Finding a Way/Theme 1 Grade 5 Theme Tests - Walton's Wizardswaltonswizards.weebly.com/uploads/1/2/0/2/12024199/gr5_t1.pdf · that it may be helpful to hear that I didn’t always

Finding a Way/Theme 1

Grade 5

Theme Tests

Part No. 9997-85766-6

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ISBN-13: 978-0-15-358757-3ISBN-10: 0-15-358757-1

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Ride the Edge — Theme 1Name Date

Performance Summary

Student ScoreREADING

Reading Comprehension Multiple-Choice Items /18 Short-Response Open-Ended Item /2 Extended-Response Open-Ended Item /4

Robust Vocabulary /10

Total Student Reading Score /34

LANGUAGE ARTS Grammar /10 Spelling /10

WRITING /6

ORAL READING FLUENCY Passage 1 Words Correct Per Minute Passage 2 Words Correct Per Minute

(Bubble in the appropriate performance level.)Reading

Below Basic1–14

Basic (On-Level)15–23

Proficient (On-Level)24–30

Advanced31–34

Language Arts

Below Basic1–8


Proficient (On-Level)13–16

Advanced17–20

Writing

Below Basic1–2


Proficient (On-Level)5

Advanced6

Oral Reading Fluency

25th Percentile85 WCPM




Reading Comprehension

Read the story “I Paint: A Personal Narrative” before

answering Numbers 1 through 7.

I Paint: A Personal Narrative

Name

Theme Test

Theme 1

I’m Holly, a sixth grade girl residing in

Iowa, but the aspect of my life I want to talk

about here is that I paint. Why you should

care is a good question, and my answer is

that it may be helpful to hear that I didn’t

always consider myself a painter; I had to

overcome some serious obstacles to begin to

think of myself that way.

I’ll begin with fifth grade. It was an

eventful year for me, a real turning point,

because up until that time, I had been an

extremely shy person. I was one of those

solitary kids, the ones you may have seen

during recess, somewhere off to the side

of everything, choosing to sit alone with a

book.

You might

presume such kids

feel sad or left

out, but I actually

felt quite happy.

. . except when

I was forced to

interact with other

kids, a situation

that did not

arise frequently.

However, when

it did, I felt

overwhelmed, and

one dark day in

fifth grade it came up suddenly. I had no

choice but to make the best of things.

On that day, our teacher, Mr. Lau, said,

“All right class, this morning you will begin

work on a small-group project, a unique oral

presentation that will occupy the next few

days.”

Mr. Lau had selected the groups ahead

of time, and with heaviness in my heart, I

walked over to the corner where my group

was meeting. I didn’t really know anybody,

so I was concentrating on my shoes when a

girl with curly hair introduced herself. “I’m

Simone, and you’re Holly, right?”

“Yes, I am,” I answered, unable to

disguise my

squeaky voice.

“Nice to meet

you,” Simone said.

“This is Max, and

this is Xi.” She

took charge of the

project right from

the beginning,

informing the

rest of us that our

report would be

about life beneath

the ocean.

“Let’s do our

research separately,

© Harcourt • Grade 5

1Reading Comprehension

and then we can talk about how to put it all

together when we meet tomorrow,” Simone

said.

Everyone nodded in agreement with the

plan, mainly because no one dared disagree

with Simone. I went home after school

feeling grouchy and intimidated; I didn’t

want to talk to anyone about life in the

ocean or anywhere else!

The next day, Xi went first in our group,

talking about the kinds of fish at various

depths in the ocean. Max continued next,

telling us how salmon spend some period of

time in the ocean and then swim up rivers

every year to deposit their eggs. Simone

went last, informing us about the way sharks

hunt for their food. I nodded and smiled. I

was the perfect audience, attentive and apart

from the show, but Simone was not going to

let me get away with that.

“What about you, Holly?” she said.

“What’re you going to talk about?”

“I regret to say that I need a bit more

time,” I said formally.

“Wha-hunh—?” said Max, a sound

of disappointment. I could tell he was

wondering why I couldn’t just be like

everybody else. I was wondering the same

thing.

