New York Ready English Language Arts Instruction + Test ...casamples.com/downloads/12836s.pdf · New York Ready English Language Arts Instruction—5. ... All students need good reading

5 English Language Arts

Instruction

New York

New

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New

York Ready

English Language Arts

Instruction—5

Table of Contents

To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

GPI/CPI5 .R .CPI .4

5 .R .GPI .1c, 5 .R .GPI .1h, 5 .R .GPI .1m, 5 .R .GPI .3a

5 .R .GPI .1o, 5 .R .GPI .1e

5 .R .GPI .1i

5 .R .GPI .1f

5 .R .GPI .1d, 5 .R .GPI .1g

5 .R .GPI .1c, 5 .L .GPI .1b

5 .R .GPI .2a, 5 .R .GPI .2b

5 .R .GPI .2f

5 .R .GPI .2f, 5 .R .GPI .2i, 5 .R .GPI .2j

5 .R .GPI .2g

5 .W .CPI .7, 5 .W .CPI .8

5 .W .GPI .2b, 5 .W .GPI .3b

5 .L .GPI .1b, 5 .L .GPI .1c, 5 .L .GPI .1d, 5 .L .GPI .1e

Lesson 1 Unfamiliar Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 2 Main Ideas and Supporting Details . . . . . . . . . . . . . 13

Lesson 3 Inferences and Conclusions . . . . . . . . . . . . . . . . . . . 23

Lesson 4 Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 5 Using Text Features . . . . . . . . . . . . . . . . . . . . . . . . . 41

Lesson 6 Organizational Patterns . . . . . . . . . . . . . . . . . . . . . . 49

Lesson 7 Using Graphic Organizers . . . . . . . . . . . . . . . . . . . . 57

Lesson 8 Genres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Lesson 9 Plot and Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Lesson 10 Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Lesson 11 Literary Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Lesson 12 Language Conventions . . . . . . . . . . . . . . . . . . . . . . 103

Lesson 13 Responding to Texts . . . . . . . . . . . . . . . . . . . . . . . . 111

Lesson 14 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

New York Ready English Language Arts Instruction Grade 5 SB • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

All students need good reading and writing skills to be successful. New York—Ready

English Language Arts Instruction will help you develop the ELA skills every fifth grader

should know. New York calls these skills Core Performance Indicators (CPIs) and Grade-

Specific Performance Indicators (GPIs). Each lesson in this book teaches CPIs and GPIs.

Learning the CPIs and GPIs in this book will make you a stronger reader and writer. It will

also help you do well on the grade 5 New York Testing Program English Language Arts Test.

Your teacher will tell you what lessons you will work on in this book. Each lesson has five

parts. Your teacher will guide you through some parts of the lesson. You will work on the

other parts on your own. You will read passages and answer questions. Think About It

questions may help you answer these questions. Hints may also help you answer the

questions. Most lessons end with a two-page passage. It is followed by 4 to 6 multiple-choice

and short-response questions. You will also practice answering questions about a listening

selection and correcting errors in editing paragraphs. The passages and questions are just like

the types you will see on the New York Testing Program English Language Arts Test.

Tips for Answering Multiple-Choice and Short-Response Questions

• Read each problem carefully before you try to answer it.

• Be sure you know what the question is asking you to do.

• For multiple-choice questions, read all the answer choices before you choose your

answer. Then cross out any answer choices that you know are wrong. Think about

the answer choices that are left. Choose the one you think is correct. Then, circle the

letter of the correct answer choice or fill in the answer bubble on the answer form.

• For short-response questions, be sure you answer the question you are being

asked. Also, support your answer using details from the passage. Write your

answer on the lines or space provided.

• Read the question one more time. Then check that your answer makes sense.

To the Student

4


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Introduction

GPI/CPI

5.R.GPI.1f

5.R.GPI.1f: Use text features such as headings, captions, and titles, to understand and interpret informational texts

Lesson 5UsingTextFeatures

In this lesson, you will learn about certain text features, or those parts of a text

that can help you locate information and identify the main idea and supporting

details. Text features are like road signs; they can help you navigate through a

text towards a greater understanding of what you are reading. Along with

features such as bold or italic print, common text features include the following:

• The title and headings of a passage give hints about the main idea and

supporting details. The title can also help you decide whether the text fits your

purpose for reading. If you want to find out more about polar bears for a class

project, an article titled “Polar Bears of the Arctic” would better fit your

purpose than a story titled “Polar Bear Ballerina.” Headings divide a text into

sections and tell what each section is mostly about.

• A caption is the writing under a photograph or picture. Captions help you

understand how the pictures relate to the main ideas in a text.

• Words that appear in a small box within a passage, or boxed text, usually give

one or two facts or ideas related to the main idea or topic.

Look at the following table to review these text features.

Text features

Text Feature Description

Title hints at the topic or main idea of a text

Heading hints at the main idea of certain sections of text

Caption the writing under a picture

Boxed Textboxed words within a passage that gives extra information about the topic


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Modeled Instruction

5.R.GPI.1f

Read this article about piranhas. Think about the text features to answer the question below.

Fierce Hunters

1 Piranhas are carnivorous, or meat-eating, fish that live in South American rivers. These fish grow up to one foot long and have razor sharp teeth. There are many kinds of piranhas. The most ferocious kind is the red-bellied piranha. These piranhas hunt in schools of about a hundred fish. Their preferred prey is fish a little bit smaller than themselves.

2 On the Attack Attracted to the smell of blood, red-bellied piranhas fan out to look for prey. When they find food, they send back signals to the rest of the school. The school swarms the prey and quickly devours it. Most piranhas don’t attack large animals, and piranha attacks on people are extremely rare.

Reread the article to answer this question.Try I t !

In which part of the article can you find information about where piranhas live?

What does the title “Fierce Hunters” refer to?

▶▶ What is the article mostly about? Piranhas.

▶▶ Why are the words “red-bellied piranha” in bold print? To show that the article focuses on the red-bellied piranha.

▶▶ What does the heading “On the Attack” tell you about the main idea of the article? The article tells about the way red-bellied piranhas hunt for prey.

