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Focus on NY ELA Skills for Reading Comprehension, Grammar, Listening, & Writing

………….. NY ELA Test Success Series Grade Levels 3–8 The NY Test Success Series consist of 4 books to focus on specific skills on the NY ELA Test. Each title is purchased separately.

• NY Higher-Order Thinking and Reading Skills Long reading passages with higher-order thinking questions

• NY Listening Literary and informational listening passages (read by the teacher) with multiple-choice and extended-response questions

• NY Grammar, Punctuation, & Word Usage Skill review and multiple-choice practice assessments and extended-response questions

• NY Reading and Writing Reading passages with short- and extended-response questions

Price 25-pack: $184

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RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 888-99-RALLY Fax: 1-516-671-7900 www.RALLYEDUCATION.com [email protected]

Higher-Order NY NY Reading NY Thinking & Grammar & Writing Listening

Reading

$184 $184 $184 $184 Level C (Gr 3) 5521-2 5569-4 5593-9 5545-8 Level D (Gr 4) 5524-3 5572-4 5596-0 5548-9 Level E (Gr 5) 5527-4 5575-5 5599-1 5551-9 Level F (Gr 6) 5530-4 5578-6 5602-8 5554-0 Level G (Gr 7) 5533-5 5581-6 5605-9 5557-1 Level H (Gr 8) 5536-6 5584-7 5608-0 5560-1

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The New York English Language Arts (ELA) Tests . . . . . . . . . . . . . . . . . . . 3

NY ELA Reading/Writing Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

NY Performance Indicators Correlated toRALLY!’s Reading Comprehension Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Part 1: Practice with Shorter Passages . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Part 2: Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

ACKNOWLEDGMENTS

Executive Editor: Amy CollinsDesign Director: Jean-Paul VestEditor: Shelley Wake

The New York State Education Department has neither endorsed nor authorized thispractice test booklet.

ISBN 978-1-4204-5598-4R 5598-4

Copyright ©2011 RALLY! EDUCATION. All rights reserved. No part of the material protectedby this copyright may be reproduced in any form by any means, electronic or mechanical,including photocopying, recording, or by any information storage and retrieval system,without permission in writing from the copyright owner. Printed in the U.S.A.

1010.MAQ

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Reading and Writing • Level E

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Introduction

The New York English Language Arts (ELA) TestsTest Success Series: Reading and Writing prepares students for the NY ELA Tests. The testsare used to measure how well students are learning the New York State LearningStandards. The ELA Tests assess standards for reading, listening, and writing.

NY ELA Reading/Writing TestsThe NY ELA Tests include a Reading/Writing section. In this section, students readseveral passages and answer short-response questions. Students then answer anextended-response question that requires using information from two passages. Thissection assesses how well students understand the passages and how well they completethe writing task.

Part 1Part 1 provides practice in answering short-response and extended-response questions.Students complete two practice sets. Each set contains two short passages. Each shortpassage is followed by a short-response question. Students then answer an extended-response question about both passages.

Part 2Part 2 provides additional practice in answering short-response and extended-responsequestions. Students read several pairs of longer passages. Students answer short-responsequestions about each passage, and one extended-response question about each pair ofpassages.

DirectionsTest Success Series: Reading and Writing includes space for students to write their answers.Students may look back at the passages as often as they like. Students are scored on howwell they answer the question, how clearly they express their ideas, and how correctlythey use grammar, spelling, punctuation, and paragraphs. Students should plan andcheck their writing.


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Grade 5 NY Performance IndicatorsCorrelated to RALLY!’s Reading Comprehension Skills

Standard 1: Students will read, write, listen, and speak for information and understanding.

R5-1-a:Locate and use school and public library resources, withsome direction, to acquire information

R5-1-b:Use the table of contents and indexes to locateinformation

R5-1-c:Read to collect and interpret data, facts, and ideas frommultiple sources

R5-1-d:Read the steps in a procedure in order to accomplish atask, such as completing a science experiment

R5-1-e:Skim material to gain an overview of content or locatespecific information

R5-1-f:Use text features, such as headings, captions, and titles,to understand and interpret informational texts

R5-1-g:Recognize organizational formats to assist incomprehension of informational texts

R5-1-h:Identify missing information and irrelevant information

R5-1-i:Distinguish between fact and opinion

R5-1-j:Identify information that is implied rather than stated

10 Draw Conclusions11 Make Inferences

8 Distinguish Fact from Opinion

7 Compare and Contrast10 Draw Conclusions11 Make Inferences14 Prior Knowledge

3 Sequence10 Draw Conclusions13 Literary Forms and Sources

1 Facts and Details10 Draw Conclusions11 Make Inferences

1 Facts and Details2 Main Idea

1 Facts and Details3 Sequence

1 Facts and Details3 Sequence6 Cause and Effect7 Compare and Contrast


Not Applicable


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R5-1-k:Compare and contrast information on one topic frommultiple sources

R5-1-l:Recognize how new information is related to priorknowledge or experience

R5-1-m:Identify main ideas and supporting details ininformational texts to distinguish relevant and irrelevantinformation

R5-1-n:Make inferences and draw conclusions, on the basis ofinformation from the text, with assistance

Standard 2: Students will read, write, listen, and speak for literary response and expression.

