draw a box around the words in the second paragraph that

help you know the point of view.
2 Circle the clues that tell what Jin did when he worked deftly.
What does deftly mean?
3 Explain what it means to have expertise.

4 What does Jin think about getting a chance to perform?
Underline the details that support your answer.
5 Explain how you know that being a puppeteer is important

to Jin.

UNIT 2
WEEK 5 Name: Date:
Read “The Colosseum” before you answer Numbers 1 through 5.
The Colosseum
I stand and contemplate it—
A marvel made of stone.
Wondering what the past was like—
About which some is known.
This structure is majestic—
With columns grand and tall.
And arches all around me—
They form a round, strong wall.
Some fifty thousand people

Gazed down to watch the game—
Of battling men and wild beasts—
Ferocious and untamed.

I almost hear the people—
The groans, and gasps, and cheers—
As gladiators wrestle—
With shields, and swords, and spears.
But now it stands abandoned—

A ruin from the past.
Alone but not forgotten—
Its history will last.
GO ON
Name: Date:
Use “The Colosseum” to answer Numbers 1 through 5.
1 Circle the rhyming words in the first stanza.
What is the poem’s rhyming pattern?
2 Underline the details that tell what the speaker

imagines hearing.
3 Describe what the speaker thinks about the Colosseum.
Draw a box around the text evidence that shows what the
speaker thinks.
4 Look at the last stanza of the poem. How many stressed

syllables are in each line?
5 Explain how the Colosseum represents history that will not

be forgotten.

UNIT 3
WEEK 1 Name: Date:
Read “Food for Thought” before you answer Numbers 1

through 5.
Food for Thought

Every year, Sam’s town had a Heritage Festival. This year,
Sam was on the food committee. He remembered last year’s
festival when the dishes were lined up on tables that seemed to
go on forever. How would they ever be able to organize it?
The food committee was in charge of organizing the food

fair. Everyone was enthralled with the idea and very excited to
be on the committee, but it was not going well. People were all
talking at once.
Mrs. Silva was talking loudly next to Sam. “I will bring

a delicious Spanish dish called paella that I know you all
will love!”

Suddenly, Sam shouted above the crowd. “We will never
be able to organize the fair if we cannot organize ourselves!”
He thought for a moment and then shared some insight.

“I think we should create a sign-up sheet of everyone’s name
and what they are bringing.”
Mrs. Silva added, “Maybe we can keep the list in my store

window so that everyone in town has a chance to sign up.”
“Wow,” Sam thought. “This turned out to be easier than I

thought. When we work together we can get a lot more done.”
GO ON
Name: Date:
Use “Food for Thought” to answer Numbers 1 through 5.
1 Why is Sam worried about organizing the food fair?
Underline the sentences that show why Sam is worried.
2 Circle the words that tell you everyone is enthralled to be on the

food committee.
Write the meaning of enthralled.
3 Why is it so hard to plan the food fair at first?

4 Write the meaning of insight.
Circle a clue in the text that tells you its meaning.
5 What does Sam learn at the end of the passage?

UNIT 3
WEEK 2 Name: Date:
Read “Leah Saves the Day” before you answer Numbers 1

through 5.
Leah Saves the Day

“You have our cell phone numbers, so call if you need to,”
said Leah’s father.
Leah was thirteen, and it was her first time babysitting for
her little brother. She had stayed home by herself before, but she
had never had to watch Richie. Leah was a little nervous, but
she tried to call on and summon her courage.
Richie was playing on the backyard jungle gym.

Suddenly, Leah’s cat, Marshmallow, zoomed past. “Oh, no,”
cried Leah, “we must have left the door open!”
Leah ran after the cat, scooped her up, and brought her
back into the house. Then, Leah heard a loud groan. Richie

had fallen and was holding his wrist. Richie recoiled when
Leah tried to touch it. “Ouch, Leah, it hurts!” he said as he
jumped back.
Thoughts about what to do went whirling around in

Leah’s head. Then she took Richie by his good hand. Leah
knocked loudly on their neighbor’s door and let out a long
breath when Dr. Crawley opened it.
“It’s just a sprain, Richie,” said Dr. Crawley after

examining and wrapping a bandage around Richie’s wrist.
Leah dialed the number to call her parents, proud that

she had made the right decision to get some help.
GO ON
Name: Date:
Use “Leah Saves the Day” to answer Numbers 1 through 5.
1 What does Leah think about babysitting at the beginning of

the passage?
Underline text evidence that tells you why Leah thinks this way.
2 Circle the words in the passage that have almost the same
meaning as summon.
3 Circle the sentence in the text that helps you understand the
meaning of recoiled.
What does recoiled mean?
4 What does Leah think about herself at the end of the passage?
Draw a box around the words that tell what she thinks.
5 What lesson does the passage teach about asking for help?

UNIT 3
WEEK 3 Name: Date:
Read “Helping Hands” before you answer Numbers 1 through 5.
Helping Hands
Max sat in solitude thinking about the week he had
recently spent in Vietnam. Alone with his thoughts, he fondly
remembered the kind people he met and the important work
he had done.
A Need for Homes
That summer, Max had been part of a team of volunteers

that helped build homes in an impoverished fishing village
in Vietnam. Most families who lived in the village were very
poor. They lived on cramped fishing boats. Some had saved
enough money to buy a piece of land, but they could not afford
to build houses.
Volunteers came from thirteen different countries. They

came to the village and helped build 32 safe homes. Before they
arrived, the organization they worked for delivered the building
supplies they would need.
Building Homes
It took one week to build all the homes. First, the houses
were built up with concrete blocks and windows were put in
place. Then, the roof panels were put in place. The inside walls
were painted last. The families worked alongside the volunteers
to build the new houses. On the last day of the project, the new
homeowners and the volunteers had a parade to celebrate what
they had done together!
GO ON
Name: Date:
Use “Helping Hands” to answer Numbers 1 through 5.
1 Circle the clues that help you understand the meaning

of solitude.
What does solitude mean?
2 Circle the details that describe the impoverished fishing village

in Vietnam.
Write the words from the text that have the same meaning
as impoverished.
3 Underline the details that tell what happened in Vietnam

before the volunteers arrived.
4 What was the first step in constructing the new houses?

Draw a box around the details that tell about the steps
that followed.
5 What happened at the end of the project?

UNIT 3
WEEK 4 Name: Date:
Read “Nelson Mandela’s Fight for Freedom” before you answer

Numbers 1 through 5.
Nelson Mandela’s Fight for Freedom

Nelson Mandela is a prominent name in African history.
He is well known because he spent his life fighting for freedom.
Throughout history, black people in South Africa did not

have the same rights as white people. The country was divided,
and laws told black people where they could live and work.
Protest and Punishment
Mandela believed the laws were unfair. He was thrown

out of college for speaking out against the laws.
In 1944, Mandela helped to start the African National

Congress Youth League. This group organized strikes and
protests against the government. Mandela was arrested and

spent 27 years in jail, but he never lost hope.
Freedom at Last
Mandela was finally released in 1990. He forgave the

government and worked hard to help black and white people
learn to live together in peace. His perseverance paid off.
Mandela received the Nobel Peace Prize in 1993. In 1994,

black people voted for the first time and helped to elect
Mandela as President of the Republic of South Africa. Mandela
worked toward “a democratic and free society in which all
persons live together in harmony and with equal
opportunities.”
GO ON
Name: Date:
Use “Nelson Mandela’s Fight for Freedom” to answer Numbers 1

through 5.
1 Circle the clues that tell why Nelson Mandela is a prominent

name in African history.
What does prominent mean?
2 Draw a box around the reasons why Mandela spoke out

against certain laws.
What happened as a result of his protest?
3 Circle the clues that help to explain the meaning of the

word perseverance.
What does perseverance mean?
4 Underline two events that were results of Mandela’s efforts.
5 How did Mandela affect the world he lived in?

UNIT 3
WEEK 5 Name: Date:
Read “A Green Solution” before you answer Numbers 1 through 5.
A Green Solution
One solution to the question of how to create a greener
future is surprisingly simple—plant more trees.
National Arbor Day Foundation members are advocates

who support planting trees to improve the environment. They
believe trees can help make the future greener.
Trees Clean Air
A tree’s leaves absorb carbon dioxide and produce oxygen.

Extra carbon dioxide in the atmosphere traps heat around Earth.
Trees help lower carbon dioxide levels in the atmosphere. In this
way, people believe trees can help slow climate change.
Trees Save Energy

Trees that lose leaves are optimal choices for
saving energy in summer. They are best because
Trees and the
their leaves provide shade and reduce the need for Oxygen Cycle
air conditioning. When the trees lose their leaves in Trees absorb carbon
dioxide and sunlight.
winter, the Sun warms buildings.
Trees that keep their leaves can also help save

energy. Rows of evergreen trees can act as a barrier Trees produce oxygen
through photosynthesis.
against cold winter winds and reduce fuel use. In
these ways, trees reduce energy costs year round.
Trees release oxygen,
Trees are a simple solution to creating a lowering carbon
cleaner, healthier environment. dioxide levels.
GO ON
Name: Date:
Use “A Green Solution” to answer Numbers 1 through 5.
1 Underline the details that show what National Arbor Day

advocates do.
What does advocates mean?
2 What do the details in “Trees Clean Air” explain?
Circle the details in the flow chart that support your answer.
3 Underline the clues that tell the meaning of the word optimal.
4 How do trees that lose their leaves save energy in summer?

Draw a box around details that tell how they save energy
in winter.
5 What is the main idea of “Trees Save Energy”?

UNIT 4
WEEK 1 Name: Date:
Read “The 1906 Earthquake” before you answer Numbers 1

through 5.
The 1906 Earthquake

The ground shook at 5:12 on the morning of April 18,
1906. The shock was felt throughout San Francisco and the
Bay area in California. It was even felt in parts of Oregon and
Nevada. After the earthquake, periodic shocks happened every
once in a while, each lasting about 45 to 60 seconds long. To
residents in San Francisco, the shocks seemed to last forever.
After the Quake
The 1906 earthquake was clearly one of the most

disastrous events in U.S. history. This calamity caused fires
that burned for days. About 28,000 buildings were destroyed
and approximately 225,000 residents were left homeless.

New Knowledge
The earthquake caused scientists to study this natural

disaster and its effects. Scientists learned that the amount of
damage caused to buildings is directly related to how these
structures were designed and built. The damage was also
related to the kind of soil and rocks the structures were built on.
Today, scientists know much more than they did in 1906.

They know where an earthquake might occur. They can identify
how strong an earthquake will be. They can also predict how
well buildings will hold up to this natural disaster. As a result,
architects can now design structures that are able to resist the
damaging effects of earthquakes.
GO ON
Name: Date:
Use “The 1906 Earthquake” to answer Numbers 1 through 5.
1 Underline the details that describe the periodic shocks during

the 1906 earthquake.
What does periodic mean?
2 Circle the details that show the author’s opinion of what people
in San Francisco thought about the earthquake.
3 Underline the details that tell how the 1906 earthquake was
a calamity.
What does calamity mean?
4 How does the author support the point of view that scientists
know more about earthquakes now than in 1906?
5 What is the author’s point of view about the 1906 earthquake?
Draw a box around the text evidence that supports

your answer.

UNIT 4
WEEK 2 Name: Date:
Read “Always Dream” before you answer Numbers 1 through 5.
Always Dream
In 1992, Kristi Yamaguchi skated onto the ice at the Winter
Olympics in France. People everywhere cheered for the young
skater. Kristi won the gold medal for figure skating that year,
but she had worked long and hard to succeed in her sport.
Early Struggles
Kristi was born with a medical condition called “fetal

clubfoot.” It affected the muscles and bones in her foot. This
could have been devastating, but Kristi did not let it destroy
her dream of skating. After many treatments, her foot healed.
Kristi realized her true potential when she was still a girl.
She knew she could be a great skater. She eventually competed
in the Olympics, and then Kristi became a professional skater.

A Dream Realized
Some of Kristi’s greatest achievements did not involve

figure skating at all. She started the Always Dream Foundation,
a group that helps children with physical challenges. Kristi also
created PlayPark, a playground that features wheelchair access
in Fremont, California, the town where she grew up.
Kristi Yamaguchi’s Career Highlights

Year Skating Event International Event Medal Location
1992 Ladies’ singles Olympic Games Gold Albertville, France
1992 Ladies’ singles World Championships Gold Oakland, California
1991 Ladies’ singles World Championships Gold Munich, Germany
GO ON
Name: Date:
Use “Always Dream” to answer Numbers 1 through 5.
1 Underline a detail in the first paragraph that tells the author’s

opinion of Kristi.
2 Circle the clues that show how Kristi did not let her medical
condition become a devastating issue.
What does devastating mean?
3 Circle the details that explain how Kristi realized her

true potential.
What does potential mean?
4 Draw a box around examples in the last paragraph of what the

author thinks are Kristi’s greatest achievements.
5 What do the examples from the last paragraph and the table
show about the author’s view of Kristi?

UNIT 4
WEEK 3 Name: Date:
Read “Computer or Not?” before you answer Numbers 1

through 5.
Computer or Not?
CHARACTERS: Marco, Ben, Marco’s dad
Scene I Marco’s kitchen; Marco is checking his savings account book.

Marco’s friend, Ben, is reading the newspaper. Marco’s dad is cooking.
MARCO (smiling): I have enough money to buy a computer!
BEN (looking up): Why can’t you just use your dad’s?
MARCO and DAD together: It’s for BUSINESS.
MARCO: Besides, it’s . . . (looking at Ben) . . . What’s wrong?
BEN (frowning): A big earthquake just happened in Brazil. It

caused extensive damage. Buildings were destroyed for miles.
Maybe we should donate money to help the survivors.

MARCO: Great idea! But . . . if I do that, I can’t buy a computer.
Scene II The next morning in the kitchen; Marco is with his dad.
MARCO (looking tired): I couldn’t sleep. I kept thinking what

it would be like to lose everything in an earthquake.
DAD (putting his hand on Marco’s shoulder): I’m glad to see

you’re showing empathy and understanding for the survivors.
MARCO: I’ve made a decision! I’m going to donate some of

my savings to help the people in Brazil.
DAD (looking approvingly at Marco): Are you sure?
MARCO: Yes. It may be hard, but it’s the right thing to do.
GO ON
Name: Date:
Use “Computer or Not?” to answer Numbers 1 through 5.
1 Draw a box around a stage direction that describes what Marco

is doing at the beginning of Scene I in the play.
Explain why Marco is doing this.
2 Underline how the earthquake causes extensive damage.
Write the meaning of extensive.
3 Circle a detail that tells why Marco is unsure about whether to

donate money.
4 Underline text evidence that tells about Marco’s empathy

toward the earthquake survivors.
What does empathy mean?
5 Why does Marco’s attitude change about buying a computer?

UNIT 4
WEEK 4 Name: Date:
Read “From Country to City” before you answer Numbers 1

through 5.
From Country to City

Jordan had seen photos of New York City, but it was a shock
to be right in the middle of it. Taxis and their blaring horns were
all around her. Jordan’s home was a farm—the daily sights and
sounds were clucking hens, mooing cows, and sometimes a
howling coyote. She wondered how much of an adjustment it
would be to get used to the city where her cousin Sandra lived.
Arrival
I flew in to be with Sandra in this shrieking, noisy city.
—Sandra asks, What would you be doing at home?
I ask if there are any farm animals to feed to make a joke.
—No farm animals. Just my dog, Jack. She laughs.

Then I tell her that dogs are a big part of my life on the farm.
—Sandra smiles. Let’s get ready because we’re going

ice-skating at Rockefeller Center. I love to skate!
I also love to ice-skate, but I can’t believe that we could do it

in the middle of April! We walk with her mom to the subway.
—The rink is open until the 15th of April, says Sandra. Cool, huh?
The Adjustment
We never stop chattering as we get on the subway. We talk

about dogs, ice-skating, music, and books. As we ride to the
rink, I realize that it took no time at all to get used to the city!
GO ON
Name: Date:
Use “From Country to City” to answer Numbers 1 through 5.
1 Circle details that describe what Jordan sees and hears in the
city, and how she feels about it.
2 Underline clues that show why Jordan will have to go through

an adjustment during her visit.
Write the meaning of adjustment.
3 Explain what the dashes before some of the sentences tell you.
4 Draw a box around two details that tell what Jordan has in
common with Sandra.
5 Underline information that describes what Jordan and Sandra

are chattering about on the subway.
What is the meaning of chattering?

UNIT 4
WEEK 5 Name: Date:
Read “You’re Mine!” before you answer Numbers 1 through 5.
You’re Mine!
At the animal shelter, I picked you—and only you!
You are furry, cuddly, and warm in my arms.
Now I am answerable to you—
responsible for your every need—
naming, playing, training,
feeding, walking, loving.
The first thing I’ll do when we get home
is make up a bed for you.
I’ll use a cozy basket with soft towels.

You are an obligation—but I accept it gladly!
Sweet soft one, sleep in my arms ’til we get home—
and know that you are safe with me.
Now, while you rest, I’ll think of a name for you.
Your golden eyes and silky, tan fur
remind me of sweet honey—
so Honey you will be!
You’re all mine!
GO ON
Name: Date:
Use “You’re Mine!” to answer Numbers 1 through 5.
1 Circle the clues in the first stanza that show the poem is told
in the first-person point of view.
Describe the speaker in the poem.
2 Underline the words in the first stanza that are an example

of assonance.
Which sound is repeated?
3 Draw a box around the details that tell how the speaker feels
about the dog.
4 Underline the words in the last stanza that are an example

of alliteration.
5 Tell how you know this is free verse poetry.

UNIT 5
WEEK 1 Name: Date:
Read “The Crow” before you answer Numbers 1 through 5.
The Crow
It had been a long, cold winter, and all the animals in the
forest were freezing. The woods were desolate—the ground
was covered with snow, and there was not a speck of green.
Raccoon said, “Crow, you must fly to the Great Sky Spirit
and steal fire so that we may be warm and survive the winter.”
Back then, Crow had beautiful, colorful feathers and a

lovely singing voice. Crow was also clever and strong, so he
agreed to steal fire. He flew for days, for it was a long way.
When his journey was done, Crow snuck into the

chamber of the Great Sky Spirit. He lit one end of a long stick on
fire and then hurried away to return to his friends.
It was another long journey back home, and the soot and

ashes from the fire stained Crow’s feathers black. Smoke made
his voice raspy and it was hard for him to breathe. Crow was
tired, but he kept flying, steadfast in his promise to the others.
When he got home, the animals hardly recognized Crow.
“Look at your poor feathers,” said Deer.
“And listen to your voice!” cried Chipmunk.
“Crow,” said Raccoon, “you have done a brave thing, and

thanks to you we will survive the winter.”
That is why, even today, all crows have black feathers on

their bodies and they caw hoarsely instead of sing.
GO ON
Name: Date:
Use “The Crow” to answer Numbers 1 through 5.
1 Why does Raccoon ask Crow to steal fire?
2 Circle the clues that show the forest is desolate.
What does desolate mean?
3 Circle the details that show how Crow is steadfast in his promise.
Write the meaning of steadfast.
4 What problem is Crow able to solve?

5 What problems does Crow have at the end of the passage?
Underline the supporting details in the text.

UNIT 5
WEEK 2 Name: Date:
Read “Lucy’s Golden Garden” before you answer Numbers 1

through 5.
Lucy’s Golden Garden

Lucy’s family had traveled west after hearing about the
miners who struck gold in 1848. Every morning, Lucy’s father
went out to the mines to dig, and every night he came home
empty-handed. He didn’t seem bothered that he had not
found anything, and he continued to go out every morning,
undaunted by yesterday’s failures.
One evening, Lucy overheard her parents talking.
“I’m not sure how long our money will hold out,” Lucy’s
mother said. “If you don’t find gold soon, you’ll have no choice
but to find another job.”
“Just a little while more, Evelyn,” said her father. “I know

it’s out there somewhere.”
Lucy had trouble falling asleep that night. The next

morning, she rode with her mother into town and, with the few
coins she had, she bought some seeds. Then she planted them
and tended to her little garden every day. Because she was so
careful, by the end of the summer she had tomatoes, peas, and
beans. She gathered them and set up a stand on the road.
As the miners walked home in the evening, they bought

fresh vegetables to bring home to their families. Every night,
Lucy brought home the money she had earned, and her parents
beamed at her. “Not every girl has the fortitude to help her
family—your strength makes you a very special daughter!”
GO ON
Name: Date:
Use “Lucy’s Golden Garden” to answer Numbers 1 through 5.
1 Why did Lucy’s family travel west?
2 Circle clues that tell what Lucy’s father does to show he is

undaunted by failures.
What does undaunted mean?
3 Why can’t Lucy fall asleep the night she hears her
parents talking?
Underline what Lucy hears her parents say.
4 Why does Lucy’s garden grow?
5 Circle a clue that helps you understand the meaning

of fortitude.
Write the meaning of fortitude.

UNIT 5
WEEK 3 Name: Date:
Read “Efficiency Experts” before you answer Numbers 1

through 5.
Efficiency Experts
Long ago, scientists began to study inefficient labor
practices in order to stop wasting time and money. They also
hoped to increase production in factories and other industrial
places. An important expert was Frederick Winslow Taylor.
Early Efficiency Studies
Taylor believed that factory workers could produce more.

So, he started timing workers as they performed the same tasks
and then used these measurements to figure out the normal
time a task should take to complete. Workers who were faster
were rewarded, and as a result, they produced more.
Taylor also believed in changing tools to make tasks more

efficient. For example, he determined that a shovel that lifted 21
pounds was most efficient and should be used by all workers.
The Need for Efficiency Experts
Why did companies use efficiency experts like Taylor?

These experts believed workers would be happier at their jobs.
But the main reason was to save companies time and money.
Steps to Improving Efficiency

Look at how Figure out a better Make changes to
Get better results.
work is done. way to do it. improve work.
GO ON
Name: Date:
Use “Efficiency Experts” to answer Numbers 1 through 5.
1 Circle the clues that tell the meaning of inefficient.
What does inefficient mean?
2 Circle an example in the text of an industrial place.
What is the meaning of industrial?
3 What was the result of rewarding faster work?
Underline the phrase in the second paragraph that signals this

cause-and-effect relationship.
4 Draw a box around the reason why all workers used the same
kind of shovel.
5 Underline the main reason why companies used efficiency

experts like Taylor.
Based on the diagram, what happens when experts figure out a

better way to work?

UNIT 5
WEEK 4 Name: Date:
Read “Surgical Technology” before you answer Numbers 1

through 5.
Surgical Technology
Surgery has come a long way, and improvements in
medical technology have helped doctors understand the human
body. Now, more patients are able to live longer, healthier lives.
Controlling Pain and Germs
In the 1840s, ether was used to control pain during

surgery. Ether is a chemical that puts patients to sleep. The use
of rubber gloves was another major improvement at this time.
Over time, the gloves ultimately helped patients stay healthy.
Cameras in Surgery
In the 20th century, doctors performed new and

helpful surgeries. The results were successful,

but doctors had to make large cuts, causing
gastroscope
slow, painful recoveries.
More recently, doctors began inserting

tiny cameras through small cuts in the skin. The
cameras help doctors see within the patient’s
body. This type of surgery allows doctors to
perform surgery without making large cuts. lungs
Using cameras and other new surgical stomach

technology means that patients sustain less
A gastroscope is a type of camera
pain and go through less suffering so they can that can be used to examine a
recover quickly. patient’s stomach.
GO ON
Name: Date:
Use “Surgical Technology” to answer Numbers 1 through 5.
1 Underline the details that tell when ether was used

during surgery.
2 Circle the detail that gives a clue about the meaning

of ultimately.
What does ultimately mean?
3 Draw a box around the details that describe the latest technical
improvements made to surgery.
How do these improvements help patients?

4 Circle the words that have the same meaning as sustain.
5 According to the diagram, what part of the body does a

gastroscope pass into last?

UNIT 5
WEEK 5 Name: Date:
Read “The Fun of Geocaching” before you answer Numbers 1

through 5.
The Fun of Geocaching

Geocaching (JEE-oh-kash-ing) is a game in which you
search for hidden things using GPS (global positioning system)
tools, such as a smartphone. The application of GPS helps to
locate different objects through satellite signals in space.
To play, coordinates, or numbers, are given to identify the

location of a hidden object. You put these numbers into your
GPS device and then track it until you find it. A small treasure,
or “cache,” is hidden somewhere at the site. Once you find the
treasure, you can keep it or leave it there. Subsequently, the
next person to locate that cache will find your treasure.
Geocaching is a lot of fun because it presents a challenge

and allows you to use technology to explore the world!

Track that Cache!
Traditional Cache
Number of Caches Found
Multi-Cache
Puzzle Cache
Event Cache
Earth Cache
5 10 15 20 25
Cache Type
GO ON
Name: Date:
Use “The Fun of Geocaching” to answer Numbers 1 through 5.
1 Circle the titles of the passage and the graph.
How do the titles show what the author thinks of geocaching?
2 How does the author describe geocaching?
3 Underline the clues that describe the application of

GPS technology.
What does application mean?

4 Underline the clues that tell the meaning of subsequently.
What does subsequently mean?
5 Draw a box around the details in the last paragraph supporting

the author’s view that many people would enjoy geocaching.

UNIT 6
WEEK 1 Name: Date:
Read “Cotton and Its Uses” before you answer Numbers 1

through 5.
Cotton and Its Uses

Around the world, people buy and sell cotton, an
important commodity, or product, that is used to make
clothing and other goods. The leading producers of cotton
are the countries of China, India, and the United States.
What Is Cotton?
Cotton is a soft fiber that is spun into thread. It is used to

make lightweight, breathable clothing, such as T-shirts, denim
jeans, dresses, socks, and skirts. As a fabric, cotton is easy to
clean, rinse, and wear. Many kinds of sheets, rugs, and curtains
are also made using cotton fibers.
A Variety of Uses

But cotton is not only used in the textile or fabric industry.
It has other significant uses. Important products such as books,
tents, and coffee filters are made from this amazing material.
Cotton fiber is also used to create paper
money, such as the U.S. dollar. Even More Cotton Uses
Boll or Lint: towels, robes,
In addition, oil from cottonseeds fishing nets, stationery,
has many uses, including oil for cooking, and cardboard boxes
Cottonseed: candles,
butter substitutes, and cosmetics, or
cattle feed, planting seed,
makeup. Certain cottonseed oil is used and fertilizer
to make cleaning products, as well, such
as detergents and soaps.
GO ON
Name: Date:
Use “Cotton and Its Uses” to answer Numbers 1 through 5.
1 Based on the article, what is a commodity?
2 Underline the countries that are the leading producers

of cotton.
3 According to the article, what are some benefits of

cotton clothing?
4 Circle examples of other significant uses for cotton

besides clothing.
Write another word for significant.

5 What main idea do the details from the text and the diagram
help to support?

UNIT 6
WEEK 2 Name: Date:
Read “March on Washington” before you answer Numbers 1

through 5.
March on Washington
On August 28, 1963, the March on Washington for
Jobs and Freedom took place in Washington, D.C. A crowd of
approximately 250,000 people gathered in front of the Lincoln
Memorial that day. They came together to promote equal rights
for African Americans. Civil Rights groups with this common
goal organized the political rally.
The year of 1963 was crucial in the Civil Rights

movement. It was a very important time because many
Americans wanted Congress to pass new laws. People believed
segregation, or separation of black and white people, should no
longer be allowed in schools. They also thought that decisions
based on race should not be allowed in the workplace.

The march went peacefully. The crowd did not
become agitated or upset at any point. Avon Rollins, Sr.,
a person who helped to plan the march, said that he was
awestruck by the marchers. He was amazed because they
looked so different from one another, yet they all shared a
common sense of purpose and dedication.
The march ended with Dr. Martin Luther King, Jr.,

giving his “I Have a Dream” speech. People around the
world were moved by Dr. King’s words, and the march was
considered a success. Many believe that the march helped to
pass Civil Rights laws in the years to come.
GO ON
Name: Date:
Use “March on Washington” to answer Numbers 1 through 5.
1 Underline the details that tell why Civil Rights groups held the
March on Washington.
2 Circle the details that explain why 1963 was a crucial time in the
Civil Rights movement.
What does crucial mean?
3 Circle the synonym for agitated in the article.
4 What caused Avon Rollins to be awestruck, or filled with awe?