Simone cut him off, “That’s all right, we

still have another day to get ready.”

I felt ashamed about letting everybody

down, but what could I do? Whenever

I tried to talk to new people, my tongue

seemed to thicken and stick to the roof of

my mouth. That night, I looked through my

library books about ocean life. I found a lot

of good information,

but what I liked

best were the photographs of fish, sharks,

and other sea creatures. All of them were

colorful or strange and so unlike the animals

I had seen on land. As I looked through

the books, I found myself doodling sea

animals in the margins of my notebook, and

suddenly that gave me an idea. The other

kids were all good talkers, but talking wasn’t

everything when it came to a presentation.

Seeing things helped, as well, and I could

help our class actually see the sea animals; I

could create a painting to go with the others’

words. Even as a little kid, I had liked to

draw and doodle, and I had barely used a set

of tempera paints my grandfather had given

me. So I found a clean piece of poster board

and began to paint my sea creations.

The next day, our group met for the final

time, and Max, Xi, and Simone talked about

what order they should go in during the

presentation.

“What about you—have you decided

what to talk about?” asked Xi.

“Well, I have something to show you,”

I said slowly. I went to the classroom closet

and emerged shyly with my painting.

Holding it somehow made it easier for me

to talk. “I don’t know if this is helpful, but

it’s all I have.”

“Wow, that’s really cool,” Max said, in

awe.

Simone said thoughtfully, “I like how

you made the painting connect with each

of our topics. I think this will really liven up

our presentation.”

Name

Theme Test

Theme 1



And it must have—our report went

swimmingly. We were the only group that

had what Mr. Lau kept mentioning as “a

remarkably fine visual aid.” And that is how

I came to think of myself as a painter.

Theme Test

Theme 1

Name

3



Now answer Numbers 1 through 7. Base your answers on the

story “I Paint: A Personal Narrative.”

1. Why did Holly dread working on the presentation?

She disliked having to do research.

She feared interacting with the other kids.

She wanted to create a mural for the class instead.

She thought the topic of life in the ocean was boring.

2. Which of the following BEST describes Simone’s character?

athletic

quiet

artistic

direct

3. How does Holly resolve her problem?

She practices her speech five times.

She tells Mr. Lau about her problem.

She asks Simone for help with research.

She makes a visual aid to help the presentation.

4. How does Max react when he sees what Holly has created for the

presentation?

He seems confused.

He admires her work.

He wonders how long it took her to make it.

He decides to make a sculpture out of clay and wood.

5. Where does MOST of the story take place?

in the ocean

in a lunchroom

in a classroom

on the playground

Name

Theme Test

Theme 1



6. Which story element shows that the story is realistic fiction?

The narrator tells a story that could really happen.

The narrator includes three other characters in the story.

The author describes how she learned to interact with others.

The author shows how children talk and act when in the fifth grade.

7. How does Holly change in fifth grade? Use relevant and specific

information from the story to support your answer.READTHINKEXPLAIN

Theme Test

Theme 1

Name

5



Read the article “Baseball Smarts” before answering Numbers

8 through 14.

Baseball Smarts by Bill Wise

Put yourself in Charlie Waitt’s shoes for a moment.

It’s 1875 and you play big-league baseball for the St. Louis Brown

Stockings. You’re a 21-year-old rookie outfielder who’ll be filling in at first

base for your team’s next game.

The thought of playing first base makes you wince. You’ve played there

twice before, and it’s nothing like playing the outfield. At first base, you’ll

be catching sharply hit ground balls, whistling line drives, and stinging

throws, all from close range. The last time you played first base, your hands

ached for days.

In 1875, baseball is played bare-handed!

Charlie knows that fielding a baseball without a glove is tricky. Players

hold their hands in the shape of a box to keep the ball from hitting their

palms. This works well for outfielders; by the time the ball has traveled

that far, it usually has slowed down quite a bit.

Infielders and catchers, however, aren’t so

lucky. They often get cuts, bruises, and even

broken bones from the hard-hit balls.