R5-2-a:Read, view, and interpret literary texts from a varietyof genres

R5-2-b:Define characteristics of different genres

R5-2-c:Select literary texts on the basis of personal needsand interests and read silently for enjoymentfor extended periods

R5-2-d:Read aloud from a variety of genres; for example, read thelines of a play or recite a poem

R5-2-d1:Use inflection and intonation appropriate to text readand audience

7 Compare and Contrast

Not Applicable

Not Applicable

Not Applicable

13 Literary Forms and Sources

1 Facts and Details5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences13 Literary Forms and Sources


1 Facts and Details2 Main Idea

1 Facts and Details7 Compare and Contrast14 Prior Knowledge


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R5-2-e:Recognize that the same story can be told in differentgenres, such as novels, poems, or plays, with assistance

R5-2-f:Identify literary elements, such as setting, plot, andcharacter, of different genres

R5-2-g:Recognize how the author uses literary devices, such assimile, metaphor, and personification, to create meaning

R5-2-h:Recognize how different authors treat similar themes

R5-2-i:Identify the ways in which characters change anddevelop throughout a story

R5-2-j:Compare characters in literature to people in own lives

R5-2-k:Determine the meaning of unfamiliar words by usingcontext clues, a dictionary, or a glossary

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

R5-3-a1:Evaluate information, ideas, opinions, and themes intexts by identifying a central idea and supporting details

10 Draw Conclusions11 Make Inferences13 Literary Forms and Sources

1 Facts and Details2 Main Idea5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences

4 Language and Vocabulary

5 Character, Plot, and Setting7 Compare and Contrast14 Prior Knowledge

5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences

5 Character, Plot, and Setting7 Compare and Contrast10 Draw Conclusions11 Make Inferences12 Point of View and Purpose

4 Language and Vocabulary7 Compare and Contrast

4 Language and Vocabulary5 Character, Plot, and Setting6 Cause and Effect10 Draw Conclusions

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R5-3-a2:Evaluate information, ideas, opinions, and themes intexts by identifying details that are primary and thosethat are less important

R5-3-a3:Evaluate information, ideas, opinions, and themesin texts by identifying statements of fact, opinion,and exaggeration

R5-3-a4:Evaluate information, ideas, opinions, and themes intexts by identifying missing or unclear information

R5-3-b:Use established criteria to analyze the quality ofinformation in text

R5-3-c:Identify different perspectives, such as social, cultural,ethnic, and historical, on an issue presented in one ormore than one text

7 Compare and Contrast12 Point of View and Purpose


10 Draw Conclusions11 Make Inferences14 Prior Knowledge

8 Distinguish Fact from Opinion10 Draw Conclusions11 Make Inferences12 Point of View and Purpose


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Part 1: Practice with Shorter Passages

Practice Set 1

Buzz couldn’t believe his eyes. Only a few inches of glass separated him from ahammerhead shark! He had read many books about the sharks, but he never thoughthe would see one up close. Buzz studied the hammerhead’s giant body. He thought itmust have been about ten feet long. The shark’s wide head swayed from side to sidein the water. Its mouth hung open. Buzz could see the animal’s sharp teeth. It lookedlike he could reach out and touch the shark. The hammerhead didn’t seem to noticeBuzz, though. It swam alone through the large tank. Buzz followed the animal as itswam along the glass. Suddenly, the shark turned toward the glass and looked right athim! Buzz’s eyes grew wide as he stared into the shark’s face. Then, the shark quicklyturned away. It swam into the dark blue water and out of sight. Amazed, Buzz satdown on a bench near the exit of the aquarium to take it all in.

1 Buzz is amazed after seeing a hammerhead shark at the aquarium. Explain whyBuzz was amazed. Use details from the story to support your answer.