ANSWER: The title “Fierce Hunters” refers to the way red-bellied piranhas hunt their prey.


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Guided Instruction

CORRECT ANSWER

SUPPORTING DETAILS

INCORRECT ANSWERS

5.R.GPI.1f

Answer choice C is correct.

The title tells you that the story is about a day when it rains root beer. Paragraph 3 states that Daniel is surprised at what he sees. It is most likely that Daniel discovers it is raining root beer.

A is not correct because the title does not refer to baseball at all.

B is not correct because the title does not refer to Daniel’s team.

D is not correct because the title does not refer to Daniel having trouble sleeping.

Read this story about a rainy day. Think about what the title tells you about the story’s main idea to answer the question below.

The Day It Rained Root Beer

1 Daniel had trouble sleeping. He was both nervous and excited. Tomorrow was the big baseball championship. His team was one game away from taking home the big trophy. But Daniel woke to the sound of raindrops hitting the roof.

2 He looked out the window. The ground was soaked. There were puddles everywhere. The rain just kept falling. The game would be canceled for certain.

3 Daniel looked more closely at the rain. Then he opened his window and stuck out his tongue. He could not believe what he tasted!

What does the title of this story, “The Day It Rained Root Beer,” refer to?

A why the baseball game wasn’t canceled

B that Daniel’s team didn’t win their baseball game

C that it is raining root beer instead of water

D why Daniel had trouble sleeping

ThinkAboutItWhat do you think this

story will be about?

HintWhat is this story mostly

about?


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Guided Practice

5.R.GPI.1f

What does the title tell

you about what this

passage is mostly

about?

How does this heading

tell you in more detail

what the passage is

about?

What hint does this

heading give you about

what happened to the

apple sellers?

ThinkAboutIt

Read this passage. Use each Think About It to guide your reading.

Selling Apples to Survive1 During the 1920s, many people were very wealthy in America.

But by 1929, things began to go very wrong. The period we call the Great Depression began. Many people were out of work. Many banks failed. People lost their homes, farms, and life savings.

2 New York City During the Great Depression People living in New York City also had hard times during the Great Depression. With no jobs and no money, it was difficult for people to feed their families. People tried to help each other survive in many ways.

3 Apples from the West In the western states of Oregon and Washington, there was a large crop of apples in 1930. The growers did not know what to do with so many apples. To get rid of them, many were sent to New York City. People who were out of work would pay 5 cents for a box of apples. They would then sell them on the streets to make money. Buying apples was one way New Yorkers tried to help each other during the Great Depression.

4 The Trouble with Apple Sellers The years of the Depression dragged on. More and more people were out of work. By 1931 there were more than six thousand apple sellers in New York City alone! People began to be annoyed by the sellers. There were apples rotting on the streets of the city. The police finally decided they had to solve the problem. Apple selling was banned in many parts of Manhattan.

5 A Sign of the Times Apple selling became illegal. Other programs to help the poor replaced apple selling. The government thought of better ways to give work to people who were jobless. But the apple sellers are not forgotten. Even today, photos of men and women selling apples remind us of how hard life was during the Great Depression. They are still among the most famous and familiar images from the Great Depression in New York City.


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With your partner, share and discuss your answers and supporting details.

5.R.GPI.1f

The title should tell you

what a passage is

mostly about.

Where did all the apples

come from?

Which heading hints

that apple sellers

became a problem?

Hints Use the Hints to answer the questions below. Circle the correct answers and provide supporting details from the passage.

1 What does the title “Selling Apples to Survive” refer to?

A people who sold apples during the Depression

B people who tried to grow apples in Oregon and Washington

C the problem of rotting apples on the streets of New York City

D the way people treated apple sellers in New York City

SupportingDetails:

2 Under which heading will you find information about why there were so many apples?

A “New York City During the Great Depression”

B “Apples from the West”

C “The Trouble with Apple Sellers”

D “A Sign of the Times”

SupportingDetails:

3 Under which heading will you find information about why apple selling was banned?

A “New York City During the Great Depression”

B “Apples from the West”

C “The Trouble with Apple Sellers”

D “A Sign of the Times”

SupportingDetails:


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NY ELA PracticeNY ELA Practice

5.R.GPI.1f

Introduction

April16,2009,wasopeningdayforthenewlybuiltYankeeStadium.Thousandsofpeoplecametoseethenewbuilding.Theyalsocametocheerfortheirteam,theNewYorkYankees.ThestadiumislocatedintheBronx.TheBronxisapartofNewYorkCity.IthasbeenthehomeofthefamousNewYorkYankeesformanyyears.

Ifyouhadbeenattheopeningofthenewstadium,youmayhavenoticedsomethingstrange.Youmayhaveseen,acrossthestreetfromthemassive,modernstructure,anotherbuilding.Thebuildingwouldhavealsobeenabaseballstadium,verysimilartothenewone.ItwastheoriginalYankeeStadium.Itwasbuiltmanyyearsago,in1923.Theolderstadiumwasnicknamed“TheHouseThatRuthBuilt.”

Babe Ruth’s Legend

Theoldstadiumgotitsnamebecauseofaveryfamousbaseballplayer.GeorgeHermanRuthplayedfortheNewYorkYankeesforfifteenyears.HewasbetterknownasBabeRuth.

BabeRuthmovedtoNewYorktoplaywiththeYankeesin1920.Atthetime,theYankeesdidnothavetheirownstadium.

TheteamhadtoshareaballparkwiththeNewYorkGiants.TheysharedthePoloGroundsinManhattan.TheGiantslaterleftNewYorkandnowplayinSanFrancisco.

BabeRuthbecameahugelypopularplayer.Hebegantodrawmorefansforhisteam.SoonmorepeoplewerecomingtothePoloGroundstoseetheYankeesthantheyweretoseetheGiants.TheowneroftheGiantsbecamejealous.HewantedtheYankeestohavetheirownballparkfortheirowngames.

Opening Day

April18,1923,wasopeningdayfortheoriginalYankeeStadium.Alargecrowd—62,000fans—turneduptowatchtheYankeesplaytheBostonRedSox.