Players think the banged-up fingers

and hands are just a part of the game. But

Charlie Waitt decides to do something

about it.

Waitt takes an ordinary leather glove

and cuts off the fingers. He hopes that the

leather will reduce the sting of the ball.

Other players and the fans watching the

game don’t like Waitt’s idea. They think

wearing a glove is a sign of weakness. But

Waitt finds that the glove does make a

difference, and he continues to wear it in

other games.

Name

Theme Test

Theme 1



Eventually, other players begin to wear gloves, too. Albert

Spalding, a star pitcher for the Boston Red Stockings, asked

Waitt about his glove.

“Waitt confessed that he was ashamed to

wear it, but he said he had it on to save his hand,”

Spalding later wrote. “He also admitted that he

had chosen a color as inconspicuous as possible

because he didn’t care to attract attention.”

Waitt’s invention made a lasting impression

on Spalding. Later, after becoming a first

baseman, Spalding began wearing a glove. But he

went one step further and added a thin layer of

padding inside the glove for more protection.

Spalding was highly respected, and his use of

the glove convinced others that it was all right

to wear one. Some players even began to wear

gloves on both hands.

This new Spalding-style glove worked fine for everyone except the

catchers. They needed more protection. Recognizing this need, former

player Harry Decker designed a heavily padded mitt in 1890. It wasn’t

nearly as big as today’s catcher’s mitts, but it was a big improvement over

the thin gloves worn by the rest of the fielders.

Name

Theme Test

Theme 1

7



By 1896, every big-league player was using a glove. There

were far fewer injuries and errors as a result.

Albert Spalding went on to found the Spalding Sporting Goods

Company. But what about Charlie Waitt?

Charlie played in 113 professional games from 1875 to 1883, never

spending more than one season with any team. He was what baseball folks

call a journeyman ballplayer.

A newspaper article in 1882 declared that “a more honest and harder-

working player than Charles Waitt would be hard to find.”

It would also be hard to find a player who did more to change the way

a baseball is fielded.

Name

Theme Test

Theme 1



Now answer Numbers 8 through 14. Base your answers on the

article “Baseball Smarts.”

8. Which of the following is a main idea of the article?

Playing first base is harder than being a pitcher.

Charlie Waitt’s idea changed the way baseball is played.

Baseball players should wear gloves on both hands.

Charlie Waitt was one of the greatest early baseball players.

9. Why did Charlie Waitt start wearing a glove during baseball games?

He wanted to look tough.

He wanted to attract attention.

He wanted to change baseball.

He wanted to protect his hand.

10. Which of the following events occurred first?

Albert Spalding becomes a first baseman.

Charlie Waitt fills in at first base.

Harry Decker designs a catcher’s mitt.

Every big-league player uses a glove.

11. Why did some baseball players start wearing gloves after Albert

Spalding started wearing one?

Albert Spalding was the team captain.

Albert Spalding gave gloves to other players.

Albert Spalding was a journeyman ballplayer.

Albert Spalding was a well respected player.

Theme Test

Theme 1

Name

9



12. How was the glove that Harry Decker invented DIFFERENT

from other gloves worn by players at the time?

It was more heavily padded.

It was worn on the right hand.

It had holes for each of the fingers.

It was made of brightly colored leather.

13. Read the following sentence from the story?

“He also admitted that he had chosen a color as

inconspicuous as possible because he didn’t care to attract

attention.”

What does inconspicuous mean?

large

not noticeable

especially bright

visible

Name

Theme Test

Theme 1



14. Describe how Charlie Waitt, Albert Spalding, and Henry Decker

contributed to the way baseball is played today. Use relevant and specific

information from the article in your answer.READTHINKEXPLAIN

Theme Test

Theme 1

Name

11



Read the article “Matthew Henson, Arctic Pioneer” before

answering Numbers 15 through 20.

Matthew Henson, Arctic Pioneer

Name

Theme Test

Theme 1

Matthew Alexander Henson, one of the

first people to reach the North Pole, was a

groundbreaking explorer. However, before

he achieved this goal, he overcame many

difficulties.