5 What effect did Dr. King’s speech have on people everywhere?

UNIT 6
WEEK 3 Name: Date:
Read “Citrus for Sailors” before you answer Numbers 1 through 5.
Citrus for Sailors

In the 1700s, many sailors became ill with a disease called
scurvy during long ocean voyages. This sickness left them with
swollen, bleeding gums, loose teeth, and soreness in their joints.
In 1747, a Scottish doctor named James Lind had a theory that
citrus fruits containing Vitamin C would cure scurvy. So, he
began to experiment to prove his hypothesis.
Trials at Sea
Lind divided a group of sailors into pairs. All of the

sailors were given their regular food, and then in addition, he
gave each pair one of the following: cider, seawater, vinegar, a
mustard mixture, or citrus fruits. The sailors who were given
fresh orange juice or lemon juice were resilient. They quickly

recovered from scurvy and returned to normal. Lind’s
experiment proved that citrus fruits could cure the disease.
Scurvy No More
In the 1750s, Lind published two books that described

his findings and explained how to keep sailors healthy during
voyages. When fruit was too expensive to keep on board, the
juice from the fruit was boiled down and stored. However,
boiling the juice destroyed the Vitamin C needed to prevent
scurvy. By the late 1700s, the British navy began keeping fresh
lemons and limes aboard all ships. From then on, the sailors
were known as limeys.
GO ON
Name: Date:
Use “Citrus for Sailors” to answer Numbers 1 through 5.
1 Underline the details that tell what happened to sailors who

became ill with scurvy.
2 Circle the details that describe James Lind’s hypothesis.
What does hypothesis mean?
3 Draw a box around the sentence in the second paragraph that

tells the main idea of the section.
4 Which words in the article have the same meaning as resilient?
5 Why did British sailors become known as limeys?

Underline the details that support your answer.

UNIT 6
WEEK 4 Name: Date:
Read “The Mystery of Stonehenge” before you answer Numbers 1

through 5.
The Mystery of Stonehenge

Historians love to study the intriguing and interesting
mystery surrounding Stonehenge, a famous prehistoric stone
circle. Located in England, Stonehenge was constructed from
enormous stones about 5,000 years ago. There are many theories
about the monument’s purpose. It was thought to be a seasonal
gathering place, a place of healing, or a monument to ancestors.
Woodhenge Uncovered
In 1925, rotted timbers in a circular formation similar to

Stonehenge were found a few miles away from the monument.
Known as Woodhenge, this structure may have symbolized life,
while Stonehenge may have related to the afterlife.

In 2003, an excavation near Woodhenge began, and an
entire village was uncovered. Archaeologists named the site
Durrington Walls. Tools, bits of pottery, jewelry, and stone
arrowheads were dug up there.
More Hidden “Henges”
Stonehenge may have been a place to celebrate the

summer and winter solstices, which are the longest and shortest
days of the year. Some predict that more “henges” will be
uncovered near Stonehenge. These discoveries would suggest
that Stonehenge may have been part of a larger structure.
GO ON
Name: Date:
Use “The Mystery of Stonehenge” to answer Numbers 1

through 5.
1 Circle another word for intriguing in the article.
2 Underline the details that tell about the structure that was
discovered after Stonehenge.
3 Circle the clues that tell the meaning of the word excavation.
What does excavation mean?
4 What did archaeologists do at Durrington Walls after they

discovered the site?
5 What do some people predict will be uncovered in the future in

the area surrounding Stonehenge?
Draw a box around the text evidence that tells about the
importance of these discoveries.

UNIT 6
WEEK 5 Name: Date:
Read “Ode to the Weekend” before you answer Numbers 1

through 5.
Ode to the Weekend

Ode to the weekend ahead of me,
To having hours of free time,
Unfettered by math, science, or reading,
And blocks of time spent learning,
Jumping from subject to subject,
Now being free to learn what I want, when I want!
To recreation, play, and amusement,
To my soccer game,

My Tae Kwon Do class,
A good book I don’t have to put down,
To doing anything—or nothing at all!
To spending time with family and friends,
Laughing, having a barbecue in the backyard,
Shooting hoops one-on-one,
Riding bikes in the park,
Fishing together at the pond on a sunny, spring day.
GO ON
Name: Date:
Use “Ode to the Weekend” to answer Numbers 1 through 5.
1 Circle the details in the first stanza that tell what the speaker
is looking forward to doing.
2 Why does the speaker repeat the phrase “ode to the weekend”
in the poem?
3 Underline the details in the last stanza that help to create

an image of what the speaker will do over the weekend.
4 What does the speaker praise in this poem?

5 Write a sentence that tells the theme, or overall idea, of

the poem.
Draw a box around the details that provide clues to the

poem’s theme.

Mid-Unit
Assessment
UNIT 1
MIDUNIT
Read “New Girl at Home” before you answer Numbers 1

through 5.
New Girl at Home

Marisa Collins liked being an only child. She had a
bedroom to herself and she didn’t have to share clothes or the
computer. At home, she was the center of her parents’ universe,
and she liked it that way.
So she was especially upset when her parents announced
that they had volunteered to open their home to an exchange
student from Peru. The family was gathered around the kitchen
table, eating breakfast, when Marisa’s mother shared the news.
“The student’s name is Milli,” Mrs. Collins said. “She’s
your age, Marisa. She will be arriving today.”
“Today?!” Marisa exclaimed. “So this has all been planned
already, and you didn’t even ask my opinion?”
“We wanted to surprise you,” Mr. Collins explained
soothingly.

“Well, you succeeded,” Marisa said in a sarcastic tone.
She pushed her plate away, scowling.
At that moment, the doorbell rang.
“That must be her,” Mrs. Collins said, rising from her seat.
She paused before opening the front door. “Marisa, be kind,”
she warned.
Outside on the doorstep stood a young girl clutching a
suitcase with both hands. She was flanked on either side by two
teachers from Marisa’s middle school. The teachers worked
with the exchange program.
GO ON
72 Grade 6 Mid-Unit Assessment • Unit 1
UNIT 1
MIDUNIT
“This is Milli,” one of the teachers said, smiling and

placing a hand on the young girl’s shoulder. “Milli, this is the
Collins family.”
She introduced each family member by name. When she
said Marisa’s name, Milli glanced up shyly. Then Marisa
realized something—Milli was scared. She was far from home
and didn’t know anyone.
Suddenly, Marisa felt ashamed for being so unwelcoming.
She smiled at Milli, and the girl’s face brightened.
“We have a few things to discuss,” Mrs. Collins said to the
girls. “Marisa, why don’t you take Milli upstairs and get her
settled in the guest bedroom?”
Marisa and Milli walked upstairs together. Marisa pointed
out the bathroom and other parts of the house. Milli put her
suitcase on the bed and then opened it up. Inside, there were
colorful clothes made with intricate embroidery.
“Wow! These are beautiful,” Marisa said.
“Thank you,” Milli said. She paused, then added, “You

can borrow them anytime.”
“Really?”
Milli nodded shyly.
“Come on,” Marisa said. She took Milli’s hand and led
her into her own closet. “I’ve got some clothes to share with
you, too.”
GO ON
Mid-Unit Assessment • Unit 1 Grade 6 73
Name: Date:
Use “New Girl at Home” to answer Numbers 1 through 5.
1 How does Marisa feel at first about having an exchange student

in her home?
A angry
B excited
C shy
2 Read this sentence from the passage.

“Well, you succeeded,” Marisa said in a
sarcastic tone.
Which sentence from the passage gives a clue about the

meaning of sarcastic?
A Marisa Collins liked being an only child.
B She pushed her plate away, scowling.
C She paused before opening the front door.

She was flanked on either side by two
teachers from Marisa’s middle school.
Which clue words in the sentence help to explain what

flanked means?
A on either side
B by two teachers
C from Marisa’s middle school
GO ON
Name: Date:
4 How does Marisa react to Milli’s shyness?

A She feels angry for having to share her things.
B She feels shy, too, because they are strangers.
C She feels bad for not being more welcoming.
5 What evidence from the text indicates that Marisa has changed
her mind about having an exchange student in her home?
A “We have a few things to discuss,” Mrs. Collins said to
the girls.
B “Wow! These are beautiful,” Marisa said.
C “I’ve got some clothes to share with you, too.”

GO ON
UNIT 1
MIDUNIT
Read “Deep-Sea Survival” before you answer Numbers 6

through 10.
Deep-Sea Survival
An Unexpected Picture
In 1977, a group of scientists went on a deep-sea
exploration. They were looking for cracks on the ocean floor.
Hot water poured out of these cracks. Scientists called these
underwater hot springs “hydrothermal vents.”
The scientists took pictures of the ocean floor. They
found their vent. But they also discovered something else—
piles and clumps of clams and mussels. Everyone thought
they would find the vent. No one imagined they would find
life at such depths.
Mysterious Creatures
Later, other studies brought back more pictures. The
findings were even more unusual. Scientists found spindly

white tube worms. These long, thin creatures were nearly six
feet long. Swarms of blind shrimp and huge, pale crabs were
found hanging on rocks near the vents. Scientists have since
determined that hydrothermal vents are home to more than
300 different types of animal species. Most had never before
been seen.
Harsh Conditions
Animal species living near hydrothermal vents thrive
under harsh conditions. Water temperatures can reach 398°C
here. The water is full of poisons that would kill most animals.
The pressure at these depths is crushing.
GO ON
UNIT 1
MIDUNIT
Chemicals for Food

Sunlight provides energy for most living things on
Earth. But sunlight does not reach the ocean floor. There is
total darkness. There is also little food. So how do living
things survive?
Scientists found chemicals in the water at the vents.
Bacteria use the chemicals to make their own food. These
bacteria are the base of the food chain in this underwater
community. These findings may provide clues as to how life
on Earth first survived.
Hydrothermal Vent
Mineral-rich water
Ocean floor
Heated
seawater
Heat from magma
GO ON
Name: Date:
Use “Deep-Sea Survival” to answer Numbers 6 through 10.
6 What is the main idea of the section “An Unexpected Picture”?

A Scientists found life near a hydrothermal vent.
B Scientists took pictures of the ocean floor.
C Scientists go on ocean explorations.
7 Read this sentence from the article.

Scientists found spindly white tube worms.
Which phrase from the article gives a clue about the meaning
of spindly?
A piles and clumps
B long, thin
C huge, pale

8 Which detail from the text does NOT support the idea that
conditions are harsh near hydrothermal vents?
A Water temperatures can reach 398°C here.
B The pressure at these depths is crushing.
C Scientists found chemicals in the water at the vents.
GO ON
Name: Date:
9 What is the most important detail in the section

“Chemicals for Food”?
A Sunlight provides energy for most living things on Earth.
B But sunlight does not reach the ocean floor.
C Bacteria use the chemicals to make their own food.
10 What does the diagram show?

A how the ocean floor looks
B how a hydrothermal vent forms
C how animal species are able to survive


UNIT 2
MIDUNIT
Read “Maple Syrup Month” before you answer Numbers 1

through 4.
Maple Syrup Month

Ojawa woke up to the sound of crows outside the
wigwam. She rolled over, still half asleep. Then suddenly, she
sat up straight.
“The crows are back!” she thought. The black birds flew
south each fall. They didn’t return until just before springtime.
If the crows were back, then spring was on its way. That meant
Ojawa would soon be doing her favorite spring pastime:
gathering maple syrup.
Each March, members of the Ojibwa tribe moved from
their winter camps to their maple syrup camps. They would
pack up their belongings and carry them on sleds to the new
camp. Once there, they set up their wigwams. Wigwams were
round buildings with wooden frames. The frames were covered
with animal hides and bark. When the family moved, they left

the wooden frame behind. They took only the hides. If they
were lucky, the frame would still be standing when they
returned the next year.
Ojawa’s family was in luck. When they reached their
maple syrup camp, the wooden frame was still standing.
Ojawa’s mother got to work setting up the wigwam. Ojawa
wanted to start tapping the maple trees right away. But first, her
grandmother sent her to find the food they had stored the year
before. It was hidden in an alcove in a tree. Ojawa looked in the
hole in the tree trunk and discovered bags of dried apples and
cranberries. Later, they would pour maple syrup over the dried
fruit for a delicious treat.
GO ON
UNIT 2
MIDUNIT
Finally, it was time to tap the trees! Ojawa’s father

pounded hollow twigs into holes in the trees. The thin sap
dripped into their wooden buckets. Ojawa ran all day. She
carried filled buckets from the trees to the fire, where her
mother was boiling down the sap into syrup.
“Don’t we have enough?” she asked at one point.
Her mother shook her head. “A dozen buckets yields
very little. It produces just one small scoop of sugar. Keep
running, Ojawa. Just think about the sugar cakes you will
enjoy tomorrow.”
The next day, Ojawa happily munched on a sugar cake.
It was made in the shape of a moose. She had forgotten about
her tired limbs. She was thinking only that Maple Syrup Month
really was her favorite time of year.
GO ON
Name: Date:
Use “Maple Syrup Month” to answer Numbers 1 through 4.
1 What does Ojawa think of the crows at the beginning of

the passage?
A They are a sign that spring is coming.
B They are a sign of good luck for her family.
C They are a sign of hard work in the coming year.
2 Read these sentences from the passage.

It was hidden in an alcove in a tree. Ojawa looked
in the hole in the tree trunk and discovered bags of
dried apples and cranberries. Later, they would pour
maple syrup over the dried fruit for a delicious treat.
Which phrase from the sentences gives a clue about the

meaning of alcove?
A the hole in the tree trunk

B dried apples and cranberries
C a delicious treat
GO ON
Name: Date:

“A dozen buckets yields very little.”
Which word from the passage has about the same meaning
as yields?
A tap
B boiling
C produces
4 How does the reader know that Maple Syrup Month is Ojawa’s
favorite time of year?
A Ojawa is happy that the wigwam frame is still standing.
B Ojawa enjoys the sweet treats made from maple syrup.
C Ojawa runs back and forth collecting maple syrup.

GO ON
UNIT 2
MIDUNIT
Read “Ancient Sky Watchers” before you answer Numbers 5

through 10.
Ancient Sky Watchers

An Ancient Civilization
In ancient times, an area known as Mesopotamia lay
between the Tigris and Euphrates rivers. This area makes up
part of the Middle East today. The Sumerian people moved to
Mesopotamia about 6,000 years ago. They developed the first
written language. Their astronomers also helped us understand
the universe. They made discoveries that still hold true today.
The Sumerians
The Sumerians left behind few records. It is unclear when
their discoveries happened. We do know that they took notes
about the movements of stars and planets. Their calendar was
made up of 12 months. It was based on moon phases. They also
studied how changing seasons affect time. They corrected their

calendar to match the seasons, much like we adjust our calendar
on leap years. They also invented a number system based on 60.
It is similar to our modern system. Each hour had 60 minutes.
Each minute had 60 seconds.
The Babylonians
By 1700 B.C., the area was ruled by Babylonians. The new
rulers made good use of the observations left behind by the
people who preceded, or came before, them. They studied the
observations and found patterns. The patterns helped them to
predict moon phases and eclipses. This, in turn, helped them to
figure out the best times to plant and harvest crops. Babylonians
also made star charts. They observed the movement of Venus in
a study lasting more than 20 years.
GO ON
UNIT 2
MIDUNIT
One Babylonian astronomer, Seleucus, was far ahead of

his time. He believed that Earth moved around the Sun. He also
believed that ocean tides were caused by the Moon. It would be
hundreds of years before his theories were proved true.
Contributions of Babylonian Astronomers

1700 B.C. 1500 B.C. 1300 B.C. 1100 B.C. 100 B.C.
around 1750 B.C. around 1500 B.C. around 1200 B.C.

Babylonians identify Babylonians collect Babylonians create
and name several records of Venus. star charts showing
constellations. constellations.
around 200 B.C.

Seleucus states that
Earth and the
planets revolve
around the Sun.
GO ON
Name: Date:
Use “Ancient Sky Watchers” to answer Numbers 5 through 10.
5 How did the Sumerians solve the problem of figuring out time
within a year?
A They adjusted the calendar to match the changing seasons.
B They created star charts that showed constellations.
C They invented a complicated number system.
6 How are the Sumerian number systems the same as modern

number systems?
A Both were developed 6,000 years ago.
B Both change with the seasons.
C Both are based on units of 60.

The new rulers made good use of the

observations left behind by the people
who preceded, or came before, them.
Which clue words in the sentence help to explain what

preceded means?
A made good use of
B the observations
C came before
GO ON
Name: Date:
8 According to the article, how did the Babylonians’

understanding of moon phases and eclipses help them?
A They could plant and harvest crops at the best times.
B They proved that the Sun does not move around Earth.
C They made important predictions based on the ocean tides.
9 What is one way that the Babylonians’ study of astronomy

differed from the Sumerians’?
A The Babylonians found patterns from previous observations.
B The Babylonians left behind records of their discoveries.
C The Babylonians studied the planets and stars.
10 What does the time line show?

A how the Babylonians were the first to observe Venus
B how the Babylonians continued to make advances

in astronomy
C how the Babylonian astronomer, Seleucus, studied
Sumerian writing

UNIT 3
MIDUNIT
Read “The Band Campers” before you answer Numbers 1

through 5.
The Band Campers

The poster on the bulletin board in the band room at
Lincoln Middle School showed two laughing kids, both about
12 years old. They were paddling a canoe on a sparkling lake
under the vastness of the deep blue sky. At the very top of the
poster were big, bold words.
Hiking, Canoeing, Swimming!
MUSIC, MUSIC, MUSIC!
Have the Experience of a Lifetime
at Band Camp this Summer!
“It’s absolutely perfect,” Lily whispered in awe. She
played trumpet in the band.
“And it’s expensive,” noted Jon, a trombone player. He
pointed to the fine print at the bottom of the poster. “How can

we afford that?”
“We can have a fundraiser by washing cars,” suggested
Gina, who played flute.
“The soccer team is having a car wash,” Jon said. “I saw
their fliers yesterday.”
“What about a bake sale?” Lily asked. They left the band
room and headed outside. School was over for the day, and the
three friends often walked home together.
“The chess club is holding a bake sale before their
tournament this weekend,” Gina said.
GO ON
UNIT 3
MIDUNIT
By now, the friends were strolling down the

sidewalk with their instruments in hand. Each idea they
came up with—raffle, silent auction—was impractical, or it
was already taken by some other group.
“We should just give up,” Jon said as he threw up
his hands.
“No!” Lily said firmly. “We can’t just give up. There has
to be something special we can do. Something . . .”
Just then, a car whizzed by with music blaring. The
friends stared at the car, then stared down at their instruments.
“Music!” Gina exclaimed.
“We can put on a concert!” Jon said.
“Perfect!” Lily said excitedly.
It took a lot of hard work to get the concert organized.
They had to negotiate with their band director to allow them to
hold the concert. Besides reaching an agreement, they also had
to get other band members to join in. They had to pick a time,
make posters, and print tickets. And most importantly, they had
to sell tickets!
And sell tickets they did! The night of the concert, the
school auditorium was full! The band director came backstage
to check that everyone was ready.
“I’m going to introduce you now,” she said. “Do you have
a name for your band?”
Lily, Jon, and Gina grinned at one another. “The Band
Campers!” they shouted in unison.
GO ON
Name: Date:
Use “The Band Campers” to answer Numbers 1 through 5.

They were paddling a canoe on a sparkling lake
under the vastness of the deep blue sky. At the
very top of the poster were big, bold words.
Which phrase from the sentences gives a clue about the

meaning of vastness?
A paddling a canoe
B deep blue sky
C very top of
2 What gives the friends the idea for a concert fundraiser?

A Lily sees a poster for band camp.
B A car drives by with blaring music.
C The friends choose a name for their band.

They had to negotiate with their band director
to allow them to hold the concert.
Which clue words from the passage help to explain the meaning
of negotiate?
A reaching an agreement
B band members to join in
C had to sell tickets
GO ON
Name: Date:
4 What was the result of the three friends working together?

A They were able to get other clubs to help them.
B They came up with a successful plan to raise money.
C They thought of three different names for their band.
5 Which sentence best describes the theme of the passage?

A If you do not know what to do, you should listen to
your heart.
B If you want to succeed, you must work harder
than others.
C If you share ideas, you can reach your goals.
GO ON
UNIT 3
MIDUNIT
Read “Doctors as Heroes” before you answer Numbers 6

through 10.
Doctors as Heroes
On His Way
A doctor stares out a plane window. He is traveling to
Africa to volunteer for Doctors Without Borders. This group
gives free medical care to the poor, the hungry, and others in
need. Although the doctor does not know what awaits him
when he arrives, he is eager to find out.
First Patient
The doctor looks around the tiny village. He is in a remote
part of Chad, Africa. The day is hot. The ground is dusty. He
wonders what he has gotten himself into. With a sigh, he helps
his fellow volunteers create a makeshift clinic under a tree. The
tree offers little relief from the harsh wind and sun. He treats his
first patient of the day. The child is only one month old.

The doctor kneels on a mat under the windswept tree to
examine the baby boy. The child’s neck is stiff. He has a severe
infection. The medical team gives the baby antibiotics and
transfers him to a hospital, where he starts to feel better.
The Next Patient

The doctor’s next patient is a baby girl who is only six
days old. She is hidden under a shawl. Carefully, the doctor
peeks inside. He touches her head, but she does not respond.
The baby has an infection and is badly dehydrated. The doctor
is concerned. He inserts a nasal tube to give her the nutrients
she needs. Thankfully, she starts to improve.
GO ON
UNIT 3
MIDUNIT
These babies are just two of the millions treated by

Doctors Without Borders each year. Every day, 27,000
volunteers provide medical care in more than 60 countries.
About 7.9 million people were vaccinated in 2009 alone. An
additional 1.1 million were treated for malaria.
The Day Continues

As the morning turns to afternoon, the doctor treats
dozens of sick patients. They range from newborn babies to the
elderly. Sometimes, the illnesses are complex and the patient
must go to the hospital. Other times, simple antibiotics, proper
nutrition, and even water are all that is needed.
The Greatest Reward

Soon, the day is over and the medical team closes the
clinic. Everyone is proud to be a part of Doctors Without
Borders. The organization was awarded the Nobel Peace Prize
in 1999. This prize is a great honor. But the true reward is seeing
a smile on a healthy child’s face.

As the doctor leaves the dusty village, he is tired. But he is
already eager to return again in the morning.
GO ON
Name: Date:
Use “Doctors as Heroes” to answer Numbers 6 through 10.
6 What does the doctor do right after he arrives in Chad, Africa?

A He sits down under a tree.
B He sets up a medical clinic.
C He takes a tour of a village.

The doctor kneels on a mat under the windswept tree
to examine the baby boy.
Which evidence from the text gives a clue about the meaning
of windswept?
A The doctor looks around the tiny village.
B The tree offers little relief from the harsh wind and sun.
C Carefully, the doctor peeks inside.

8 What does the doctor do after he examines the baby boy?
A He sends the baby to the hospital.
B He returns the baby to his mother.
C He places the baby on a mat under a tree.
GO ON
Name: Date:
9 What is the first thing the doctor does when he sees the
baby girl?
A He examines the baby.
B He inserts a nasal tube.
C He strokes the baby’s head.
10 How are the events in the article organized?

A time order
B order of importance
C compare-and-contrast order

UNIT 4
MIDUNIT
Read “The Party Dress” before you answer Numbers 1 through 5.
The Party Dress
CAST of CHARACTERS
Alexa, a 12-year-old girl
Bailey, Alexa’s older sister, age 15
Dona, Alexa’s best friend
SCENE 1 Alexa and Dona are in the bedroom that Alexa shares with
her older sister, Bailey; the girls are looking through the closet.
Alexa (pulling out a dress): This is the dress I was telling you
about. Won’t it be perfect for the school dance?
Dona: It’s beautiful. But didn’t you say your parents bought the
dress for Bailey’s sixteenth birthday party?
Alexa (nodding): The party isn’t until next month.
Dona: So Bailey hasn’t worn the dress yet?

(Alexa shakes her head.)
Dona (tentatively): Alexa . . . are you sure this is a good idea?
Your sister doesn’t even like sharing a room with you, let
alone sharing her clothes.
Alexa (with determination): Trust me. It’s a wonderful idea.
Don’t you think she would want me to feel like the most
beautiful girl at the dance?
GO ON
UNIT 4
MIDUNIT
SCENE 2 Alexa and Dona are in the school gym. They each hold a
cup of red punch. Music is playing and students are dancing.
Dona (excitedly): This dance is so much fun! Everyone loves
your dress!
Alexa: Thank you!
(A boy bumps into Alexa. Red punch spills all over her dress.)
Alexa (horrified): Oh, no!
SCENE 3 The next morning, Alexa is in her bedroom with the ruined
dress in her hands. She spins around as Bailey enters the room.
Bailey (seeing the dress immediately): Oh, no! What happened
to my dress?
Alexa (desperately): I . . . I’m . . .
Bailey (angrily): Colin.
Alexa (confused): Colin?
Bailey: Yes, Colin. Our little brother, remember? The one who is
always digging through our closet, looking for hangers for
his science experiments. The one who drinks red juice . . .
Alexa (gulping): Wait! It was me. I wore your dress to the dance.
I ruined it. And I’ll do anything to make it up to you. I’m so
sorry. I shouldn’t have borrowed it behind your back.
Bailey: Relax, Alexa. It’s only a dress and not a big problem.
It’s really just a small inconvenience.
Alexa (hopefully): So you’re not mad at me?
Bailey: Well, I understand that mistakes happen. At least you
were honest. But next time, all you have to do is ask!
GO ON
Name: Date:
Use “The Party Dress” to answer Numbers 1 through 5.
1 Which word best describes Alexa’s behavior when she decides

to wear Bailey’s dress?
A clever
B fearful
C selfish
2 Read this dialogue from the play.

Dona (tentatively): Alexa . . . are you sure this is
a good idea?
Which word or phrase from the play means the opposite

of tentatively?
A with determination
B excitedly
C desperately

3 Read this dialogue from the play.
Bailey: Relax, Alexa. It’s only a dress and not a big
problem. It’s really just a small inconvenience.
Which clue word from the dialogue helps to explain what

inconvenience means?
A relax
B problem
C small
GO ON
Name: Date:
4 What does the stage direction gulping tell you about Alexa’s
decision to admit that she wore the dress?
A It was a hard decision.
B It was a foolish decision.
C It was a dishonest decision.
5 Which best describes a theme of the play?

A Sisters should share their clothes.
B We should always try to tell the truth.
C Family members need their own space.

GO ON
UNIT 4
MIDUNIT
Read “The Unstoppable Athlete” before you answer Numbers 6

through 10.
The Unstoppable Athlete

A Dream
At the tender age of 6, Kieran Behan of Ireland already
knew what he wanted to do in life: compete as a gymnast in
the Olympics. He wanted to tumble and flip high into the air.
By the age of 8, Kieran was training to fulfill his dream.
He showed promise in the floor exercises. But that promise was
cut short two years later when he noticed a lump on his leg.
Kieran had a tumor. So he had an operation to remove it. The
operation ended up damaging the nerves in his foot. He was
bound to a wheelchair. Doctors told Kieran he likely would not
walk again. They advised him to give up his Olympic dream.
The Fighter
Kieran had other plans, though. He underwent physical

therapy to help restore the movement in his leg. Fifteen months
later, he was back in the gym. Kieran’s Olympic dream seemed
on track once again. But soon his life took another turn for the
worse. Eight months after Kieran returned to training, he hit his
head on a high bar during practice. He suffered severe injuries
to his brain and inner ear. His balance deteriorated, getting so
bad that turning his head caused him to faint.
GO ON
UNIT 4
MIDUNIT
The Road Back

Doctors gave Kieran the same advice as before: give
up your Olympic dream. And as before, Kieran refused
to heed their advice. It took nearly two years of physical
therapy to regain his balance. Once he did, he went straight
back to training.
The Olympics
Kieran faced many more obstacles on his journey to the
Olympics. He broke bones and tore muscles during training.
But he earned a spot on the 2012 Olympic team for Ireland.
He didn’t win a medal, nor did he expect to. His body was
too battered for that. Instead, he is setting his sights on the
2016 Olympics in Rio de Janeiro, Brazil, where he hopes to
be injury-free. Anyone who thinks he won’t make it had
better think again!
Kieran Behan’s Gymnastic Successes

Competition Award
Slovenia World Cup 2011 Bronze medal, floor
Croatia World Cup 2011 Silver medal, floor
Czech Republic World Cup 2011 Gold medal, floor
World Cup Series 2011 Champion, floor
GO ON
Name: Date:
Use “The Unstoppable Athlete” to answer Numbers 6 through 10.
6 What evidence from the text supports the author’s point of view
that Kieran is a talented gymnast?
A He wanted to tumble and flip high into the air.
B He showed promise in the floor exercises.
C He broke bones and tore muscles during training.