BabeRuthwasbestknownasastarhitter.Hehitsomanyhomerunsthatmoreandmorepeoplecametogamestoseehim.Beforetheopeninggame,Ruthtoldthenewspapers,“Iwouldgiveayearofmylifetohitahomerunintheopeninggame.”

BabeRuthdidnotdisappointhisfans.Hehitathree-runhomeruninthegame.TheYankeesbeattheRedSox4–1.

DirectionsRead this article. Then answer questions 1 through 5.

massive = very large

Babe Ruth hit a total of 714 home runs during his baseball career.

by Tracy Brown Collins“The House that Ruth Built”


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5.R.GPI.1f

“Some Ball Yard!”

The“HouseThatRuthBuilt”cost$2.4milliontobuild.Atthetimeitwasthemostexpensivestadiuminthecountry.Anditwasdifferentfromotherstadiumsofitsday.

Infact,itwasoneofthefirstballparkstobecalleda“stadium.”Itwasalsotheveryfirststadiumtohavethreedecks,orlevelsforseating.Ithadalargeelectronicscoreboard,thefirstofitskind.Anotherfamousfeatureofthestadiumwasawhitefence-likestructurethatranalongthescoreboard.Aftertheopeningdaygame,BabeRuthdescribedYankeeStadiumas“Someballyard!”

Baseball and Beyond

TheoriginalYankeeStadiumwasmostfamousforBabeRuthanditsdesign.Butit

wasalsothelocationofmanyimportantsportsevents.ManyWorldSeriesgameswereplayedthere.Thestadiumwasalsousedtoplayfootballgames.Soccerandboxingeventswerealsoheldinthestadium.Itwasthefirstballparktobeusedformultiplesports.Itwasalsousedforconcertsandotherculturalevents.

Trading the Old for the New

TheoriginalYankeeStadiumwasanimportantlandmarkforNewYork.Butnowthatthereisanewstadium,theoldonehasbeentorndown.

Thenewstadiumislargerthantheoriginal,andmoremodern.Butitsdesignisbasedontheoldstadium.Thishelpspreservethememoryof“TheHouseThatRuthBuilt.”

Opening day at Yankee Stadium, April 18, 1923


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NY ELA Practice

5.R.GPI.1f

1 Whatdoesthetitle“TheHousethatRuthBuilt”referto?

A afamousbaseballplayer’shomerunsB thenameofthecurrentYankee

StadiumC thehousewhereBabeRuthgrewupD thenicknamegiventotheoriginal

Yankeestadium

2 Underwhichheadingwouldyoumost likelyfindoutwhatsportshavebeenplayedatYankeeStadium?

A “BabeRuth’sLegend”B “OpeningDay”C “BaseballandBeyond”D “TradingtheOldfortheNew”

3 Whichwouldbestreplacetheheading“SomeBallYard!”?

A ANewKindofStadiumB WhattheBuilderSaidC WhattheHouseCostD AVeryFamousFence

4 Whichpartofthearticleisaboutthe2009openingofthenewstadium?

A theintroductionB “BabeRuth’sLegend”C “SomeBallPark!”D theboxedtext

5 Whatinformationdoesthecaptiongive?

A whenthenewstadiumopenedB whenBabeRuthfirsthitahomerunC whentheWorldSeriesfirstplayedD whentheoriginalstadiumopened

Answer Form

1 B C D

2 B C D

3 B C D

4 B C D

5 B C D

Number Correct

5


New York

Instruction Supplement

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Introduction

GPI/CPI

GPI/CPI 5.R.CPI, 5.R.GPI, 5.W.CPI, 5.W.GPI

In this lesson, you will learn about comparing, or looking for similarities, and

contrasting, looking for differences, in texts. You will also learn how to make

connections within texts and between texts.

As you read a new passage, you will most likely find ideas that are similar to

those in texts you have read. Stop to think about the connections between the

two texts. Think about how the ideas in this text are alike or different. How does

reading this new text change your thinking? Making connections by comparing

and contrasting will help you understand the texts more deeply.

One way to look at texts is to look at their themes, or their most important ideas

or messages. For example, two articles might discuss ways to protect the

environment, but in different ways. One text might discuss laws that will help; the

other might give practical things people can do to protect the environment.

Writers often make stories unique by telling them in their own way. For example,

a fairy tale can be rewritten from the point of view of another character, such as

retelling “Jack and the Beanstalk” from the point of view of the giant. When you

read two stories, think about how they are alike and how they are different.

Comparing and contrasting information, ideas, characters, and settings is an

important part of understanding what you read. It can also help you focus your

writing. Use this Venn diagram as a guide to finding similarities and differences.

5.R.CPI, 5.R.GPI, 5.W.CPI, 5.W.GPI Reading/Writing Cluster

Lesson 15SCompareandContrast

Story A Both Story B


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Modeled Instruction


Read these passages. Look for similarities and differences to answer the question below.

Popham Beach

The sky is bright blue and dotted with cotton-ball clouds. Above the sound of the rolling surf are children’s shouts and squeals on the soft breeze. The coconut scent of my sunscreen mingles with the smell of seaweed. The sand is hot under my feet as I race toward the water’s edge.

A Solitary Walk

The day is still under a cloudy gray sky. Nothing but the cry of one lonely gull interrupts the sound of the crashing waves. The sand is cold and littered with shells. The chilly air smells damp and fresh. I’m alone on the beach. Slipping out of my boots, I roll up my jeans and slowly approach the surf. The freezing water laps my ankles.

How are these two passages different?

▶▶ The passage “Popham Beach” contains details that suggest the setting is summer: children’s shouts, the smell of sunscreen, hot sand.

▶▶ The passage “A Solitary Walk” contains details that suggest the setting is winter: solitude; gray sky; cold sand; chilly, damp air; freezing water.

ANSWER: The details about the beach in each passage show that they describe different seasons, summer and winter.

Reread the passages to answer this question.Try I t !

How are the two passages alike?


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Guided Instruction


Answer choice C is correct.

Saco and Tomás arrive at the same campground. While Saco can’t wait to get off the bus, Tomás takes his time. Saco immediately leads the other boys in a game of soccer, while Tomás happily takes in the sights and smells of the natural setting.

