Quarter 1 Summative PDF - Cambium Assessment 2021

Quarter 1 Summative Name: Student ID#: Date: Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name:...

Quarter 1 Summative Name: Student ID#: Date: Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 1: A Hangout for Elusive Blue Whales by Emily Sohn 1 Blue whales are the largest animals that have ever lived on Earth. Adult blue whales are even bigger than any dinosaur ever was. Even so, the ocean is immense, and biologists are still trying to find all the places where blue whales like to hang out. 2 Scientists have now found a gulf off the coast of southern Chile where blue whales gather. The discovery might lead to better strategies for whale conservation.... 3 The new discovery was somewhat accidental. When researchers look for whales in the Southern Hemisphere, they usually go to polar regions or near the equator. After finishing an official whale survey in the late 1990s, scientists from the International Whaling Commission went on a sightseeing trip to the Gulf of Corcovado, an inlet between the southern mainland of Chile and a group of islands nearby. 4 There, the whale-watchers spotted more whales than they had seen during months of searching in other places. A more complete search last year between January and April netted 153 sightings of blue whales, including 11 pairs of moms and their calves. Some whales may have been counted more than once. 5 Scientists are excited about finding a new hangout for blue whales. Observations there so far suggest that whales use the site to feed... their young. Further study might help conservationists find even better ways to protect whales. As far as they are concerned, the more we know, the better off we are. 1 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Glossary netted: included or counted Excerpt from “A Hangout for Elusive Blue Whales” by Emily Sohn, from Science News for Students. Copyright © 2015 by Society for Science & the Public. Reprinted by permission of Society for Science & the Public via Copyright Clearance Center. Passage 2: A Whale of a Journey by Sarah Zielinski 6 The blue whale is the largest animal alive today. And one of these whales has been caught making an appropriately big journey through the South Pacific.... 7 Blue whales are surprisingly difficult to study. They are found in all the world’s oceans but live in deep waters. So there are few places where they can be found easily. Moreover, the species was nearly driven extinct by whaling a century ago. Populations are recovering. But because there are so few of the animals, this species is still considered endangered. 8 To aid the species’ recovery, scientists need to know more about where they travel, explains study leader Juan Pablo Torres-Florez. He is a whale researcher at Austral University of Chile in Valdivia. Understanding the whales’ migrations could help guide conservation measures, he says. 9 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 2 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: In 1998, a group of scientists surveyed blue whales in the waters off islands known as the Galápagos (Gah-LOP-ah-GOES). They photographed the whales they spotted. And, without hurting the animals, they also collected samples of some of the whales’ flesh. That let them later... look at the animals’ DNA. A different group of scientists collected similar data from whales off of the coast of Chile from 2002 to 2013. Torres-Florez’s team recently compared these data to see if the groups were connected. 10 One blue whale may look like any other to the untrained eye. But each animal has a distinctive pattern of spots. “We use those patterns as the fingerprint of blue whales,” Torres-Florez says. To make the comparison job easier, scientists focus on the area around a whale’s dorsal fin, which is on its back. “Comparing those patterns we are able to identify if a whale is the same whale we saw in different places or if the same whale is sighted during different years in the same place,” he says. 11 One whale showed up in the Galápagos on November 6, 1998, among a group of nine animals. It appeared again off of Chile on February 23, 2006. The photographs and the DNA matched. The whale was nicknamed “Isabela,” after both Torres-Florez’s daughter and the Galápagos island near to where this animal had been sighted. The whale’s journey was at least 5,200 kilometers (3,200 miles). That makes it the longest north-south journey ever recorded for a member of her species. 12 Isabela is probably not the only blue whale to travel so far, the researchers say. Members of her population likely migrate regularly from Chile to the Galápagos. In summer months, Torres-Florez notes, waters in the far southern Pacific are loaded with krill—tiny crustaceans on which these whales dine. But that food disappears in winter. That’s when the whales travel north to warm, tropical waters near the Galápagos. Excerpt from “A Whale of a Journey” by Sarah Zielinski, from Science News for Students. Copyright © 2015 by Society for Science & the Public. Reprinted by permission of Society for Science & the Public via Copyright Clearance Center. 3 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 4 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 1 Custom hottext not printable 5 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 2 Read this sentence from Passage 1. “There, the whale-watchers spotted more whales than they had seen during months of searching in other places.” (paragraph 4) How does this sentence show a different point of view about studying blue whales from that of the scientists in Passage 2? A Scientists in Passage 1 believe there is not enough time to track individual whales. B Scientists in Passage 1 believe that tracking individual whales leads to questionable data. C Scientists in Passage 1 believe that tracking individual whales will only harm the species more. D Scientists in Passage 1 are more concerned with finding where whales are than with tracking individual whales. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 6 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 1: from Fantastic Fossils by Christine Petersen Steno Solves a Mystery 1 Hundreds of years ago, scientists called anything found in rock a fossil. They included more than just things that used to be alive. Even objects made by humans were called fossils. 2 Early scientists knew some fossils looked like modern shells or other living beings. Yet others looked like no animal or plant anyone had ever seen. This made scientists wonder where fossils came from. Many people thought they simply grew inside rock! 3 In the 1660s, Danish scientist Nicolaus Steno began changing these ideas. While studying a giant shark head, he became curious about its teeth. They reminded him of small objects called tongue stones. People collected these from many areas. Yet no one agreed what they were. 4 Steno saw that tongue stones looked like shark teeth. So, he realized they must be fossils from ancient sharks. This meant fossils did not grow in rocks. Instead, they were evidence of ancient life on Earth. Sediment and Water 5 Scientists group Earth’s rock into three types. These are igneous rock, metamorphic rock, and sedimentary rock. 6 Fossils are found most often in sedimentary rock. This rock is made from silt, clay, and sand. Steno had seen matter like this drift to the bottom of a container of water. This also happens in rivers, lakes, and oceans. 7 After sediments drift to the bottom, more pile on top. The weight of these new deposits pushes the sediments together. And, water seeps through them. Minerals in the water cement them together. Over thousands of years, this process forms sedimentary rock layers. 8 Steno proposed that new layers form on top of old ones. But how do fossils get into the rocks? Steno stated that animals must become buried in sediments after death. Then, they slowly become part of the rock as it forms. 