His balance deteriorated, getting so bad
that turning his head caused him to faint.
Which clue word from the sentence helps to explain what

deteriorated means?
A balance
B getting
C bad

8 Which evidence from the text does NOT support the author’s
point of view that Kieran is determined?
A Eight months after Kieran returned to training, he hit
his head on a high bar during practice.
B It took nearly two years of physical therapy to regain
his balance.
C Instead, he is setting his sights on the 2016 Olympics in
Rio de Janeiro, Brazil, where he hopes to be injury-free.
GO ON
Name: Date:
9 With which statement would the author most likely agree?

A Kieran is currently the best gymnast in the world.
B Kieran will do whatever it takes to overcome challenges.
C Kieran’s athletic career was cut short because of a series

of accidents.
10 Based on the table, what can you infer about the year 2011
for Kieran?
A He focused mainly on local gymnastic competitions.
B He competed against more talented athletes.
C He had a successful competitive year.


UNIT 5
MIDUNIT
Read “Lightning and Thunder” before you answer Numbers 1

through 5.
Lightning and Thunder

Adapted from an African Myth
During a powerful storm, you can see bolts of lightning
cut across the sky and hear the powerful boom of thunder
that follows. But did you know that many, many years ago,
Lightning and Thunder lived on Earth? They walked on the
ground, just like you and me. Lightning was a ram. His mother,
Thunder, was a ewe.
Lightning and Thunder lived in a village in the grasslands
of Africa. The villagers used the grasses to make their homes.
Now, Lightning was not the nicest of rams. He had a terrible
temper and often fought with the villagers. In retaliation, he
would let loose his fiery bolt of lightning as revenge. The grass
homes would catch on fire. And if that wasn’t bad enough,
Thunder would roar angrily at her son for the damage he had
caused. Between the fires and the noise, the villagers grew

understandably upset.
In desperation, the people of the village went to their king
for help. “You must do something!” they pleaded. “We cannot
live this way any longer.”
The king finally gave into their pleas and banished
Lightning and Thunder to the outskirts of the village. He told
them to leave the people alone. But Lightning still encountered
the villagers. The angry ram fought with anyone who passed by.
GO ON
UNIT 5
MIDUNIT
Once more, Lightning and Thunder were brought before

the king. This time, the king banished them to the wilderness
beyond the village. But this only made Lightning angrier. One
burst of lightning from his mighty horn set the entire meadow
on fire. A strong wind carried the flames into the village. Crops
burnt to the ground. All the while, his mother, Thunder, roared
in disapproval.
The king had had enough. Finally, he banished Lightning
and Thunder from Earth. They were sent to live in the sky
forever, far away from people, where hopefully they were
unable to cause further harm.
The king meant well. But from time to time, Lightning
still manages to send down his fiery bolts. And you can hear his
mother, Thunder, roaring and rumbling at her unruly son.
GO ON
Name: Date:
Use “Lightning and Thunder” to answer Numbers 1 through 5.
1 What causes Lightning to let loose bolts of lightning?

A He gets yelled at by the king.
B He gets frightened by Thunder.
C He gets very angry at the villagers.
2 Which is NOT an effect of Lighting’s actions?

A Grass homes catch on fire.
B Lightning lives on Earth.
C Thunder roars angrily.

In retaliation, he would let loose his fiery bolt of
lightning as revenge.

retaliation means?
A fiery
B bolt
C revenge
GO ON
Name: Date:
4 What is the last thing the king does to try to solve the problem
in the passage?
A He sends Lightning and Thunder to live in the sky.
B He sends Lightning and Thunder to live in the wilderness.
C He sends Lightning and Thunder to live at the outskirts of

the village.
5 How do you know that the problem in the passage does not
get solved?
A An entire meadow catches on fire.
B The villagers are upset with the king.
C Lightning still sends down bolts from the sky.

GO ON
UNIT 5
MIDUNIT
Read “The Flight that Changed History” before you answer

The Flight that Changed History

Making History
The Wright brothers changed the course of history in a
mere 12 seconds.
For years, Orville and Wilbur Wright had been designing
a powered aircraft that could be flown by a person. They finally
succeeded in December 1903 in a flight that lasted 12 seconds.
With Orville as pilot, the plane flew 120 feet.
Gaining Knowledge
The brothers owned a bicycle shop together in Dayton,
Ohio. They liked mechanical devices. Soon, they became
interested in airplanes. They studied birds in flight and existing
aircraft designs. The brothers noticed how pilots moved their
bodies to control the plane. They decided that a better plan

might involve moving the wings instead.
The Testing Grounds

Orville and Wilbur chose Kitty Hawk, North Carolina, as
the site for their flight tests. Kitty Hawk is on the Outer Banks.
These are a group of islands in the Atlantic Ocean. The area is
windy and sandy. At the time, it was also not very populated.
All these things made it a great place to fly—and crash—
airplanes.
GO ON
UNIT 5
MIDUNIT
If at First You Don’t Succeed . . .

The brothers went to Kitty Hawk in 1900. They tested
their designs. They had many failures. Many of their aircrafts
crashed or could not take off. The brothers decided that some
manipulation of the design was needed. They reviewed their
data and made changes. For the next several years, they built
and tested planes. Finally, in 1903, they were successful. They
flew four times before a gust of wind sent the plane crashing.
Crash or not, their invention of the first powered airplane
turned out to be one of the greatest exploits in American
history. This daring achievement would fascinate the world.
It would also influence the age of aviation that followed.
Wright Brothers National Memorial, North Carolina
AT L A
Fourth Flight (59 seconds, 852 feet) 4
NTIC
Visitor
OCEA
Third Flight (15 seconds, 200 feet) 3 Center
2
Second Flight (12 seconds, 175 feet) 1
N
First Flight (12 seconds, 120 feet)
Lift-off point for each flight
Wright Brothers
Monument
GO ON
Name: Date:
Use “The Flight that Changed History” to answer Numbers 6

through 10.
6 Why did the Wright brothers choose Kitty Hawk for their
flight tests?
A It was on an island.
B It was windy and sandy.
C It had a high population.
7 Read these sentences from the article.

The brothers decided that some manipulation
of the design was needed. They reviewed their
data and made changes.
Which word in the sentences is a synonym for manipulation?

A decided
B data

C changes
8 What allowed the Wright brothers to make the first successful

airplane flight?
A They moved their flight tests to different locations.
B They built and tested many different versions of aircrafts.
C They used their bodies to control the movement of

the plane.
GO ON
Name: Date:

Crash or not, their invention of the first powered
airplane turned out to be one of the greatest exploits
in American history. This daring achievement would
fascinate the world.
Which word from the sentences has about the same meaning
as exploits?
A invention
B history
C achievement
10 According to the map, how far did the plane fly during the
fourth flight?
A 852 feet
B 200 feet
C 59 feet

UNIT 6
MIDUNIT
Read “The Midnight Ride” before you answer Numbers 1

through 5.
The Midnight Ride

The Task
It was the spring of 1775. The American colonists were
restless. They protested against the strict rule of the British.
The British, in turn, tightened their control. Conflict drew
nearer. Paul Revere, a native of Boston, was ready to play
an important role in the fight for independence. His actions
would have a significant impact on the events leading up to
the American Revolution.
Paul had been hired by American patriots to follow the
movements of the British troops. The patriots suspected that the
troops wanted to arrest fellow patriots, Samuel Adams and John
Hancock. If the British moved, Paul was to ride from Boston to
Lexington to warn the men.

The Ride
The British made their move on April 18, 1775. They
would travel to Concord by boat, by way of the Cambridge
River.
Paul rode with urgency. He rode for his life, wasting no
time. He did not want to be captured by the British soldiers.
They gave chase, but he was able to outride them. Paul wrote
about that fateful night.
I set off, it was then about 11 o’clock. The moon shone bright. I
had got almost over Charlestown Common, towards Cambridge, when
I saw two officers on horseback, standing under the shade of a tree in a
narrow part of the road. I was near enough to see their holsters . . .
GO ON
UNIT 6
MIDUNIT
While in Charlestown, Paul took time to make sure that

his signal could be spotted in the bell tower of a local church—
two lanterns to let the colonists know that the British troops
were moving by sea.
As Paul galloped toward Lexington, he stopped at houses
along the way. He warned people of the approaching British
troops. When he finally reached his destination around
midnight, a soldier told him he was making too much noise.
“Noise!” Paul replied sharply. “You’ll have noise enough
before long. The (soldiers) are coming out!”
A Revolution Begins
Paul was right—the American Revolution began a few
hours later. The British arrested Paul that night. But he was
released in time to see the first battle of the Revolution on
April 19, 1775. America went on to win its freedom. Paul
himself became a part of American history because of his
famous midnight ride.
GO ON
Name: Date:
Use “The Midnight Ride” to answer Numbers 1 through 5.
1 Why did the British tighten their control on the colonists?

A The colonists had started many revolutions.
B The colonists protested against British rule.
C The colonists tried to control the British.

His actions would have a significant impact on the
events leading up to the American Revolution.
Which word from the article has about the same meaning
as significant?
A restless
B native
C important

Paul rode with urgency.
of urgency?
A The British made their move on April 18, 1775.
B He rode for his life, wasting no time.
C Paul wrote about that fateful night.
GO ON
Name: Date:
4 Paul wrote about spotting two British officers during his ride.
Based on his reaction, which word best describes how he felt?
A curious
B defeated
C threatened
5 Why did Paul stop at houses during his ride toward Lexington?
A He had to make sure his signal could be spotted.
B He was tired from trying to outride the British troops.
C He wanted to warn people of the approaching

British troops.
GO ON
UNIT 6
MIDUNIT
Read “Bark Painting” before you answer Numbers 6 through 10.
Bark Painting
The Aboriginal people have lived in Australia for
thousands of years. Their art traditions are as old as their
connection to the land. One art form involves painting on
tree bark.
Preparing the Canvas

To make a bark painting, strips of bark are cut from a
tree. This is done during the rainy season when the bark is
wet and flexible. The artist chooses a smooth bark. It does
not have knots or flaws. Eucalyptus bark is perfect.
Left to itself, the bark will curl over time. To keep it
flat, it is placed on hot coals. Its rough side faces down. The
coals cannot be too hot or they will burn the bark. The bark
slowly flattens as it dries. Sticks are tied to each end to keep
it from curling.

Making the Art
Once the bark is ready, the artists prepare their paints.
They extract, or remove, materials from minerals, rocks, and
clays found in nature. The materials are ground into a fine dust.
Then they are mixed with water and other natural substances.
These substances help the paint stick to the bark. The artists are
left with shades of red, white, black, and yellow paint.
GO ON
UNIT 6
MIDUNIT
About the Art

Artists may paint objects or scenes from nature, such as
an animal or a hunt. The paintings illustrate stories that have
been passed down through generations. Aboriginal artists still
continue the tradition of bark painting today. But the paintings
may be made using commercial paints. This art form is a
reflection of one of Australia’s oldest cultures.
Aboriginal Australian Art Symbols
Spear Rainbow Rain Star Hole or Campsite

Fire Kangaroo Track Man Footprint
GO ON
Name: Date:
Use “Bark Painting” to answer Numbers 6 through 10.
6 Which key detail from the text explains how the bark canvas
is prepared?
A Sticks are tied to each end to keep it from curling.
B Once the bark is ready, the artists prepare their paints.
C These substances help the paint stick to the bark.

They extract, or remove, materials from minerals,
rocks, and clays found in nature.

extract means?
A remove
B materials
C found

8 Which key detail from the text does NOT explain how the paint
is made?
A The materials are ground into a fine dust.
B Then they are mixed with water and other

natural substances.
C Artists may paint objects or scenes from nature,
such as an animal or a hunt.
GO ON
Name: Date:
9 Based on the diagram, what inspired the designs Aboriginal

artists used?
A bark
B minerals
C nature
10 Which sentence best states the main idea of the article?

A Aboriginal bark painting is thousands of years old.
B Aboriginal art includes a form called bark painting.
C Aboriginal bark painting tells many exciting stories.


Unit
Assessment
UNIT 1
UNIT
Read “Tidal Pool Portraits” before you answer Numbers 1

through 7.
Tidal Pool Portraits

It was a sunny Saturday morning as Mrs. Samson grabbed
her briefcase off the kitchen counter. “Hurry, Denise! I’m going
to be late for my meeting!”
“I’ll be right there!” sighed Denise unwillingly. She
packed a snack and put it inside her backpack next to her
sketchpad and some colored pencils.
Denise’s mother, a marine biologist, had a meeting at the
aquarium today. She did not want her daughter to stay home by
herself. But all Denise wanted to do was finish her sketches.
They were portraits of her friends that she was planning to
enter in her school’s art contest.
Denise stared blankly out the window as Mrs. Samson
drove to the aquarium. She tried to comfort herself by thinking,
“My sketchpad is at least one consolation. Maybe I’ll find

another subject to draw while I’m waiting for Mom.”
Soon, Mrs. Samson parked at the aquarium. She pointed
to the rocky shore nearby. “Why don’t you check out the tidal
pools? When I take a break, I’ll come over.”
Denise walked down to the rocks and breathed in the
ocean air as the wind whipped her hair. The gentle waves
relaxed her as she looked down at the small pools of water.
Submerged in one tidal pool were tiny sea creatures. Looking
closely, Denise noticed a snail moving around under the water.
“That isn’t a snail,” she suddenly realized. “It’s a crab
wearing a snail’s shell! How cool is that?”
GO ON
122 Grade 6 Unit Assessment • Unit 1
UNIT 1
UNIT
Denise crouched down and noticed other creatures

among the seaweed. She got out her sketchpad. Using broad
strokes, she captured the likeness of each sea animal. Her
favorite was a fragile-looking pink creature that walked on
tiny-tubed feet. Denise was so absorbed in her work that she
didn’t even hear her mother approach.
“Hey, that’s a great picture of a sea urchin!” Mrs. Samson
commented. “And the other creature you sketched is a hermit
crab. It’s wearing a discarded snail shell to protect its body.”
“Look at that one,” pointed Denise. “It looks just like
an earthworm.”
Mrs. Samson laughed. “Actually, it’s called a warty
sea cucumber. It’s long like a tube and very soft with
black-tipped spots.”
“I’m going to enter these sketches in the art contest,”
announced Denise excitedly. “I think I’ll call this series,
‘Tidal Pool Portraits!’”
GO ON
Unit Assessment • Unit 1 Grade 6 123
Name: Date:
Use “Tidal Pool Portraits” to answer Numbers 1 through 7.
1 Where does the beginning of the passage take place?

A at home
B on the beach
C in the aquarium
2 Which sentence best describes Denise at the beginning of

the passage?
A She wants to work on her sketches.
B She is excited to go to the aquarium.
C She looks forward to seeing her friends.

“My sketchpad is at least one consolation.”

as consolation?
A aquarium
B comfort
C subject
4 What does Denise discover when she explores the area near
the aquarium?
A There are many rocks, but not much else to explore.
B There are strong winds that can make it hard to sketch.
C There are interesting sea creatures in the water to study.
GO ON
Name: Date:

Submerged in one tidal pool were tiny sea creatures.
Which sentence from the passage gives a clue about the

meaning of submerged?
A She pointed to the rocky shore nearby.
B The gentle waves relaxed her as she looked down at

the small pools of water.
C Looking closely, Denise noticed a snail moving around
under the water.
6 At the end of the passage, what kind of sketches does

Denise decide to enter in the art contest?
A sketches of tidal pool creatures
B sketches of the aquarium
C sketches of her friends

7 How does Denise change after spending time at the tidal pools?
A She cannot wait to get home and sketch her friends.
B She starts to share her mother’s interests through her art.
C She realizes she would rather be a biologist than an artist.
GO ON
UNIT 1
UNIT
Read “Alaskan Wetlands” before you answer Numbers 8

through 15.
Alaskan Wetlands
Long ago, many people thought that wetlands held
diseases and were useless. This is just not so! The wetlands in
Alaska are indispensable. These lands contain necessary and
valuable resources.
The Last Frontier State

Alaska is often called “The Last Frontier State.” It is a wild
region full of natural resources. Alaska is also vast. It is more
than twice the size of Texas. Records and documentation show
that there are more wetlands in Alaska than in the other 49
states combined! More than 200 remote villages are found here.
The people living in these areas gather food and hunt wildlife.
These people would not survive without the resources found
near wetlands.

Wildlife Habitats
Alaska’s wetlands have very active wildlife habitats.
Some people compare wetlands to supermarkets. The wetlands
here produce large amounts of food. Approximately 90% of the
wild salmon eaten in the United States is caught near Alaska.
The salmon rely on wetlands. They pass through wetlands on
their way to and from the ocean. The wetlands provide them
with food and safety. Ducks and geese also live here. They feed
and nest in wetlands. Moose and musk oxen hunt some wetland
animals for food. Smaller animals, such as beaver and land
otters, build shelters here. They make their homes among the
calm waters.
GO ON
UNIT 1
UNIT
Conservation Efforts
Organizations are protecting Alaska’s wetlands. There
are many factors, or reasons, why the wetlands are important
to conserve. People rely on their food sources. Wildlife habitats
need to be protected. Wetlands also protect shorelines from
erosion. Shallow bodies of water help to preserve water quality.
People enjoy boating, bird watching, and other types of
recreation here. Some experts say that warmer temperatures are
causing the wetlands to dry out. Whatever the causes, we must
help protect Alaska’s wetlands.
Wetlands in the United States

12
11.4
10.6
10
8 7.8
Acres (in millions)
7.6
Florida Louisiana Minnesota Texas

State
GO ON
Name: Date:
Use “Alaskan Wetlands” to answer Numbers 8 through 15.

The wetlands in Alaska are indispensable.
as indispensable?
A useless
B necessary
C natural
9 Which detail from the article supports the idea that Alaskans
living in remote places need wetlands?
A It is more than twice the size of Texas.
B More than 200 remote villages are found here.
C The people living in these areas gather food and

hunt wildlife.

10 Which evidence from the text best supports the author’s point
of view that wetlands contain necessary and valuable resources?
A Alaska is often called “The Last Frontier State.”
B Alaska’s wetlands produce large amounts of food.
C Some people compare wetlands to supermarkets.
GO ON
Name: Date:

Records and documentation show that there
are more wetlands in Alaska than in the other
49 states combined!
Which word from the sentence has about the same meaning
as documentation?
A records
B wetlands
C states
12 Which evidence from the text does NOT describe the

importance of wetlands to salmon?
A They pass through wetlands on their way to and from
the ocean.
B The wetlands provide them with food and safety.
C Wetlands also protect shorelines from erosion.

There are many factors, or reasons, why the wetlands
are important to conserve.
Which clue word in the sentence helps to explain what the word
factors means?
A reasons
B wetlands
C important
GO ON
Name: Date:
14 Which sentence best supports the author’s point of view about

protecting the wetlands?
A Better organizations are needed to protect
Alaska’s wetlands.
B Cooler temperatures will ensure Alaska’s wetlands
remain protected.
C Everyone must do their part to help protect
Alaska’s wetlands.
15 Which state in the bar graph contains the most acres

of wetlands?
A Florida
B Minnesota
C Texas

UNIT 2
UNIT
Read “At the Roman Races” before you answer Numbers 1

through 7.
At the Roman Races

The minute I opened my eyes, I could feel the excitement.
My brother, Rufus, grumbled and frowned when I woke him,
but then he quickly remembered what we were about to do.
“Livia, why didn’t you wake me up earlier?” he scolded.
“If we’re late and I’m not there to cheer for Justus, he’ll
probably lose! Hurry, do your best to get ready quickly.”
I rushed off and tried my utmost to get ready in time.
Justus, one of Rome’s outstanding chariot drivers, or
charioteers, was going to race today. If Justus lost, Rufus
would be in a terrible mood for days.
Before I knew it, we arrived at the Circus Maximus
stadium in Rome. Mother and Father guided us through the
crowded pathways underneath the stands. People were selling a
wide variety of food. They also sold cushions to make the cold,
hard stone benches more comfortable.

We arrived at our seats just in time for the parade.
Important city leaders came in first before the charioteers,
dancers, and musicians. I stared at the beautiful temple that
overlooked the finish line. Statues of the sun god, Sol, and the
moon god, Luna, looked down on the crowd.
It was hard to settle down with all the noise and
excitement. There were so many people!
“The stadium fits 150,000 fans,” Father informed us.
“They utilize every bit of available space. Nearly all the seats
are occupied today. ”
GO ON
UNIT 2
UNIT
“Look!” said Mother. “The chariots are beginning to

line up!”
All eyes turned to the man holding a white piece of cloth.
When he dropped the cloth, the horses burst forward with the
rush of a desert storm.
“Go, Justus! You can do it!” yelled Rufus.
Justus, an aspiring charioteer, had much to learn about
chariot racing. Still, he had a promising future in this great and
noble sport.
The sound of pounding hooves filled the stadium.
Cheering enthusiastically for his hero, Rufus watched the racers
guide their chariots around the circular track seven times.
At the end of a close race, Justus came in second. Rufus
could not hide his disappointment, and he looked away as the
victorious rider accepted the traditional palm branch.
“Cheer up, Rufus,” I said. “Chariot races aren’t just about
winning; they’re also about enjoying yourself.”

By the end of the day, Rufus had to agree. “You’re right,
Livia,” he admitted. “I think Justus would want me to have a
good time.”
GO ON
Name: Date:
Use “At the Roman Races” to answer Numbers 1 through 7.
1 What evidence from the text shows that the passage is told from
the first-person point of view?
A I stared at the beautiful temple that overlooked the
finish line.
B All eyes turned to the man holding a white piece
of cloth.
C By the end of the day, Rufus had to agree.
2 What does Rufus think about Justus at the beginning of

the passage?
A Justus is an outstanding charioteer.
B Justus will easily win the chariot race.
C Justus is not as good as everyone says.

I rushed off and tried my utmost to get ready in time.
Which sentence from the text gives a clue about the meaning
of utmost?
A The minute I opened my eyes, I could feel the excitement.
B “Livia, why didn’t you wake me up earlier?” he scolded.
C “Hurry, do your best to get ready quickly.”
GO ON
Name: Date:
4 Which evidence from the text gives a clue about the meaning
of utilize?
A “The stadium fits 150,000 fans,” Father informed us.
B “Nearly all the seats are occupied today.”
C “The chariots are beginning to line up!”
5 Which clue words in the passage help to explain what

aspiring means?
A burst forward
B had much to learn
C cheering enthusiastically
6 Which detail is most important to the message of the passage?

A Livia and Rufus are siblings.
B The stadium holds many people.

C Rufus wants Justus to win the race.
7 What is the theme of the passage?

A Some sports are more exciting than others.
B Losing should not get in the way of having fun.
C Brothers and sisters do not always like the same things.
GO ON
UNIT 2
UNIT
Read “Olympic Beginnings” before you answer Numbers 8

through 15.
Olympic Beginnings
Every ancient culture has left behind a legacy. Ancient
Greece gave the world its own lasting gift. It is called the
Olympic Games.
It Started in Greece
The first Olympic Games were held in 776 B.C. at a place
called Olympia. Olympia was the center of religion and politics
in ancient Greece. The Olympics began as part of a festival for
the Greek god Zeus. The games were also a way to celebrate
young athletes and to unite Greece’s cities.
Then and Now

The Olympic Games have changed greatly over the years.
The first Olympics had only male athletes. In contrast, both men
and women compete today. In addition, the ancient Greeks
placed limits on who could watch the events. Married women

could not attend the early Olympics as spectators. Unmarried
women began competing in their own version of the games
years later.
The original Olympic Games were also much shorter
than those that take place today. Athletes competed for only
one day! It was tough to complete all of the events in a single
day. To solve this, the games were extended to three days. By
the fifth century B.C., they lasted five days. Today’s Olympics
last for about two weeks.
GO ON
UNIT 2
UNIT
Keeping the Spirit Alive

The Olympic Games have changed a great deal. It can be
a challenge to honor the original spirit of the games. Today, the
games commemorate that spirit in several ways. One way is the
lighting of the torch at the ancient site of Olympia. The torch
burns for the entire two weeks.
The idea of bringing people together is still alive, too.
The early games united people from different parts of Greece.
Today’s Olympic Games unite people from more than 200
countries around the world.
Olympics Time Line

800 700 600 1800 1900 2000 2100
776 B.C. 684 B.C. 1896 The first 2012 London

The first Olympic The Olympics are modern Summer becomes the first city
Games are held extended from one Games are held to host the Olympics
at Olympia. day to three days. in Belgium. three times.
GO ON
Name: Date:
Use “Olympic Beginnings” to answer Numbers 8 through 15.
8 Read this paragraph from the article.

Every ancient culture has left behind a legacy.
Ancient Greece gave the world its own lasting
gift. It is called the Olympic Games.
Which clue words from the paragraph help to explain what

legacy means?
A ancient culture
B lasting gift
C is called

In contrast, both men and women compete today.
Which signal word in the sentence shows that the author is

describing a difference?
A contrast
B both
C compete
10 How are the spectators at today’s Olympics different from

spectators at the ancient games?
A Today’s spectators stay for one day.
B Today’s spectators are only from Greece.
C Today’s spectators include married women.
GO ON
Name: Date:
11 Which evidence from the text explains one problem with the
earliest Olympic Games?
A The torch burns for the entire two weeks.
B By the fifth century B.C., they lasted five days.
C It was tough to complete all of the events in a single day.
12 Which sentence indicates why it is difficult to keep the

Olympic spirit alive today?
A Many people do not enjoy sports.
B The Olympics Games have changed.
C There are not enough games in the Olympics.
13 Which sentence states how the modern Olympics is different

from the ancient Olympics?
A Women take part in the games.

B The games bring people together.
C A torch burns throughout the games.
GO ON
Name: Date:

It can be a challenge to honor the original spirit of the
games. Today, the games commemorate that spirit in
several ways.
as commemorate?
A challenge
B honor
C spirit
15 According to the time line, which event occurred first?

A London hosted the Olympics for the third time.
B The Summer Olympics were held in Belgium.
C The length of the Olympic Games changed.


UNIT 3
UNIT
Read “Sweet Success” before you answer Numbers 1 through 7.
Sweet Success
Carla helped her family load the cartons of fresh
fruit onto their market table, which was filled to capacity.
Blueberries, raspberries, and Marionberries (a type of
blackberry) covered every inch. She still had a lot to do
before the Farmers’ Market opened. Carla looked over to the
next table and saw another family setting up assorted bagels
and shortbread cookies. A girl about her age was helping out.
“Hi!” said Carla as she continued working. “I’m Carla.”
“Oh, hey. I’m Molly,” the girl said quickly before she
looked down and continued working.
Carla’s initial thought was that the girl was not very
friendly, since it wasn’t a great first impression. But soon, the
market opened and she didn’t have time to think about Molly
any longer.