P R A C T I C E W I T H S H O R T E R P A S S A G E S

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Hammerhead sharks are some of the most interesting-looking creatures in thedeep. These animals get their name from their wide, flat heads. Their oddly shapedheads help them to find food. Their eyes are set far apart on opposite sides of theirheads. This allows the sharks to see more. Their wide heads also have organs thathelp them discover food that is hard to find. Hammerhead sharks have very sharpteeth. There are at least nine types of hammerhead sharks. The great hammerhead isthe largest type. Hammerheads are usually eleven feet long, but there was once agreat hammerhead that was twenty feet long! On average, hammerhead sharks live tobe about twenty to thirty years old. These sharks usually swim in warm waters. In thesummer, though, they swim to cooler waters. Hammerhead sharks usually swimalone. Other sharks stay away from them because hammerheads sometimes feed onother sharks. Hammerheads also hunt stingrays and other fish. Most hammerheadsdo not hurt humans.

2 Complete the chart by identifying two parts of a hammerhead shark’s body thathelp it and by describing how these body parts are helpful.

THE BODY OF A HAMMERHEAD SHARK

Body Part How the Body Part Helps the Shark



3

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

Think about how the story and the article both describe hammerhead sharks.Write an essay in which you tell how the story and the article say similarthings about hammerhead sharks. Use details from both passages to supportyour answer.

In your answer, be sure to• tell how the passages say similar things about hammerhead sharks• include details from both passages to support your answer


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Practice Set 2

When people think of France, they usually think of one building. This building isone of the best-known symbols in the world. The Eiffel Tower is a symbol of Parisand of France. The Eiffel Tower was finished in 1889. It was built to honor the FrenchRevolution. There was a contest to design the building. Gustave Eiffel’s design waschosen among 700 entries. Construction on the building started in 1887. The towertook 300 steel workers two years to complete. From 1889 to 1930 the Eiffel Tower wasthe largest building in the world. The tower was a great achievement. At first, peoplein Paris did not like the tower. They thought it did not fit in with their city. Overtime, however, the tower became one of the most famous places in France. Stairs andan elevator make it possible for people to travel to the first and second levels of thetower. Today, many people visit the tower so they can see a great symbol of France.

1 Use details from the article to support the opinion that the Eiffel Tower is a greatachievement.


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Ellie loved learning about other places. She and her parents often made foods fromnew and different places. A member of her family would choose a country to studyfor a week. They would read books and watch TV programs about that country. Then,at the end of the week, they made a meal from the country. One week, Ellie’s motherchose to study France. Ellie was excited. She did not know much about France, butshe wanted to learn more. The thing Ellie thought about most often when shethought of France was the Eiffel Tower. Ellie found a few articles about the EiffelTower and other things France is known for. Ellie found out that the workers finishedthe Eiffel Tower in 1889. At first, people in Paris did not like the building. Ellielearned that the country is also famous for its fashion, food, and drink. She learnedthat French cooking is known around the world. Ellie couldn’t wait to make dinnerwith her family. Finally, on Friday night, Ellie and her family made a fantasticFrench dinner.

2 The author says, “Ellie loved learning about other places.” How is what Ellie’sfamily does to learn about other places similar to and different from what anaverage person might do? Use details from the story to support your answer.



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3


Think about how the article and the story both describe France and the EiffelTower. Write an essay in which you tell how reading these passages mightencourage a reader to visit France and the Eiffel Tower. Use details from bothpassages to support your answer.

In your answer, be sure to• tell how reading the passages might encourage a reader to visit France and

the Eiffel Tower• include details from both passages to support your answer

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STOP

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Home FAQ Links Page 1 | 2

Renaissance Means “Rebirth”The period of time known as the Renaissance began in Italy during the 15th and 16thcenturies. The name “Renaissance” is a French word meaning “rebirth.” TheRenaissance was an important point in history, and marked the end of Medieval timesand the beginning of Modern times.But what made the Renaissance stand out as a time of great change? One of the greatestchanges was in the way man viewed himself. The middle classes were now readingmore than ever, and educating themselves to be businessmen. For example, in order todo business with different kinds of people they had to speak different languages andlearn arithmetic. There was also a focus on the art, literature, and philosophy of Greeceand Rome, as many Greek and Roman texts were now being translated into languagessuch as French, Spanish, and Italian. Before the Renaissance, educating the youngfocused on spiritual development. The teaching of literature, philosophy, and art was amajor difference in the Renaissance, and one that was responsible for man’s new viewof himself. This “new view” is called “humanism.” Humanism is the idea that mankindis independent in this world. In other words, the Renaissance celebrated mankind andall he/she could do here on Earth. This was a sharp contrast to Medieval thought, whichfollowed the idea that man was put on Earth to prepare himself for heaven.Science changed, too, as more scientists conducted experiments and looked hard atnature and the world around them. Before the Renaissance, monks copied books byhand. During the Renaissance a man named Gutenburg invented the printing press.As a result, many more books were available to many more people.In the world of art, artists found a way to apply mathematics to draw pictures inperspective. Drawing in perspective means that an artist can draw a building, forexample, and the building will look three-dimensional, or 3-D.