7 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Rock Layers Newest rocks Oldest rocks Glossary silt: tiny pieces of mud deposits: things left behind Excerpt from Fantastic Fossils by Christine Petersen. Copyright © 2010 by ABDO Publishing Company. Reprinted by permission of ABDO Publishing via Copyright Clearance Center. Art created for educational purposes. Passage 2: Rock Secrets by Betsy James 9 Could where you’re sitting this very second once have been a pool of lava? Or the bottom of an ocean? Or a tropical forest? Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 8 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10 Maybe. How can you tell? 11 You pick up a rock. 12 Is your rock sandy or gritty? It’s probably sandstone. To make sandstone, millions of years of wind and rain wore down mountains until nothing was left but grains of sand. That sand made deserts and beaches; in time it stuck together and became rock. Sandstone sometimes shows ripples left by long-ago winds or waves. 13 Did you pick up a piece of shiny black obsidian? It came out of a volcano! When a volcano erupts, some lava may cool so fast that it hardens into this smooth, glassy rock. 14 Does your rock have sparkly crystals? Then it once spent time far underground, where heat from deeply buried lava, called magma, can help crystals grow. If you look at the very hard rock called granite, you’ll see the different colors of many mineral crystals. 15 Rocks can tell stories of lives before our own. Long-ago oceans were full of animals, little and big; when they died, their shells and skeletons sank to the seafloor and formed limestone. In limestone you might see fossil sponges or corals, or even the shell of an animal that is now extinct. Then you’ll know that your neighborhood was once covered by a great sea! 16 Or you might find a piece of petrified wood, made from a tree that died in an ancient forest. When mud covered the fallen tree, minerals that were dissolved in the water slowly seeped into the rotting wood and made an exact copy of it in hard rock. Glossary gritty: rough petrified: turned into stone Excerpt from “Rock Secrets” by Betsy James. Copyright © 2013 by Carus Publishing. Reprinted by permission of Carus Publishing Company via Copyright Clearance Center. 9 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 3 This question has two parts. First, answer Part A. Then, answer Part B. Part A Select two main ideas that are developed in Passage 1. A Nicolaus Steno changed how scientists think about fossils. B Fossils are commonly buried in layers of sedimentary rock. C Fossils include anything that is found inside an ancient rock. D A Danish scientist discovered the fossil teeth of giant sharks. E There are three main rock types where fossils are often found. Part B How does the author develop the main ideas in Part A? A by explaining where to find fossils and the objects inside B by giving details about how igneous rock and fossils are related C by describing the difference between what is and is not considered a fossil D by telling about the history of the study of fossils and how they are formed Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 10 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 4 How do the passages differ in their approach to the topic? A Passage 1 focuses on sedimentary rock, while Passage 2 focuses on many rock types. B Passage 1 describes the ideas of a single scientist, while Passage 2 describes the work of several scientists. C Passage 1 explains how fossils are formed, while Passage 2 explains the creation of volcanoes and tropical forests. D Passage 1 talks about recent scientific discoveries, while Passage 2 gives more attention to what was learned in the past. 11 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 5 According to Passage 2, what do limestone and petrified wood have in common? A They are made up of many grains of sand stuck together. B They are made from lava cooling deep underground. C They come from things that were alive at one time. D They come from volcanoes or deserts long ago. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 12 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 6 Which phrase from paragraph 12 of Passage 2 helps to show the meaning of wore down? A “millions of years” B “nothing was left” C “stuck together” D “long-ago” 13 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 7 Read this paragraph from Passage 1. 7 After sediments drift to the bottom, more pile on top. The weight of these new deposits pushes the sediments together. And, water seeps through them. Minerals in the water cement them together. Over thousands of years, this process forms sedimentary rock layers. How is the information in this paragraph similar to the information presented in Passage 2? A They both provide an understanding of the importance of fossils. B They both give details about how to find fossils in the ground. C They both provide details about how rocks are formed. D They both focus on the creation of one specific rock. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 14 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 8 How does the diagram improve the reader’s understanding of Passage 1? A It reveals how long it takes for each new layer of rock to form. B It shows that layers of rocks build upon one another over time. C It demonstrates why fossils are only found near the oldest rocks. D It points out the different types of fossils found in each rock layer. 15 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 9 How do fossils give us information about the past? In your own words, write a multi-paragraph response that explains how fossils give us information about the past. Be sure to include information about how fossils are formed. Your response must be based on ideas and information that can be found in both passages. As you write your response: use your own words to introduce and develop a topic; use evidence from the passages to support your topic; and use clear language to express ideas about your topic by making connections to your evidence. Be sure to: include an introduction; create focused, organized paragraphs; pay attention to the grammar, structure, and mechanics of your sentences; and include a conclusion. Write your multi-paragraph response in the space provided. 5 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 16 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10 15 20 25 17 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10 This question has two parts. First, answer Part A. Then, answer Part B. Part A Based on Passage 1, what conclusion can be made about Nicolaus Steno? A He argued that fossils came from modern shells and other animals alive during his time. B He thought of new ideas about fossils and what can be learned from them. C He thought that a fossil was any material inside of rocks. D He believed that fossils grew out of rocks. Part B Which sentence from Passage 1 supports the answer in Part A? A “Hundreds of years ago, scientists called anything found in rock a fossil.” (paragraph 1) B “Early scientists knew some fossils looked like modern shells or other living beings.” (paragraph 2) C “While studying a giant shark head, he became curious about its teeth.” (paragraph 3) D “So, he realized they must be fossils from ancient sharks.” (paragraph 4) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 18 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 11 In Passage 1, what effect did Nicolaus Steno’s observation about tongue stones have on his work? A It gave him proof that fossils can grow inside of any type of material. B It inspired him to study and compare the different types of rock. C It helped him learn more about where fossils really come from. D It led him to discover the location of sedimentary rock. 19 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Writing About the Ocean by the Library of Congress 1 Long before she saw it, Rachel Carson loved the ocean. When Carson was growing up in Pennsylvania, she found fossilized shells around her home, evidence that an ocean had covered the area... years before. But it wasn’t until Carson was an adult that she finally got to visit the ocean. After she graduated from college in 1929, Carson spent a summer studying at the Woods Hole Marine Biological Laboratory on the coast of Massachusetts. Her fascination with the ocean grew as she learned more about it in graduate school and as an editor for the Fish and Wildlife Service. 