Born in Maryland in August of 1866,

Matthew Henson was the son of free black

parents. When he was only eleven years

old, he became an orphan. Soon afterward

he began working on a ship as a cabin

attendant. While working on this ship, he

learned how to read and write from the

ship’s captain.

In 1887, while working as a store clerk

in Washington D.C., Matthew Henson

met the explorer Robert Peary. Peary was

impressed with Matthew Henson. Peary

hired him to accompany an expedition to

Nicaragua.

From 1891 to 1909, Robert Peary and

Matthew Henson made seven trips to the

Arctic. On dogsleds, they crossed thousands

of miles of ice and snow. They crossed the

northern parts of Canada and Greenland. In

May of 1900, they reached the farthest point

north that anyone had ever reached. They

beat their own record again a few years later.

Throughout these journeys, Matthew

Henson’s ability to speak the Inuit language

was invaluable. This was the language of the

people of the Arctic. Many Inuit worked on

the expeditions. Hundreds of Inuit men and

women laid the trails and loaded the sleds.

They cared for the dogs that pulled the

supply sleds. They also did other work for

the trips to the North Pole.

Many things were needed to survive in

the cold Arctic. They included tons of whale

meat for food, tons of coal for warmth, and

hunting gear. The Inuit admired Matthew

Henson’s hunting skills and his ability to

drive the dogsleds.

Robert Peary and Matthew Henson

wanted to be the first people to reach the

North Pole. However, many things kept

them from being successful on their first

attempts. Drifting pack ice blocked their

way, and fierce snow storms and cracking

ice sheets forced them to turn back. On the

seventh try, they reached their goal. After

much hardship, Matthew Henson, Robert

Peary, and four Inuit men became the first

people to reach the North Pole in 1909.

In 1912, Matthew Henson wrote a book

about the expedition, and in 1913, President

William Taft made Henson a clerk in the

U.S. Customs House in New York City.

Henson

worked

there until

he retired

in 1936. In

1944, he

and other



members of the expedition received the

Congressional Medal.

In addition, in 1906, Robert Peary

received the Hubbard Medal for “distinction

in exploration, discovery, and research.”

However, Matthew Henson was not

awarded the Hubbard Medal until 2000.

In that year, Matthew Henson’s great-

niece, Audrey Mebane, accepted the award

recognizing Henson’s place in history as a

pioneering explorer.

Theme Test

Theme 1

Name

13



Name

Theme Test

Theme 1Now answer Numbers 15 through 20. Base your answers on

the article “Matthew Henson, Arctic Pioneer.”

15. Why did Matthew Henson make so many trips to the Arctic?

He wanted to learn how to race dogsleds.

He wanted to write a book about his experiences.

He wanted to learn how to speak the Inuit language.

He wanted to be the first person to reach the North Pole.

16. Why was it important for Matthew Henson to know how to speak the

Inuit language?

because most Canadians speak the Inuit language

because the Inuit chose who could go to the Arctic

because Robert Peary left the expedition from time to time

because many Inuit people helped the expeditions

17. Which of the following BEST describes Matthew Henson’s character?

lazy

unfriendly

courageous

inconsistent

18. Which of the following MOST strongly suggests that Matthew Henson

was a great explorer?

He worked as a clerk in the U.S. Customs House.

He was awarded the Hubbard Medal in 2000.

A skipper taught him to read when he was 11 years old.

Henson was able to speak the Inuit language.

Name

Theme Test

Theme 1





19. If this had been a made-up story about one of Matthew

Henson’s adventures, then the genre would have been

myth

fable

historical fiction

realistic fiction

20. Read the following sentence from the article.

Throughout these journeys, Matthew Henson’s ability to

speak the Inuit language was invaluable.

What does invaluable mean?

difficult

worthless

important

ineffective

Name

Theme Test

Theme 1

15



Robust Vocabulary

Choose the best word to complete each sentence for Numbers

21 through 30.