A is not correct because the boys get off the same bus at the same campground.

B is not correct. Although Saco obviously loves soccer, Tomás doesn’t necessarily hate it.

D is not correct. The last sentence says, “Both brothers were perfectly happy.”

Read the story. Use the Think About It to guide your reading. Then answer the question. Use the Hint to help you.

The Campout

When the bus reached the campground, Saco tumbled out first, leading a group of shouting fifth-grade boys toward a clearing perfect for soccer. He immediately started dividing the group into teams and took the lead of one. Stepping off the bus last, Saco’s brother Tomás inhaled the fresh air deeply. His eyes scanned the wooded surroundings. He noticed three different types of trees and a beaver dam in the creek. He saw a hawk circling a pheasant’s nest near the field where the boys’ soccer game was well under way. Both brothers were perfectly happy.

How are Saco and Tomás different?

A Saco and Tomás are attending different camps.

B Saco loves soccer; Tomás hates it.

C Saco likes to lead; Tomás likes to observe.

D Saco is unhappy to be at camp; Tomás is happy to be at camp.

CORRECT ANSWER

SUPPORTING DETAILS

INCORRECT ANSWERS

ThinkAboutItTry to make connections

between two or more

elements within a text.

How are the two

characters in this text

connected?

HintWhat actions in the

story show that Saco

and Tomás have

different interests?


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Guided Practice


Read the passages. Use each Think About It to guide your reading.

Pakistani Etiquette

1 Pakistani rules of etiquette, or polite behavior, are more formal than U.S. etiquette. For example, when meeting people, it is better to wait for an introduction, rather than introducing yourself. In Pakistan, the term sahib (Mister) follows the last name. Similarly, women are referred to as begum.

2 Along with those of many other Asian cultures, Pakistani table manners differ from U.S. table manners in several ways. For example, never eat with your left hand. Also, if you have cleaned your plate, your host will offer you more food. You should decline it twice before finally accepting another helping. If you are really finished, leave a small portion on your plate. This signals to the host that you have finished.

Old World Eating

1 Aaron was a little nervous as he entered Imran’s apartment. His friend had been telling him about Pakistani manners, but Aaron was afraid he would make a mistake.

2 Things started off well. Instead of rushing forward with a handshake to greet Imran’s grandfather, he waited for Imran to introduce him. He called Imran’s grandfather Rahman Sahib—the formal way to say Mr. Rahman—and Imran’s father smiled warmly at Aaron.

3 At dinner, Aaron cleaned his plate of rice with lentils, holding his fork in his right hand. He declined another helping from Rahman Begum. She insisted he take more, so he did.

4 After finishing his second helping, Aaron was really full and said, “No, thank you” when Rahman Begum offered more. She insisted, so he took another plate. Imran’s family looked at him curiously. Imran dropped his napkin. Both boys bent to pick it up. In a quick conference, Imran reminded Aaron that if he was full, he should leave a small portion on his plate. Aaron followed Imran’s advice. To Aaron’s relief, Imran’s mother didn’t offer more.

Do the Pakistani titles

for Mr. and Mrs. go

before or after the

name?

Would a Pakistani host

be offended if you

declined a second

helping of food?

Why is Aaron a little

nervous when he arrives

at Imran’s home?

At the table, what rule

of etiquette does Aaron

remember?

Why does Imran drop

his napkin?

ThinkAboutIt


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With your partner, share and discuss your answers and supporting details.

Look at paragraph 1 of

“Pakistani Etiquette.”

What does it tell you

about making

introductions?

Look at paragraph 2 of

“Pakistani Etiquette.”

Why does Rahman

Begum insist that Aaron

take food even though

he has refused it?

Hints


Use the Hints to answer the questions below. Provide supporting details from the passages.

1 In Pakistani culture, what is the proper way to meet a new person?

2 In “Old World Eating,” why does Aaron take more food the first time Rahman Begum offers it?

3 How does Aaron’s behavior when offered a second helping compare with the rules of etiquette described in “Pakistani Etiquette”?


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DirectionsIn this part of the lesson, you are going to read an article called “Medieval Castles” and a story called “Matilda to the Rescue.” You will answer questions 1 through 5 and write about what you have read. You may look back at the article and the story as often as you like.

Medieval Castlesby Silvia Norris

Castlesstillexistthroughouttheworld.InmedievalEurope,powerfullandowners—kings,barons,andbishops—builtcastlestoprotectthemselvesfromtheirrivals.Oftenbuiltwithinsmallcities,thecastleswerelikevillages.Typically,thecastlesweresurroundedbymoats.Amoatisaman-madetrenchfilledwithwater.High,thickstonewallsandtowerssurroundedabailey,oryard.Withinthebaileystoodakeepwherethelordofthecastlelivedandworked.Ifthecastlewereinvaded,thekeepwouldbethelastlineofdefense.

Astheseatsofpower,castlesweresometimesthreatened.Infact,thestrategiesofmedievalwarfaredevelopedaroundthedefenseandattackofcastles.Oneattackstrategywasasiege.Inasiege,theinvadingarmycampedoutsidethecastle,hopingtostarveoutthecastleresidents.

Castlesweredesignedtowithstandsieges,however.Theycontainedstoresofwheatandweapons,livestock,andtheirownwells.Aslongasthesuppliesheldout,castleresidentscouldoutwaittheinvaders.Afterall,theinvadingarmiesmighthavebeententimeslargerthanthecastlepopulation.Theinvaderswouldhaveneededtofindsuppliesoftheirowninenemyterritory.

Toimprovetheirchancesofsuccess,theinvadingarmiesusedspecialweaponsandstrategies.Catapultslaunchedbouldersagainstthecastlewalls.Crossbowslaunchedflamingarrowstowardwoodenstructureswithinthecastle.Theenemymightalsotrytogetinsidethecastleusingspiesorothertricks.Forexample,onecastlewasinvadedwhenaspylearnedthattheguardsofacertaintowerwouldbeatthebathsonacertainnight.Theenemysuccessfullyattackedtheundefendedtower.

Oneweaponneithertheinvadersnorthedefendershadwasgunpowder.Oncetheuseofgunpowderbecamewidespread,theageofthemedievalcastlewasover.