2 When Carson decided to write a book, the topic was no surprise. She called her first book Under the Sea-Wind. It told stories about creatures that lived in and near the ocean, including birds, mackerels and eels. Although it got good reviews, Under the Sea-Wind didn’t sell well when it was first published.... Carson was disappointed, but not discouraged. Several years later she decided to write a second book. This one would be about the ocean itself. 3 Carson’s second book, The Sea Around Us, was a biography of the ocean. It was unlike any other book at the time. Today we know so much about the ocean, but in the late 1940s when Carson was writing, average people knew very little about it. Carson made the ocean come to life. Using the most current scientific information, she poetically described places and creatures that most people had never seen or even imagined. Carson hoped The Sea Around Us would “be read and enjoyed by everyone who has ever seen [the ocean] or who has felt its fascination even before standing on its shores.” 4 Have you heard of ecology? You may know about it because of Carson. Carson was an ecologist, which means that she studied how all living things and their environments are part of the ecosystem. This way of thinking may seem obvious today, but Carson helped make it popular by writing books like The Sea Around Us where she described how marine life and the ocean environment were interconnected. In fact, Carson believed the ocean was Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 20 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: essential to all life. She wrote, “The very form and nature of our world has been shaped and modified by the sea... All life everywhere carries with it the impress of its marine origin.” 5 Carson changed how people thought about the environment. She helped teach people that humans, like all other living things, are part of the ecosystem; humans can affect it and be affected by it. Carson was concerned about pollution in the ocean. People had dumped radioactive waste into the deepest parts of the ocean because they thought it couldn’t do any harm there. After reading Carson’s books, however, many people were convinced that the environment, including the ocean, should be protected. 6 The Sea Around Us was published in 1951 and was an instant success. It was number one on national best-seller lists for 39 weeks. In eleven years The Sea Around Us was translated into 30 languages. People all over the world read it. Soon Carson had enough money to quit her job at the Fish and Wildlife Service. She wanted to spend her time writing, caring for her family, and enjoying her beloved ocean. After the success of The Sea Around Us she decided to re-release her first book, Under the Sea-Wind. Soon it was a best seller too. Glossary ecosystem: all the plants and animals in a particular area modified: changed radioactive: giving off harmful energy Excerpt from “Writing About the Ocean” by the Library of Congress. In the public domain. 21 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 12 What happened to Carson’s first book, Under the Sea-Wind, because of the popularity of her second book? A It was translated into many languages. B It got good reviews but did not sell well. C It became popular with other ecologists. D It was sold again and became a best-seller. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 22 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 13 Read the sentences from paragraph 3. “Carson made the ocean come to life. Using the most current scientific information, she poetically described places and creatures that most people had never seen or even imagined.” What does the use of the word poetically show about Carson’s writing? A It includes facts to support claims about the ocean. B It includes art and photos to show the unique features of the ocean. C It includes descriptive and figurative language to describe the ocean. D It includes specific words to help persuade the reader to save the ocean. 23 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 14 What were two long-term effects of Rachel Carson’s work? A People became concerned about protecting the ocean. B Carson’s book was published several years after her first one. C People thought about the ocean environment in a different way. D The Fish and Wildlife Service became a more powerful government agency. E The Woods Hole Marine Biological Laboratory was able to conduct additional studies. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 24 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 15 Which detail explains why Carson’s book, The Sea Around Us, was so unique? A “It told stories about creatures that lived in and near the ocean...” (paragraph 2) B “... she poetically described places and creatures that most people had never seen...” (paragraph 3) C “... many people were convinced that the environment, including the ocean, should be protected.” (paragraph 5) D “People all over the world read it.” (paragraph 6) 25 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 16 How did Carson’s childhood experiences affect her? A They were the reason that she created ecology. B They sparked her interest in studying the ocean. C They gave her the courage to write her second book. D They helped her learn how she could best help the environment. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 26 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 1: The Last Straw by Time for Kids 1 At first, scientists thought it was a worm. They were studying sea turtles in Costa Rica. That is in Central America. One turtle had something sticking out of its nose. It could not breathe. Scientists pulled the object out. It was a plastic straw. 2 The scientists made sure the turtle was healthy. It scuttled back into the water. They posted a video of the rescue on the Internet. When people saw it, they were shocked. 3 The video motivated Diana Lofflin to start StrawFree.org. The group is in California. Its goal is to make people aware of the harm plastic straws cause to the environment. Lofflin hopes people will find alternatives to plastic straws. 4 “Straws are not necessary for enjoying a drink,” she says. “Saying no to a plastic straw is a way to make a difference in the world.” Hope for the Future 5 A movement to ban plastic straws is growing. In California, it is illegal for food servers to give straws to customers who don’t ask for them. Seattle, Washington, has banned all plastic utensils. 6 Plastic litter gets into storm drains. It washes into rivers and oceans. Fish and other animals eat the plastic. It can kill them. 7 Nancy Wallace works for the National Oceanic and Atmospheric Administration, in Washington, D.C. She says schools should reduce the amount of plastic they use. Kids must do their part, too. 8 Says Wallace: “We’re pinning our hopes on the next generation to help solve this problem.” A New Lid 9 Starbucks is banning plastic straws. The company says it will stop handing out plastic straws in all its stores by 2020. With 28,000 stores, that’s about 1 billion fewer straws a year. 10 How will you sip your drink? The company has made a new lid for its cups. Some call it a “sippy cup,” like those used by little kids. Unlike straws, the new lid 27 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: can be recycled. “The Last Straw” by Time for Kids. Copyright © 2018 by Time for Kids. Reprinted by permission of Time Inc. via Copyright Clearance Center. Passage 2: Plastic straw bans are the last straw—let’s get rid of litterbugs instead by Paul Muschick This passage is an opinion article written by a concerned citizen that was printed in a newspaper. 11 Banning access to an item such as a plastic straw—or fork, knife or spoon— just because some people can’t dispose of it properly is [a bad idea]. 12 Straws made of paper or other biodegradable materials are supposed to take the place of plastic straws where they are banned or won’t be offered anymore. Paper straws are garbage. 13 They don’t bend, they fall apart and they don’t always work well with hot drinks. Special lids you can drink through aren’t an adequate replacement, either. And not everyone can use those alternatives so easily.... 