21. Thunder boomed, and lightning flashed across the sky.

desperately

indignantly

dramatically

urgently

22. When the coach lost control of his players, confusion on

the field.

sneered

coaxed

reigned

crusaded

23. Always smiling and happy to chat, Mr. Hirsch is a neighbor.

conceited

sincere

sneered

genial

24. After a morning swim, I feel and eager to start my day.

exhilarated

mortified

disheartened

infuriated

25. The holiday crowd was amazed by the fireworks display.

hesitating

spectacular

stricken

impassable

Name

Theme Test

Theme 1


16Robust Vocabulary

26. Ryan has a science test today but it does not him

since he studied yesterday.

restrain

overcome

faze

protest

27. Jamal hated taking out the trash and always did it .

grudgingly

feverishly

conceited

exhilarated

28. I know my hairdo is silly, so please take that off your face.

prognostication

smirk

faze

maven

29. The team had trained hard and had high for a winning season.

fringes

humiliations

protests

expectations

30. Moira grabbed a screwdriver and open the paint can.

relented

flopped

pried

designated

Name

Theme Test

Theme 1

17


Robust Vocabulary

Grammar

Read and answer Numbers 31 though 40.

31. Which of the following is a declarative sentence?

He wasn’t sure which path to take.

Shall I read the story out loud?

Please state your reasons more clearly.

What a crazy movie that was!

32. Which of the following is an incomplete sentence?

Go just as quickly as you can.

Even if it starts to rain or snow.

Anytime is just fine with me.

Even Jess likes walking in the rain.

33. Which sentence is an interrogative sentence?

Please answer the telephone?

Hop out of that bed and get dressed!

Which of these notebooks is mine?

Wow, I love these muffins!

34. Read this sentence.

The drive to the public beach usually takes about an hour.

What is the complete subject of this sentence?

The drive

the public beach

The drive to the public beach

drive

Name

Theme Test

Theme 1


18Grammar


Miho happily shared his homemade soup with his

neighbors at the lunch table.

What is the simple predicate of this sentence?

shared his homemade soup

shared

Miho happily shared

happily shared

36. Which sentence contains an interjection?

Hold my seat while I get more popcorn.

Mom, it really wasn’t my fault.

We often stroll in the evening, but not always.

Oh no, I left my homework on the bus.


The proud father carefully lifted the squirming baby from

the crib.

What is the complete predicate of this sentence?

lifted

carefully lifted

carefully lifted the squirming baby

carefully lifted the squirming baby from the crib

38. Which sentence is correctly punctuated?

What a strange idea this is?

What a great idea for a vacation!

I think your plan needs some more work?

Do you think this is going to work!

Name

Theme Test

Theme 1

19


Grammar

39. Which of the following is a complete sentence?

Because the one I have now is broken.

Which is why I always take my umbrella.

Take off your shoes in the hallway.

For his essay on whales got Terrance an A.


The eerie, high-pitched whistling got louder and louder as

we neared the empty house.

What is the simple subject of this sentence?

got louder and louder

whistling

The eerie, high-pitched whistling

we

Name

Theme Test

Theme 1


20Grammar

Spelling

For Numbers 41 through 50, read each sentence. Choose the

sentence that has the underlined word misspelled. If none of

the underlined words are misspelled, choose the answer “No

mistake.”

41. We sat in the cool shade of the awning.

The neighbors finally settled their fewd.

This picture was drawn by a talented young artist.

No mistake

42. Let’s put everything back in the toy chest.

When baking cookies, always mesure carefully.

Darkening clouds signaled the threat of rain.

No mistake

43. The Coast Guard cutter raced to the rescue.

Panda bears love to munch on bamboo shoots.

Cecilia spent the morning doing laundry.

No mistake

44. Darnell jotted his phone number on a scrap of paper.

The movie was a surprise smash hit.

Clean the cut well before putting on the bandaige.

No mistake

45. We parked the car and carried the groceries inside.

Granola is often made with dried fruit.

Katya went to the picnic, but I staid home.

No mistake

Name

Theme Test

Theme 1

21


Spelling

46. Lee took a seat, careful not to creese his pants.

The stairway was dark, narrow, and steep.