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Directions: Read each selection and answer the questions that follow it. Then use bothselections to answer the last question. You may look back at the passages as often asyou like.

Part 2: Independent Practice

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You might already know many names of artists, writers, and scientists from theRenaissance. Here is a list of a few:1) Leonardo da Vinci: Born in 1452 in the small town of Anchiano, which was close to

Vinci, Italy. He was a master painter and a master scientist. He was also a sculptor,musician, engineer, and inventor. He is probably the most famous person from theRenaissance period.

2) Michelangelo Buonarroti: Born in 1475 in Italy. He was a sculptor, painter, and poet.He is best known for his larger than life sculptures, such as the Pieta (Jesus and hismother, Mary, 1499), and the David (1501-1504). His masterwork is the ceiling of theSistine Chapel painted between 1508 and 1512.

3) Galileo Galilei: Born in Pisa, Italy on February 15, 1564. He was a master scientist.Among his great inventions was the invention of the telescope. He also is famousfor discovering that all objects, both heavy and light, fall at the same rate of speed.

4) William Shakespeare: Born in Stratford-upon-Avon, England in 1564. He wroteplays and poems. His plays and poetry have greatly influenced the Englishlanguage. Some of his most important and popular plays are: Hamlet, Prince ofDenmark, King Lear, Romeo and Juliet, and A Midsummer Night’s Dream.

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1 The chart below summarizes information about important people from the Renaissance.Complete the chart using details from the website.

2 One change in the Renaissance was that people began to learn more. Give two reasonsthat people were able to learn more in the Renaissance. Use details from the website inyour answer.

1.

2.

What He Was Known ForBornName

Leonardo da Vinci

Michelangelo Buonarroti

Galileo Galilei

William Shakespeare

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THE RENAISSANCE COMESTO NEW JERSEY!

by Blaire MorganMy father is a Renaissance re-enactor.He travels around the country andperforms as William Shakespeare.William Shakespeare was a poet and awriter of plays. He was born in Englandin 1564 in a town called Stratford-upon-Avon. My father has acted in many ofShakespeare’s plays, even Hamlet.Hamlet is a very difficult role to playbecause the main character, Hamlet, iscrazy, wise, and funny all in the sameplay. My father says it’s a verydemanding role.The Renaissance changed the history ofour world. Without the Renaissance,many things would not be what they aretoday. For example, we would not havebooks if it weren’t for JohannesGutenberg. He invented the printingpress in 1450. This allowed manypeople to purchase inexpensive books.(By the way, the first book off theprinting press was the GutenbergBible!)At the New Jersey Renaissance Fair,there will be many fun things to enjoy.There will be a joust. A joust was agame played by knights to sharpen theirfighting skills. Each knight rode a horse.

The knights used a long pole called alance to try and knock each other offtheir horse. These knights don’t get hurt,though, because they are actors. Theypractice for long hours to learn how toride and how to fall without gettinginjured.There is also a Maypole Dance that isheld in the morning. Maypole danceswere usually held on May 1, and werepracticed by many Renaissance peopleto welcome the spring. It is believed thatthe Maypole dance began in Rome toworship the goddess, Maia, a goddess ofspring. Traditionally, young girls holdonto long ribbons and dance around adecorated pole. As they dance, theywind the ribbons around the pole. It’swonderful to watch!There are many other things to do at thefair: there are jugglers, and Kings andQueens, and there is even a battle ofknights at the end! So won’t you joinmy father and his friends for a day offun—the Renaissance way!Hours: June 12th & 13th,11:00 a.m. —6:00 p.m.Admission: $12.00

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3 What is the author's main purpose for writing the article? How do you know this is themain purpose? Use details from the article to support your answer.

4 The author includes facts about the Renaissance in the article. Complete the chart belowwith three facts the author includes in the article.

Facts the Author Includes

1)

2)

3)

Planning Page

You may PLAN your writing for question 5 here if you wish, but do NOTwrite your final answer on this page. Your writing on this Planning Pagewill NOT count toward your final score. Write your final answer onPages 23 and 24.