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1 Nametwowaysthatmedievalcastleswerepreparedtodefendagainstanenemyattack.Givedetailstosupportbothresponses.

1.

2.

2 Namethreewaysenemyarmieswerepreparedtoinvadeacastle.

1.

2.

3.


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Matilda to the Rescueby Johanna Taylor

Whensixteen-year-oldGeoffreyleftthefamilyfarmtobeamessengerforLordFrederick,thefamilywasthrilled.Amessengerearnedagoodlivingcarryingmessagestoandfromthecastle.ButwhenhisparentsandhissisterMatildafinallysaidgood-byetohim,theywonderedwhentheywouldseehimagain.Eventhoughthecastlewasnotfaraway,Geoffreywouldbeverybusyasamessenger.Matildaknewshewouldmissherbigbrother.

Shortlyafterhisarrivaltothecastle,Geoffreywasaskedtodeliveramessagetothenewking.Inthemessage,LordFrederickannouncedhisrefusaltohonortheking’sclaimtolandthatbelongedtoLordFrederick.Everyoneknewthiswouldbringtrouble.NotlongafterGeoffreyreturnedtothecastle,theking’sarmyarrivedoutsidereadytoattack.

Geoffreyhadalwaysassuredhisfamilythatthecastlecouldwithstandanysiege.Inadditiontoitshighstonewalls,thecastlewasprotectedbynaturaldefenses.Itwasbuiltonthebendofariver,whichprotecteditonthreesides.Thebridgethatallowedpeopletocrosstherivertogettothecastlehadbeendrawnup.Onlythesouthsideofthecastlewasexposed.Guardspatrolledthehighwalloverlookingtheplaindayandnight.

MatildarememberedwhatGeoffreyhadtoldher.Sheknewthatinside,therewasalargebailey,anopenyardcontainingadairy,storageforgrain,avegetablegarden,andchickencoops.Therewerealsolivingquartersforthesoldiersandservants.Thecastlewasstockedwitharmsandfoodanditsownwell.Thecastleresidentscouldlivewellforweeks.Ifthearmygotinsidethecastlewall,LordFrederick’smencouldmoveintohiskeep.There,thewallswereeventhickerthantheouterwalls.

Theking’sarmyof600,ontheotherhand,neededtonsofsupplies.Thearmyhadalreadytakenfoodandothersuppliesfromthesurroundingfarms.Matildaandotherfarmfolkwerebeingforcedtocarrywaterfromtherivertothearmycamp.Still,unlessthearmybrokethesiegesoon,theywouldhavetogohome.Theresimplywasn’tenoughfoodforallofthemtostaymuchlonger.

Asshecarriedanemptybuckettowardtheriver,Matildasuddenlystopped.Underthecoverofasmallorchardnearthecastle’ssouthwalls,soldierswerecartingawaydirt.Theymustbebuildingatunnel!Shehadonceheardasongaboutacastledefeatedbythisstrategy.Whenthetunnelwasfinished,theenemysetthesupportbeamsonfire.Thetunnelcollapsed,bringingthecastlewalldownwithit.

MatildahadtogetwordtoGeoffrey!Shecreptalongthebaseofthewallwhereitmettheriverbank.Suddenly,shefeltacoolwindonherankles.Bendingdown,shesawacrumblingbrickwallhiddenbytheweeds.Kickingatthebricksandweeds,shemadeahole,andmorewindpouredoutofit.Shestuckherheadthrough.Fromabove,daylightshoneontheroundedwallsofadrywell.Thetopofthewellmustbeinsidethecastlebailey!

Workingquickly,Matildamadetheopeningbigger,thensqueezedintothewell.Luckily,thewallswerejagged,withlotsofsturdyfootholds.Withapoundingheartandarmsmadestrongfromworkingonthefarm,Matildascaledthewall.Shepokedherheadovertherimoftheoldwell.Almostatonce,shelockedeyeswithGeoffreyamongagroupofsoldiersinthebailey.Stillperchedontheedgeofthewell,Matildadidn’tdarerelax;butherheartwassoothed—sheknewnowthepeopleinsidethecastlewouldlearnaboutthetunnel.


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3 WhyisMatildanottooworriedaboutthesiegeatfirst?Whatdoessheseethatfrightensher?

4 WhatisMatildalike?Writetwowordsthatdescribehercharacter,andsupportyourresponseswithdetailsfromthetext.

1.

2.


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5 Both“MedievalCastles”and“MatildatotheRescue”describeEuropeancastlesoftheMiddleAges.Howarethesepassagessimilaranddifferent?Inwhatwayisthe“typical”castlestructuredescribedin“MedievalCastles”similartotheonedescribedin“MatildatotheRescue”?Howarethetwocastlesdifferent?Whatsimilarstrategiesareusedbytheenemyinbothpassages?Howarethestrategiesusedtoattackthecastlesdifferent?

Inyourresponse,besureto• tellhowthepurposesofthepassagesaresimilarandhowtheyaredifferent.• explainthesimilaritiesanddifferencesbetweenthecastlestructuresandattackstrategiesdescribed.• usedetailsfrombothpassagestosupportyouranswer.

Check your writing for correct spelling, grammar, and punctuation.


5EnglishLanguageArts

NewYork

Practice

New

Yor

k

Part1:Reading

CONTENTSTo the StudentNew York Ready™—English Language

Arts Practice is a review program for the New York State Testing Program English Language Arts Test. This book contains Part One: Reading for three practice tests. Part One: Reading is the first part of a three-part test. In Part One: Reading of each practice test, you will respond to 35 multiple-choice items. These items ask you about literary and informational passages you will read. The practice passages and items are similar to those you will find on the New York State Testing Program English Language Arts Test.

Becoming familiar with the test format will help you succeed on the New York State Testing Program English Language Arts Test. Your teacher will explain how you will do Part One: Reading and how to record your answers. Be sure to follow the directions in Part One: Reading of each practice test. As you complete Part One: Reading, read the passages and answer the questions carefully. Record your answers on your answer form.

Remember to fill in the answer bubbles completely. If you change an answer, you must erase your first answer fully.