The children were eager to begin the treasure hunt.

No mistake

47. Yoko and Misha hurried to catch the departing bus.

We stood on the bridge and dropped pebbles into the brook.

We greeted the cast of the play with cheers and wild claping.

No mistake

48. Hold still while I put ointment on your scratch.

This king-sized bed is fit for royalty.

Brad coaxed Winona to try the raw oisters.

No mistake

49. Press the buzzer twice, and I’ll know it’s you.

The players had learned to respect their coach.

At first, we thought the fog was smoke.

No mistake

50. My dad got a new job on the night shiff.

Is Amelia always so timid and quiet?

Sometimes, I like to let my thoughts drift.

No mistake

Name

Theme Test

Theme 1


22Spelling

Writing to a Prompt

Many of us have taught someone how to do something.

Think about a time you taught someone how to do something.

Now write a story about a time you taught someone how to do something.

Planning Page

Use this space to make your notes before you begin writing. The writing

on this page will NOT be scored.

Name

Theme Test

Theme 1

23


Writing to a Prompt

Begin writing here. The writing on this page and the next

WILL be scored.

Name

Theme Test

Theme 1


24Writing to a Prompt

Name

Theme Test

Theme 1

25


Writing to a Prompt

Oral Reading Fluency

Perhaps you’ve heard of Dr. Jane Goodall, the world-famous scientist

who spent 45 years studying chimpanzees in Africa. How, you may

wonder, did she develop such an unusual interest?

Born in London, England in 1934, Jane Goodall moved to a small

town on the southern coast when she was five. On one of her birthdays,

she received a unique gift, a stuffed toy chimpanzee. She loved it

immediately, and for many years she carried it with her whenever she

traveled. Today, her toy chimpanzee is seated on a chair in her home.

Jane Goodall’s favorite books included The Story of Dr. Dolittle and

the Tarzan stories. These are both fictitious accounts about how animals

and humans communicate. Goodall says that for as long as she could

remember, she was dreaming of going to Africa to observe animals in

their native habitat.

When Jane Goodall finished school, she got a job as a secretary.

She later accepted a job with a film company in London, but was soon

invited by a friend to travel to Kenya, a country in Africa. She worked

hard to save the money to make the trip. When she finally got to Africa,

Jane Goodall’s career as a scientist blossomed and grew. Just think—it all

began with toys and books.

Name

Theme Test

Theme 1


26Oral Reading Fluency

Name

Theme Test

Theme 1

“I can’t do this!” Benjamin shouted at the mirror, realizing his band

concert was scheduled to begin in one hour. The band director had

announced that, to participate, each boy must wear a tie. Benjamin’s

parents were at work, his older brother was at basketball practice, and

he didn’t know where his grandfather was right now. Benjamin had

himself to rely on to get dressed, which he could easily do if a tie were

not required.

Benjamin’s father had demonstrated to him, once, how to tie the

intricate knot properly. Now he couldn’t remember the steps. He tried

repeatedly, failing again and again. He wanted to strangle that tie with

its own knot!

Benjamin’s mother had always advised him that when a problem

could not be resolved, he should take a walk. So, Benjamin decided to

walk down the hallway of their apartment building. As he rounded the

corner near the elevator, he almost bumped into his grandfather. What

a relief! His grandfather greeted him with a slightly bewildered smile, as

Benjamin held the tie out as if it were a writhing snake.

Grandpa took the tie, encircling his own neck, tied the intricate knot

and then loosened it. He lifted the circle of cloth up and over his gray

haired head, and then slipped it over Benjamin’s darker one. “When you

get to that concert,” he said, “just pull this end tight.”

“Thanks, grandpa!” Benjamin called behind him as he dashed into

their apartment. He grabbed his trumpet and made for the stairs, the tie

flapping against his crisp white shirt.


27Oral Reading Fluency

Documents

Finding a Way/Theme 1 Grade 5 Theme Tests - Walton's Wizardswaltonswizards.weebly.com/uploads/1/2/0/2/12024199/gr5_t1.pdf · that it may be helpful to hear that I didn’t always