Answer

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5


Think about what you learned about the Renaissance on the website and inthe article. Do you think the Renaissance would have been an exciting timeto live? What do you think would have been most interesting about livingduring the Renaissance? Use details from both the website and the article tosupport your answer.

In your answer, be sure to

• explain whether or not you think the Renaissance would have been anexciting time to live

• describe what would have been most interesting about living duringthe Renaissance

• give details to support your opinions• use details from both the website and the article to support your answer

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Directions: Read each selection and answer the questions that follow it. Then use bothselections to answer the last question. You may look back at the passages as often as you like.

FAQ-Soil:What Is It?So, You Want To Know the Dirt on Soil…Q: What is soil?A: Soils are composed of four major groups of materials:

1) minerals2) organic matter (rotting leaves, insects, and animals)3) soil water (water found in the soil)4) soil air (air found in the soil).

Q: Why is soil important?A: Soil is important because it anchors trees and plants. However, more importantly,

everything around you is produced by soil. The food you eat, the clothes you wear,the house you live in, are all produced by soil. How is this possible? The food youeat is fed by soil. Plants like the tomato and the corn plant need minerals from thesoil. The clothes you wear are made of natural fibers, such as cotton. The cottonplant is nourished by the soil. The unnatural fibers that make up your clothes areproduced with oil from the soil! And, of course, the house you live in is made ofwood or some kind of rock, and rocks are the “parent materials” of soil!

Q: What is a “parent material”?A: A parent material is the main source from which a soil comes from.

For example: rocks are the parent materials of soil. Small particles of rock are wornaway by wind and water. These particles contain minerals found in the rock, butnow the particles have become soil.

Q: What does a plant need to live?A: Like most living things, plants need three basic things to live: food, water, and air.

All green plants make their food by photosynthesis. Photosynthesis is a process bywhich a plant produces food using the energy of sunlight, carbon dioxide from theair, and water from the soil. However, they also need food from the soil. Mineralsand rotting material break up in water and are taken up by the plant’s roots. Thethree most important minerals for a plant are nitrogen, phosphorous, and potassium.

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Name:

CatclawAcacia

RoemerAcacia

Red Maple

Una de Gato

Red Buckeye

River Birch

Pawpaw

White ShinOak

Plant size:

large shrubsmall tree


medium tolarge tree



medium tolarge tree

small tree


LightRequirements

sun

sun

sun

sun

part sun,shade

sun

sun orpart sun

sun

Flower Color

creamy whiteto creamyyellow spikes

greenish whiteto creamywhite, globe-shaped flowers

red

white spikes

red

males producebrownishcatkins

brownish red

red

Bloomingperiod

spring,summer, fall

spring

spring, winter

spring

spring

spring

spring

spring

Soil type

adaptable

alkaline

acid

alkaline

acid/adaptable

acid

acid

alkaline


Q: What is pH?A: pH measures the amount of acid or base found in something. The pH of a soil is very

important when determining the health of a soil. A soil that has too much acid in it isnot good for plants. The acid in the soil can disturb how a plant gets food. An exampleof something acid would be lemon juice. An example of something base would beseawater. Things that have a basic content are also called “alkaline.” The pH scaleranges from 1 to 14 with 7 being in the middle or “neutral.” An example of somethingneutral would be pure water, so it would have a pH of 7. Acid things have a pHbetween 1 and 7. Basic things have a pH between 7 and 14. See the scale below:

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6 Why is soil important to plants? Use details from the website to support your answer.

7 The website describes how soil is given a number on the pH scale. What does the numberon the pH scale tell you about the soil? Use details from the website in your answer.

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Planting TreesOn Saturday morning Lilith attended a garden club meeting. After listening carefully to the head of themeeting, she wondered what kind of trees she could plant in her yard. Her yard was awfully flat andshe thought the addition of some trees would help perk it up. At the meeting she was handed a list oftrees native to Texas. She had just moved to Texas and wanted to honor her new home state. Shethought she might like to plant some of the Texas trees in her yard. But what kind? She rememberedthe head of the meeting—her name was Nancy—said that soil was very important when determiningwhat kind of plants to put together. For example: you wouldn’t put plants that liked “acid” soil withplants that liked “alkaline” soil. “Alkaline” or “basic” soil is soil that has a pH over 7.Lilith took her pH testing kit and tested the soil. She used litmus paper to test the pH of the soil. Shelearned from her garden club that litmus paper was a special type of paper containing a chemical thatwould tell her the pH of her soil. Depending on the color of the paper—yellow/yellow green for acidand blue for basic or alkaline—she could tell what trees would work together nicely.After testing the soil, she found that the soil around her house tended to be acidic. She consulted thetree chart that was given out at the meeting and chose which trees she would plant in her yard.