While you work on Part One: Reading, use the Testing Tips below. Read these helpful tips carefully. They can make you a better test-taker.

Testing Tips for Answering Multiple-Choice Questions

• Read each question carefully before you try to answer it.


• Read all the answer choices before you choose your answer. Cross out any answer choices that you know are wrong. Then, fill in the correct answer bubble.


ISBN 978-0-7609-7093-5©2011, 2010, 2007—Curriculum Associates, LLC

North Billerica, MA 01862

No part of this book may be reproduced by any meanswithout written permission from the publisher.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Practice Test 1

Part One: Reading . . . . . . . . . . . . . . . 1

Practice Test 2

Part One: Reading . . . . . . . . . . . . . . 20

Practice Test 3

Part One: Reading . . . . . . . . . . . . . . 40

Answer Form . . . . . . . . . . . . . . . . . . . . 59

“Grown-Up Ways” and “The Wind” are reprinted with permission of Susan DeStefano. Copyright 2006.

Illustration Credits:Leslie Alfred McGrath: pages 1, 4, 5, 8, 20, 21, 40Cori Pitcher: pages 10, 15, 18, 45, 47

Photography Credit:page 52 Storm King Wall by Andy Goldsworthy at Storm King Art Center: wikipedia.org

New York Ready English Language Arts Test Practice Grade 5 SB • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Practice Test 1

Practice Test 11

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Go On

Part One: Reading

DirectionsRead this passage. Then answer questions 1 through 6.

Not Your Ordinary Mondayby Stella Mac

Room19(myfifth-gradeclassroom)wasunbelievablynoisythismorning.It’salwaysnoisyonMondaymornings.Myclassmatesfilethroughthedoor(actually,theypushthroughinpairsorsmallbunches)laughing,talking,andcatchinguponwhathappenedovertheweekend.Somearealreadymakingplansforthenextweekend.Forthem,theschoolweekisjustaninterruptionintheirsociallife.It’slikeaTVcommercialthattheyhavetowatchuntiltheshowstartsagain.

Forme,schoolistheshow.Once,ItriedtotellEtta(mybestfriendsincepreschool)howIfeelaboutschool.ShelookedatmeasifIhadthreeheadsandsaid,“Whatareyoutalkingabout?Ihatecommercials,andI’dratherbeplayingsoftballthansittinginastuffyclassroomdoingmathproblems.Julie,you’rewaytooseriousaboutschool.”

Idon’tthinkIam.Okay,soEttadoesn’texactlyagreewithme,andsheclearlydidn’tunderstandthecomparisonIwasmakingbetweenschoolandTV.Etta’ssoliteral.It’sbesttosticktoplainlanguagewithher.

So,Idecidedtowritedownmythoughts.Ourteacher,Ms.Santos,saidthatkeepingajournalisagoodwaytoexploreyourthoughtsandfeelings.AtleastIunderstandmyclever


Practice Test 12

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comparisons,evenifnooneelsedoes.Now,togetbacktothismorning—myclassmateswereespeciallyloud,evenforaMonday.Ms.Santoshadtoraponherdeskfourtimesbeforeeveryonequieteddown.“What’salltheexcitementaboutthismorning?”sheasked.

Halftheclassstartedtalkingatonce.

“Howaboutifonlyoneofyoutellsmewhat’sgoingon,”shesaid.

IfigureditwassomethingsillywhenRandy,whocallshimself“theclassclown,”stoodup.

“You’veheardofthatTVshowcalledSchool For Real,right?”Randyasked.

“Yes,I’veheardofit,”Ms.Santossaid.

“Well,”Randysaid,“JeromeTsaointheotherfifthgradewrotetotheprogramandaskedthemtodoasegmentonourschool.Theproducerwrotebackandsaiditwasagreatidea.BecauseofJerome’sletter,theshowisgoingtofocusonfifthgraders.Iftheprincipalandtheschoolboardagree,we’reallgoingtobeonTV.”

Tinastoodup.“Mydad’sontheschoolboard,andhesaidhethoughttheywouldn’tobject.”

Everyonestartedtalkingatonceagain.Ms.Santosdidn’teventrytoquietusdown.IwasalreadythinkingaboutwhatIwouldwear,ifIshouldpullmyhairback,andwhetherIshouldwearmyglassesorcontacts.ThenEttaturnedaroundandsaid,“Hey,Julie,guesswhat?Schoolistheshow.”Ettaissoclever!

1 Whatisthesettingfortheeventsinthepassage?

A aschoolhallwayB afifth-gradeclassroomC thesetofaTVprogramD aschoolboardmeeting

2 Atthebeginningofthepassage,whatisthe maindifferencebetweenJulieandherclassmates?

A ShedoesnotwatchTV.B Sheenjoysmath.C Shelooksforwardtoschool.D Sheisbeingnoisy.


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3 Readthissentencefromthepassage.

For me, school is the show.

Inthissentence,theauthoriscomparingschoolto

A anoisyclassroomB aTVcommercialC aTVprogramD aboringweekend

4 Readthesesentencesfromthepassage.

Etta’s so literal. It’s best to stick to plain language with her.

IfEttais“literal,”itmeansthatshe

A likestoreadandpracticehandwritingB doesnotenjoycomplicatedjokesC cannotunderstandcomparisonsD understandsonlythebasicmeaningofwords

5 Attheendofthepassage,howcanyoutellthatJulieisasexcitedasherclassmates?

A Shestartswritinginajournal.B ShetellsEttahowcleversheis.C Shethinksaboutwhattowearfortheshow.D ShemakesweekendplanswithEtta.

6 Thispassageismostlikea

A folktaleB sciencefictiontaleC newsstoryD shortstory


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Whatridedoyoupicturewhenyouthinkofanamusementpark?Formanypeople,thepaintedhorsesofacarouselcometomind.Othersimaginethethrillingdipsoftherollercoaster.

Boththecarousel(alsocalledamerry-go-round)andtherollercoasterarefamiliarparkrides.Yetthesetworidescouldn’tbemoredifferent!Oneisslowandcalm.Old-fashionedmusicoftenplaysasitspins.Theotherisfastandintense.Shrieksechothroughtheairasitclimbsanddips.