A few hours later, Carla decided to take a break. She
grabbed a handful of berries and went over to a nearby picnic
table. When she looked up, Molly was sitting across from her.
“Hi, again,” said Molly. “What kind of fruit is that?”
Carla looked down. “These? Oh, they’re called
Marionberries. Would you like to taste them?”
Molly nodded. “I’m starving. Here, try a bagel from my
family’s bakery. Cinnamon and raisin is my favorite!”
After getting to know one another, the girls learned
that they were both in the sixth grade and lived nearby. Carla
changed her mind about Molly; she seemed friendly after all.
GO ON
UNIT 3
UNIT
All summer long, the families set up their tables next to

each other. One Saturday, the girls met on their break and had
their usual snack.
“You know, your berries would make a great topping
on our bagels,” said Molly thoughtfully. “If we mixed them
all together, I bet the collective flavor would be delicious.”
Carla grinned. “I think you’re right! Why don’t
we experiment?”
The girls convinced their parents to let them get together
after the Farmers’ Market each week. Carla and Molly
researched jam recipes and tested a new one each time. Finally,
they added some secret ingredients: lemon juice and lemon zest.
The girls each put a taste on a teaspoon.
“This is incredible!” sighed Molly. “It tastes like a forest
of flavors.”
“That’s a great description,” said Carla. “We’ll call it our
‘Forest Berry Jam!’”
“I love it!” laughed Molly. “You know what? We can

set up a table between our stalls and sell our Forest Berry
Jam there.”
Carla continued. “We can cut up samples of bagels.
Once the customers try the jam and bagels together, they will
certainly want to buy both!”
Molly tasted another spoonful, this time on a cookie.
“We are going to make a fortune with this sweet success!”
GO ON
Name: Date:
Use “Sweet Success” to answer Numbers 1 through 7.
1 Which words from the passage give a clue about the meaning
of capacity?
A load the cartons
B covered every inch
C had a lot to do

Carla’s initial thought was that the girl was not very
friendly, since it wasn’t a great first impression.

initial means?
A friendly
B great
C first

3 What gives the girls the idea to make jam together?
A They learn they both live near the Farmers’ Market.
B They work at tables near each other at the Farmers’ Market.
C They snack on each other’s products at the Farmers’ Market.
GO ON
Name: Date:
4 Which phrase from the passage gives a clue about the meaning
of collective?
A make a great topping
B mixed them all together
C convinced their parents
5 How did the girls improve the recipe for Forest Berry Jam?
A They researched different jam recipes together.
B They added secret ingredients to the berry mixture.
C They put out samples of jam and bagels at the market.
6 How did Carla think of the name “Forest Berry Jam?”

A Molly said that the jam tasted like a forest of flavors.
B The jam reminded both of the girls of the forest.

C Carla’s family picked the berries from a forest.
7 Which sentence best states the theme of the passage?

A Quality ingredients make quality products.
B Sometimes it takes a few bad ideas to have a

good one.
C The best ideas happen when people put their
heads together.
GO ON
UNIT 3
UNIT
Read “A Mission Accomplished” before you answer Numbers 8

through 15.
A Mission Accomplished
On April 11, 1970, the Apollo 13 crew was on its way
to outer space. Its mission was to land on the Moon. Three
astronauts made up the crew. Their names were Jim Lovell, Jack
Swigert, and Fred Haise. All of the astronauts were well trained.
Soon, they would need to rely on their combined experience
to avoid disaster. The astronauts would also depend on the
ingenuity of their mission control team. This resourceful team
on the ground was more than 200,000 miles away!
“Houston, We’ve Had a Problem”

The Apollo 13 mission control center was located in
Houston, Texas. During the flight, Sy Liebergot, a team member,
saw a problem. There was a low-pressure warning signal
coming from Odyssey, the aircraft that would orbit the Moon.
Odyssey was attached to a tunnel that led to Aquarius. This

spacecraft was supposed to land on the Moon.
While Sy Liebergot noticed the warning signal, Astronaut
Swigert conducted a routine check. He flipped a switch.
Suddenly, the spacecraft began to shake. Alarms rang out in
the spacecraft and at mission control center.
Swigert immediately contacted the team in Houston.
He exclaimed, “Houston, we’ve had a problem.”
The oxygen pressure started to drop inside Odyssey.
Suddenly, the power disappeared. The team at mission control
center faced a dilemma. They had little choice in this difficult
situation. They needed to get the astronauts home safely.
GO ON
UNIT 3
UNIT
Problems on Aquarius
Everyone realized the only way the astronauts
would make it back was to travel on Aquarius. This would
be dangerous. Aquarius did not have a heat shield like Odyssey.
A heat shield would protect the spacecraft during its return to
Earth. But Aquarius was the astronauts’ only chance.
It would serve its purpose until the crew could transfer to
Odyssey for the final part of their journey.
Once aboard Aquarius, the astronauts had more
problems. The temperature was dropping in the cabin. As a
result, some of their food could not be eaten. The crew had to
save power. They also saved water to cool down Aquarius when
it overheated.
A Team Effort
The mission control team in Houston was on duty around
the clock. Some teams managed the daily efforts. Other teams
oversaw power and water. People who had helped build the
spacecrafts were called in. Everyone worked tirelessly over the

course of several long days to save the crew.
Before landing, they didn’t know whether Odyssey would
function when they returned to it. By now the astronauts were
exhausted and hungry. However, on April 17, the astronauts
landed Odyssey safely in the Pacific Ocean.
Although the mission control team did not accomplish
their original goal, they accomplished another. The team had
guided the Apollo 13 crew back home to safety.
GO ON
Name: Date:
Use “A Mission Accomplished” to answer Numbers 8 through 15.

The astronauts would also depend on the
ingenuity of their mission control team.
This resourceful team on the ground was
more than 200,000 miles away!
Which word from the sentences gives a clue about the

meaning of ingenuity?
A depend
B control
C resourceful
9 What evidence from the text tells what caused Odyssey

to shake?
A Sy Liebergot noticed a low-pressure warning signal.

B Astronaut Swigert flipped a switch during a
routine check.
C Alarms rang out in the spacecraft and at mission
control center.
10 What happened immediately after Odyssey began to shake?

A The astronauts moved into Aquarius.
B The astronauts contacted the team in Houston.
C The people who built the spacecrafts were called in.
GO ON
Name: Date:

The team at mission control center faced a dilemma.
of dilemma?
A The oxygen pressure started to drop inside Odyssey.
B Suddenly, the power disappeared.
C They had little choice in this difficult situation.
12 What evidence from the article explains why traveling in

Aquarius was dangerous?
A Aquarius did not have a heat shield like Odyssey.
B But Aquarius was the astronauts’ only chance of surviving.
C The mission control team in Houston was on duty around

the clock.
13 Which sentence from the text signals a cause-and-effect

relationship?
A As a result, some of their food could not be eaten.
B The crew had to save power.
C Some teams managed the daily efforts.
GO ON
Name: Date:
14 Which event in the article happened last?

A The mission control team tried to save the crew.
B The crew returned to the Odyssey spacecraft.
C The crew landed in the Pacific Ocean.
15 Which sentence best states the main idea of the article?

A The efforts of the mission control team helped guide the
Apollo 13 crew home safely.
B The Apollo 13 crew created many problems in their journey
back to Earth.
C On April 11, 1970, the Apollo 13 crew began their mission
to the Moon.

UNIT 4
UNIT
Read “Courtside Encounter” before you answer Numbers 1

through 7.
Courtside Encounter
I had an interesting encounter a few years ago when my
driver had run over something sharp in the road and got a flat
tire. My band was told that roadside service would take an hour
to reach us in city traffic. Feeling bored, I headed into a park one
block north.
My mind was stuck somewhere else—probably on the
national award that we had just won for our second album.
We were young kids when we got together, and the fame had
taken over my life. But just then I saw another kid about my age
standing outside the basketball court with a ball under his arm.
He was staring longingly at the guys playing on the other side
of the metal fence.
It was the look on his face that made me walk up to him.
I felt like that a lot of the time: an outsider who showed up to
the game and hoped someone would invite him to play—

someone who was too shy to ask.
I leaned against the fence beside him. “Are you here to
play?” I asked.
“Yeah,” he said, surprised. “I’m waiting for some
friends.” He glanced over quickly and I could tell he was
fibbing about the friends.
Then he looked at me again. “Wait a minute,” he said.
“Aren’t you Victor Cordoba? I love your music!”
“Yeah, that’s me, thanks,” I said. “I’m waiting for my
driver to get a flat tire fixed. Do you live around here?”
GO ON
UNIT 4
UNIT
“Sixty-first Street,” he said.

“Really? I lived on Sixty-first until I turned five.”
“I never knew that,” he said. “How did you get from
Sixty-first Street to . . . where you are now?”
“You know, I’m really not sure,” I admitted. “I really look
up to my agent, Jack. He’s my mentor. He always tells me that
the key to succeeding at anything is tenacity. He says, ‘If you’re
really determined, you’ll meet your goals.’”
The kid dribbled his ball as he said softly, “I can’t believe
you lived on my street.”
“Yeah, it’s true. I used to want to be a professional
basketball player,” I said, pointing to his ball.
He smiled and said, “It looks like we have a lot in
common. How about a little one-on-one?”
“Sure,” I said. “What’s your name?”
It turns out his name was Victor, too.
GO ON
Name: Date:
Use “Courtside Encounter” to answer Numbers 1 through 7.
1 What evidence from the text shows that the passage is written
in the first-person point of view?
A He was staring longingly at the guys playing on the other
side of the metal fence.
B He glanced over quickly and I could tell he was fibbing about
the friends.
C He smiled and said, “It looks like we have a lot in common.”
2 What point of view does the narrator have at the beginning of

the passage?
A He is bored because he must wait.
B He is lonely because he has no one to talk to.
C He is excited because he wants to see the park.
3 Why does the narrator approach the boy in the park?

A He remembers him from his childhood.
B He thinks they may share the same feelings.
C He wants to play a game of one-on-one basketball.
4 Which clue words in the passage help to explain what

mentor means?
A look up to
B always tells me
C meet your goals
GO ON
Name: Date:

“He always tells me that the key to succeeding
at anything is tenacity. He says, ‘If you’re really
determined, you’ll meet your goals.’”
Which clue word from the sentences helps to explain the

meaning of tenacity?
A key
B succeeding
C determined
6 What message does the narrator have for the boy?

A Everyone has goals in life.
B Goals can be easy to achieve.
C You can achieve a goal if you try.

7 What is an important lesson in the passage?
A People are often more similar than they realize.
B Patience can be helpful in almost any situation.
C Team sports can make people feel left out.
GO ON
UNIT 4
UNIT
Read “Miracle in the Pool” before you answer Numbers 8

through 15.
Miracle in the Pool

A Rising Star
Natalie du Toit is a swimmer from South Africa. Her story
can make people believe in miracles. By the time she was a teen,
she was a very successful athlete. She won a large amount of
races. Because she won a high proportion of her races, she was
quickly becoming a star.
Natalie began her worldwide career at the age of fourteen
when she swam in the 1998 Commonwealth Games. It looked
like she could reach any summit if she set her mind to it. But
soon she hit bottom instead.
A Major Loss
In 2001, Natalie finished her early-morning swim practice
and drove toward school. That is when the accident happened.
A driver came out of a parking lot and hit Natalie’s side of the
car, badly injuring her leg. At the hospital, doctors had to
amputate, or remove, part of her leg.
Back in the Pool

At this point, many people would have given up. But not
Natalie! She was ready to get back in the pool. “I just wanted to
get back to life again—swimming four hours a day,” she said.
But could she succeed with only one able leg?
The miracle is how Natalie turned a challenge into victory.
She got right back into the pool. She qualified for the Olympic
Games. And in 2008, she traveled to Beijing, China. She became
the first disabled swimmer to compete in an Olympics.
GO ON
UNIT 4
UNIT
A Role Model
Natalie du Toit is truly a role model, especially for
disabled people. Natalie worked hard to succeed at her
endeavor to be an Olympian. Throughout her life, she has
kept her eyes on her goal. “I have always had a dream to take
part in an Olympic Games,” she said, “and losing my leg didn’t
change anything.”
Natalie du Toit’s Early Accomplishments

Event Award
2002 Commonwealth Games • gold medal and world record, multi-disability
50-meter freestyle
• gold medal and world record, multi-disability
100-meter freestyle
• qualifier, able-bodied 800-meter freestyle
• David Dixon Award for Outstanding Athlete
2003 All-Africa Games • gold medal, 800-meter freestyle
2003 Afro-Asian Games • silver medal, 800-meter freestyle
• bronze medal, 400-meter freestyle
GO ON
Name: Date:
Use “Miracle in the Pool” to answer Numbers 8 through 15.
8 How does the author support the point of view that Natalie
was a rising star early in life?
A by giving information about Natalie’s accident
B by describing Natalie’s successes at swim meets
C by explaining how Natalie overcame a challenge
9 Which word best states the author’s point of view about

Natalie du Toit’s life?
A depressing
B lucky
C miraculous

Because she won a high proportion of her races,
she was quickly becoming a star.
Which evidence from the article gives a clue about the meaning
of proportion?
A make people believe
B large amount
C worldwide career
GO ON
Name: Date:

It looked like she could reach any summit if she
set her mind to it. But soon she hit bottom instead.
Which word from the sentences means the opposite of summit?

A reach
B mind
C bottom
12 What does the author believe that an injury like Natalie’s would
cause most people to do?
A give up
B teach sports
C work harder

13 Which evidence from the text best supports the idea that the
author admires Natalie?
A By the time she was a teen, she was a very successful athlete.
B She became the first disabled swimmer to compete in

an Olympics.
C Natalie du Toit is truly a role model, especially for
disabled people.
GO ON
Name: Date:

Natalie worked hard to succeed at her endeavor
to become an Olympian. Throughout her life, she
has kept her eyes on her goal.
Which word from these sentences helps to explain what

endeavor means?
A life
B eyes
C goal
15 What do all the awards listed in the table have in common?

A They were won after Natalie had her accident.
B They were won in multi-disability races.
C They were won in the same year.


UNIT 5
UNIT
Read “Demeter and Persephone” before you answer Numbers 1

through 7.
Demeter and Persephone

Long ago, Demeter, the Greek goddess of the harvest,
lived on Earth. Demeter was the sister of Zeus, the king of
the gods. Like Zeus, Demeter had special powers. If she was
pleased, the crops grew green and full. If she was angry, the
crops failed.
Demeter had a lovely daughter named Persephone. One
day, Persephone wandered the fields picking flowers. Hades,
the god of the underworld, saw the beautiful girl and fell in
love with her immediately. He asked her to visit him deep
below Earth.
As soon as Persephone went to see Hades, he asked her
to marry him. Then he offered her some fruit to eat. Persephone
refused, knowing that if she ate anything in the underworld,
she could never return home.

Persephone wanted to return to her mother, but Hades
loved her so much that he would not let her leave. Persephone
was sad, yet courageous. She made a valiant effort to not eat a
thing. Finally, though, she was so hungry that she ate four seeds
from a juicy red fruit called a pomegranate.
Demeter missed her daughter greatly. The longer her
daughter was gone, the sadder Demeter became. As a result,
the crops began to die. Zeus observed the flowers drying up
on their stems. He saw the crops turn to dust. Zeus decided
something must be done. So he sent his messenger, Hermes,
to try to bring Persephone home.
GO ON
UNIT 5
UNIT
When Hermes learned that Persephone had eaten the

seeds, he knew he could not simply take the girl back to her
mother. So he offered Hades a deal. Rather than spending
infinite time in the underworld, Hermes suggested that
Persephone return to Earth for a limited amount of time each
year. She would live exactly eight months on Earth. Then she
would live four months—one month for each seed she had
eaten—in the underworld.
Hades agreed to the deal. As soon as Persephone returned
to her mother, buds covered the trees. Flowers bloomed, and
the wheat grew tall. But eight months later, when Persephone
returned to her husband, the lonely Demeter wept. The world
turned cold and brown once again.
How could you verify this story to know its truth? Just gaze
outdoors each winter at the cold, brown ground. The cycle of the
seasons has repeated itself each year throughout time.
GO ON
Name: Date:
Use “Demeter and Persephone” to answer Numbers 1 through 7.
1 What is the main problem in the passage?

A Zeus is angry that Demeter has caused the crops to die.
B Hermes is unable to get Hades to agree to his deal.
C Persephone cannot return to Earth.

She made a valiant effort to not eat a thing.
as valiant?
A sad
B courageous
C hungry

3 Why does Zeus send Hermes to the underworld?
A to bring Persephone home
B to teach Hades a lesson
C to find Demeter
4 Which sentence in the passage signals a cause-and-effect

relationship?
A Demeter missed her daughter greatly.
B As a result, the crops began to die.
C Hades agreed to the deal.
GO ON
Name: Date:
5 What does Hermes do to try to solve the problem in

the passage?
A He breaks a promise.
B He gives a warning.
C He shares a plan.

Rather than spending infinite time in the underworld,
Hermes suggested that Persephone return to Earth for
a limited amount of time each year.
Which word from the sentence means almost the opposite

of infinite?
A return
B limited
C each

How could you verify this story to know its
truth? Just gaze outdoors each winter at the cold,
brown ground.
Which evidence from the sentences gives a clue about the

meaning of verify?
A know its truth
B gaze outdoors
C each winter
GO ON
UNIT 5
UNIT
Read “Fixing Concrete” before you answer Numbers 8 through 15.
Fixing Concrete
A World of Concrete
Take a walk in any city and you will see concrete all
around you. Concrete is used to make sidewalks and buildings.
Stairs, walls, bridges, runways, and roads are all made of
concrete. It has been used for thousands of years, and for good
reason. It is strong and can be made into almost any shape.
The Problem
Concrete is the most widely used construction material.
But it does have its downside. Making the cement that goes
into concrete releases large amounts of carbon dioxide into the
air. An estimated 5 percent of the carbon dioxide released by
human activities comes from making concrete. Carbon dioxide
is a greenhouse gas. It traps heat from the Sun and helps to
maintain Earth’s air temperatures. But too much of this gas in

the air can cause climate change. Climate change, in turn, can
cause ice caps to melt. Sea levels then rise. And the effects of
flooding and hurricanes can be more severe.
Possible Solutions
Scientists are working to fix this problem. One solution
involves a modification to concrete. It is a change in the way
concrete is made. Scientists have discovered different materials
that can be used to make the cement. These materials react
with the carbon dioxide in the air. They trap the gas within the
concrete. The result is “green” concrete. It is an environmentally
friendly material. It may make today’s concrete mixtures
obsolete, or a thing of the past.
GO ON
UNIT 5
UNIT
One of the biggest obstacles facing green concrete is

getting the construction industry to use it. There is a solution
to this problem, too. Scientists and engineers are building
demonstration structures out of green concrete. They are
hoping to show just how tough green concrete can be.
Worldwide Carbon Dioxide Emissions (from fossil fuels)
35,000
30,000
Carbon Dioxide Emissions
25,000
20,000
10,000
5,000
1950 1960 1970 1980 1990 2000 2010

Year
GO ON
Name: Date:
Use “Fixing Concrete” to answer Numbers 8 through 15.
8 According to the article, why has concrete been used for

thousands of years?
A It is environmentally friendly.
B It is strong and easy to shape.
C It slows down climate change.
9 Which evidence from the text supports the author’s point of

view that concrete has a downside?
A Making the cement that goes into concrete releases large
amounts of carbon dioxide into the air.
B Scientists have discovered different materials that can be
used to make the cement.
C Scientists and engineers are building demonstration
structures out of green concrete.

One solution involves a modification to concrete.
as modification?
A problem
B change
C result
GO ON
Name: Date:
11 According to the article, what occurs after ice caps begin

to melt?
A Sea levels rise.
B Climate change begins.
C Carbon dioxide traps heat.

The result is “green” concrete. It is an
environmentally friendly material. It
may make today’s concrete mixtures
obsolete, or a thing of the past.
Which evidence from the sentences gives a clue about

the meaning of obsolete?
A “green” concrete
B environmentally friendly
C a thing of the past
13 What is the result of trapping carbon dioxide in concrete?

A The concrete is better for the environment.
B The concrete becomes stronger and lasts longer.
C The concrete becomes heavier and harder to shape.
GO ON
Name: Date:

A Replacing traditional concrete with green concrete will
reduce the amount of carbon released into the air.
B Even green concrete has its downside because it is not
as reliable as traditional concrete.
C Green concrete will soon be more widely used than
traditional concrete.
15 What pattern does the graph show?

A carbon dioxide emissions that remain stable
B carbon dioxide emissions that cause climate change
C carbon dioxide emissions that increase through the years

UNIT 6
UNIT
Read “I Need Some R and R and R” before you answer Numbers 1

through 7.
I Need Some R and R and R

I need a break from math.
Everything is a jumble—my mind is saturated.
It’s filled with numbers and symbols pushing their way
out of my eyes and ears and nose and mouth.
My mind and body need a release.
“R and R”—rest and relaxation—is just what I need.
I put on my headphones and let the music nourish me.
My mind and body let go—
My collective self is transported to paradise.
I hear ukuleles strumming and lilting voices singing.
I see swaying palm trees and white foamy waves
dancing in rhythm with the island music.

I feel a warm breeze moving through my hair as my feet
sink into the sparkling white sand.
I’m starting to get some “R and R”—rest and relaxation.
The music soothes me as I take a refreshing dip in
the ocean.
I roll on my back and float in the salty-tasting sea.
I gaze up at the beautiful blanket of blue sky.
It is exquisite, and it wraps me in its arms.
It has enveloped me and my senses and my mind and
my body.
GO ON
Name: Date:
I’ve lost myself in a dream world.

I’m now “R and R and R”—rested, relaxed, and replenished.
No longer empty, I am refueled with energy.
I remove my headphones and take a deep breath—
I’m ready to begin again.
Use “I Need Some R and R and R” to answer Numbers 1 through 7.
1 Which line from the poem is an example of hyperbole?

A I need a break from math.
B It’s filled with numbers and symbols pushing their way

out of my eyes and ears and nose and mouth.
C I put on my headphones and let the music nourish me.
2 Read this line from the poem.

Everything is a jumble—my mind is saturated.
Which word from the poem gives a clue about the meaning
of saturated?
A filled
B swaying
C soothes
GO ON
Name: Date:

I feel a warm breeze moving through my hair
as my feet sink into the sparkling white sand.
What type of figurative language is used in this line?

A hyperbole
B imagery
C simile

It is exquisite, and it wraps me in its arms.
Which word from the poem has about the same meaning
as exquisite?
A beautiful
B lost
C dream

I’m now “R and R and R”—rested, relaxed,
and replenished.
Which word from the poem means the opposite of replenished?

A empty
B deep
C ready
GO ON
Name: Date:
6 Which evidence from the text shows that the speaker’s

break is over?
A My mind and body need a release.
B I’ve lost myself in a dream world.
C I’m ready to begin again.
7 Which sentence best states the theme of the poem?

A Life is best enjoyed on a sunny, warm beach.
B Sometimes a break is needed to help you focus.
C Music can help you get through anything in life.
GO ON
UNIT 6
UNIT
Read “Tear Down This Wall!” before you answer Numbers 8

through 15.
Tear Down This Wall!

On November 9, 1989, crowds of people in East Berlin
began lining up at checkpoints along the Berlin Wall. Just hours
earlier, they had learned that they would soon be able to cross
over to West Berlin. They could do this freely for the first
time in 28 years. Soon, masses of people surrounded the wall.
Guards stopped checking passports. The Berlin Wall had once
been impenetrable. Now people could pass through at their
own will. Crowds of West Berliners sat waiting. They waited for
family members, friends, and even strangers—to come across.
A Wall is Built
After World War II, many countries in Eastern Europe
were under Communist rule. All property was controlled and
owned by the government. It was unlike a democracy, or a
government that is run by the people who live under it.
In 1961, a barbed wire wall was built around West Berlin.

This barrier was built to stop East Berliners from escaping
Communist rule. A tall concrete wall, spanning 100 miles,
eventually replaced it. The wall separated people from their
jobs. It also separated family members and friends.
A Famous Speech
Since 1985, President Ronald Reagan had been discussing
peace with Soviet leader, Mikhail Gorbachev. Russia, formerly
the Soviet Union, remained under Communist rule. Gorbachev
controlled the Berlin Wall.
GO ON
UNIT 6
UNIT
On June 12, 1987, Reagan gave a speech. He addressed a

crowd of 20,000 people in front of the wall. Reagan challenged
the Soviet leader:
Behind me stands a wall that encircles the free sectors of this
city, part of a vast system of barriers that divides the entire continent
of Europe. . . . Standing before the Brandenburg Gate, every man is a
German, separated from his fellow men. Every man is a Berliner,
forced to look upon a scar . . . General Secretary Gorbachev, if you seek
peace, if you seek prosperity for the Soviet Union and Eastern Europe,
come here to this gate. Mr. Gorbachev, open this gate! Mr. Gorbachev,
tear down this wall!
Many people did not believe that the wall would ever
come down. That meant the end of Communism. Democracy
would then spread throughout Eastern Europe.
The Wall Comes Down

Two years after Reagan’s speech, the wall came down.
People did not need any incentive, or motive, to help tear it

down. They used chisels and hammers. They broke it apart
piece by piece. Today, you can see sections of the wall in
museums. Memorials appear throughout Berlin, a great city
now united.
GO ON
Name: Date:
Use “Tear Down This Wall!” to answer Numbers 8 through 15.
8 What caused guards to stop checking passports at the

Berlin Wall?
A East Berlin was under Communist rule.
B East Berliners could now pass through it freely.
C A concrete wall had been built to replace barbed wire.
9 What happened immediately after people learned that they

could cross over to West Berlin freely?
A World War II came to an end.
B President Reagan gave a famous speech.
C East Berliners began lining up at checkpoints.

The Berlin Wall had once been impenetrable.
of impenetrable?
A Now people could pass through at their own will.
B Crowds of West Berliners sat waiting.
C All property was controlled and owned by the government.
GO ON
Name: Date:
11 Which detail from the text describes the purpose of the

Berlin Wall?
A After World War II, many countries in Eastern Europe were
under Communist rule.
B This barrier was built to stop East Berliners from escaping
Communist rule.
C Russia, formerly the Soviet Union, remained under
Communist rule.
12 Which is NOT an effect of building the Berlin Wall?

A The wall separated family members and friends.
B The wall did not allow East Berliners to go to West Berlin.
C The wall caused Communism to spread throughout Europe.
13 According to the article, which event happened first?

A Democracy spread throughout Eastern Europe.
B A barbed wire wall was built around West Berlin.
C President Reagan gave a speech, challenging Gorbachev.
GO ON
Name: Date:
14 Read the quote by President Reagan. Which detail from the text
does it best support?
A Since 1985, President Ronald Reagan had been discussing
peace with Soviet leader, Mikhail Gorbachev.
B Many people did not believe that the wall would ever
come down.
C Today, you can see sections of the wall in museums.

People did not need any incentive, or motive,
to help tear it down. They used chisels and
hammers. They broke it apart piece by piece.
as incentive?
A motive
B hammers
C apart

Exit
Assessment
UNIT 1
EXIT
Read “The Study Buddy” before you answer Numbers 1

through 7.
The Study Buddy

“I cannot believe this,” grumbled Ramon to his best
friend, Bella.
“What is it?” Bella asked as she searched for her
backpack. She spotted it under the classroom window and
retrieved it, picking it up and hoisting it on her shoulder.
“The fact is, we’re teaming up with a bunch of first
graders to help them with their reading and math,” continued
Ramon. “I’m in sixth grade, so I don’t have anything in
common with a first grader. I already have to spend every
day with my little sister!”
Bella laughed as she said, “Lighten up, Ramon! I think
the Study Buddy program is great. I don’t have any brothers or
sisters, so it would have been nice to have a Study Buddy when
I was in first grade.”