Spring Garden Club Meeting – June 1stTexas Native Trees

Light BloomingName: Plant Size: Requirements Flower Color Period Soil Type

Catclaw large shrub sun creamy white to spring, adaptableAcacia small tree creamy yellow spikes summer, fall

Roemer large shrub sun greenish white to spring alkalineAcacia small tree creamy white,

globe-shaped flowers

Red Maple medium to sun red spring, acidlarge tree winter

Una de Gato large shrub sun white spikes spring alkalinesmall tree

Red Buckeye large shrub part sun, red spring acid/small tree shade adaptable

River Birch medium to sun males produce spring acidlarge tree brownish catkins

Pawpaw small tree sun or brownish red spring acidpart sun

White Shin large shrub sun red spring alkalineOak small tree

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8 After testing the soil, which types of trees did Lilith most likely choose? Use details fromthe story to support your answer.

9 Below are two words that describe Lilith. Circle the one word that best describes her.

careful thoughtful

Give two examples from the story to support your choice.

1.

2.

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Planning Page

You may PLAN your writing for question 10 here if you wish, but doNOT write your final answer on this page. Your writing on this PlanningPage will NOT count toward your final score. Write your final answer onPages 31 and 32.

Answer

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10


Think about Lilith in "Planting Trees." Explain how the information on thewebsite would be helpful to Lilith. How could Lilith use the information tohelp with her planting? Use details from both the website and the story inyour answer.

In your answer, be sure to

• explain what Lilith considers before choosing which trees to plant• describe how Lilith could use the information on the website to help

with her planting• use details from both the website and the story to support your answer

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A young man shows kindness to an injured animal. As a reward, the bird seeks to help theman, but the man still has some important lessons to learn.

The Peaceful Husbandadapted from Japanese folktale “The Crane Wife”

Long ago, a poor man lived in a small hut at the edge of the woods. Oneafternoon, the man was walking home. He heard a strange cry. He followed thesound and found an injured crane lying at the edge of the road. An arrow wassticking through its wing. The young man’s heart went out to the crane. Heknelt and gently pulled the arrow from the crane’s wing. The crane slowly roseand flew away.

That night, the young man heard a knock at his door. To his surprise, abeautiful young woman stood there. She explained that she was lost and beggedto enter. She soon fell asleep by the fire. In the morning, and for many daysafterward, she rose and helped the young man around the little hut. They talkedand laughed and became quite fond of each other.


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Soon, the young couple was married. Though they had few material things,they were content. Winter came and the food from their garden was dwindling.The young woman asked her husband to make a small loom in the tiny room atthe back of the hut.

When the young man finished the loom, his wife shooed him out of theroom. Before she started weaving, she made him promise not to enter the roomwhile she weaved. He agreed and went in search of firewood. When he returned,she came out of the tiny room with a small piece of beautiful cloth. He wasamazed at her artwork.

As he took the cloth to town, he dreamed of the money he’d get. He returnedhome with rice and tea and sugar. He was glad to have food on the table.Shortly, he asked his wife to make another cloth, although she was still quitetired and they had plenty of food. All he talked about now was the money theycould get from her weaving.

Finally, she agreed. Before she closed the door to weave another cloth, shereminded the young man not to peek. But a few days later, the young man grewimpatient and pushed the door open.

The door to the room swung open and revealed not his wife, but a cranesitting at the loom pulling out its own feathers to weave a cloth. When thestartled bird saw the man, it instantly changed into the young bride.

She explained to the dazed young man that she was the crane he had saved.She had come to repay his kindness. She had given much of herself. She hadonly wanted to weave enough cloth to provide food until the next harvest.

However, the young man wanted more than they needed. Now that herhusband was no longer peaceful, she must flee. She changed from his beautifulbride back into a crane, and flew away.

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11 Complete the chart below by identifying two things that the young man does inthe story and by describing how those actions influence the story.

WHAT THE YOUNG MAN DOES

12 At the end of the story, the wife says that her husband is no longer peaceful. Howis her husband different at the end of the story from how he is at the beginning ofthe story? Use details from the story to support your answer.

Action How the Action Influences the Story

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Origami is a special kind of art that uses folded paper to create shapes and figures. Peoplehave made many beautiful paper animals and flowers with this unique art form.

Modern Origamiby Gerry Olenstein

Origami is an art form made most oftenwith folded paper using no glue, tape, orscissors. It is a very old art that most likelybegan in Japan.