The Joy of Spinning

There’snotmuchthrillinridingacarousel.Ridersofallagesandsizescanstepontotheflatplatformandsitonahorse.Still,thereissomethingaboutacarouselridethatmakespeoplehappy.

Thefirstcarouselswereliveridinggames.Bytheseventeenthcentury,thesegameshadbecomepopularentertainmentforFrenchkingsandtheircourt.Theobjectofthegameswastospearatinyring.Machineswerebuiltsothatknightscouldpracticethis.Thesemachineshadlargehorsefiguresonwoodenbeams.Thebeamscircledapole.Servantsorrealhorsesspunthebeamsaroundthepole.Soon,ladiesandchildrenofthecourtwantedtoridethepracticemachines.Andsothecarousel,asaride,wasborn.

Bythelate1800s,carouselsweresteam-powered.Thehorsesonthesecarousels

movedupanddown.(Somecarouselsalsohadotheranimalfigures.)Thecarvingofwoodencarouselfigureshadalsobecomeanart.AmongthemostfamouscarversinAmericawereWilliamDentzel,aGermanimmigrant,andCharlesI.D.LoofffromDenmark.In1876,LooffbuiltthefirstcarouselatConeyIslandinBrooklyn,NewYork.

Thehorsesontheoldwoodencarouselswerefinelydetailed.Somehorseshadflyingmanesandanoblelook.Othersseemedtohaveprancedrightoutofafairytale.Moderncarouselhorsesareoftenmadeoffiberglassfrommolds.Themoldsallowbuilderstorecreatethefinedetailsfoundonthoseoldwoodenfigures.

DirectionsRead the article. Then answer questions 7 through 13.

RoundUp and DownRound,and

by John Foster


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From Glee to Whee!

ThefirstamusementparkrollercoasterinAmericawastheSwitchbackRailway.Itopenedin1884atConeyIsland.ThecoasterwasdesignedandbuiltbyLaMarcusAdnaThomson.ThomsonisoftencalledthefatheroftheAmericanrollercoaster.Heisalsocalledthe“FatherofGravity.”

ThomsonfashionedtheSwitchbackRailwaycoasterafterthesimpleRussianiceslidesofthe1600s.Theseslidesweremadeofwoodandthicksheetsofice.Ridersclimbedasteepflightofstairs.Thentheyspeddowntheicyslopeonlargesleds.

LiketheRussianiceslides,Thomson’scoasterhadtwoside-by-sidehills.HeusedtechnologythathadbeendevelopedinFrance.Healsoaddeddips,andcarsthatrodeonatrack600feetlongand50feethigh.Forjustonenickel,peoplecouldridealongthetrackatawhopping6milesper hour.

Rollercoastershavecomealongwaysincethen.Woodencoastersarestillbuilt,butmostmoderncoastersarehugesteelstructures.Tracksusuallystretchmorethan1,000feet.Carsclimbtoheightsabove400 feet.Andriderstravelatspeedsthatcanexceed120milesperhour.Rollercoastersnotonlygoupanddown,buttheyalsogobackwardsandupsidedown.

Today’srollercoastersarefaster,higher,andmoredaringthanever.Everyyear,millionsofpeopletraveltoamusementparksaroundtheworldtoenjoythethrill.

OLLER COASTER


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Practice Test 2

7 Whatdoesthetitle“RoundandRound,UpandDown”referto?

A themovementsofacarouselandarollercoaster

B oldFrenchridinggamesandRussianiceslides

C thethrillofridingacarouselforthefirsttime

D thewayarollercoastergoesaroundandaround

8 Accordingtothearticle,thecarouselridecameaboutbecauseof

A afairytaleB awomen’schariotrideC aridingpracticemachineD anartmovement

9 WhatdoWilliamDentzelandCharlesI.D.Looffhaveincommon?

A TheywereGermanimmigrantstotheUnitedStates.

B Theycarvedcarouselfigures.C Theydesignedandbuiltrollercoasters.D TheycreatedtheRussianiceslides.

10 Readthissentencefromthearticle.

The molds allow builders to recreate the fine details found on those old wooden figures.

Whatdoestheword“recreate”mean?

A toplayandenjoyoneselfB dosomethinginanewwayC paintbyhandD makeagaininthesameway

11 Whydoestheauthormost likelyusethesubheading“FromGleetoWhee!”inthearticle?

A tosignalachangeinthefocusofthearticle

B toflashbacktoanearliertimeinhistory

C toshowthatthearticleisaboutaserioustopic

D toseparatefactfromfiction


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12 Whichstatementfromthearticleisanopinion?

A “There’snotmuchthrillinridingacarousel.”B “Bythelate1800s,carouselsweresteam-powered.”C “Thefirstamusement-parkrollercoaster

inAmericawastheSwitchbackRailway.”D “Thomsonisoftencalledthefatherofthe

Americanrollercoaster.”

13 Hereisawebwithinformationaboutthefirstrollercoaster.

600 feet longand 50 feet high

opened in 1884at Coney Island

FirstRoller Coaster

?

Whichofthefollowingbelongsintheemptybubble?

A ridersspeddownonsledsB madeofsteelC couldtraveluptosixmilesanhourD traveledat120milesanhour


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DirectionsRead this poem. Then answer questions 14 through 17.

Grown-Up Waysby Susan DeStefano

Once,areallylongtimeago,whenIwasasmallchild,Ihadthispuffystuffedbunnywithblueandwhitestripes,Andgreyrubberpaddedfeet,AndsoftfurrywhitepawsThatI’drubonmycheektohelpmefallasleepAndcomfortmewhenIfeltsickorsadorafraid.ButI’mabigkidnow.

Idon’tneedthatbeat-upoldthingWithitsflattenedbodyandmissinglegTocomfortmeorsoothemyfears.SosomenightifIhaveabaddream,I’llfigureoutsomegrown-upwaytofallasleepagain.Idon’tneedthatsadoldbunny.I’mabigkidnow.


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14 Asasmallchild,whatmadethespeakerthesameasothersmallchildrenyouknow?