“I guess,” muttered Ramon as the afternoon bell rang.
The next day, Ramon felt nervous as he entered the
first-grade classroom and saw twenty smiling faces staring
up at him. Each first grader was wearing a nametag. He began
maneuvering around them to find a nametag that said “Adar,”
feeling as if he was moving through a school of fish!
“There you are!” said Ramon with some forced cheer as
he spotted Adar. “I’m Ramon, your Study Buddy.”
“Hi, Ramon,” said Adar timidly.
“Err, why don’t we get started?”
GO ON
178 Grade 6 Exit Assessment • Unit 1
UNIT 1
EXIT
Ramon was thinking about what to start with as he pulled

some papers from his backpack. Adar accidentally bumped into
him and the papers cascaded, or fell, onto the floor.
Adar immediately apologized, shouting, “I’m sorry!” as
he bent to pick up the papers.
“Don’t worry!” smiled Ramon as he pointed to Adar’s
math book. “Let’s do some addition problems.”
As time went on, Ramon started looking forward to
his Study Buddy sessions. Adar seemed to be making great
progress, so Ramon decided to start challenging Adar more.
“Okay, Adar, let’s read this book together,” said Ramon,
taking a book out of his backpack. “It is a bit harder than the
books we’ve been reading.”
Adar frowned and looked nervously at the words on
the page.
“It was my favorite book when I was your age, so let’s
take turns reading it together. I know you can do it!”
Adar slowly smiled and nodded his head.

As Ramon and Bella walked home from school, they
talked about their Study Buddies.
“So, how is it going with Adar?”
Ramon grinned as he said, “I’m really enjoying our
sessions, and Adar is such a bright kid.” Then he suddenly got
an idea. “Hey, Bella, why don’t we start our own business? We
can call it, “‘Study Buddies for Hire!’”
GO ON
Exit Assessment • Unit 1 Grade 6 179
Name: Date:
Use “The Study Buddy” to answer Numbers 1 through 7.
1 Which character is NOT looking forward to the Study Buddy

program at the beginning of the passage?
A Adar
B Bella
C Ramon
2 Read this paragraph from the passage.

“What is it?” Bella asked as she searched for
her backpack. She spotted it under the classroom
window and retrieved it, picking it up and hoisting
it on her shoulder.
Which words from the paragraph have about the same meaning
as retrieved?
A searched for

B spotted it
C picking it up
3 Why does Bella wish that she had a Study Buddy when she was
in first grade?
A She is an only child and could have used the help.
B She has a younger sister and enjoys working with kids.
C She loves to read and write and has always enjoyed school.
GO ON
Name: Date:
4 Which phrase from the text gives a clue about the meaning
of maneuvering?
A staring up
B was wearing
C moving through

Adar accidentally bumped into him and the
papers cascaded, or fell, onto the floor.
Which clue word in the sentence helps to explain what

cascaded means?
A bumped
B papers
C fell
6 What does Ramon discover about Adar through the

Study Buddy program?
A Adar is a smart kid.
B Adar struggles with math.
C Adar can be a helpful friend.
7 How do Ramon’s feelings change by the end of the passage?

A He enjoys school more.
B He enjoys helping Adar.
C He enjoys talking to Bella.
GO ON
UNIT 1
EXIT
Read “Ancient Coins” before you answer Numbers 8 through 15.
Ancient Coins
In ancient times, people realized that they needed to
establish a common way of trading items. They did not want
the value of the items to fluctuate, or to rise and fall. As a result,
coins were created. They were lightweight, lasted, and were
easy to exchange.
Coin Making
If you looked at some of the earliest coins, you might
think they were rather simple, or crude. Basically, the coins
were small lumps of silver or gold. Each coin was stamped
with a geometric design. As techniques improved, the coins
were shaped as flat discs.
Long ago, most coins were carefully handcrafted. It is
fascinating to think that in ancient Greece, each coin was made
by hand. Today, coins are manufactured in large quantities

using machines.
Imagine living in a city and having your very own kind
of coin. That is exactly what people did in ancient Greece!
Each city-state, or polis, minted its own coin. A coin’s pattern
indicated the city where it came from. The island of Aegina
was one of the first places in Greece to mint coins.
GO ON
UNIT 1
EXIT
The Drachma
One of the world’s earliest coins was the drachma. The
term comes from a Greek word meaning “to grasp.” The city of
Athens produced a large inventory, or supply, of drachmas. The
people needed large quantities of money to pay for building
projects. As Athens grew in size and importance, its drachma
became the most popular currency in ancient Greece.
Artists continued to perfect coin-making techniques. They
carved a variety of images. Faces of goddesses, leaders, flying
horses, vessels, and fish were used. One Athenian coin shows
an owl holding olive leaves. The owl’s wings are outstretched.
The coin’s design indicated that Athens was a powerful but
peace-loving city.
The Value of the Drachma in Ancient Greece
20
Cost (in drachmas)
15
10
goat piglet fish woolen garment shoes

Item
GO ON
Name: Date:
Use “Ancient Coins” to answer Numbers 8 through 15.

They did not want the value of the items to
fluctuate, or to rise and fall. As a result, coins
were created. They were lightweight, lasted,
and were easy to exchange.
Which phrase in these sentences helps to explain what

fluctuate means?
A value of the items
B to rise and fall
C easy to exchange
9 Which evidence from the text supports the author’s point of

view that the earliest coins were simple?
A Basically, the coins were small lumps of silver or gold.

B Each coin was stamped with a geometric design.
C As techniques improved, the coins were shaped as flat discs.
10 Which sentence best states the author’s point of view about

handcrafted coins?
A Handcrafted coins are made with greater skill today than
in the past.
B Handcrafted coins had faults because they were made out
of gold and silver.
C Handcrafted coins were an accomplishment considering
how coins are made today.
GO ON
Name: Date:
11 What is the main idea of the last paragraph under the section
“Coin Making”?
A Ancient Greece was made up of city-states.
B Ancient Greek cities produced their own coins.
C Ancient Greece was very famous for minting coins.

The city of Athens produced a large inventory,
or supply, of drachmas. The people needed large
quantities of money to pay for building projects.
as inventory?
A supply
B people
C projects
13 Which evidence from the text explains the message of a popular

Athenian coin?
A The term comes from a Greek word meaning “to grasp.”
B One Athenian coin shows an owl holding olive leaves.
C The coin’s design indicated that Athens was a powerful

but peace-loving city.
GO ON
Name: Date:
14 According to the bar graph, about how many drachmas did a

pair of shoes cost in ancient Greece?
A 8
B 12
C 20
15 What is the article mostly about?

A how city-states came to be in Greece
B how ancient coins are collected today
C how coins were used in ancient Greece

UNIT 2
EXIT
Read “A Generous River” before you answer Numbers 1

through 7.
A Generous River
It was the year of change: Governor Li Bing had finally
tamed the great Min River. Ever since Lun was a small boy,
he had been hearing about the governor’s plan. Now that he
was thirteen, he finally understood what the change meant for
his family.
Lun came from a family of farmers who survived by the
grace of nature. Before the change, they had planted their crops
and hoped for a kind year of rain. If the rain did not come, the
crops dried out. If the rain came heavily, the river flooded, and
the crops were ruined. It was a delicate balance that they could
not control.
Then the governor came up with his plan: to create an
irrigation system that would spread water to the land of the
Chengdu Plain.
“The governor is a wise man,” Grandmother had told

Lun. “He will not use a dam to tame the Min. He knows
building a dam causes upheaval. Nature gets thrown out of
order, and the river becomes angry.”
Lun’s family lived near the Fish Mouth, which was the
location where Governor Li ordered that the river be split in
two. The outer river continued on its path, while the inner
river supplied the plain with water. Lun admired Governor
Li, and he, too, felt a responsibility to solve problems for
his community.
GO ON
UNIT 2
EXIT
Surprisingly, not everyone in Lun’s family was happy

about the change at first. One day, Lun’s village was having a
celebration that was in honor of the Fish Mouth. Lun discovered
his mother alone in the house. Expecting her to be overjoyed,
he instead saw that she had a forlorn expression.
“What could possibly be bothering you, Mother?”
he asked.
“I will miss the unpredictable floods,” Mother said. “At
times they made life difficult. But they have also been a part of
my life for as long as I can remember. They taught me to respect
the power of nature.”
Mother’s sadness eventually disappeared when she
realized what the change meant. The river’s generosity
now lasted throughout the year, and the crops responded
tremendously well. The seasonal balance was under better
control, and the community thrived as a result.
Lun knew he would always remember the year of the

change, and he agreed with his grandmother: when people and
nature work together in a communal way, everyone is stronger.
Even the river is happy.
GO ON
Name: Date:
Use “A Generous River” to answer Numbers 1 through 7.
1 From what point of view is this passage told?

A first person
B second person
C third person
2 Which character’s thoughts and feelings does the reader get to

know best?
A Lun’s
B Governor Li’s
C Grandmother’s

“He knows building a dam causes upheaval.”
of upheaval?
A It was a delicate balance that they could not control.
B “Nature gets thrown out of order, and the river

becomes angry.”
C Surprisingly, not everyone in Lun’s family was happy
about the change at first.
GO ON
Name: Date:

Lun discovered his mother alone in the house.
Expecting her to be overjoyed, he instead saw that
she had a forlorn expression.
Which word from the sentences means the opposite of forlorn?

A alone
B overjoyed
C expression
5 What is one lesson that Lun learns from his mother?

A Governors are people to be respected and admired.
B Rivers get angry if people try to build a dam on them.
C People can have different feelings about the same event.

6 Which word from the text gives a clue about the meaning
of communal?
A together
B stronger
C happy
7 Which sentence best states the theme of the passage?

A Families should work together to grow stronger.
B People should live in harmony with nature.
C Rivers should be used to water crops.
GO ON
UNIT 2
EXIT
Read “Justice by the People” before you answer Numbers 8

through 15.
Justice by the People

A foundation, or key building block, of American
democracy is a trial by jury. What is a trial by jury? A jury is
a group of twelve citizens. They are selected to listen to court
cases. Then they provide verdicts, or decisions. Democracy is
about being a part of your own government. Juries are a way to
do just that. The collective opinion of a jury is probably fairer
and better informed than the viewpoint of one judge.
Thanks to King Henry

The American jury system has its roots in the Middle
Ages. King Henry II of England came up with a new way to
settle arguments about property. First he gathered twelve local
men. He had each person take an oath, or promise, to tell the
truth. Then he asked them to state the correct owner of a piece
of property. Unlike today’s jurors, these men did not have to
listen to evidence before making a decision about the outcome

of a trial.
Fighting for the Right

Through the years, English people grew to expect a trial
by jury. In the 1700s, colonial Americans showed their
attachment to this legal right. The British Parliament began to
use courts without jury trials in America. Colonists claimed that
the British were denying them their rights. This was one cause
of the American Revolutionary War.
GO ON
UNIT 2
EXIT
A Way to Learn
Along with fairness and democracy, the jury system has
another benefit. It has the advantage of educating people about
the legal process. The legal process can be complicated to some
people. With the jury system, jurors get front-row seats in the
courtroom. They become familiar with the laws and legal
processes meant to protect them. Compared to reading a book,
serving on a jury is a more personal way to learn.
Jury System Time Line

1100 1350 1550 1850 2000
1215 Juries become 1880 The U.S. Supreme

widespread in English Court states that
criminal cases. people must not be
kept out of juries
12th century because of their race.
King Henry II creates
1975 American
twelve-member groups
women gain the right

to resolve property
to serve on juries on the
disagreements.
same terms as men.
GO ON
Name: Date:
Use “Justice by the People” to answer Numbers 8 through 15.

A foundation, or key building block, of
American democracy is a trial by jury.
Which words from the sentence help to explain what

foundation means?
A key building block
B American democracy
C trial by jury

The collective opinion of a jury is probably fairer and
better informed than the viewpoint of one judge.
Which words in the sentence signal that a comparison is

being made?
A collective opinion of a jury
B fairer and better informed than
C the viewpoint of one judge
10 How did King Henry II solve disagreements about property?

A He invited the people who disagreed to a meeting.
B He asked a group of local people to give information.
C He ruled in favor of the person who provided the

most evidence.
GO ON
Name: Date:
11 What is one difference between today’s jurors and jurors

from the Middle Ages?
A Today’s jurors are all men.
B Today’s jurors must take an oath.
C Today’s jurors must listen to evidence.

Along with fairness and democracy, the jury
system has another benefit.
Which sentence from the article gives a clue about the

meaning of benefit?
A It has the advantage of educating people about the
legal process.
B The legal process can be complicated to some people.
C With the jury system, jurors get front-row seats in

the courtroom.
13 How does the jury system help people understand the

legal process?
A It gives people real-world experience inside
the courtroom.
B It provides protection for people who are unfamiliar
with laws.
C It requires people to read about different laws and
legal processes.
GO ON
Name: Date:
14 What two things does the author compare in the

last paragraph?
A fairness and democracy
B reading a book and serving on a jury
C solving problems and educating people
15 How does the time line organize information?

A by importance
B by topic
C by date

UNIT 3
EXIT
Read “For a Good Cause” before you answer Numbers 1

through 7.
For a Good Cause

Jamie and Hector were on the bike path that ran through
their neighboring community. They stopped when they got
to Adams Middle School, where the boys’ last track meet
was held.
“Whoa, look at the damage,” remarked Hector. He
pointed to the yellow tape surrounding the gym and track.
Large sections of the track were cracked and broken, making
it unusable.
Jamie nodded, saying, “I read in the newspaper that the
flood damaged the school. This place bears no resemblance, or
likeness, to the school where we had our last meet.”
“I know they are our competition, but I wouldn’t wish
this on anyone!” said Hector.
Jamie wondered, “Do you think there is anything we

can do to help?”
“Let’s bring it up at tomorrow’s practice,” Hector
suggested.
The next day, they brainstormed ways they could help
out. One idea led to another, and the team voted to have a
walk-a-thon to raise money for repairs.
“Let’s appoint Hector as organizer of the event,”
shouted Jamie.
“And I designate Jamie as head of communications,”
responded Hector. “You should contact the Adams track team.
I think they should attend the event!”
GO ON
UNIT 3
EXIT
For the next few weeks, the group prepared for the walk-
a-thon. They posted flyers, and local stores donated water, food,
and shirts for the event.
“I contacted Dale Connor, captain of the Adams track
team,” said Jamie. “He said the entire team is coming. It’s
very exciting!”
“Way to go!” smiled Hector. “You may have made a new
best friend!”
On the day of the walk-a-thon, the bleachers were
brimming with walkers of all ages, anxiously waiting to get
on the track.
Hector gave a brief speech and then Jamie got up to talk.
“I just want to say that we’re excited to be helping Adams
Middle School and especially their track team! You guys are
terrific. I also wanted to challenge you to a rematch on your
brand new track next month!”
Then Dale jumped onto the podium.
“On behalf of my team and school, I want to thank Hector

and Jamie for hosting this event. Thanks to your efforts, we will
succeed and prevail. We are confident that when we host our
first meet, we will not lose!”
The crowd laughed and clapped as Hector, Jamie, and
Dale high-fived each other. Both teams celebrated a win
that day.
GO ON
Name: Date:
Use “For a Good Cause” to answer Numbers 1 through 7.
1 Which word from the passage has about the same meaning
as resemblance?
A unusable
B damaged
C likeness
2 Which best describes Jamie and Hector’s reaction when they

see the Adams track?
A They think the track was badly damaged.
B They think they are lucky they have a good track.
C They think the same thing will happen to their track.
3 What does Hector want to do at the beginning of the passage?

A He wants to help the Adams track team.

B He wants to enter a walk-a-thon with Jamie.
C He wants to find a way to beat the Adams team.
as designate?
A raise
B appoint
C contact
GO ON
Name: Date:
5 How does planning the walk-a-thon affect Jamie?

A He gets excited about helping out the Adams track team.
B He cannot wait to beat the Adams track team at their

next meet.
C He becomes best friends with the captain of the Adams
track team.

“Thanks to your efforts, we will succeed and prevail.
We are confident that when we host our first meet, we
will not lose!”
Which word from the sentences means the opposite of prevail?

A succeed
B host
C lose
7 Which evidence from the text best supports the theme of

the passage?
A “I think they should attend the event!”
B “You may have made a new best friend!”
C Both teams celebrated a win that day.
GO ON
UNIT 3
EXIT
Read “An Environmental Movement” before you answer

An Environmental Movement
On April 22, people around the world join together
for the common good and take steps to protect our
environment. They want to ensure our planet has a future.
Many environmentalists hope that caring for Earth will
become a commonplace event we do every day.
The Beginning of a Movement

The environmental movement began in the late 1960s.
Around this time, some college students were protesting the
Vietnam War. This was also a time when many companies
were unconcerned about the environment. Their actions were
unseemly. Improper use of pesticides and dumping of toxic
waste were causing pollution. There weren’t protections against
these actions. Soon, writers, activists, and environmentalists
started voicing their concerns.

An Oil Spill
Then in 1969, a disaster occurred. A massive oil spill
happened off the coast of Santa Barbara, California. A U.S.
Senator from Wisconsin, Gaylord Nelson, watched in horror.
He thought about how students across the nation were
protesting the war. He wondered if he could energize people
to care that much about their land, water, and health. Nelson
got the help of other concerned citizens to have a convention
about protecting the environment. One person involved in the
discussion was Denis Hayes. He coordinated a staff of 85 people
to get the job done.
GO ON
UNIT 3
EXIT
Earth Day, 1970

Senator Nelson’s idea turned into rallies across the
nation. Communities joined together. They held peaceful
demonstrations on college campuses and in parks. People
who were fighting against toxic dumps, loss of wilderness,
and oil spills, stood united in their cause.
That first Earth Day was a success. Soon after, Congress
authorized the start-up of the U.S. Environmental Protection
Agency. Then the Endangered Species Act, Clean Air Act, and
Clean Water Act were also passed. The purpose of these laws is
to protect animal species and the environment they depend on.
Going Global
Earth Day became more popular over the next two
decades. In 1990, environmentalists reached out to Denis Hayes
once again. They wanted him to oversee another Earth Day
effort. They wanted the campaign to “go global” this time.
Earth Day’s 1990 focus was to raise awareness about
recycling. It also promoted environmental issues worldwide.

This event sparked the efforts of 200 million people in 141
countries. It also resulted in the 1992 United Nations Earth
Summit. The meeting was held in Rio de Janeiro, Brazil.
For his work as Earth Day founder, Senator Nelson
was awarded the Presidential Medal of Freedom in 1995 by
President Clinton. It is the highest award given to U.S. civilians.
Moving Forward
Today, the focus of Earth Day is to fight for clean energy.
It is also to raise awareness about climate change. Every year
on April 22, citizens around the world strive to build a healthy
environment for future generations.
GO ON
Name: Date:
Use “An Environmental Movement” to answer Numbers 8

through 15.

Many environmentalists hope that caring for
Earth will become a commonplace event we do
every day.
Which clue words from the sentence help to explain what

commonplace means?
A hope that
B will become
C every day

Their actions were unseemly.

as unseemly?
A unconcerned
B improper
C massive
10 Which event was happening around the same time that

companies were harming the environment?
A College students were protesting the Vietnam War.
B Environmental demonstrations were taking place in parks.
C Earth Day was given a special date for celebration each year.
GO ON
Name: Date:
11 Which event caused Senator Nelson to organize a group to try

to protect the environment?
A Companies were dumping toxic waste and
causing pollution.
B Writers, activists, and environmentalists voiced
environmental concerns.
C A large oil spill happened off the coast of
Santa Barbara, California.
12 Which detail describes one of Senator Nelson’s contributions?

A He worked to found Earth Day.
B He helped to prevent future oil spills.
C He passed the Clean Air Act and Clean Water Act.
13 According to the article, what was the result of Earth Day

in 1990?
A The U.S. Environmental Protection Agency was formed.
B The United Nations Earth Summit took place in Rio de

Janeiro, Brazil.
C Companies began to show concern about the environment
and pollution.
GO ON
Name: Date:
14 What happened after the United Nations Earth Summit?

A President Clinton awarded Senator Nelson the
Presidential Medal of Freedom.
B Earth Day became less important to people in the
United States.
C Climate change became less of an issue around
the world.
15 What is the article mostly about?

A the history and importance of Earth Day
B the contributions of President Clinton to Earth Day
C the creation of the U.S. Environmental Protection Agency

UNIT 4
EXIT
Read “A Second Chance” before you answer Numbers 1 through 7.
A Second Chance
I couldn’t believe my luck! Cassandra and Miguel, the
students with the highest grades in my class, were in my group
for the end-of-year presentation. Our first meeting went well,
and Cassandra suggested the topic of forest survival skills.
I was given the job of researching tools that people need to
survive in a forest.
We had six weeks to prepare our presentation. My part
of the project wasn’t due until the fourth week, so I figured I
had plenty of time—three entire weekends. On that first
Saturday, I went to the community pool’s season opening.
When my friends begged me to swim all day Sunday, too, I
couldn’t help myself.
The following Saturday, my group met at Miguel’s house
to work together. It was sunny and breezy outside—perfect for
a day at the skateboarding park. “This meeting is supposedly
optional, and I have another whole weekend to finish,” I

thought as I grabbed my board and headed to the park.
Three weeks went by, and I still hadn’t begun my task.
I started to worry when Mr. Reed reminded us, “I’ll be grading
your projects. However, remember that group members are also
going to assess each other. That means your own classmates
will grade your work.” I had forgotten about that
announcement at the beginning of the project.
When the week of our presentation finally arrived, I
ran out of time to do research. I tried to create a fancy poster
the night before, but it lacked solid facts or graphics. I assumed
that my group members would cover for me.
GO ON
UNIT 4
EXIT
My assumption was wrong. Our presentation was a

prolonged agony for me. I thought the fifteen minutes would
never end. It was obvious that I was unprepared, and our group
received a poor grade as a result.
I decided to take responsibility for my terrible
performance. I visited Mr. Reed after school and requested an
opportunity to raise our group grade by doing a new
assignment on my own. Fortunately, he agreed.
For the next two weeks, I spent every possible minute on
the project. I also apologized to each member of my group. “I’ll
make this up to you,” I promised.
The class responded positively to my second presentation.
Even Cassandra and Miguel clapped at the end. Mr. Reed
changed my group’s grade to a B. But none of that was as
important as the lesson I had learned: I would never again
disappoint people who depended on me!
GO ON
Name: Date:
Use “A Second Chance” to answer Numbers 1 through 7.
1 From which point of view is this passage told?

A first-person point of view
B second-person point of view
C third-person point of view
2 What is the narrator’s point of view at the beginning of

the passage?
A The narrator is upset about the events.
B The narrator is happy about the events.
C The narrator is confused about the events.
3 Which word best describes the narrator’s attitude while

preparing for the presentation?
A irresponsible
B nervous
C respectful

“However, remember that group members
are also going to assess each other.”
Which word from the passage helps to explain the meaning

of assess?
A begun
B worry
C grade
GO ON
Name: Date:

Our presentation was a prolonged agony for me.
of prolonged?
A My assumption was wrong.
B I thought the fifteen minutes would never end.
C I decided to take responsibility for my terrible performance.
6 Which evidence from the passage supports the theme that it is

important to forgive others?
A I assumed that my group members would cover for me.
B I also apologized to each member of my group.
C Even Cassandra and Miguel clapped at the end.

7 Which of the following is NOT a theme of the passage?
A Do not judge others more harshly than yourself.
B Take responsibility when you are at fault.
C People deserve second chances.
GO ON
UNIT 4
EXIT
Read “The Last Great Wilderness” before you answer Numbers 8

through 15.
The Last Great Wilderness

Alaska Here We Come!
Margaret (Mardy) Murie was born on August 18, 1902 in
Seattle, Washington. When Mardy was 5 years old, her family
moved to Alaska. Little did they know that this move would
shape Mardy’s life.
Mardy was a trailblazer at an early age. After some
indecision at first, she finally made up her mind to attend
college at home. This choice helped Mardy become the first
woman to graduate from what is now the University of Alaska.
Not long afterward, Mardy and her husband traveled
through Alaska. They gathered research on caribou, a type of
deer. This trip helped to shape Mardy’s goal. She wanted to
preserve the last great wilderness, the land of Alaska.
Work at What You Love

As a team, Mardy and her husband began their work.
Together they were able to save 19 million acres of wilderness.
After Mardy’s husband passed away, she continued the fight.
Her love for the land was rewarded. In 1964, Mardy’s
work helped to get the Wilderness Act passed. This law helps to
preserve wilderness areas in Alaska and throughout the United
States. Mardy felt honored to go to the White House to see this
law signed.
GO ON
UNIT 4
EXIT
Mardy continued to use her sturdy, unshakable beliefs

to help pass the Alaska National Interest Lands Conservation
Act. This act became a law in 1980. It was one of Mardy’s
biggest achievements. Her efforts helped to preserve another
104 million acres!
Many Thanks
Mardy was honored with a multitude of awards for the
hard work she did to help preserve the Alaskan wilderness.
President Bill Clinton presented Mardy with the Medal of
Freedom in 1998 when she was 96 years old. Although Mardy
was thankful for her many awards, the greatest reward of all
was saving the land she loved most.
Alaskan Wilderness Preservation Facts

Number of Acres Preserved 19 million acres
104 million acres
Laws that Mardy Helped to Create 1964 Wilderness Act passed

1980 Alaska National Interest Lands Conservation Act passed
GO ON
Name: Date:
Use “The Last Great Wilderness” to answer Numbers 8 through 15.
8 How does the author support the point of view that Mardy was
a trailblazer?
A by explaining that Mardy was the first woman to
graduate from her college
B by telling how Mardy decided to go to college in
her own state
C by describing how Mardy moved to Alaska as a
young girl

After some indecision at first, she finally made
up her mind to attend college at home.
Which words from the sentence mean almost the opposite

of indecision?
A at first
B made up her mind
C college at home
10 Which word would the author most likely use to

describe Mardy?
A angry
B determined
C forgiving
GO ON
Name: Date:
11 Which sentence describes the author’s point of view about

why Mardy worked to preserve wilderness areas?
A She wanted to build a home in the wild.
B She wanted to explore Alaska.
C She loved the land.

Mardy continued to use her sturdy, unshakable
beliefs to help pass the Alaska National Interest
Lands Conservation Act. This act became a law in
1980. It was one of Mardy’s biggest achievements.
Which word from the sentences means almost the same

as sturdy?
A unshakable
B national

C biggest
GO ON
Name: Date:

Mardy was honored with a multitude of awards for
the hard work she did to help preserve the Alaskan
wilderness.
Which word from the article helps to explain what

multitude means?
A many
B greatest
C saving

A Mardy did not work hard until later in her life.
B Mardy always wanted to meet President Bill Clinton.
C Mardy’s work helped to save wilderness areas throughout

the U.S.
15 According to the table, when was the Wilderness Act passed?

A 1919
B 1964
C 1980

UNIT 5
EXIT
Read “Yu the Great” before you answer Numbers 1 through 7.
Yu the Great
According to a 4,000-year-old ancient Chinese legend,
there was once a great flood in China. Many people said they
saw a large hole in the sky as the rains came rushing down like
a mighty river, destroying crops and houses.
King Shen was somber and sad because of the
destruction. He called for a skilled man named Kun to control
the flood. Kun went into the skies seeking a bagful of heavenly
soil that he spread over the watery land. Wherever the soil was
spread, great dams rose up from the earth. But when the waters
came again, they washed away the soil from the dams. The
landscape became sparse and only a small scattering of meager
trees was left. So, King Shen became angry with Kun and
banished him from his kingdom.
Kun’s young son, Yu, was there to experience the ruin.
When he grew up, he was determined to help the kingdom and

its people, for his heart was true and kind.
“I will find a way to tame these floods. I do not want our
people to suffer.”
Yu spent 13 long years trying to control the floods. It is
said that during this time, he passed by his home three times
and did not go in. The rigors and harshness of his job did not
allow it.
Finally, Yu had a solution. “I will cut a pass through the
Wu Mountains. This will allow the waters to rush through
instead of flooding the land.”
GO ON
UNIT 5
EXIT
Yu instructed his workers to tear down some of the

mountain rocks. But they discovered that the rocks were too
hard. Yao Ji, a princess of the region, heard about Yu’s kind
heart and his efforts to help his people. She went to him.
“I have heard that you want to help the kingdom, so I
will help you. My advice is to set a fire on each side of the
mountains. I will have my generals help you.”
And so, Yu set the fires. Slowly, the hard rock turned
soft so that the workers could create a channel between the
mountains. Finally, water rushed freely through the mountain
pass and down into the sea.
King Shen was overjoyed and impressed with Yu’s
determination and loyalty to his kingdom.
“When I die, I will give you my throne,” King Shen
said to Yu.
Yu became the head of China’s first dynasty, known as the
Xia (SHE•a) Dynasty. It is said that Yu the Great ruled for eight
years and his son ruled after him.
GO ON
Name: Date:
Use “Yu the Great” to answer Numbers 1 through 7.