The first kind of paper folding in Japanwasn’t an art form at all. It was used forkey papers, such as certificates for teaceremony masters. The paper was folded insuch a way that it could not be copied.Another type of folded paper was noshi,which was tied to a gift to send goodwishes.

Many years later, paper folding as an artform began in Japan. Mothers taughtdaughters how to fold simple animals and flowers. Nothing was written downon paper. When paper folding began in Japan, it was known by many names,including orikata, which meant “folded shapes.” The word origami was used in1880 and came from the Japanese words oru (to fold) and kami (paper).

Paper folding was not just done in Japan. In northern Africa, people learnedthe art of paper folding. They created many beautiful designs during the 8thcentury. They taught the Spanish and, later in the 16th and 17th centuries,European birth certificates were folded into special shapes. In the 1800s,children in Germany were taught to fold paper objects in kindergarten.Eventually, this type of kindergarten lesson was used in Japan.

Many folded paper designs changed shapes and names throughout the years.In the past, people changed their folds to put new twists on their designs. Today,many people follow a pattern of written directions. These directions use linesand arrows. The directions can be followed by people all over the world.


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Some origami is based on math models. Pattern makers start with a series offolds. The paper is then unfolded to show the creases. Computers are used tomake models before the piece of paper is folded.

Another type of origami shows off a different side of paper folding. Thesepieces aren’t figures of birds or fish, or other forms that people would know.They are pieces of art that are quite different. Many artists make their ownpaper. Other artists dye their own paper to get the colors they want. Someorigami artists use the paper, color, and design to create original works of art.

Other paper folders produce origami in the shape of flowers, birds, animals,and insects. They take great care to make sure the paper creations look very real.These are made in the same way as pieces made hundreds of years ago.

The most recent paper creation to catch the world’s attention is the origamicrane, but origami artists have been making cranes for a long time because thecrane is used as the global sign for peace. Cranes often represent peace in fablesand folk tales. In 1960, the origami crane was tied to the world peacemovement. In the year 2000, the International Peace Project began to drawpeople together to work for peace and kindness around the world. The sign ofthe peace plan was an origami crane.

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13 Origami is an art form that can be used to create many beautiful things, but it isalso a simple art that does not allow the artist much freedom. Describe what aboutorigami allows artists to be creative and what about origami holds artists back. Usedetails from the article to support your answer.

14 What was the purpose of paper folding in Japan before it became an art form? Use detailsfrom the article to support your answer.

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Planning Page

You may PLAN your writing for question 15 here if you wish, but doNOT write your final answer on this page. Your writing on this PlanningPage will NOT count toward your final score. Write your final answer onPages 40 and 41.

Answer

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15


Think about what “The Peaceful Husband” and “Modern Origami” tell aboutcranes. Write an essay in which you tell how these passages say similar thingsabout cranes. Use details from both passages to support your answer.

In your answer, be sure to• tell what similar things these passages say about cranes• include details from both passages to support your answer


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Go On

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THE LIFE OF A VOLUNTEERFIREFIGHTER

by Leslie Stone

When I decided to become a volunteer firefighter, I had no idea how muchtime, commitment, and hard work it would be. Now that I’ve been a volunteerfor several years, however, I wouldn’t think twice about joining all over again.

Being a volunteer firefighter takes a true commitment. The job requires a lotof time and hard work. At times, it can be dangerous. However, it is also a wayto give back to the community, learn about teamwork, make friends, helppeople, and feel good about oneself. Firefighting is a lot more than putting outfires. Our company responds to almost any disaster that occurs in thecommunity. If a family’s basement floods during a rainstorm, we help thempump the water out. If mud and rocks wash out part of a road, we close it sopeople don’t get hurt. If strong winds knock over trees, we cut them up andclear them away.

When we are not doing work in the community, we stay busy at the firestation. We never stop checking our fire gear to make sure it’s safe. We checkhoses for signs of wear. We fill air packs in case we have to use them at a fire. Inaddition, we check helmets and other gear for cracks, holes, and other problems.All of this equipment is expensive so we try to keep it in the best shape possible.We also hold many events throughoutthe year to raise money. Because we area volunteer organization, we rely onthe community to help us stay inbusiness. Among our many events are ahoagie sale, a spaghetti dinner, and adoor-to-door collection. Each of theseevents takes careful planning and hardwork to be a success.


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Because firefighting can be dangerous, our station places great importance onsafety. Each new member must take a basic training class. This class teaches newmembers how to correctly wear the protective gear, how to tie knots, how tosafely use ladders, and of course, how to use hoses to put out a fire. In addition,we do team-building and trust-building exercises. At the scene of a fire, everyonemust work together. No one from our department enters a building without apartner.