14 I recognize why some people want to ban plastic straws. They figure if they aren’t available, they won’t end up as litter and endanger our ocean life. That is a noble thought. But what’s next? Bans on plastic bottles? Aluminum cans? Napkins?... Plenty of them are strewn along the roads, too, which means they’re also getting in the water. Any consumable or disposable item can become litter.​​ 15 The answer is to get rid of the litterbugs, which has proven impossible to do. Public pleas and service announcements... have failed. So have fines and large- print signs warning of those fines. 16 I intend to look at prosecution data to see how often people actually are charged with littering and what their typical sentences are. Instead of taking the potential garbage away from litterbugs, it’s time to take them to task. 17 Pennsylvania just toughened the penalties to require litterbugs to pick up trash in addition to paying a fine. That’s great. We should make that as embarrassing as Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 28 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: possible by requiring them to wear a reflective vest that labels them a litterbug serving their sentence.... 18 Maybe together we can come up with some reasonable solutions, instead of just banning everything that could become litter. Glossary biodegradable: naturally decaying prosecution: court Excerpt from “Plastic straw bans are the last straw—let’s get rid of litterbugs instead” by Paul Muschick. Copyright © 2018 by The Morning Call. Reprinted by permission of The Morning Call via Copyright Clearance Center. 29 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 17 What perspective about litter do both passages share? A Littering is a serious problem that needs a solution. B Restaurants are creating too much litter. C People need to invent better ways to clean up litter. D Cleaning up all of the litter is an impossible job. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 30 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 18 Which two sentences in Passage 1 show how putting the turtle rescue video on the Internet was helpful? A “At first, scientists thought it was a worm.” (paragraph 1) B “One turtle had something sticking out of its nose.” (paragraph 1) C “The scientists made sure the turtle was healthy.” (paragraph 2) D “When people saw it, they were shocked.” (paragraph 2) E “The video motivated Diana Lofflin to start StrawFree.org.” (paragraph 3) 31 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 19 Select the boxes to show whether each idea is developed in Passage 1, Passage 2, or both passages. Select one box in each column. Passage Both Passage 1 Passages 2 Replacements for plastic straws do not work for A B C some people. Plastic straws can cause problems in waterways D E F and oceans. People do not need to use plastic straws with G H I their drinks. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 32 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 20 This question has two parts. First, answer Part A. Then, answer Part B. Part A Select two main ideas that are developed in Passage 2. A Paper straws cannot replace plastic straws. B Banning plastic straws does not fix the litter problem. C The methods used for catching litterbugs do not work. D We need to consider banning plastic products other than straws. E We need to stop people who litter rather than ban certain products. Part B How does the author develop the main ideas in Part A? A by explaining how different states clean up litter B by listing litter that is commonly seen in the street C by explaining the effect of too much litter in the world D by comparing two ideas for solving the problem of litter 33 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 21 What information from Passage 1 about litter in the ocean is not included in Passage 2? A Passage 1 gives ideas for how people can clean up litter in the ocean. B Passage 1 gives a specific example of how litter harms ocean life. C Passage 1 explains the different types of litter in the oceans. D Passage 1 explains how litter in the ocean affects people. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 34 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 22 Should plastic products, such as straws, be banned? In your own words, write a multi-paragraph response that explains whether or not plastic products, such as straws, cups, and utensils, should be banned. Include evidence from the passages to support your opinion. Make sure you are using information from both passages in your response. As you write your response: use your own words to explain your opinion; use evidence from the passages to support your points; and use clear language to express your opinion by making connections between your points and your evidence. Be sure to: include an introduction; create organized paragraphs that focus on your opinion; pay attention to the grammar, structure, and mechanics of your sentences; and include a conclusion. Write your multi-paragraph response in the space provided. 5 35 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10 15 20 25 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 36 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 23 Which two sentences should be included in a summary of Passage 1? A Online viewers are upset about a video that shows a turtle that was harmed by a straw. B People can reduce trash by replacing straws with other products. C Governments are putting bans on the use of plastic straws to reduce the harm they cause. D Restaurants need more time to find products better than plastic straws. E Some companies are making new lids that can replace straws. 37 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 24 This question has two parts. First, answer Part A. Then, answer Part B. Part A In Passage 2, which conclusion can be made about the author’s beliefs? A People need to be more responsible as a way to reduce litter. B People should avoid using any products made with plastic. C People are finding better ways to avoid using plastic products. D People must have more education on ways to avoid littering. Part B Which detail from the passage supports the answer in Part A? A “Straws made of paper or other biodegradable materials are supposed to take the place of plastic straws...” (paragraph 12) B “They figure if they aren’t available, they won’t end up as litter and endanger our ocean life.” (paragraph 14) C “Plenty of them are strewn along the roads, too, which means they’re also getting in the water.” (paragraph 14) D “Public pleas and service announcements... have failed.” (paragraph 15) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 38 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 1: Night of the Whippoorwill by Beverly J. Letchworth While on a weekend trip to the lake, Alex’s dad wants to take Alex fishing. Instead of going in the daytime, his dad takes him fishing out on the lake at night. At first, Alex is anxious and doesn’t want to go; however, he soon realizes why this fishing trip is different from the kind he is used to. 1 Leaning down to get closer to the light, Alex tried to thread a worm on his hook, but he couldn’t seem to work his fingers right.... 2 Dad switched off the flashlight, and the night fell over them like a heavy cape. “I can’t see anything,” Alex said weakly. 3 “No matter,” Dad said. “You don’t have to see. You’ll feel it if a fish bites.” 4 Suddenly a low booming noise startled Alex. “What is it?” he whispered. 5 “Sounds like a great horned owl. They make several hoots at a time.” 6 Alex shivered at the eerie calls. 7 After a while Dad asked, “Been getting any nibbles?” 8 “No.” Alex didn’t know if he had or not. Who was thinking about fishing? 9 “Moon’s half full. It gives us some light,” Dad said. 39 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10 Alex looked up. Sure enough, there was the moon. Gazing around, he noticed that he could see the shoreline now and the dark forms of trees. 