A Hehadlotsofnightmares.B Hewasafraidofthedark.C Hesleptwithaspecialobject.D Hehadtroublefallingasleep.

15 Whathashappenedtothespeaker’sbunny?

A Itislost.B Ithasgrownoldandworn.C Itwasthrownaway.D Itwasgiventoanothersmallchild.

16 Whatisthepoemmostlyabout?

A beingakidB havingbaddreamsC specialtoysD growingup

17 Howarethetwoversesofthepoemdifferent?

A Thefirstversetellsaboutthepast.Thesecondversetellsaboutthepresent.B Thefirstverserhymes.Thesecondversedoesn’trhyme.C Thefirstverseisaboutarealbunny.Thesecondverseisaboutatoybunny.D Thefirstversehasmorelinesthanthesecondverse.


5EnglishLanguageArts

NewYork

Practice

New

Yor

k

Part2:Listening/WritingMechanicsPart3:Reading/Writing

CONTENTSTo the StudentNew York Ready™—English Language Arts

Practice is a review program for the New York State Testing Program English Language Arts Test. This book contains Part Two: Listening/Writing Mechanics and Part Three: Reading/Writing for three practice tests. Part Two: Listening/Writing Mechanics is the second part of a three-part test. In this part of each practice test, you will listen to a passage and then answer questions about that passage. You will also respond to 3 multiple-choice mechanics items. Part Three: Reading/Writing is the third part of a three-part test. In this part of each practice test, you will read two passages and write short and extended responses about these passages.

Becoming familiar with the test format will help you succeed on the New York State Testing Program English Language Arts Test. Your teacher will explain how you will do Part Two: Listening/Writing Mechanics and Part Three: Reading/Writing and how to record your answers. Be sure to follow the directions in each part of the practice test. As you complete the test, read or listen to the passages and answer the questions carefully. Record your answers to multiple-choice questions on your answer form, and write out answers in your student book.

Remember to fill in the answer bubbles completely. If you change an answer, you must erase your first answer fully.

While you work on Parts Two and Three, use the Testing Tips below. Read these helpful tips carefully. They can make you a better test-taker.

Testing Tips for Answering Multiple-Choice Questions

• Read each question carefully before you try to answer it.


• Read all the answer choices before you choose your answer. Cross out any answer choices that you know are wrong. Then, fill in the correct answer bubble.


ISBN 978-0-7609-7094-2©2011, 2010, 2007—Curriculum Associates, LLC

North Billerica, MA 01862

No part of this book may be reproduced by any meanswithout written permission from the publisher.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Practice Test 1

Part Two: Listening/Writing

Mechanics . . . . . . . . . . . . . . . . . . . 1

Part Three: Reading/Writing . . . . . . . 8

Practice Test 2


Mechanics . . . . . . . . . . . . . . . . . . 16

Part Three: Reading/Writing . . . . . . 22

Practice Test 3


Mechanics . . . . . . . . . . . . . . . . . . 30

Part Three: Reading/Writing . . . . . . 36

Answer Form . . . . . . . . . . . . . . . . . . . . 45

Illustration Credits:Pat Lucas: page 22Cori Pitcher: pages 36 and 39

Photography Credits:page 8: courtesy of NASApage 11: ©Leung/wikimedia.org


Practice Test 1

Practice Test 11

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Part Two: Listening and Writing

DirectionsYou are going to listen to an article called “The Erie Canal: An Engineering Marvel.” Then you will answer some questions about the article.

You will listen to the article twice. The first time you hear the article, listen carefully but do not take notes. As you listen to the article the second time, you may want to take notes. Use the space below and on the next page for your notes. You may use these notes to answer the questions that follow.

For the multiple-choice questions, you will mark your answers on the answer form. For questions 41 through 43, you will write your answers directly in this book.

Multiple-choice questions 44 through 46 are not about a passage. These questions ask about grammar, punctuation, and capitalization.

Notes


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Notes

STOP


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Do NOT turn this page until you are told to do so.


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36 The article says that in the early 1800s, the technology of today did not exist. The word “technology” means

A creative way of thinkingB design of huge building projectsC use of modern tools and machinesD travel beyond local regions

37 Why was the Erie Canal such an amazing feat?

A Hundreds of miles of rock had to be blasted.B The most modern machinery was used to build it.C It was built almost entirely by the power of men and horses.D It made travel to and beyond the Allegheny Mountains much faster.

38 The Erie Canal opened in

A 1800B 1825C 1835D 1900

39 Which sentence from the article is an opinion?

A “The Erie Canal is 363 miles long.”B “It stretches east to Albany, on New York’s Hudson River.”C “Teams of mules and horses pulled canal boats up and down the canal.”D “What this power team accomplished is still a wonder!”


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40 Which statement best describes the author’s attitude about the building of the Erie Canal?

A The author admires the people who built the canal using simple machines and methods.B The author believes the building of the canal was a waste of time and energy.C The author thinks the workers who built the canal should have used more modern machinery. D The author considers it a shame that the canal is no longer used the way it was in the 1800s.

41 Summarize the changes that the Erie Canal brought to frontier people’s lives and to the state of New York. Use details from the article to support your answer.


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42 Use details from the article to complete this chart. On the left side, describe the methods used by engineers and workers to build the Erie Canal in the 1820s. On the right side, describe methods today’s engineers would use.

Methods of the 1820s Today’s Methods

43 The author states that, like its past, the present and future of the Erie Canal are also exciting. Discuss some ways the canal’s present and future could be considered exciting.


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DirectionsAnswer questions 44 through 46.

44 Choose the sentence that is written correctly.

A He swimmed the whole length of the pool.B He swam the whole length of the pool.C He had swam the whole length of the pool.D He swum the whole length of the pool.

45 Choose the sentence that is written correctly.

A Every Fourth of July, we visit the Jefferson Memorial.B Every fourth of july, we visit the Jefferson Memorial.C Every Fourth Of july, we visit the Jefferson Memorial.D Every Fourth Of July, we visit the jefferson memorial.

46 Read the sentence.

My friend and ate spaghetti for lunch.

Which word best fits in the blank?

A theyB meC ID us

STOP


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