King Shen was somber and sad because
of the destruction. He called for a skilled
man named Kun to control the flood.
as somber?
A sad
B skilled
C control
2 How did Kun try to solve the problem of the floods?

A He cut a pass through mountains.
B He built homes and planted crops.
C He created dams using heavenly soil.

The landscape became sparse and only a
small scattering of meager trees was left.
So, King Shen became angry with Kun and
banished him from his kingdom.
Which phrase from these sentences helps to explain the

meaning of sparse?
A only a small scattering
B became angry
C from his kingdom
GO ON
Name: Date:
4 What caused the flooding after the dams were created?

A There were leaks in the dams.
B The soil in the dams washed away.
C The dams caught fire and burned down.
as rigors?
A ruin
B floods
C harshness
6 How did Princess Yao Ji help Yu solve the problem?

A She told her generals to tear down the mountain rock.
B She told him to set fires on both sides of the mountains.

C She told him to build a channel between the mountains.
7 Why were the workers able to build the channel for the water to
pass through?
A The fire made the rock soft.
B They used axes to chop the rock.
C The flooding stopped for a short time.
GO ON
UNIT 5
EXIT
Read “Get into Gear!” before you answer Numbers 8 through 15.
Get into Gear!

Imagine hiking up one of the world’s tallest mountain
peaks. Extreme mountain climbing can be a rush, but you
have to be prepared. You must be a skilled hiker and be in
great physical shape. You need knowledge of the outdoors.
Even the most experienced climber will not survive the harsh
conditions without proper gear.
Temperature and Elevation

Think about driving up a mountain to go camping
with your family. It may be warm and sunny at the base of
the mountain. As you go up, it begins to get cooler. When you
reach the highest point, it is quite cold!
A mountaineer planning an extreme climb needs a tent
to withstand high winds and cold temperatures. It may not
protect him from a catastrophic event, such as a disaster like

an avalanche. But it will offer protection from the weather.
A climber also requires a warm sleeping bag, a headlamp,
and a water purification kit.
Balancing Act
For steep, icy slopes, climbers use a special tool called
crampons. These are metal plates that attach to climbing boots.
They have a series of spikes to help climbers keep their grip and
not slip. When climbers start to slide, they can lodge an ice axe
into the mountainside to stop the motion.
GO ON
UNIT 5
EXIT
Experienced climbers know to never go hiking alone.

Climbers and their colleagues use ice anchors and ropes.
As fellow mountaineers, they work together using this
equipment to set a route. The equipment also helps them
keep their balance.
The Layering Effect

Climbers often start out wearing light clothing. Along the
way, they add layers as the temperature drops. First, they dress
in snug-fitting long underwear. Next, they may add a fleece
shirt and pants. Lastly, they will add a shell. This nylon jacket
is designed to keep the bottom layers of clothing dry while still
allowing the skin to breathe. It also keeps out cold winds.
Good socks are just as important as a pair of sturdy
climbing boots. A high-quality wool or synthetic pair keeps feet
insulated and free from blisters.
Once extreme mountaineers are finally “geared up,” they
are ready for an adventure of a lifetime!
The World’s Most Extreme Mountains
30,000
Elevation (feet)
25,000
20,000
15,000
10,000
Mt. Whitney, Mt. Kilimanjaro, Mt. McKinley, Mt. Aconcagua, Mt. Everest,
California Tanzania Alaska Argentina Nepal-China
Mountain
GO ON
Name: Date:
Use “Get into Gear!” to answer Numbers 8 through 15.
8 Which sentence best supports the author’s point of view about

mountain climbing?
A Mountain climbing provides excitement that is unmatched
by hiking or camping.
B Mountain climbing can be dangerous at times if you are
not prepared.
C Only athletes should go mountain climbing.
9 How would the author most likely describe mountain

climbing conditions?
A changeable
B easy to predict
C unusually simple

It may not protect him from a catastrophic
event, such as a disaster like an avalanche.
But it will offer protection from the weather.
Which word from the sentences helps to explain the meaning

of catastrophic?
A disaster
B protection
C weather
GO ON
Name: Date:
11 Why do climbers use crampons?

A to stay protected from cold temperatures
B to set a route to follow up a mountain
C to keep a grip on steep, icy slopes

Climbers and their colleagues use
ice anchors and ropes.
Which evidence from the text best shows the meaning

of colleagues?
A Experienced climbers know to never go hiking alone.
B As fellow mountaineers, they work together using this

equipment to set a route.
C Climbers often start out wearing light clothing.
13 According to the article, what might be the result if a climber

does not wear the proper socks?
A hot feet
B sore feet
C blistered feet
GO ON
Name: Date:
14 Which layer of clothing would a climber put on last?

A a shell
B long underwear
C a fleece shirt and pants
15 What is the tallest mountain represented in the graph?

A Mt. Aconcagua
B Mt. Whitney
C Mt. Everest

UNIT 6
EXIT
Read “What More Do I Need?” before you answer Numbers 1

through 7.
What More Do I Need?

I sometimes wonder what life would be like long ago—
Living off of the land—
In a place where I gather the resources that I need
To live and survive.
I am gathering, gathering, gathering foliage.
I am using these plant leaves for mulch
To keep the soil moist and to make it fertile.
I am planting, planting, planting corn
To harvest and then store for winter.
I am grinding, grinding, grinding the corn
To knead into fresh bread that I will bake by the fire.
I am chopping, chopping, chopping saplings

To fashion into sturdy poles.
I bend and shape them to form a frame for my home.
I am weaving, weaving, weaving mats
Made of straw and twigs and plastered mud.
The mats are placed between frames to make walls.
I work meticulously, extremely careful in my task,
So that my shelter stays warm and dry forever.
GO ON
Name: Date:
I am hunting, hunting, hunting now.

I use the animal’s meat for food
And its hide to make warm clothing.
I am picking, picking, picking edible berries.
But first I make sure that they are safe to eat.
I am tired, satisfied, content.
I have food, clothing, shelter.
What more do I need?
Use “What More Do I Need?” to answer Numbers 1 through 7.
1 Which is NOT a natural resource that the speaker uses

to survive?
A coal
B saplings

C soil

I am gathering, gathering, gathering foliage.
Which evidence from the poem gives a clue about the

meaning of foliage?
A I am using these plant leaves for mulch
B To keep the soil moist and to make it fertile.
C I am planting, planting, planting corn
GO ON
Name: Date:

I am grinding, grinding, grinding the corn
Which poetic device does the poet use in this sentence?

A exaggeration
B imagery
C repetition
4 Read these lines from the poem.

The mats are placed between frames to make walls.
I work meticulously, extremely careful in my task,
Which phrase from these lines has about the same meaning
as meticulously?
A between frames
B extremely careful
C in my task
5 Based on the poem, what is it like to rely on natural resources

to live?
A complicated
B energizing
C satisfying
GO ON
Name: Date:

I am picking, picking, picking edible berries.
Which words from the poem give a clue about the meaning
of edible?
A make warm clothing
B are safe to eat
C am tired
7 Which line from the poem is an example of hyperbole?

A So that my shelter stays warm and dry forever.
B I use the animal’s meat for food
C I have food, clothing, shelter.
GO ON
UNIT 6
EXIT
Read “Darwin’s Great Adventure” before you answer Numbers 8

through 15.
Darwin’s Great Adventure

On December 27, 1831, Charles Darwin set sail on a
journey that would become an adventure of a lifetime. The
young naturalist boarded a ship named the HMS Beagle. The
crew’s mission was to sail across the world and map the South
American coastline. The journey lasted five years.
The Journey Ahead

As part of the expedition, Darwin spent five weeks
exploring the Galápagos Islands. These remote islands are
located off the coast of Ecuador in South America. In
anticipation of landing there, Darwin wrote a letter to
his friend:
In a few days’ time the Beagle will sail for the Galápagos
Islands. I look forward with joy and interest to this . . . for the sake
of having a good look at an active volcano.
New Discoveries
In 1835, the crew set out on a small boat to explore the
islands. The exploration was not futile. Not only was Darwin
successful in finding volcanoes, he discovered much more!
Darwin observed the islands’ plants and wildlife. He
discovered a species of marine iguanas. He wrote that they
looked like the “most disgusting, clumsy lizards.” Darwin
assumed the lizards ate fish and small animals. He later learned
that they fed on underwater plant life. He also collected fossils.
These are the remains of plants and animals that lived long ago.
GO ON
UNIT 6
EXIT
Darwin’s Field Notebook

Darwin filled notebooks with his observations and
drawings that compared wildlife species. He was especially
fascinated by the giant tortoises that roamed the islands. As
Darwin observed their behaviors, he wrote about how fast they
were able to travel. He also studied their feeding habits. Soon,
he was able to identify which island a tortoise came from. He
could tell this by looking at the patterns on their shells.
The Journey Home

Darwin finalized his notes in 1836. He organized and
separated his information about plants, shells, fish, reptiles,
insects, birds, and mammals. Experts in England reviewed his
findings about the islands. Darwin later published the
information in a book.
During the course of his voyage, Darwin saw many
horizons. These are the lines where the sea and sky meet.
This vast blue scenery was as endless as his fascination with

the natural world. As he said:
The voyage of the Beagle has been by far the most important
event in my life and has determined my whole career.
GO ON
Name: Date:
Use “Darwin’s Great Adventure” to answer Numbers 8 through 15.
8 How are the events in the text organized?

A by comparison and contrast
B by order of importance
C by time order
9 Where are the Galápagos Islands located?

A off the coast of Ecuador
B in the middle of South America
C near the coast of North America
10 According to the text, why did Darwin look forward to exploring

the Galápagos Islands?
A He wanted to see an active volcano.
B He wanted to find new plants and fossils.
C He wanted to take home some of the wildlife.
GO ON
Name: Date:

The exploration was not futile.
Which word from the article means the opposite of futile?

A remote
B successful
C disgusting
12 How was Darwin able to identify which island a tortoise

came from?
A He looked at the patterns on the tortoises’ shells.
B He compared the tortoises with turtles at home.
C He watched how fast the tortoises traveled.
13 When did Darwin prepare his notes for review?

A 1831
B 1835
C 1836
GO ON
Name: Date:

During the course of his voyage, Darwin saw
many horizons.
Which text evidence gives a clue about the meaning

of horizons?
A These are the remains of plants and animals that lived
long ago.
B Darwin later published the information in a book.
C These are the lines where the sea and sky meet.
15 Based on the quote at the end of the article, how did Darwin’s
voyage aboard the Beagle affect his life?
A It forced him to take more expeditions around the world.
B It influenced the rest of his work as a naturalist.
C It helped him discover new islands.


Fluency
Assessment
Oral Reading Fluency Grade 6
Saving Up
My class planned a trip to the aquarium. We decided to
raise money for everyone’s admission ticket. We earned the
money by having a Good-to-Eat Sale at school.
Each morning for a week everyone brought in something
that was both delicious and healthy. We had a wide
assortment of treats to sell. I brought some enormous bran
muffins. Miss Hansen brought in granola bar cookies. Other
students brought raisins, carrot sticks, and bananas. We set
up our table where the school buses and cars dropped off
their passengers. Each morning, we arranged the goods on
the table so they looked tempting.
As students were dropped off, they saw the delicious
foods. Everyone was surprised to see what was for sale. No
one could pass our table without stopping and buying
something. The sale was a huge success. We earned enough
money for everyone to attend the class trip. The class cannot

wait to see all of the sharks and the rare fish at the aquarium.
√ What is a Good-to-Eat Sale?
√ What text evidence shows that the sale was a success?
234 Grade 6 Oral Reading Fluency Assessment

Name: ____________________________________ Date: __________________
Saving Up
11 My class planned a trip to the aquarium. We decided to
20 raise money for everyone’s admission ticket. We earned the
30 money by having a Good-to-Eat Sale at school.
39 Each morning for a week everyone brought in something
49 that was both delicious and healthy. We had a wide
59 assortment of treats to sell. I brought some enormous bran
68 muffins. Miss Hansen brought in granola bar cookies. Other
77 students brought raisins, carrot sticks, and bananas. We set
88 up our table where the school buses and cars dropped off
97 their passengers. Each morning, we arranged the goods on
103 the table so they looked tempting.
112 As students were dropped off, they saw the delicious
123 foods. Everyone was surprised to see what was for sale. No
132 one could pass our table without stopping and buying
142 something. The sale was a huge success. We earned enough
153 money for everyone to attend the class trip. The class cannot
167 wait to see all of the sharks and the rare fish at the aquarium.
√ What is a Good-to-Eat Sale?

√ What text evidence shows that the sale was a success?
Words Read – Errors = WCPM PROSODY

L1 L2 L3 L4
Fall (127 WCPM)
Reading in Phrases O O O O
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Self-correction O O O O
WCPM / Words Read = Accuracy %
Intonation O O O O
Oral Reading Fluency Assessment Grade 6 235

Fruit Fun
Ellen’s favorite pastime was making things, so she was
delighted when her aunt sent her a box of modeling clay.
The clay was so soft and gooey. Ellen could press and mold
it into all kinds of shapes.
Ellen started by creating different kinds of fruits. First,
she molded apples, bananas, and oranges. Then she created
some pears, plums, grapefruit, peaches, and lemons. She
arranged her best pieces of fruit in a fancy china bowl.
When her mother saw the bowl, she was amazed at how
real the fruit looked. That gave Ellen and her mother an
idea. They placed the pretty bowl in the center of the dining
room table.
That evening when Dad arrived home, he immediately
noticed the fruit bowl. “Those peaches look so ripe and
delicious!” Dad exclaimed.
Ellen started laughing so hard she couldn’t stop.

“What are you laughing at?” Dad demanded. He reached
out and selected the prettiest peach. Right away he realized
why Ellen was laughing.
“You completely fooled me,” he said. “This peach
certainly looks good enough to eat.”
√ What gift does Ellen receive?
√ Why is Ellen laughing at the end of the passage?

Name: ____________________________________ Date: __________________
Fruit Fun
9 Ellen’s favorite pastime was making things, so she was
20 delighted when her aunt sent her a box of modeling clay.
32 The clay was so soft and gooey. Ellen could press and mold
38 it into all kinds of shapes.
47 Ellen started by creating different kinds of fruits. First,
56 she molded apples, bananas, and oranges. Then she created
64 some pears, plums, grapefruit, peaches, and lemons. She
75 arranged her best pieces of fruit in a fancy china bowl.
86 When her mother saw the bowl, she was amazed at how
97 real the fruit looked. That gave Ellen and her mother an
109 idea. They placed the pretty bowl in the center of the dining
111 room table.
119 That evening when Dad arrived home, he immediately
129 noticed the fruit bowl. “Those peaches look so ripe and
132 delicious!” Dad exclaimed.
140 Ellen started laughing so hard she couldn’t stop.
149 “What are you laughing at?” Dad demanded. He reached
159 out and selected the prettiest peach. Right away he realized
163 why Ellen was laughing.
171 “You completely fooled me,” he said. “This peach

177 certainly looks good enough to eat.”
√ What gift does Ellen receive?

√ Why is Ellen laughing at the end of the passage?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

The Clay Men

Long ago a Chinese emperor believed he would live
forever. When he was just a boy, he told workers to start
making soldiers from clay. He felt these clay fighters would
always keep him safe.
Each clay soldier was the same size as a real man,
and each one was unique. They looked like the soldiers
in the emperor’s own army. Because the workers spent
so much time on them, the clay men appeared ready to fight
when ordered.
The emperor lived a long time ago. At the time, China
sent ships filled with dazzling silk to many lands. Many
countries paid well to have Chinese silks. They dressed in
fine robes and held big festivals and feasts. The Chinese
emperor was interested only in his clay army.
The ruler hid his clay fighters. He did not want anyone to
find them. But in 1974, workers digging on the land found

the underground rooms where thousands of the clay men
were hidden. Now people can go to China to see them. It is
a great sight.
√ Why did the emperor want a clay army?
√ How were the soldiers rediscovered?

Name: ____________________________________ Date: __________________
The Clay Men

9 Long ago a Chinese emperor believed he would live
21 forever. When he was just a boy, he told workers to start
31 making soldiers from clay. He felt these clay fighters would
35 always keep him safe.
46 Each clay soldier was the same size as a real man,
56 and each one was unique. They looked like the soldiers
65 in the emperor’s own army. Because the workers spent
77 so much time on them, the clay men appeared ready to fight
79 when ordered.
90 The emperor lived a long time ago. At the time, China
100 sent ships filled with dazzling silk to many lands. Many
110 countries paid well to have Chinese silks. They dressed in
120 fine robes and held big festivals and feasts. The Chinese
128 emperor was interested only in his clay army.
140 The ruler hid his clay fighters. He did not want anyone to
151 find them. But in 1974, workers digging on the land found
160 the underground rooms where thousands of the clay men
173 were hidden. Now people can go to China to see them. It is
176 a great sight.
√ Why did the emperor want a clay army?

√ How were the soldiers rediscovered?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

The Octopus
The octopus is a smart animal. It is also unusual.
The octopus has a large head, eyes, and eight arms.
It also has many tricks it can use to escape predators
and other dangers.
One trick is to hide right in front of a predator. To do this
the octopus uses special muscles and pigment cells on its
skin. It changes itself to match the colors, patterns, and
textures of its surroundings.
A predator may see where the octopus is hiding. Then the
octopus has another trick. It releases black ink in a cloud.
The predator cannot see the octopus escape. The ink also
makes it difficult for a predator to smell the octopus.
The octopus is also a fast swimmer. If it is grabbed by an
arm, the octopus will lose the arm and swim away. The arm
will grow back later. The octopus has a sharp beak as well.
It will bite hard to protect itself, and its saliva is poisonous.

So predators will likely try an easier target.
√ What text evidence supports the author’s view that the

octopus is smart?
√ What happens if an octopus loses an arm?

Name: ____________________________________ Date: __________________
The Octopus
10 The octopus is a smart animal. It is also unusual.
20 The octopus has a large head, eyes, and eight arms.
31 It also has many tricks it can use to escape predators
34 and other dangers.
48 One trick is to hide right in front of a predator. To do this
58 the octopus uses special muscles and pigment cells on its
68 skin. It changes itself to match the colors, patterns, and
72 textures of its surroundings.
83 A predator may see where the octopus is hiding. Then the
94 octopus has another trick. It releases black ink in a cloud.
104 The predator cannot see the octopus escape. The ink also
114 makes it difficult for a predator to smell the octopus.
127 The octopus is also a fast swimmer. If it is grabbed by an
139 arm, the octopus will lose the arm and swim away. The arm
151 will grow back later. The octopus has a sharp beak as well.
163 It will bite hard to protect itself, and its saliva is poisonous.
171 So predators will likely try an easier target.
√
What text evidence supports the author’s view that the octopus is smart?
√ What happens if an octopus loses an arm?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Lightning
Lightning is the bright flash of light you see during a
storm. It is usually followed by thunder. A storm can be ten
miles away and still cause lightning.
Lightning is electricity that is suddenly discharged. This
release of energy heats the air. The air then rapidly expands
with a loud boom of thunder. A bolt of lightning may travel
across the sky or hit the ground. The electric current may
then move along the ground.
Weather forecasters monitor lightning as they follow
storms. They estimate that there are about 100,000
thunderstorms every year in the United States. These storms
produce about 25 million lightning strikes. Earth may be hit
by more than 100 lightning bolts every second.
Lightning is dangerous. Anyone who is outside when
thunder is heard should immediately find shelter. Inside,
any contact with water should be avoided during a storm.

This is because water easily conducts electricity that comes
from lightning. It is always better to think first about safety.
√ How are lightning and thunder different?
√ Why is it a good idea to avoid contact with water during

a lightning storm?

Name: ____________________________________ Date: __________________
Lightning
11 Lightning is the bright flash of light you see during a
23 storm. It is usually followed by thunder. A storm can be ten
29 miles away and still cause lightning.
37 Lightning is electricity that is suddenly discharged. This
48 release of energy heats the air. The air then rapidly expands
60 with a loud boom of thunder. A bolt of lightning may travel
71 across the sky or hit the ground. The electric current may
76 then move along the ground.
83 Weather forecasters monitor lightning as they follow
91 storms. They estimate that there are about 100,000
100 thunderstorms every year in the United States. These storms
110 produce about 25 million lightning strikes. Earth may be hit
118 by more than 100 lightning bolts every second.
126 Lightning is dangerous. Anyone who is outside when
134 thunder is heard should immediately find shelter. Inside,
144 any contact with water should be avoided during a storm.
153 This is because water easily conducts electricity that comes
164 from lightning. It is always better to think first about safety.
√ How are lightning and thunder different?

√ Why is it a good idea to avoid contact with water during a lightning storm?

L1 L2 L3 L4
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Winter (140 WCPM)
Pace O O O O
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Syntax O O O O
Intonation O O O O

In the Deep Ocean

In the deepest parts of the ocean, there is no light.
Yet there is life. Creatures who live deep in the ocean have
adapted to the lack of light. Here are just a few of these
strange creatures.
There are transparent jellyfish that float through the
water. They look like glass. Many are dotted with a chemical
that glows.
Fangtooth fish prowl the bottom. They are only about six
inches long. But they look fierce with big heads, wide
mouths, and long, sharp teeth.
Giant tube worms cluster around a deep ocean vent.
Hot water heated deep in the earth gushes from the vent.
The worms live on chemicals in the hot water.
Like most deep sea creatures, the blobfish moves slowly,
eating whatever floats by. From the front, it has a face that
looks like a blob with a big nose and mouth and tiny eyes.

Anglerfish are all teeth and spines. One of these spines
dangles from the head like a fishing pole with a bright knob
on the end that is bait to attract other fish.
√ What is lacking in the deepest parts of the ocean?
√ Why do you find tube worms around ocean vents?

Name: ____________________________________ Date: __________________
In the Deep Ocean

11 In the deepest parts of the ocean, there is no light.
23 Yet there is life. Creatures who live deep in the ocean have
36 adapted to the lack of light. Here are just a few of these
38 strange creatures.
46 There are transparent jellyfish that float through the
57 water. They look like glass. Many are dotted with a chemical
59 that glows.
69 Fangtooth fish prowl the bottom. They are only about six
79 inches long. But they look fierce with big heads, wide
84 mouths, and long, sharp teeth.
93 Giant tube worms cluster around a deep ocean vent.
104 Hot water heated deep in the earth gushes from the vent.
113 The worms live on chemicals in the hot water.
122 Like most deep sea creatures, the blobfish moves slowly,
134 eating whatever floats by. From the front, it has a face that
147 looks like a blob with a big nose and mouth and tiny eyes.
157 Anglerfish are all teeth and spines. One of these spines
169 dangles from the head like a fishing pole with a bright knob
179 on the end that is bait to attract other fish.
√ What is lacking in the deepest parts of the ocean?

√ Why do you find tube worms around ocean vents?

L1 L2 L3 L4
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Winter (140 WCPM)
Pace O O O O
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Intonation O O O O

Strange Partners
Wolf was desperate. A falling tree had trapped his
brother in a hole. Brother Wolf did not seem to be injured,
but the tree could not be moved. Brother Wolf would starve
unless someone would help.
At the farm, Wolf approached Horse cautiously. They had
been enemies for a long time, and Horse likely would deny
any request from Wolf.
“Please, Horse,” the Wolf pleaded. “Can we put aside our
problems for a bit? I cannot move the tree that traps my
brother, and I need your help. In return, I promise that we
will hunt no one that lives on this farm.”
“Why should I believe you?” Horse snorted.
“There is no good reason for you to, but I ask you to try,”
Wolf said.
Horse agreed to take a chance and followed Wolf to the
forest. He found Wolf’s brother trapped as he said. Horse

was strong and able to push the tree aside while Wolf dug in
the ground to make it easier to move. When his brother was
free, Wolf thanked Horse for being his partner.
√ What is Wolf’s problem?
√ Why does Horse find it hard to believe Wolf at first?

Name: ____________________________________ Date: __________________
Strange Partners
9 Wolf was desperate. A falling tree had trapped his
21 brother in a hole. Brother Wolf did not seem to be injured,
32 but the tree could not be moved. Brother Wolf would starve
36 unless someone would help.
45 At the farm, Wolf approached Horse cautiously. They had
56 been enemies for a long time, and Horse likely would deny
60 any request from Wolf.
70 “Please, Horse,” the Wolf pleaded. “Can we put aside our
82 problems for a bit? I cannot move the tree that traps my
94 brother, and I need your help. In return, I promise that we
103 will hunt no one that lives on this farm.”
110 “Why should I believe you?” Horse snorted.
124 “There is no good reason for you to, but I ask you to try,”
126 Wolf said.
137 Horse agreed to take a chance and followed Wolf to the
147 forest. He found Wolf’s brother trapped as he said. Horse
160 was strong and able to push the tree aside while Wolf dug in
172 the ground to make it easier to move. When his brother was
180 free, Wolf thanked Horse for being his partner.
√ What is Wolf’s problem?

√ Why does Horse find it hard to believe Wolf at first?

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Pace O O O O
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A Message from the Past

Lucy and Karla were excited because their class was
going on a trip. They were going to visit a natural history
museum. There was a new exhibit at the museum about
ancient Egypt. The girls were fascinated by the Egyptian
picture writing called hieroglyphics.
After the trip, Karla wanted to find out more. She went to
the library and checked out several books on ancient Egypt.
She also searched the internet with her mother for
information. On the internet, she even found a site where
she could write her own message in hieroglyphics.
The next time Karla saw Lucy, she showed her a message
in hieroglyphics. “This is very mysterious,” Karla said. “It’s
a message from the past that has your name in it.”
Lucy studied the message and then began to laugh. “This
message is not from the past; it’s from you,” she chuckled.
“How do you know?” Karla asked, surprised.

“I’ve been studying hieroglyphics, too,” Lucy explained.
“You meant to say that ‘Lucy is a friend’, but you called me
a ‘frond’ instead.” They both laughed.
√ What are hieroglyphics?
√ How does Lucy know the message is not ancient?

Name: ____________________________________ Date: __________________
A Message from the Past

9 Lucy and Karla were excited because their class was
21 going on a trip. They were going to visit a natural history
31 museum. There was a new exhibit at the museum about
40 ancient Egypt. The girls were fascinated by the Egyptian
44 picture writing called hieroglyphics.
56 After the trip, Karla wanted to find out more. She went to
66 the library and checked out several books on ancient Egypt.
75 She also searched the internet with her mother for
85 information. On the internet, she even found a site where
93 she could write her own message in hieroglyphics.
104 The next time Karla saw Lucy, she showed her a message
113 in hieroglyphics. “This is very mysterious,” Karla said. “It’s
124 a message from the past that has your name in it.”
134 Lucy studied the message and then began to laugh. “This
145 message is not from the past; it’s from you,” she chuckled.
152 “How do you know?” Karla asked, surprised.
159 “I’ve been studying hieroglyphics, too,” Lucy explained.
172 “You meant to say that ‘Lucy is a friend’, but you called me
178 a ‘frond’ instead.” They both laughed.
√ What are hieroglyphics?

√ How does Lucy know the message is not ancient?

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Intonation O O O O

The Rules of Baseball

Fly balls, ground outs, and home runs are things that
make us think of baseball. Baseball has been played for
many years. In fact, the rules that baseball players use today
were created in 1845.
Baseball games played before these rules were set used
bats, baseballs, and bases, too. Players hit the ball with a bat
and ran around the bases, just like today. But players used
to hit the runners with the ball. Soon they realized this
could harm a runner. So one of the new rules said that a
player must tag out the runner as he runs to base, which is
how the game is played today.
Players were not looking for fame; they just loved
playing baseball. But they felt their game must have rules.
One baseball club made a list of rules. One of these rules
stated that if a player swings at a ball and misses three
times, he is out.