11 Looking into the trees on shore, he spied tiny points of light glinting in the darkness. The longer he looked, the more flashes he saw. Hundreds of them! They looked like stars that had come down from the sky. “Look, Dad, fireflies!” 12 “A sight to see,” agreed Dad. 13 A loud whistling sound erupted from the woods. A clear mellow voice repeated the three-note call over and over. “Listen,” said Dad. “It’s a whippoorwill. It may call out its name like that for hours. Aren’t we lucky to hear a whippoorwill!” 14 Alex didn’t answer. He had never heard such an odd, exciting birdcall— sad but zippy. It blocked out everything else. Indeed, the other night creatures seemed to stay quiet for a while to listen to the whippoorwill. 15 Then the great horned owl hooted again. Alex counted five hoots. Against the sky, the quick dark shape of a bat darted back and forth. 16 Alex reeled in his line, put on another worm, and cast out again. Excerpt from “Night of the Whippoorwill” by Beverly J. Letchworth. Copyright © 2015 by Highlights for Children. Reprinted by permission of Highlights for Children via Copyright Clearance Center. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 40 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 2: The Skating Lesson by Tim Tibbitts 17 Mom and I have been coming to the rink every Sunday since my lessons began. That was our deal. I take lessons on Tuesdays, and we skate together on Sundays. 18 When we’re ready to go out on the ice, Mom squeezes my hand and puts an arm around my shoulder. 19 We start with a few baby steps. 20 What does Coach always say at the beginning of a lesson? 21 Let’s take a minute to get a feel for the ice. 22 I look up at Mom and smile. She smiles back nervously. I take a short gliding step, and she steps with me, holding my hand tight. 23 We go very slowly the first time across. After a few times back and forth, we stop in the center of the rink. I gently pull my hand from Mom’s grip. 24 “Not yet,” Mom says, reaching for my hand. Keeping my eyes on Mom’s anxious face, I glide slowly away. 25 While Mom stands perfectly still, I try the move Coach taught us this week.... 26 I steady myself, then wait a moment while some bigger kids whiz by on hockey skates. It’s hard to concentrate when people skate so close. 27 Then I say, “OK, Mom. It’s time.” 41 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 28 “I know,” she says. 29 “There’s really nothing to be afraid of,” I say. 30 “I know.” 31 “Skating alone is no harder than skating with me, Mom. It’s not like I’m really holding you up or anything.” 32 She lets out a breath. “I know.” 33 Then I do what Coach does when he’s teaching a new skater. “Watch my face, Mom,” I say. “Not your feet. Now, step.” 34 She takes a baby step. 35 “Glide. Good. Step. Glide. Step. Glide. That’s right. You can do it.” 36 We stay until Mom has gone back and forth across the rink three times by herself. 37 When she is done, she glides over to me and gives me a big hug. 38 “I knew you could do it,” I say. 39 She grins. “I couldn’t have done it without my excellent teacher.” Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 42 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Excerpt from “The Skating Lesson” by Tim Tibbitts. Copyright © 2015 by Highlights for Children. Reprinted by permission of Highlights for Children via Copyright Clearance Center. 43 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 25 In Passage 2, which sentence shows how Mom has changed the way she feels about skating? A “She smiles back nervously.” (paragraph 22) B “Keeping my eyes on Mom’s anxious face, I glide slowly away.” (paragraph 24) C “While Mom stands perfectly still, I try the move Coach taught us this week.” (paragraph 25) D “When she is done, she glides over to me and gives me a big hug.” (paragraph 37) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 44 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 26 In your own words, write a multi-paragraph response that explains what Alex in Passage 1 and Mom in Passage 2 fear. Be sure to include information about how they are able to overcome their fears. Your response must be based on ideas and information that can be found in both passages. As you write your response: use your own words to introduce and develop a topic; use evidence from the passages to support your topic; and use clear language to express ideas about your topic by making connections to your evidence. Be sure to: include an introduction; create focused, organized paragraphs; pay attention to the grammar, structure, and mechanics of your sentences; and include a conclusion. Write your multi-paragraph response in the space provided. 5 45 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10 15 20 25 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 46 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 27 How does the point of view in Passage 2 affect how the story is told? A It allows readers to know what Mom thinks while she is skating. B It allows readers to know how the coach feels about the narrator. C It allows readers to know what the narrator thinks about his own skills as a skater. D It allows readers to see how the narrator uses his own skating lessons to help Mom. 47 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 28 Complete the table by selecting the traits that describe each character. Dad (Passage 1) Both Child (Passage 2) Has years of experience A B C Is a teacher and a learner D E F Offers encouragement G H I Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 48 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 29 Read this sentence from Passage 1. “A loud whistling sound erupted from the woods.” (paragraph 13) What does the word erupted mean as used in the sentence? A echoed B burst C crept D whispered 49 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 30 Which three statements should be included in a summary for Passage 1? A Alex shivers when he hears a horned owl. B Alex becomes comfortable with his surroundings. C Alex looks up to see light from the half full moon. D Alex is nervous about the atmosphere on the lake. E Alex has trouble seeing after Dad turns the flashlight off. F Alex gets excited about the sights and sounds around him. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 50 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 31 This question has two parts. First, answer Part A. Then, answer Part B. Part A What is a similarity between Alex in Passage 1 and Mom in Passage 2? A They both feel excited about taking a weekend trip. B They are both teaching a new skill to a family member. C They both are forced to do an activity they dislike. D They both feel anxious about experiencing something new. Part B Select two details, one from each passage, that support the answer in Part A. A “Alex shivered at the eerie calls.” (Passage 1, paragraph 6) B “‘No.’ Alex didn’t know if he had or not.” (Passage 1, paragraph 8) C “... he noticed that he could see the shoreline now and the dark forms of trees.” (Passage 1, paragraph 10) D “Mom and I have been coming to the rink every Sunday since my lessons began.” (Passage 2, paragraph 17) E “After a few times back and forth, we stop in the center of the rink.” (Passage 2, paragraph 23) F “‘Not yet,’ Mom says, reaching for my hand.” (Passage 2, paragraph 24) 51 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 1: A Few New Neighbors by Kerry McGee Mrs. Baxter is moving to a new home, so Jessie checks in on her neighbor’s house while she is away. To her surprise, Jessie finds something interesting in an old wreath on Mrs. Baxter’s front door. Jessie calls Mrs. Baxter to tell her the news, and she asks Jessie to “keep an eye on them” for her. 1 One morning, Jessie saw a scraggly pink head poking out of the nest. Babies! Jessie strained her neck to get a better look. 2 Jessie told her dad about the baby birds at Mrs. Baxter’s house. 3 “That reminds me,” Dad said. “Mrs. Baxter has movers coming tomorrow to clear out the house. I told her I’d unlock the door for them.” 4 “But what about the nest?” 5 “We can put the nest someplace else,” said Dad. 6 “We can’t move it.” Jessie said. “If we do, the mama bird won’t be able to find her babies.” 7 Dad shook his head. “We’ll just have to tell the movers to be careful.” 