As a volunteer, I must be prepared to go to a disaster scene at any moment.When the fire tones ring, I go. I have missed many special times with my familyand many nights of sleep because of my volunteer work. Even so, the feeling Iget after I help a family or stop a fire from damaging a house makes it allworthwhile.

16 In the chart below, describe two advantages and two disadvantages of being avolunteer firefighter. Use details from the article in your answer.

BEING A VOLUNTEER FIREFIGHTER

Advantages Disadvantages

1. 1.

2. 2.

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17 Use details from the article “The Life of a Volunteer Firefighter” to supportthe opinion that a volunteer firefighter must make a big commitment to thefire company.

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TYRIE’S GREAT IDEAby A. Portnoy

Tyrie and his father walkedup the sidewalk toward theirapartment building. Eachcarried groceries in his arms.As they walked, Tyrie lookedaround. First, they passed thepublic park. It had a bikepath, nature trails, and a duckpond. It was a beautiful placeto spend a Saturdayafternoon. Then, they passedthe public library. Tyrie andhis friends often studied thereafter school. Later, they passed Public Square. It had park benches,picnic tables, a fountain, and a playground. Many local businesspeopleate lunch in the park, and many children played there. They alsopassed the local fire and police departments. Tyrie knew that they keptthe community safe.

“Hey, Dad, who runs the library, the parks, and the fire and policedepartments?” asked Tyrie.

“The mayor and other members of the city council, I suppose,” saidTyrie’s dad. “Why do you ask?”

“Well, the city gives us so many things. I just thought it would benice to give something back,” said Tyrie.

“Well, you could volunteer your time to city projects,” said Tyrie’sdad. “Volunteering is a great way to show pride in your hometownwhile also helping others.”

Tyrie was quiet for the rest of the walk home. He wondered how hecould help the city. After all, he was only one eleven-year-old boy.How much could he possibly do?

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That night, Tyrie looked around his room. His eyes fell on the largepiles of old books that no longer fit on his stuffed bookshelves. Tyriewondered if the library would take his old books. Suddenly, he jumpedoff his bed and threw his hands in the air: “That’s it!” he cried.

Tyrie talked to his father, and then quickly called his friends. Heinvited them to his apartment for a meeting the next day. When theyarrived, he shared his brilliant idea with them. They all loved it andagreed to help him.

A few weeks later, Tyrie could hardly believe his eyes when helooked around his school’s cafeteria. Cardboard boxes filled with bookslined the tables and chairs. His classmates had collected hundreds ofchildren’s books to give to the library. The head librarian, Mr. Johnson,shook Tyrie’s hand.

“Excellent job, Tyrie,” he said. “I know that the young children atthe library will really enjoy these books.”

“That reminds me,” said Tyrie. “The books are not the only thing weplan to give to the library. We also plan to give our time.”

“What do you mean?” asked Mr. Johnson.

“With your permission, my classmates and I would like to volunteerto read to the children during story hour at the library. It will let uspractice speaking in front of people and help young kids learn toread,” explained Tyrie.

“That sounds like an excellent idea to me,” said Mr. Johnson.

Tyrie smiled. The book collection had been a lot of work, and heknew that volunteering would take away some of his free time. Evenso, he couldn’t help but feel good about doing something to make hiscommunity a better place.

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18 Tyrie’s idea to help the library is good for the community, but it is also good forhim and his classmates. Describe some ways Tyrie’s idea is good for the communityand some ways it is good for him and his classmates. Use details from the story tosupport your answer.

19 Do you think Tyrie will continue to find ways to help the community? Use details fromthe story to support your answer.

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Planning Page

You may PLAN your writing for question 20 here if you wish, butdo NOT write your final answer on this page. Your writing on thisPlanning Page will NOT count toward your final score. Write your finalanswer on Pages 49 and 50.

Answer

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20


Think about how “The Life of a Volunteer Firefighter” and “Tyrie’s GreatIdea” both describe different ways to volunteer in a community. Write anessay in which you tell how reading these passages might encourage a readerto volunteer in his or her own community. Use details from both passages tosupport your answer.

In your answer, be sure to• tell how reading the passages might encourage a reader to volunteer in his

or her community• include details from both passages to support your answer

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STOP

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ISBN 978-1-4204-5598-4

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THIS SAMPLE BOOK IS COPYRIGHTED. IT IS NOT A BLACKLINE MASTER.

PERMISSION IS NOT GIVEN FOR THIS BOOK TO BE REPRODUCED IN ANY WAY.

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