The first baseball game played with the new set of rules
was scheduled and played in 1846. The players still had fun
and most everyone admitted that the new rules were
helpful. This is how baseball got its rules.
√ How was baseball before 1845 the same as it is today?
√ How was baseball before 1845 different than today?

Name: ____________________________________ Date: __________________
The Rules of Baseball

10 Fly balls, ground outs, and home runs are things that
20 make us think of baseball. Baseball has been played for
31 many years. In fact, the rules that baseball players use today
35 were created in 1845.
44 Baseball games played before these rules were set used
56 bats, baseballs, and bases, too. Players hit the ball with a bat
67 and ran around the bases, just like today. But players used
78 to hit the runners with the ball. Soon they realized this
91 could harm a runner. So one of the new rules said that a
104 player must tag out the runner as he runs to base, which is
110 how the game is played today.
119 Players were not looking for fame; they just loved
129 playing baseball. But they felt their game must have rules.
141 One baseball club made a list of rules. One of these rules
153 stated that if a player swings at a ball and misses three
157 times, he is out.
168 The first baseball game played with the new set of rules
179 was scheduled and played in 1846. The players still had fun
188 and most everyone admitted that the new rules were
196 helpful. This is how baseball got its rules.
√ How was baseball before 1845 the same as it is today?

√ How was baseball before 1845 different than today?

L1 L2 L3 L4
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Winter (140 WCPM)
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Intonation O O O O

My Country
Wangari Muta Maathai was a force for change in Africa.
She was a champion for human rights and for democracy.
She also fought for the environment and conservation. She
wanted to preserve the beauty of her native Kenya. For her
efforts, Maathai was awarded the Nobel Prize in 2004.
As part of her work for the environment, Maathai started
the Green Belt Movement in Kenya. The focus of the
movement was to organize women’s groups to plant trees.
Since 1976, women have planted more than 20 million trees
on farms and schools across the country. Several African
countries have since joined the Green Belt Movement.
Maathai was also influential in the fight to protect public
land. In 2010, she joined the Karura Forest Environmental
Education Trust. In that same year, she founded an institute.
The plan for the institute was to support research on how to
use the land wisely. One of the goals was to find ways to

help people conserve as well as use land. Another goal
focused on resolving conflicts over land resources.
In September of 2011, Maathai died at the age of 71.
Many people honor her by continuing to fight for the land
and for the people.
√ What is the author’s view of Maathai?
√ What was a result of the Green Belt Movement?

Name: ____________________________________ Date: __________________
My Country
10 Wangari Muta Maathai was a force for change in Africa.
20 She was a champion for human rights and for democracy.
29 She also fought for the environment and conservation. She
40 wanted to preserve the beauty of her native Kenya. For her
49 efforts, Maathai was awarded the Nobel Prize in 2004.
59 As part of her work for the environment, Maathai started
69 the Green Belt Movement in Kenya. The focus of the
78 movement was to organize women’s groups to plant trees.
88 Since 1976, women have planted more than 20 million trees
97 on farms and schools across the country. Several African
105 countries have since joined the Green Belt Movement.
115 Maathai was also influential in the fight to protect public
124 land. In 2010, she joined the Karura Forest Environmental
134 Education Trust. In that same year, she founded an institute.
146 The plan for the institute was to support research on how to
159 use the land wisely. One of the goals was to find ways to
169 help people conserve as well as use land. Another goal
176 focused on resolving conflicts over land resources.
187 In September of 2011, Maathai died at the age of 71.
198 Many people honor her by continuing to fight for the land
202 and for the people.
√ What is the author’s view of Maathai?

√ What was a result of the Green Belt Movement?

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The Stilt House

While searching for a place to settle, a group of people
long ago came upon a beautiful lake. They all agreed that
the lake and the surrounding shores would be a perfect spot
to build their village, so that is what they did. They
gathered materials from the trees and created their homes in
the traditional style of their culture.
When the hot months of summer came, rain fell heavily,
and the water in the lake steadily rose. It flooded into the
rooms, ruining the floors, the food, and the bed mats. At
last, the water receded. The people repaired and cleaned
their homes and continued on with life.
But the next year the rains came and the lake rose again.
“What shall we do?” the people cried. They did not want to
move away.
“Raise your houses,” an old man said. At first, no one
knew what the old man meant, but then a young woman

said, “He means to put our houses on stilts.” And that is
what they did.
Today, in many parts of the world you can see houses on
stilts. They are built near any place where the water may
rise during the rainy season.
√ What is the problem the settlers encountered in the summer

months?
√ What is the solution to this problem?

Name: ____________________________________ Date: __________________
The Stilt House

11 While searching for a place to settle, a group of people
22 long ago came upon a beautiful lake. They all agreed that
33 the lake and the surrounding shores would be a perfect spot
44 to build their village, so that is what they did. They
54 gathered materials from the trees and created their homes in
60 the traditional style of their culture.
70 When the hot months of summer came, rain fell heavily,
82 and the water in the lake steadily rose. It flooded into the
93 rooms, ruining the floors, the food, and the bed mats. At
102 last, the water receded. The people repaired and cleaned
109 their homes and continued on with life.
121 But the next year the rains came and the lake rose again.
133 “What shall we do?” the people cried. They did not want to
135 move away.
146 “Raise your houses,” an old man said. At first, no one
157 knew what the old man meant, but then a young woman
169 said, “He means to put our houses on stilts.” And that is
172 what they did.
184 Today, in many parts of the world you can see houses on
195 stilts. They are built near any place where the water may
200 rise during the rainy season.
√ What is the problem the settlers encountered in the summer months?

√ What is the solution to this problem?

L1 L2 L3 L4
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Winter (140 WCPM)
Pace O O O O
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Syntax O O O O
Intonation O O O O

Hand Talk
Jordan stared at the two students talking at the next table
in the cafeteria. They weren’t talking, exactly. Their hands
were moving in a blur of gestures, and their mouths were
moving. However, they weren’t speaking.
Jordan did not want to be rude, but he was so curious
that he had to ask them what they were doing. One of the
two students said, “We are talking to each other with sign
language.” Her words sounded a little different. She smiled
and pointed to one ear. “I’m deaf,” she said.
“Can I learn sign language?” Jordan asked. The girl
watched his mouth form the question then nodded, “Yes.”
In the next few weeks, Jordan met with the two students
every lunch hour. They taught him that sign language does
not spell out every letter in a word. It uses gestures to
indicate concepts. For example, he found out that pointing
to himself then crossing his fisted hands and forearms in

front of his body, and pointing to another person is a way to
say “I love you.” Jordan was thrilled to learn a second
language, especially an animated yet quiet language.
√ What does Jordan not understand at the start of the passage?
√ How does Jordan teach himself a second language?

Name: ____________________________________ Date: __________________
Hand Talk
11 Jordan stared at the two students talking at the next table
20 in the cafeteria. They weren’t talking, exactly. Their hands
31 were moving in a blur of gestures, and their mouths were
36 moving. However, they weren’t speaking.
48 Jordan did not want to be rude, but he was so curious
61 that he had to ask them what they were doing. One of the
72 two students said, “We are talking to each other with sign
81 language.” Her words sounded a little different. She smiled
90 and pointed to one ear. “I’m deaf,” she said.
99 “Can I learn sign language?” Jordan asked. The girl
108 watched his mouth form the question then nodded, “Yes.”
119 In the next few weeks, Jordan met with the two students
129 every lunch hour. They taught him that sign language does
141 not spell out every letter in a word. It uses gestures to
150 indicate concepts. For example, he found out that pointing
160 to himself then crossing his fisted hands and forearms in
173 front of his body, and pointing to another person is a way to
184 say “I love you.” Jordan was thrilled to learn a second
191 language, especially an animated yet quiet language.
√ What does Jordan not understand at the start of the passage?

√ How does Jordan teach himself a second language?

L1 L2 L3 L4
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Intonation O O O O

Strong Senses
As scientists learn more about the human brain, they are
discovering that it is not as rigid as they once thought. Now
they know that the brain can change in response to what a
person experiences. This idea gives hope to people who
suffer brain injuries.
An example of how the brain can redirect itself is how
other senses may become stronger when one sense is lost.
A blind person may develop acute hearing. Blindness may
also result in a better sense of touch. A deaf person’s sense
of sight may improve. Touch may also become better. A deaf
musician may play an instrument by feeling the vibrations
in the music. To make these changes in the senses, the brain
creates new connections. These connections go around the
damaged area.
The brain can also trick the senses. Many people who lose
a limb can still feel the missing part. A part of the brain near

the area that used to process signals from the missing part
seems to take over. That is why people may think that they
still feel missing fingers when they touch their faces.
The brain is still a mystery in many ways. But scientists
are learning more all the time.
√ What is the main idea of the passage?
√ Name one example of the way the brain might redirect itself.

Name: ____________________________________ Date: __________________
Strong Senses
10 As scientists learn more about the human brain, they are
22 discovering that it is not as rigid as they once thought. Now
34 they know that the brain can change in response to what a
43 person experiences. This idea gives hope to people who
46 suffer brain injuries.
57 An example of how the brain can redirect itself is how
67 other senses may become stronger when one sense is lost.
76 A blind person may develop acute hearing. Blindness may
88 also result in a better sense of touch. A deaf person’s sense
99 of sight may improve. Touch may also become better. A deaf
108 musician may play an instrument by feeling the vibrations
120 in the music. To make these changes in the senses, the brain
128 creates new connections. These connections go around the
130 damaged area.
141 The brain can also trick the senses. Many people who lose
155 a limb can still feel the missing part. A part of the brain near
166 the area that used to process signals from the missing part
178 seems to take over. That is why people may think that they
187 still feel missing fingers when they touch their faces.
198 The brain is still a mystery in many ways. But scientists

204 are learning more all the time.
√ What is the main idea of the passage?

√ Name one example of the way the brain might redirect itself.

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Intonation O O O O

The Trash Band

In a village in Paraguay, a bright light shines on the
future of a group of young people. These children are
musicians. They and their families are very poor. They
survive by sorting through a mountain of garbage to find
things that can be recycled and sold.
A man named Favio Chavez wanted to give the children
a chance. He wanted to teach them how to play music.
Chavez knew that none of the children’s families would
ever have enough money to buy instruments. So he had a
wild idea. The children would make their own instruments
using materials they recycled from the garbage dump.
Now twenty children perform in the “Recycled
Orchestra.” They have cellos made from rusty cans and
violins made from bowls with strings tightened by forks.
Bottle caps became keys on a saxophone, and old X-rays
became drum heads.

The orchestra plays music written by classic composers
such as Mozart. They also play modern music. The Recycled
Orchestra is becoming widely known. They now play
concerts in many places. The orchestra has brought the
young musicians into a brighter future.
√ What was Chavez’s idea?
√ What is the “Recycled Orchestra”?

Name: ____________________________________ Date: __________________
The Trash Band

11 In a village in Paraguay, a bright light shines on the
21 future of a group of young people. These children are
30 musicians. They and their families are very poor. They
40 survive by sorting through a mountain of garbage to find
47 things that can be recycled and sold.
57 A man named Favio Chavez wanted to give the children
68 a chance. He wanted to teach them how to play music.
77 Chavez knew that none of the children’s families would
88 ever have enough money to buy instruments. So he had a
97 wild idea. The children would make their own instruments
105 using materials they recycled from the garbage dump.
112 Now twenty children perform in the “Recycled
121 Orchestra.” They have cellos made from rusty cans and
130 violins made from bowls with strings tightened by forks.
141 Bottle caps became keys on a saxophone, and old X-rays
144 became drum heads.
152 The orchestra plays music written by classic composers
162 such as Mozart. They also play modern music. The Recycled
170 Orchestra is becoming widely known. They now play
179 concerts in many places. The orchestra has brought the

185 young musicians into a brighter future.
√ What was Chavez’s idea?

√ What is the “Recycled Orchestra”?

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Intonation O O O O

Worth Saving
Every day on her way to school, Rosa passed a huge old
oak tree that grew in the center of the road. It seemed to her
like an old friend who would always be there.
One day Rosa’s father said that the town planned to cut
down the old oak tree because it was in danger of falling.
Rosa was horrified. Her father said he would help her figure
out what to do.
Rosa and her father found a tree expert who could tell
them about the old tree. He had a technique to find out how
old the tree was without harming it. He later informed them
that the tree was probably over 300 years old.
“That tree was here when George Washington was alive!”
Rosa exclaimed. “He may have even ridden past it.”
Rosa wrote a letter to the newspaper telling what she
imagined about George Washington and the tree. Many
people read the letter, and they started a campaign to save

the tree. So the tree was strengthened with cables instead of
being cut down. Everyone agreed that it was a part of
history worth saving.
√ What text evidence supports the idea that the tree is important
to Rosa?
√ How does Rosa save the tree?

Name: ____________________________________ Date: __________________
Worth Saving
12 Every day on her way to school, Rosa passed a huge old
26 oak tree that grew in the center of the road. It seemed to her
35 like an old friend who would always be there.
46 One day Rosa’s father said that the town planned to cut
58 down the old oak tree because it was in danger of falling.
69 Rosa was horrified. Her father said he would help her figure
73 out what to do.
84 Rosa and her father found a tree expert who could tell
97 them about the old tree. He had a technique to find out how
108 old the tree was without harming it. He later informed them
117 that the tree was probably over 300 years old.
126 “That tree was here when George Washington was alive!”
135 Rosa exclaimed. “He may have even ridden past it.”
145 Rosa wrote a letter to the newspaper telling what she
153 imagined about George Washington and the tree. Many
164 people read the letter, and they started a campaign to save
175 the tree. So the tree was strengthened with cables instead of
186 being cut down. Everyone agreed that it was a part of
189 history worth saving.
√ What text evidence supports the idea that the tree is important to Rosa?
√ How does Rosa save the tree?

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Intonation O O O O

The Park Wins

Henry often rode his bicycle on the path by the river near
his house. He enjoyed watching the ducks and geese along
the shore, but there was no place to stop. “This town needs
a park by the river,” Henry grumbled.
Henry talked to his grandmother. She thought that all of
the property along the river was privately owned so there
wouldn’t be any place to put a park.
“What about that land where the oil tanks used to be?
No one seems to be using it since the tanks were torn
down,” Henry suggested.
Henry and his grandmother went to town hall to
investigate the property. They found out that the owner
wanted to sell the property, and there were grants from
scenic groups that could be used to purchase it for a park.
“This is our chance to get a park!” Henry exclaimed.
They spread the news to everyone in town. Some people

were excited at the possibility of a park, and others were
against it. Finally, the town scheduled a day for the people
to vote. When all the votes were counted, the park won.
It wasn’t long before people had a place where they could
go to enjoy the river.
√ What does Henry want to accomplish?
√ Why do Henry and his grandmother go to town hall?

Name: ____________________________________ Date: __________________
The Park Wins

12 Henry often rode his bicycle on the path by the river near
22 his house. He enjoyed watching the ducks and geese along
34 the shore, but there was no place to stop. “This town needs
41 a park by the river,” Henry grumbled.
51 Henry talked to his grandmother. She thought that all of
61 the property along the river was privately owned so there
69 wouldn’t be any place to put a park.
80 “What about that land where the oil tanks used to be?
92 No one seems to be using it since the tanks were torn
95 down,” Henry suggested.
104 Henry and his grandmother went to town hall to
113 investigate the property. They found out that the owner
123 wanted to sell the property, and there were grants from
135 scenic groups that could be used to purchase it for a park.
145 “This is our chance to get a park!” Henry exclaimed.
155 They spread the news to everyone in town. Some people
166 were excited at the possibility of a park, and others were
177 against it. Finally, the town scheduled a day for the people
188 to vote. When all the votes were counted, the park won.
199 It wasn’t long before people had a place where they could
204 go to enjoy the river.
√ What does Henry want to accomplish?

√ Why do Henry and his grandmother go to town hall?

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Weekend Treat
I usually sleep late on weekends, but last Saturday
morning was different. Our neighbor, Mr. Konkus, invited
us to go to our local park to watch hot air balloons take off.
I got up really early; I already was eating breakfast as the
sun came up.
When we arrived at the park, I couldn’t believe it. The
balloons were beautiful, and each had a propane heater
warming the air in the bag. The heaters were so loud that I
could barely hear Mr. Konkus when he asked if I wanted to
go up in a balloon.
I asked my parents, and they said it was okay. In fact, my
mom decided to come with me. The two of us climbed into
the gondola. (That’s the wicker basket that hangs under the
balloon.) The pilot turned up the heater, and our ride began.
I was shivering with excitement as I looked at the giant
opening of the red and blue balloon above my head. The

wind carried the balloon away from the park. However, the
pilot soon steered us to a grassy field, and our descent to the
ground was gentle. The chase truck came to pick us up; Dad
was waiting in the back. I told my parents that I’d get up
early every Saturday to do that again!
√ What gets the narrator to wake up early on the weekend?
√ Who goes on the balloon ride?

Name: ____________________________________ Date: __________________
Weekend Treat
9 I usually sleep late on weekends, but last Saturday
17 morning was different. Our neighbor, Mr. Konkus, invited
31 us to go to our local park to watch hot air balloons take off.
43 I got up really early; I already was eating breakfast as the
46 sun came up.
57 When we arrived at the park, I couldn’t believe it. The
66 balloons were beautiful, and each had a propane heater
79 warming the air in the bag. The heaters were so loud that I
91 could barely hear Mr. Konkus when he asked if I wanted to
96 go up in a balloon.
109 I asked my parents, and they said it was okay. In fact, my
121 mom decided to come with me. The two of us climbed into
131 the gondola. (That’s the wicker basket that hangs under the
142 balloon.) The pilot turned up the heater, and our ride began.
153 I was shivering with excitement as I looked at the giant
164 opening of the red and blue balloon above my head. The
174 wind carried the balloon away from the park. However, the
187 pilot soon steered us to a grassy field, and our descent to the
199 ground was gentle. The chase truck came to pick us up; Dad
212 was waiting in the back. I told my parents that I’d get up
219 early every Saturday to do that again!
√ What gets the narrator to wake up early on the weekend?

√ Who goes on the balloon ride?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Invention of the Wheel

Exactly when the wheel was invented is not known.
But ancient clay tablets have been found that show a
drawing of a potter’s wheel. These tablets are estimated to
be about 5,500 years old. It seems that wheels did not
appear as part of a vehicle until around 4,000 years ago.
They can be seen on Egyptian chariots.
Wheels are such a basic and important part of human life
that you may think every culture created them. Yet, the Inca,
Aztec, and Maya civilizations did not appear to use the
wheel for manufacture or transportation.
Archaeologists speculate people may have first used logs
to make it easier to pull sleds carrying loads. They would
have dragged the sled from one rolling log to the next.
Finally, people figured out how to cut a round wheel
from a log. They attached two wheels to a sled to make a
cart. For wheels to work, another invention was critical.

That was an axle that connected to wheels and allowed
them to turn. At some point, someone made a fixed axle.
A fixed axle does not turn. Instead, it is attached to the cart
frame. Only the wheels revolve, so carts could turn corners
more smoothly. Since then, the basic wheel has not changed.
√ Which ancient cultures did not use the wheel?
√ Why was the invention of the fixed axle so important?

Name: ____________________________________ Date: __________________
Invention of the Wheel

9 Exactly when the wheel was invented is not known.
19 But ancient clay tablets have been found that show a
29 drawing of a potter’s wheel. These tablets are estimated to
40 be about 5,500 years old. It seems that wheels did not
51 appear as part of a vehicle until around 4,000 years ago.
58 They can be seen on Egyptian chariots.
69 Wheels are such a basic and important part of human life
80 that you may think every culture created them. Yet, the Inca,
90 Aztec, and Maya civilizations did not appear to use the
95 wheel for manufacture or transportation.
103 Archaeologists speculate people may have first used logs
114 to make it easier to pull sleds carrying loads. They would
125 have dragged the sled from one rolling log to the next.
126 Finally, people figured out how to cut a round wheel
136 from a log. They attached two wheels to a sled to make a
149 cart. For wheels to work, another invention was critical.
158 That was an axle that connected to wheels and allowed
168 them to turn. At some point, someone made a fixed axle.
180 A fixed axle does not turn. Instead, it is attached to the cart
192 frame. Only the wheels revolve, so carts could turn corners
203 more smoothly. Since then, the basic wheel has not changed.
√ Which ancient cultures did not use the wheel?

√ Why was the invention of the fixed axle so important?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Beyond the Invention

Many famous inventors have made history with their
inventions. They include Thomas Edison and the light bulb,
Alexander Graham Bell and the telephone, the Wright
brothers and the airplane, and Ada Lovelace and the
computer program.
Inventors think about what might be possible to meet
people’s needs. They may bring together the ideas of others
with their own. But what happens to an invention after it
has been invented?
People adjust, add to, and fine-tune things, and this
activity is called “tweaking.” These people make
modifications to improve an invention and take it way
beyond the original. For example, Steve Jobs changed the
design of computers to make them easier to use. He took the
beginnings of a portable phone and turned it into a much
smaller device. New phones will do so much more than just

take and make calls.
Another modifier was Henry Ford. He took the first
automobiles and turned them into vehicles that the average
person could afford. He did this by using the assembly line.
So look at inventions and ask, “What more can be done?”
√ What happens when you tweak something?
√ What is the main idea of this article?

Name: ____________________________________ Date: __________________
Beyond the Invention

8 Many famous inventors have made history with their
17 inventions. They include Thomas Edison and the light bulb,
25 Alexander Graham Bell and the telephone, the Wright
34 brothers and the airplane, and Ada Lovelace and the
36 computer program.
45 Inventors think about what might be possible to meet
55 people’s needs. They may bring together the ideas of others
66 with their own. But what happens to an invention after it
69 has been invented?
79 People adjust, add to, and fine-tune things, and this
86 activity is called “tweaking.” These people make
95 modifications to improve an invention and take it way
104 beyond the original. For example, Steve Jobs changed the
116 design of computers to make them easier to use. He took the
127 beginnings of a portable phone and turned it into a much
138 smaller device. New phones will do so much more than just
142 take and make calls.
151 Another modifier was Henry Ford. He took the first
160 automobiles and turned them into vehicles that the average
171 person could afford. He did this by using the assembly line.
182 So look at inventions and ask, “What more can be done?”
√ What happens when you tweak something?

√ What is the main idea of this article?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

The Story Rug

The Navajo woman sat in front of her loom and searched
her imagination. She was about to begin weaving a new rug
from the wool of her sheep. She had carefully carded and
spun the wool and dyed the white yarn red, cream, green,
and yellow. The colors had come from plants she had
gathered herself. She also had brown, black, and white yarn
that she had left the natural colors of the sheep. These
preparations took a long time, but the woman was pleased
with the results. She wanted to create a traditional rug made
in the old way.
So what story would the rug tell? She decided to show
the traditional life of her people and of some Navajo who
still desired to live in the old ways.
Over the next few weeks, the rug grew as images of corn,
bean, and squash plants took shape. These were important
plants to the Navajo. In the center appeared a six-sided

Hogan, the traditional home made of logs. In the corners,
the woman wove the images of four sacred mountains.
Finally, the rug was finished. Not only was it a work of art,
it was an amazing narrative as well.
√ What story does the rug show?
√ Why does the Navajo woman choose this story?

Name: ____________________________________ Date: __________________
The Story Rug

11 The Navajo woman sat in front of her loom and searched
22 her imagination. She was about to begin weaving a new rug
33 from the wool of her sheep. She had carefully carded and
44 spun the wool and dyed the white yarn red, cream, green,
54 and yellow. The colors had come from plants she had
64 gathered herself. She also had brown, black, and white yarn
75 that she had left the natural colors of the sheep. These
85 preparations took a long time, but the woman was pleased
96 with the results. She wanted to create a traditional rug made
100 in the old way.
111 So what story would the rug tell? She decided to show
122 the traditional life of her people and of some Navajo who
130 still desired to live in the old ways.
142 Over the next few weeks, the rug grew as images of corn,
151 bean, and squash plants took shape. These were important
162 plants to the Navajo. In the center appeared a six-sided
172 Hogan, the traditional home made of logs. In the corners,
181 the woman wove the images of four sacred mountains.
194 Finally, the rug was finished. Not only was it a work of art,
201 it was an amazing narrative as well.
√ What story does the rug show?

√ Why does the Navajo woman choose this story?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Cave Painter
About 60,000 years ago an artist approached a large and
deep cave in an area now called France. He carried several
items of his craft. He had charcoal and mineral-laced clay in
different colors. He also had a torch he would light once he
got into the cave.
The artist had important work to do to help his clan and
family. The large animals they hunted had become scarce.
If the upcoming hunt was not successful, the artist’s family
might starve.
In the cave, the artist felt along the rough, rocky walls
until he found a place that he knew would work. He lit his
torch and began to mix paint on small flat rocks. The smoke
from the torch made it somewhat difficult to see the wall,
but the artist had done this many times in the past. He could
almost close his eyes and see the pictures he would create.
The artist painted large bulls and deer with tall horns. He

used the grooves and bulges in the rock to make the animals
seem to leap from the walls. As he applied the colors, the
animals came alive with power and strength. Finally, the
artist placed his own hand on the painting and drew around
the fingers to create a handprint. Now perhaps the animals
would come.
√ What does the artist create?
√ What does the artist hope his art will do?

Name: ____________________________________ Date: __________________
Cave Painter
10 About 60,000 years ago an artist approached a large and
21 deep cave in an area now called France. He carried several
33 items of his craft. He had charcoal and mineral-laced clay in
45 different colors. He also had a torch he would light once he
49 got into the cave.
61 The artist had important work to do to help his clan and
70 family. The large animals they hunted had become scarce.
80 If the upcoming hunt was not successful, the artist’s family
82 might starve.
93 In the cave, the artist felt along the rough, rocky walls
106 until he found a place that he knew would work. He lit his
118 torch and began to mix paint on small flat rocks. The smoke
129 from the torch made it somewhat difficult to see the wall,
142 but the artist had done this many times in the past. He could
153 almost close his eyes and see the pictures he would create.
164 The artist painted large bulls and deer with tall horns. He
176 used the grooves and bulges in the rock to make the animals
188 seem to leap from the walls. As he applied the colors, the
197 animals came alive with power and strength. Finally, the
208 artist placed his own hand on the painting and drew around
218 the fingers to create a handprint. Now perhaps the animals
220 would come.
√ What does the artist create?

√ What does the artist hope his art will do?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Rosa Parks
In the early 1960s, the struggle for civil rights in the
United States focused on equal treatment in work, housing,
and daily life for African Americans. The movement began
in earnest with one person who made all the difference.
Rosa Parks was a 42-year-old seamstress in 1955. When
she boarded a public bus on December 1 in Montgomery
City, she was on her way home. She sat behind the ten seats
reserved for white people in the front of the bus. Those ten
seats were quickly filled. Then a white man got on the bus.
The driver told Mrs. Parks and three other African
Americans to give up their seats. Mrs. Parks was tired and
without planning to she said no. As a result, she was
arrested and convicted of a crime. She had violated a law
that separated white and black people. Mrs. Parks
challenged and appealed her conviction.
Mrs. Parks became a spark for the civil rights movement.

Activists soon started a boycott of public buses. More
African Americans than whites rode the buses, so the bus
companies were soon threatened. The boycott lasted for
over a year until the Supreme Court ruled that the law
of segregation was not legal. The government ordered buses
to be integrated.
√ Why was Rosa Parks arrested?
√ What effect did Rosa Parks’s stand have?