8 Jessie thought about the moving men tromping in and out, squeezing heavy boxes and furniture past the tiny nest. She thought about the door swinging and slamming all day long. It seemed risky. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 52 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 9 The next morning, Jessie watched the moving truck pull up in front of Mrs. Baxter’s house. Two men climbed out. 10 Dad saw the truck, too, and came outside with the key. 11 Jessie jumped up. She ran ahead of the movers and Dad to Mrs. Baxter’s front door. “Wait!” she shouted, spinning around to face them. 12 Behind her, the mama bird burst out of its nest. It landed in a tree. The movers looked at Jessie in surprise. 13 “You can’t use this door,” Jessie said, holding her arms out stiff. 14 “I’m sorry,” one of the moving men said. “We have a job to do.” 15 Jessie didn’t move. Tears stung her eyes. “There’s a nest in the wreath,” Jessie explained. “If you open the door, it will fall.” 16 The other man sighed. “Do you have any ideas?” 17 Jessie nodded. “I do have an idea, Dad, can I have the key?” 18 As carefully as she could, Jessie unlocked the front door and eased it open. When it was just wide enough to slip through, she ducked into Mrs. Baxter’s house. 19 She’d been in there many times, so it didn’t take her long to find the side door and unlock it from the inside. 20 “Got it!” Jessie called, running around to the front of the house. “The side door is open!” 21 One of the men was peering into the wreath. “Hey,” he said. “There are babies in there.” He grinned at Jessie. “I bet that mama bird is glad you’re 53 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: watching out for her babies.” 22 “Hello, Mama Bird,” the other man said, waving to the bird, still in the tree. 23 Jessie smiled as she and Dad thanked the men for their help. Excerpt from “A Few New Neighbors” by Kerry McGee, from Highlights for Children. Copyright © 2013 by Highlights for Children, Inc. Reprinted by permission of Highlights for Children, Inc. via Copyright Clearance Center. Passage 2: The Right Thing by Sandra Beswetherick Last summer, Mrs. Grady protected Mark from Mr. Dunn’s dog, Goldie. Now she needs her driveway shoveled. Instead of paying Mark and Jamie, Mrs. Grady has offered to bake them cookies, but the boys want to earn money to buy a game. Mark remembers this as he considers his good deed. Mark’s brother Jamie isn’t so sure that’s a good idea. 24 As soon as Goldie had turned her head, Mrs. Grady had slipped between Mark and the dog. She wasn’t much taller than Mark, but she’d stood firm as a rock in front of him as she flung her arm out toward Mr. Dunn’s house. 25 “Goldie, go home!” Then she’d swept her broom to hurry the dog along. “Get!” Goldie had obeyed. 26 When Mark’s father had appeared at their side, he’d said to Mrs. Grady, “That was very brave! Thank you.” Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 54 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 27 Mrs. Grady had laughed. “It was nothing. Good neighbors watch out for each other, don’t they?” 28 And now Mrs. Grady needed Mark as much as he’d needed her last summer. He smiled and waved at Mrs. Grady, then thrust his shovel deep into the snow. He heaved snow over his shoulder. 29 “Hey!” Jamie shouted. “What are you doing?” 30 Mark couldn’t explain about Goldie and watching out for neighbors. “I like Mrs. Grady’s cookies,” he said and scooped up another shovelful. 31 “It’ll take you all day,” his brother groaned. “We’ll never get that game.” 32 Mark shrugged and kept digging. 33 He heard Jamie’s exasperated sigh and then, surprisingly, the bite of Jamie’s shovel against the snow. Mark grinned. Jamie had known all along it was the right thing to do. 34 “Once the other neighbors see the good job we’ve done, they’ll line up to hire us,” said Jamie. Excerpt from “The Right Thing” by Sandra Beswetherick, from Highlights for Children. Copyright © 2013 by Highlights for Children, Inc. Reprinted by permission of Highlights for Children, Inc. via Copyright Clearance Center. 55 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 32 Which two ideas are important to include in a summary of Passage 1? A The opening in the front door of Mrs. Baxter’s house was too narrow for Jessie. B Jessie tells the movers about a different entrance to Mrs. Baxter’s house. C Jessie’s dad needs to unlock Mrs. Baxter’s front door for the movers. D The baby birds’ mother flies to a tree in Mrs. Baxter’s yard. E Jessie discovers baby birds in Mrs. Baxter’s wreath. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 56 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 33 This question has two parts. First, answer Part A. Then, answer Part B. Part A What do Mrs. Grady’s actions in Passage 2 reveal about her? A Mrs. Grady is humorous. B Mrs. Grady is a nosey neighbor. C Mrs. Grady can be courageous. D Mrs. Grady wants to help her neighbor earn money. Part B Which sentence supports the answer in Part A? A “She wasn’t much taller than Mark, but she’d stood firm as a rock in front of him as she flung her arm out toward Mr. Dunn’s house.” (paragraph 24) B “And now Mrs. Grady needed Mark as much as he’d needed her last summer.” (paragraph 28) C “He smiled and waved at Mrs. Grady, then thrust his shovel deep into the snow.” (paragraph 28) D “Mark couldn’t explain about Goldie and watching out for neighbors.” (paragraph 30) 57 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 34 This question has two parts. First, answer Part A. Then, answer Part B. Part A How does Jessie’s attitude about the baby birds affect what happens in Passage 1? A It prompts her to ask the movers to be more quiet during their work. B It prompts her to suggest a different way for the movers to work. C It prompts the birds to fly to a nearby tree during the move. D It prompts Dad to find a way to move the nest for the birds. Part B Which detail supports the answer in Part A? A “Dad saw the truck, too, and came outside with the key.” (paragraph 10) B “Behind her, the mama bird burst out of its nest.” (paragraph 12) C “‘You can’t use this door,’ Jessie said, holding her arms out stiff.” (paragraph 13) D “‘I’m sorry,’ one of the moving men said. ‘We have a job to do.’” (paragraph 14) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 58 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 35 Read this paragraph from Passage 2. 30 Mark couldn’t explain about Goldie and watching out for neighbors. “I like Mrs. Grady’s cookies,” he said and scooped up another shovelful. What does the narrator’s point of view in this paragraph reveal about Mark? A Mark’s decision was made after talking to Mrs. Grady. B Mark is very confident about his decision to help Mrs. Grady. C Mark’s decision to help Mrs. Grady was made after talking to his brother. D Mark was not able to talk about the reasons he decided to help Mrs. Grady. 59 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 36 Read these paragraphs from Passage 2. 31 “It’ll take you all day,” his brother groaned. “We’ll never get that game.” 32 Mark shrugged and kept digging. 33 He heard Jamie’s exasperated sigh and then, surprisingly, the bite of Jamie’s shovel against the snow. Mark grinned. Jamie had known all along it was the right thing to do. Based on these paragraphs, what does the word exasperated mean? A annoyed B determined C excited D tired Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 60 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 37 Both characters perform good deeds in each passage. In what way are the main characters’ deeds different? A Jessie helps animals in need in Passage 1, while Mark fails to help animals in Passage 2. B Jessie is rewarded for good deeds in Passage 1, while Mark gives up a reward to help people in Passage 2. C Jessie performs a good deed of her own in Passage 1, while Mark gets an idea from his brother in Passage 2. D Jessie comes up with a helpful idea on her own in Passage 1, while Mark repays a neighbor’s kindness in Passage 2. 61 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 38 Which detail from Passage 1 suggests that Jessie is concerned about animals? A “One morning, Jessie saw a scraggly pink head poking out of the nest. Babies!” (paragraph 1) B “Jessie strained her neck to get a better look.” (paragraph 1) C “‘We can’t move it.’ Jessie said. ‘If we do, the mama bird won’t be able to find her babies.’” (paragraph 6) D “The next morning, Jessie watched the moving truck pull up in front of Mrs. Baxter’s house.” (paragraph 9) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 62 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: As Sweet as Sugar by Pam Bailes 63 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 1 The sun rose over the dry plains of southern Kenya, tinting the soil a reddish gold. The morning brightness made Korinko squint as he opened his eyes and reached out to poke his sleepy-headed brother, Mejooli, awake. Korinko was a tall, skinny twelve-year-old... Mejooli was two years younger, Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 64 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: a shorter version of his brother with the same lively brown eyes, dark skin, and short, curly black hair. 2 The boys were Maasai, a semi-nomadic people that inhabits lands from southern Kenya to northern Tanzania. Moving their livestock to new pastures as necessary, the Maasai raise goats, cattle, and sheep that provide milk and meat and are traded for other necessities. Each member of the community has his or her own responsibilities. The women and girls build houses, cook food, haul water, milk cattle, and hunt for firewood. The men build thorn fences around their compounds, called kraals, and protect the animals and people who live inside them. The elders oversee and organize the life of the tribe. And the boys, like Korinko and Mejooli, divide their time between herding the cattle and playing. 3 By the time his eyes opened, Korinko had already planned the morning. First, he and Mejooli would play. A smile of anticipation lit his face as he stretched and sat up inside the small loaf-shaped house his mother had built. She had woven a framework of sticks and grass, plastering it together with a mixture of mud.... 4 The outer boundary of the kraal was a fence made up of long, sharp acacia thorns. This thorny barrier kept the family’s cattle safe from lions and other dangerous animals that prowled about during the night. The cows represented the family’s wealth, so it was important to keep them safe. Now that morning had come the animals stood waiting to graze. 5 But this morning, Korinko and Mejooli would not join the other boys in taking the cattle to pasture. Korinko had dreamed of the liquid, golden taste of honey, and he couldn’t resist. Even now his mouth watered as the memory of its sweetness lingered. 6 He said to his younger brother, “I had a dream of honey, Mejooli. Will you go with me to find a beehive today?” 7 His brother grinned and nodded eagerly. Mejooli liked honey even better than his brother did. 8 The boys got up, wrapping themselves in red shukas, pieces of fabric, that they draped over their shoulders, knotting them in front. Then they 65 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: squatted beside each other in the middle of the room to drink large cups of milk and eat bowls of porridge. Stomachs bulging, each boy picked up his icengi, a short iron spear with rounded blades, and they stepped outside. Heat waves shimmered across the dry Serengeti Plains, despite the long morning shadows that extended from the bases of trees and rock formations. 9 When they had passed the thorny fence, Korinko whistled a sweet- sounding series of notes. As they walked, he repeated the whistle every ten seconds or so until he heard an answering tune. 10 “You hear him?” Korinko said to his brother. 11 “Oh yes, I hear him. But I don’t see him yet,” Mejooli answered. 12 The two boys searched the surrounding trees, turning their heads slowly. Mejooli pointed with his spear. 13 “There he is!” 14 “Eiyah! Hello, friend!” 15 The boys smiled at each other. Sitting on a tree branch, singing the special tune he reserves for talking to humans, sat a Honeyguide. This smallish bird has a short bill and dull brownish green plumage with white tail markings—but it is not his appearance that makes the Honeyguide special. The Maasai love the bird for its willingness to guide humans to honey. 16 Once the bird realized Korinko and Mejooli had spotted him, it began a game of follow the leader. He flitted from tree to tree just in front of the boys, who followed closely on the ground. When the bird’s chirping song changed, Korinko and Mejooli knew their goal was near. They began searching the surrounding area, peering into holes in the ground and banging their spears on tree trunks. Finally they zeroed in on a tree that was filled with an ominous buzzing noise. 17 “Aiyah! Here!” Korinko shouted, slapping his brother on the shoulder in excitement. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 66 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 18 “We found it!” Mejooli agreed. Glossary nomadic: moving from place to place acacia: a flowering tree with thorns ominous: evil, threatening Excerpt from “As Sweet as Sugar” by Pam Bailes, from Cricket. Copyright © 2015 by Carus Publishing. Reprinted by permission of Carus Publishing via Copyright Clearance Center. 67 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 39 How does the author describe Korinko and Mejooli in paragraphs 5–9? Click the boxes in the table to match each phrase with the correct character. Some descriptions may apply to both characters. Korinko Both Mejooli Dreams about honey A B C Likes honey the most D E F Wears a red shuka G H I Whistles a song J K L Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 68 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 40 How does the narrator’s point of view influence how the story is told? A The narrator understands that the readers may not be familiar with the Maasai and includes details about Maasai life. B The narrator understands that the Maasai are nomadic and includes details about how the mothers move the houses. C The narrator understands that the boys should be herding cattle and includes language that criticizes the boys’ hunt for honey. D The narrator understands that the readers may be afraid of bees and includes details about the Honeyguide to show there is nothing to fear. 69 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 41 Identify the three statements that should be included in a summary of the story. Place a check mark next to each statement to identify those that should or should not be included. Should be in a Should not be in a summary of the summary of the story story One day two brothers from Kenya decide A B to search for honey. Mejooli is Korinko’s younger brother. C D They are guided by a special bird that lets E F them know when honey is nearby. The boys eat a large breakfast of porridge and milk before they leave to look for G H honey. The brothers successfully find honey I J after closely following the Honeyguide. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 70 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 42 Custom hottext not printable 71 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 43 Select the two sentences that show the boys are getting close to finding honey. A “As they walked, he repeated the whistle every ten seconds or so until he heard an answering tune.” (paragraph 9) B “The two boys searched the surrounding trees, turning their heads slowly.” (paragraph 12) C “There he is!” (paragraph 13) D “When the bird’s chirping song changed, Korinko and Mejooli knew their goal was near.” (paragraph 16) E “Finally they zeroed in on a tree that was filled with an ominous buzzing noise.” (paragraph 16) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 72 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 44 Read these sentences. “Korinko had dreamed of the liquid, golden taste of honey, and he couldn’t resist. Even now his mouth watered as the memory of its sweetness lingered.” (paragraph 5) What does the word lingered mean as it is used in these sentences? A dripped B faded C increased D stayed 73 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 1: Is Technology Making Us Rude? by Time for Kids 1 Have you ever been so focused on texting with a friend that you ignored the one sitting right next to you? Technology can be a useful tool, but some people think it’s changing the way we behave, both online and in person. 