Name: ____________________________________ Date: __________________
Rosa Parks
11 In the early 1960s, the struggle for civil rights in the
20 United States focused on equal treatment in work, housing,
29 and daily life for African Americans. The movement began
39 in earnest with one person who made all the difference.
50 Rosa Parks was a 42-year-old seamstress in 1955. When
60 she boarded a public bus on December 1 in Montgomery
73 City, she was on her way home. She sat behind the ten seats
85 reserved for white people in the front of the bus. Those ten
97 seats were quickly filled. Then a white man got on the bus.
106 The driver told Mrs. Parks and three other African
117 Americans to give up their seats. Mrs. Parks was tired and
128 without planning to she said no. As a result, she was
139 arrested and convicted of a crime. She had violated a law
147 that separated white and black people. Mrs. Parks
152 challenged and appealed her conviction.
162 Mrs. Parks became a spark for the civil rights movement.
171 Activists soon started a boycott of public buses. More
181 African Americans than whites rode the buses, so the bus
189 companies were soon threatened. The boycott lasted for
200 over a year until the Supreme Court ruled that the law
209 of segregation was not legal. The government ordered buses
212 to be integrated.
√ Why was Rosa Parks arrested?

√ What effect did Rosa Parks’s stand have?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Someone Once Lived Here

Lee planned to spend the summer with his cousin who
had just moved with her family out into the country. His
aunt and uncle had bought a farm where they planned to
grow pumpkins and other vegetables.
When Lee arrived, his cousin Kiko excitedly told him that
there were many places to explore. They were soon outside
and on their way.
After hiking up a large hill and down into a small valley,
Lee spied something ahead. “That looks like a stone wall,”
he said.
When they got closer, Kiko exclaimed, “It’s not just a
wall! It’s an old house!”
The cousins examined the remains of the small stone
house. They discovered a piece of an old bowl that had a
blue design painted on it.
Kiko and Lee displayed the piece of pottery and

described their find to Kiko’s parents. Everyone was
intrigued about the ruins.
At the local library, Lee and Kiko found documentation
that showed the house was probably built in the early 1700s
and was likely the first farmhouse on the land. Kiko was
thrilled to find out that her new home had such history!
√ Where is Lee spending the summer?
√ What do Lee and Kiko find in the stone house?

Name: ____________________________________ Date: __________________
Someone Once Lived Here

10 Lee planned to spend the summer with his cousin who
21 had just moved with her family out into the country. His
32 aunt and uncle had bought a farm where they planned to
37 grow pumpkins and other vegetables.
47 When Lee arrived, his cousin Kiko excitedly told him that
57 there were many places to explore. They were soon outside
61 and on their way.
73 After hiking up a large hill and down into a small valley,
83 Lee spied something ahead. “That looks like a stone wall,”
85 he said.
95 When they got closer, Kiko exclaimed, “It’s not just a
100 wall! It’s an old house!”
109 The cousins examined the remains of the small stone
121 house. They discovered a piece of an old bowl that had a
126 blue design painted on it.
135 Kiko and Lee displayed the piece of pottery and
143 described their find to Kiko’s parents. Everyone was
147 intrigued about the ruins.
156 At the local library, Lee and Kiko found documentation
167 that showed the house was probably built in the early 1700s
178 and was likely the first farmhouse on the land. Kiko was
189 thrilled to find out that her new home had such history!
√ Where is Lee spending the summer?

√ What do Lee and Kiko find in the stone house?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Changing the Game

Soccer is an ancient game that has been played in various
forms and many places throughout history. Through the
years, the game has changed. The soccer ball has also gone
through many changes.
The ancient Chinese, Greeks, Romans, and Egyptians all
played kicking games. The ball was made of various
material including cloth, animal skulls, and pig or cow
bladders. These balls were obviously not a regular shape so
no one knew exactly where they would go when kicked.
This unpredictability made for an interesting game with the
ball flying off in many directions.
By 1836, vulcanized rubber became available. The pig
bladder was replaced by a rubber bladder that helped the
ball hold its shape. The outside of the ball was made of
leather. By 1872, an official size and weight had been set for
the ball. The measurements remain the same today.

People are still trying to improve the design of the soccer
ball. The perfect ball would be waterproof, fast, and
accurate. It also needs to feel soft so it doesn’t hurt players’
heads. The soccer ball of the future may still look the same,
but it will be more high tech.
√ How did early soccer balls make the game unpredictable?
√ In the author’s view, what would be a perfect soccer ball?

Name: ____________________________________ Date: __________________
Changing the Game

11 Soccer is an ancient game that has been played in various
19 forms and many places throughout history. Through the
30 years, the game has changed. The soccer ball has also gone
33 through many changes.
41 The ancient Chinese, Greeks, Romans, and Egyptians all
50 played kicking games. The ball was made of various
59 material including cloth, animal skulls, and pig or cow
69 bladders. These balls were obviously not a regular shape so
79 no one knew exactly where they would go when kicked.
88 This unpredictability made for an interesting game with the
94 ball flying off in many directions.
102 By 1836, vulcanized rubber became available. The pig
112 bladder was replaced by a rubber bladder that helped the
124 ball hold its shape. The outside of the ball was made of
136 leather. By 1872, an official size and weight had been set for
144 the ball. The measurements remain the same today.
155 People are still trying to improve the design of the soccer
164 ball. The perfect ball would be waterproof, fast, and
176 accurate. It also needs to feel soft so it doesn’t hurt players’
188 heads. The soccer ball of the future may still look the same,
195 but it will be more high tech.
√ How did early soccer balls make the game unpredictable?

√ In the author’s view, what would be a perfect soccer ball?

L1 L2 L3 L4
Fall (127 WCPM)
Winter (140 WCPM)
Pace O O O O
Spring (150 WCPM)
Syntax O O O O
Intonation O O O O

Scoring Sheets
and
Answer Keys
Name: Date:
WEEKLY ASSESSMENT SCORING SHEET UNIT __ WEEK __
Item Content Focus Score Comments
284 Grade 6 Assessment • Scoring Sheet

Name: Date:
Mid-Unit Scoring Sheet UNIT __
10
Assessment • Scoring Sheet Grade 6 285

Name: Date:
UNIT ASSESSMENT SCORING SHEET UNIT __
10

11

12

13

14

15
286 Grade 6 Assessment • Scoring Sheet

Name: Date:
EXIT ASSESSMENT SCORING SHEET UNIT __
10

11

12

13

14

15
Assessment • Scoring Sheet Grade 6 287

Weekly Assessment Answer Key
UNIT 1 WEEK 1
Item # Content Focus
1 Vocabulary: Context Clues
2 Character, Setting, Plot
Suggested Responses:
1 Text Evidence: My fear led me to work behind the scenes of our school play
instead of acting onstage.
having a big fear of something
2 Jack is an actor in the school play. Eric works behind the scenes of the play.
3 Possible answer: Eric realizes that the other actors need his help.
Text Evidence: “Eric, please do it,” they all pleaded.
4 Eric is afraid and his stomach hurts.
Text Evidence: My stomach was in knots as I delivered the first lines.
5 Text Evidence: I was now aware of how much I enjoyed it.
the act of being aware of something
UNIT 1 WEEK 2

1 Text Evidence: state champion of 1987; In the 1960s
in the 1980s and the 1960s
2 She is very proud and excited.
Text Evidence: Karen’s mother was bursting with pride as she joined the cheering crowd.
3 Text Evidence: “I’m thinking back to when I was your age,” she said.
4 Text Evidence: “I wanted to be on a gymnastics team, but my school did not have one.”
Karen’s mother wanted to start a girls’ gymnastics team in her high school.
5 Text Evidence: We wrote letters to the principal. We also wrote petitions and collected
many signatures.
a group formed for a special purpose
288 Grade 6 Weekly Assessment • Answer Key

UNIT 1 WEEK 3
1 Main Idea and Key Details
1 Text Evidence: Arctic tundra is the coldest ecosystem on Earth; With fewer than
10 inches of rain and melted snow each year, the land is as dry as a desert.
2 Text Evidence: hiding them from view
The snow covers the plants like a blanket does.
3 Text Evidence: some tundra birds
The birds leave because it is too cold for them. They find warmer places.
4 Text Evidence: wolves, arctic foxes, caribou, arctic hares
groups or types of living things
5 Text Evidence: A Cold, Dry Land; Plant Life; Animal Life
The tundra is a cold, dry land where plants and animals struggle to survive.
UNIT 1 WEEK 4

1 Plates of Earth’s crust shift under the ground. This heats the ground and creates
hot springs.
2 Text Evidence: boiling
3 Text Evidence: Iceland has so many amazing natural wonders.
Possible answer: Golden Falls is an interesting waterfall in Iceland. It is one of
Iceland’s natural wonders.
4 Text Evidence: rushing water; most powerful one in Europe
active and forceful
5 Text Evidence: hot spring
groundwater
Weekly Assessment • Answer Key Grade 6 289

UNIT 1 WEEK 5
1 Author’s Point of View
1 Text Evidence: The answer depends on your point of view.
2 Text Evidence: stopped making
made or created, such as with a machine
3 Text Evidence: However, it costs more money to make a penny than a penny is worth.
Possible answer: The graph shows that a penny costs 2.5 cents to make. This is more
than double its value.
4 Text Evidence: without pennies
ready to be used
5 Text Evidence: things might cost more if pennies were no longer available; charities
that collect coins in jars might lose money
UNIT 2 WEEK 1
1 Problem and Solution

1 They needed to communicate without speaking and keep records of
important information.
2 Text Evidence: 1800 B.C. Its people create a system of writing.
3 Text Evidence: bones with more than one inscription carved into them
an object made by a human
4 Text Evidence: carved into them; these symbols represent sounds and words
words or symbols written or carved into something
5 The symbols did not resemble writing used today.

UNIT 2 WEEK 2
2 Compare and Contrast
1 Text Evidence: main
most important
2 Text Evidence: Today, thousands of girls are members of Key Clubs everywhere.
3 Text Evidence: would not allow
4 Both Key Clubs and the U.S. government have a president, a secretary, and a treasurer.
Text Evidence: President
5 Each committee is in charge of planning and organizing a different task.
Text Evidence: For example, one committee might plan a food drive. Another committee
might organize a concert to raise money for a charity.
UNIT 2 WEEK 3
1 Point of View
2 Point of View

5 Point of View
1 Oleg
Text Evidence: I am, My father and I, I watch
2 Text Evidence: Today is a special day; I watch excitedly as he gets out the materials;
Maybe one day I will become a wealthy merchant!
3 Text Evidence: hot stove; heat
very hot or hard to breathe in
4 Text Evidence: cooking and sewing
having to do with the home
5 He plans to sail around the world with his sister and have adventures.

UNIT 2 WEEK 4
1 Point of View
4 Point of View
5 Point of View
1 No
Text Evidence: Jin had been studying; He knew; he practiced
2 Text Evidence: practiced his skills
with skill and ease
3 to know something very well, such as working the strings as a puppeteer
4 He is surprised and excited.
Text Evidence: Jin could hardly believe that he was being asked to perform; Jin’s big
chance had finally come!
5 Possible answer: Jin works hard to perfect his skills. He is happy when he has a chance
to perform for a crowd.
UNIT 2 WEEK 5
1 Literary Elements: Rhyme Scheme
2 Genre

3 Theme
4 Literary Elements: Meter
5 Theme
1 Text Evidence: stone/known; tall/wall
Lines 2 and 4 rhyme in all stanzas. Lines 6 and 8 rhyme in Stanzas 1 and 2.
2 Text Evidence: I almost hear the people— / The groans, and gasps, and cheers—
3 The speaker is impressed with the Colosseum and what happened there so long ago.
Text Evidence: A marvel made of stone; This structure is majestic— ; Its history will last.
4 three
5 Possible answer: The Colosseum is a solid structure that has stood the test of time. It
represents the events that happened there in the past.

UNIT 3 WEEK 1
1 Theme
3 Theme
5 Theme
1 It seems like a very big job.
Text Evidence: He remembered last year’s festival when the dishes were lined up on
tables that seemed to go on forever. How would they ever be able to organize it?
2 Text Evidence: very excited
excited and interested
3 Everyone keeps talking at the same time.
4 an idea or thought about something
Text Evidence: He thought for a moment . . .
5 Sam learns that working together makes it easier to get things done.
UNIT 3 WEEK 2
1 Theme
4 Theme
5 Theme
1 She is nervous about it.
Text Evidence: She had stayed home by herself before, but she had never had to
watch Richie. Leah was a little nervous . . .
2 Text Evidence: call on
3 Text Evidence: “Ouch, Leah, it hurts!” he said as he jumped back.
moved back quickly
4 Leah feels proud of herself for getting help when it was needed.
Text Evidence: proud that she had made the right decision to get some help
5 You should ask for help when you need it.

UNIT 3 WEEK 3
3 Sequence
4 Sequence
5 Sequence
1 Text Evidence: Alone with his thoughts
the state of being alone
2 Text Evidence: Most families who lived in the village were very poor. They lived on
cramped fishing boats.
very poor
3 Text Evidence: Before they arrived, the organization they worked for delivered the
building supplies they would need.
4 The houses were built up with concrete blocks and windows were put in place.
Text Evidence: Then, the roof panels were put in place. The inside walls were painted last.
5 On the last day of the project, everyone had a parade to celebrate.
UNIT 3 WEEK 4
2 Cause and Effect

4 Cause and Effect
5 Cause and Effect
1 Text Evidence: he spent his life fighting for freedom
well known or important
2 Text Evidence: laws told black people where they could live and work; Mandela believed
the laws were unfair.
Mandela was thrown out of college and later he was arrested.
3 Text Evidence: worked hard
the act of trying to do something and not giving up
4 Text Evidence: Mandela received the Nobel Peace Prize in 1993. In 1994 black people
voted for the first time and helped to elect Mandela as President of the Republic of
South Africa.
5 Possible answer: He changed the world for the better because he helped black people
who were treated unfairly in South Africa.

UNIT 3 WEEK 5
1 Text Evidence: support planting trees to improve the environment
people who support something
2 They explain how trees reduce carbon dioxide in the air to help slow climate change.
Text Evidence: Trees absorb carbon dioxide and sunlight. Trees release oxygen, lowering
carbon dioxide levels.
3 Text Evidence: They are best
4 Their leaves provide shade and lower the need for air conditioning in summer.
Text Evidence: When the trees lose their leaves in winter, the Sun warms buildings.
5 Trees help save energy and create a cleaner, healthier environment.
UNIT 4 WEEK 1

1 Text Evidence: happened every once in a while, each lasting about 45 to 60 seconds long
happening at set periods of time
2 Text Evidence: the shocks seemed to last forever
3 Text Evidence: caused fires that burned for days. About 28,000 buildings were destroyed
and approximately 225,000 residents were left homeless.
a terrible event or disaster
4 The author explains how scientists can now predict when earthquakes might occur, how
strong they will be, and their effects on structures.
5 Possible answer: The 1906 earthquake was one of the most disastrous earthquakes in U.S.
history, but scientists now know much more about earthquakes as a result of it.
Text Evidence: The 1906 earthquake was clearly one of the most disastrous events in
U.S. history; The earthquake caused scientists to study this natural disaster and its effects;
Today, scientists know much more than they did in 1906.

UNIT 4 WEEK 2
1 Text Evidence: she had worked long and hard to succeed in her sport
2 Text Evidence: Kristi did not let it destroy her dream of skating. After many treatments,
her foot healed.
terrible or destructive
3 Text Evidence: She knew she could be a great skater.
an ability or skill that may develop in the future
4 Text Evidence: She started the Always Dream Foundation, a group that helps children
with physical challenges. Kristi also created PlayPark, a playground that features
wheelchair access . . .
5 Possible answer: The author thinks Kristi had great achievements on and off the
skating rink.
UNIT 4 WEEK 3
1 Theme

3 Theme
5 Theme
1 Text Evidence: Marco is checking his savings account book.
Marco is saving money to buy his own computer.
2 Text Evidence: Buildings were destroyed for miles.
a large amount
3 Text Evidence: But . . . if I do that, I can’t buy a computer.
4 Text Evidence: I couldn’t sleep. I kept thinking what it would be like to lose everything in
an earthquake.
understanding another’s feelings
5 Marco wants to help people in Brazil who were affected by the earthquake. He thinks that
is more important than buying a computer.

UNIT 4 WEEK 4
1 Theme
3 Genre
4 Theme
1 Text Evidence: Jordan had seen photos of New York City, but it was a shock to be right
in the middle of it. Taxis and their blaring horns were all around her.
2 Text Evidence: Jordan’s home was a farm—the daily sights and sounds were clucking
hens, mooing cows, and sometimes a howling coyote.
the act of getting used to something
3 The dashes tell when Sandra is speaking.
4 Text Evidence: dogs are a big part of my life on the farm; I also love to ice-skate
5 Text Evidence: We talk about dogs, ice-skating, music, and books.
talking constantly and quickly
UNIT 4 WEEK 5
1 Point of View
2 Literary Elements: Assonance
3 Point of View
4 Literary Elements: Alliteration

5 Genre
1 Text Evidence: I picked you; in my arms
Possible answer: The speaker has just gotten a dog and is very excited.
2 Text Evidence: naming, playing, training
long a
3 Text Evidence: You are furry, cuddly, and warm in my arms; You are an obligation—
but I accept it gladly; You’re all mine!
4 Text Evidence: Sweet soft one, sleep
5 There is no rhyme in the poem, and it has no regular meter.

UNIT 5 WEEK 1
1 It is a long, cold winter, and the animals in the forest are freezing.
2 Text Evidence: the ground was covered with snow, and there was not a speck of green
bleak and empty
3 Text Evidence: Crow was tired, but he kept flying
unwilling to change one’s mind or give up
4 He brings fire back to the forest animals so they can be warm.
5 Crow’s feathers get stained black from the ashes and soot. The smoke also makes his
voice raspy.
Text Evidence: . . . the soot and ashes from the fire stained Crow’s feathers black.
Smoke made his voice raspy and it was hard for him to breathe.
UNIT 5 WEEK 2
1 Cause and Effect

3 Cause and Effect
4 Cause and Effect
1 They heard that miners had struck gold, and they wanted to get rich, too.
2 Text Evidence: He didn’t seem bothered that he had not found anything, and he
continued to go out every morning . . .
not giving up
3 She is worried that her family will run out of money and her father will have to find a
different job.
Text Evidence: “I’m not sure how long our money will hold out,” Lucy’s mother said.
“If you don’t find gold soon, you’ll have no choice but to find another job.”
4 Lucy carefully tends to her garden every day.
5 Text Evidence: your strength makes you a very special daughter
strength or courage in difficult times

UNIT 5 WEEK 3
3 Cause and Effect
4 Cause and Effect
5 Cause and Effect
1 Text Evidence: wasting time and money
done in a way that wastes time, money, or energy
2 Text Evidence: factories
related to producing goods
3 The workers produced more.
Text Evidence: as a result
4 Text Evidence: he determined that a shovel that lifted 21 pounds was most efficient
5 Text Evidence: to save companies time and money
They make changes and get better results.
UNIT 5 WEEK 4
1 Sequence
3 Sequence

5 Sequence
1 Text Evidence: In the 1840s
2 Text Evidence: over time
finally or at last
3 Text Evidence: More recently, doctors began inserting tiny cameras through small cuts
in the skin. These cameras help doctors see within the patient’s body.
The doctor does not have to make large cuts and the patient can heal faster.
4 Text Evidence: go through
5 the stomach

UNIT 5 WEEK 5
1 Text Evidence: The Fun of Geocaching; Track that Cache!
The fun use of the titles suggests that the author thinks geocaching is enjoyable.
2 The author calls it a game in which you search for hidden things using GPS.
3 Text Evidence: helps to locate different objects
the act of putting something to use
4 Text Evidence: the next person to locate that cache
coming after or following
5 Text Evidence: it presents a challenge and allows you to use technology to
explore the world
UNIT 6 WEEK 1

1 a product that is bought and sold
2 Text Evidence: China, India, and the United States
3 Cotton clothing is lightweight and breathable. It is also easy to clean, rinse,
and wear.
4 Text Evidence: books, tents, and coffee filters; paper money
important
5 Cotton is a useful and important material that can be used to make many
different products.

UNIT 6 WEEK 2
1 Cause and Effect
4 Cause and Effect
5 Cause and Effect
1 Text Evidence: They came together to promote equal rights for African Americans.
2 Text Evidence: It was a very important time because many Americans wanted Congress
to pass new laws.
important or decisive
3 Text Evidence: upset
4 Rollins was amazed to see so many different people coming together for the same cause.
5 People were moved by Dr. King’s words. His speech played an important role in making the
March on Washington a success.
UNIT 6 WEEK 3

1 Text Evidence: This sickness left them with swollen, bleeding gums, loose teeth,
and soreness in their joints.
2 Text Evidence: a theory that citrus fruits containing Vitamin C would cure scurvy.
theory
3 Text Evidence: Lind’s experiment proved that citrus fruits could cure the disease.
4 quickly recovered
5 They ate limes during voyages to help prevent scurvy.
Text Evidence: By the late 1700s, the British navy began keeping fresh lemons and
limes aboard all ships.

UNIT 6 WEEK 4
2 Sequence
3 Vocaabulary: Context Clues
4 Sequence
5 Sequence
1 Text Evidence: interesting
2 Text Evidence: In 1925, rotted timbers in a circular formation similar to Stonehenge were
found a few miles away from the monument. Known as Woodhenge, this structure may
have symbolized life . . .
3 Text Evidence: an entire village was uncovered; dug up
the process of digging something up or out
4 They dug up tools, bits of pottery, jewelry, and stone arrowheads.
5 More henges will be discovered near Stonehenge.
Text Evidence: These discoveries would suggest that Stonehenge may have been part
of a larger structure.
UNIT 6 WEEK 5
1 Theme
2 Literary Elements: Repetition

3 Literary Elements: Imagery
4 Genre
5 Theme
1 Text Evidence: To having hours of free time; Now being free to learn what I want,
when I want!
2 Possible answer: The speaker is trying to express how excited he or she is about
the weekend.
3 Text Evidence: Laughing, having a barbecue in the backyard, / Shooting hoops one-on-
one, / Riding bikes in the park, / Fishing together at the pond on a sunny, spring day.
4 The speaker praises the ability to do what he or she wants and have fun over the weekend.
5 Possible answer: Give thanks for the time you have to enjoy life’s pleasures.
Text Evidence: Ode to the weekend ahead of me; To recreation, play, and amusement;
To spending time with family and friends

Mid-Unit Assessment Answer Key
UNIT 1
Item # Answer Content Focus
1 A Character, Setting, Plot
2 B Vocabulary: Context Clues
3 A Vocabulary: Context Clues
4 C Character, Setting, Plot
6 A Main Idea and Key Details
8 C Main Idea and Key Details
10 B Text Features: Diagram

Mid-Unit Assessment • Answer Key Grade 6 303

UNIT 2
1 A Point of View
3 C Vocabulary: Context Clues
4 B Point of View
5 A Problem and Solution
6 C Compare and Contrast
9 A Compare and Contrast
10 B Text Features: Time Line
304 Grade 6 Mid-Unit Assessment • Answer Key

UNIT 3
2 B Theme
4 B Theme
5 C Theme
6 B Sequence
8 A Sequence
9 C Sequence
10 A Sequence

UNIT 4
1 C Theme
2 A Vocabulary: Context Clue
4 A Theme
5 B Theme
6 B Author’s Point of View
8 A Author’s Point of View
10 C Text Features: Table

UNIT 5
1 C Cause and Effect
2 B Cause and Effect
5 C Problem and Solution
10 A Text Features: Map


UNIT 6
4 C Text Features: Primary Sources
9 C Text Features: Diagram
10 B Main Idea and Key Details

Unit Assessment Answer Key
UNIT 1
7 B Character, Setting, Plot




14 C Author’s Point of View

15 A Text Features: Graph
Unit Assessment • Answer Key Grade 6 309

UNIT 2
1 A Point of View
2 A Point of View
6 C Theme
7 B Theme


12 B Problem and Solution



15 C Text Features: Time Line
310 Grade 6 Unit Assessment • Answer Key

UNIT 3
3 C Theme
5 B Theme
6 A Theme
7 C Theme
10 B Sequence



13 A Cause and Effect

14 C Sequence


UNIT 4
1 B Point of View
2 A Point of View
3 B Point of View
6 C Theme
7 A Theme





15 A Text Features: Table

UNIT 5

11 A Sequence




15 C Text Features: Line Graph

UNIT 6
1 B Literary Elements: Hyperbole
3 B Literary Elements: Imagery
6 C Theme
7 B Theme
9 C Sequence



13 B Sequence

14 A Text Features: Primary Sources


Exit Assessment Answer Key
UNIT 1
7 B Character, Setting, Plot




14 A Text Features: Graph

Exit Assessment • Answer Key Grade 6 315

UNIT 2
1 C Point of View
2 A Point of View
5 C Theme
7 B Theme
9 B Compare and Contrast




14 B Compare and Contrast

15 C Text Features: Time Line
316 Grade 6 Exit Assessment • Answer Key

UNIT 3
2 A Theme
3 A Theme
5 A Theme
7 C Theme
10 A Sequence




14 A Sequence


UNIT 4
1 A Point of View
2 B Point of View
3 A Point of View
6 C Theme
7 A Theme





15 C Text Features: Table

UNIT 5




14 A Sequence

15 C Text Features: Line Graph

UNIT 6
1 A Theme
3 C Literary Elements: Repetition
5 C Theme
7 A Literary Elements: Hyperbole
8 C Sequence



13 C Sequence


15 B Text Features: Primary Sources

Grade 6
McGraw-Hill
Reading
Assessment Assessment
Assessment
ISBN-13 978-0-02-129751-1
ISBN-10 0-02-129751-7
99701
6
EAN
9 7 8002 1 2 9 7 5 1 1

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Grade 6

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

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Unit 1 Assessment ............................72 Unit 4 Assessment .............................96

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Assessment focuses on key areas of English Language Arts—Reading, Language, and

Assessment • Teacher Introduction Grade 6 v

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Weekly Assessment Scoring Rubric

• Reasonable but somewhat unclear or vague

• Incorrect, unreasonable, or too vague to understand

Evidence may be speciﬁc words from the text or a paraphrase.

vi Grade 6 Assessment • Teacher Introduction

Assessment • Teacher Introduction Grade 6 vii

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

viii Grade 6 Assessment • Teacher Introduction

Read “Curtain Call” before you answer Numbers 1 through 5.

Before the curtain rose on opening night, the cast and

“Eric can do it!” Liz said confidently. “He memorized

Suddenly, the entire cast stared at me. “Eric, please do it,”

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

The thought of being onstage was terrifying, but everyone

My stomach was in knots as I delivered the first lines.

Use “Curtain Call” to answer Numbers 1 through 5.

1 Underline the sentence that shows what it means to be phobic.

What does phobic mean?

3 What makes Eric decide to act in the play?

4 How does Eric feel when he first goes onstage?

Draw a box around the details that support your answer.

5 Underline the clues that tell about Eric’s perception of acting at

Write the meaning of perception.

Weekly Assessment • Unit 1, Week 1 Grade 6 11

Read “State Champ” before you answer Numbers 1 through 5.

That night while they were celebrating, Karen’s mother

“Why couldn’t girls be a part of school sports?”

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

“That’s what we wanted to know,” said her mother.

“Things have certainly changed since then,” said Karen.

Use “State Champ” to answer Numbers 1 through 5.

In what two time periods does the story take place?

2 How does Karen’s mother feel when she hears

Underline the sentence that tells how she feels.

3 Circle the sentence that tells what reminisce means.

4 Underline the details that describe Karen’s mother’s problem.

What is her problem?

5 Circle the examples that tell how an alliance helps to solve

What does alliance mean?

Weekly Assessment • Unit 1, Week 2 Grade 6 13

Read “Life on the Tundra” before you answer Numbers 1

Life on the Tundra

Arctic tundra is the coldest ecosystem on Earth. The

The land around the North Pole is tundra. The word

Tundra plants grow close to the ground. They stay

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

The tundra may be a cold, harsh place, but many animal

Some tundra birds fly to warmer parts of Earth in winter.

Use “Life on the Tundra” to answer Numbers 1 through 5.

1 Underline key details in the first paragraph that describe the

How does snow obscure lichens and mosses?

3 Underline the type of animal that leaves the tundra in

Assessment • Teacher Introduction Grade 6 v