2 While we’re focused on our devices, do we forget our manners? Do the comments we make to people online match how we would speak to them face-to- face? When we interact on screens, it’s easy to forget that there’s a real person on the other side. We asked TIME for Kids readers to weigh in on this week’s debate question: Is technology making us rude? Here, two students tell us what they think. YES! By Tirath Kaur, 10 Dublin, California 3 Technology is making many people rude. Some people use it to spread misleading information and post inappropriate things. People post rude comments about others or make fun of people online, because they feel they can do so.... Because of all this, kids should only make accounts on safe websites, and parents should monitor their kids’ social-media moves. 4 Technology can be good, but too many people use it for bad purposes. It’s our responsibility to avoid wrongdoing by not being rude online. NO! By Alex Bachelor, 12 Schaumburg, Illinois 5 Technology does not make us rude. A person’s personality has a lot to do with it.... People can be mean, but they can also be nice. Some video games even encourage players to help each other, so people learn to be kind. Plus, social media helps us remember important dates, such as birthdays. This allows us to share experiences with other people. Also, technology helps us socialize. We can communicate with each other without traveling long distances. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 74 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 6 I think technology is making us kinder. Some people believe technology is pulling us apart, when actually it pulls us together. Glossary monitor: closely follow Excerpt from “Is Technology Making Us Rude?” by Time for Kids. Copyright © 2019 by TIME USA, LLC. Reprinted by permission of TIME USA, LLC via Copyright Clearance Center. Passage 2: Share the Screen by Anya Kamenetz 7 Have you ever argued with your parents about putting away the tablet or turning off a video game? Most families are fighting these battles.... 8 You may not remember a time before there were smartphones and tablets everywhere.... But screen time is nothing new. When... parents were growing up, they watched television. They probably played video games, too. 9 Mobile devices are different, though. This is because they can come with us wherever we go: to the dinner table, into the car, into the bedroom when we’re going to sleep. They are programmed to remind us to pick them up or to keep using them. That’s part of what makes smartphones smart! But it also means they interrupt us when we’re trying to have family time and fun with friends. Everyone is now distracted by his or her own little machine. 10 Scientists who study the effects of media say too much screen time can cause problems.... Too much screen time at night stops you from getting healthy sleep. Children who grow up with the most screen time can have a hard time focusing. And many families fight about screen time. That’s no fun for anyone. 11 The solution is to talk about screen time. Make an agreement with your family about where, when, and how you are going to use your devices. No more than an hour a day is recommended for kids during the school week. 12 75 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: And take some time to enjoy your device with your family, perhaps by watching a movie.... [It is] the best way for kids to grow up healthy in our digital world. Glossary screen time: time spent looking at a television or other screen Excerpt from “Share the Screen” by Anya Kamenetz. Copyright © 2019 by TIME USA, LLC. Reprinted by permission of TIME USA, LLC via Copyright Clearance Center. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 76 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 45 Read the sentences from Passage 2. “But it also means they interrupt us when we’re trying to have family time and fun with friends. Everyone is now distracted by his or her own little machine.” (paragraph 9) Which phrase from the sentences helps the reader understand the meaning of the word distracted? A “interrupt us” B “family time” C “with friends” D “little machine” 77 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 46 This question has two parts. First, answer Part A. Then, answer Part B. Part A What point does the author of Passage 2 make about how families should handle problems created by mobile devices? A Families should agree that children can only use mobile devices for school work. B Families should discuss ways to reduce screen time to limit the problems it causes. C Families should wait until children are older to give them mobile devices. D Families should research ways that other people deal with increased screen time. Part B Which sentence from Passage 2 supports the answer in Part A? A “But it also means they interrupt us when we’re trying to have family time and fun with friends.” (paragraph 9) B “Too much screen time at night stops you from getting healthy sleep.” (paragraph 10) C “Make an agreement with your family about where, when, and how you are going to use your devices.” (paragraph 11) D “No more than an hour a day is recommended for kids during the school week.” (paragraph 11) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 78 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 47 Should parents limit children’s use of technology? In your own words, write a multi-paragraph response that explains whether or not parents should limit children’s use of technology. Include evidence from the passages to support your opinion. Make sure you are using information from both passages in your response. As you write your response: use your own words to explain your opinion; use evidence from the passages to support your points; and use clear language to express your opinion by making connections between your points and your evidence. Be sure to: include an introduction; create organized paragraphs that focus on your opinion; pay attention to the grammar, structure, and mechanics of your sentences; and include a conclusion. Write your multi-paragraph response in the space provided. 5 79 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10 15 20 25 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 80 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 48 In Passage 1, which sentence from Alex’s response in paragraph 5 shows that technology has benefits? A “Technology does not make us rude.” B “A person’s personality has a lot to do with it.” C “People can be mean, but they can also be nice.” D “Also, technology helps us socialize.” 81 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 49 Based on Passage 2, how have mobile devices changed the way people use screens? A People are able to watch movies more often. B People are able to play video games together. C People have access to their screens in a variety of places. D People have different television choices than they did in the past. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 82 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 50 Select the boxes to show whether the details in Passage 1 are included in Tirath’s response or Alex’s response. Tirath’s Alex’s Response Response Technology can be used to spread bad A B information. Technology helps people stay in touch with one C D another. Parents should be aware of their kids’ social E F media activities. 83 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 51 This question has two parts. First, answer Part A. Then, answer Part B. Part A What is a main idea of Passage 2? A Screen time should be limited to avoid trouble that mobile devices can cause. B Some people believe that too much screen time can cause sleeping problems. C Mobile devices should be left at home to stop interruptions during family time. D Parents often forget how much television they watched when they were growing up. Part B Which sentence supports the response in Part A? A “They probably played video games, too.” (paragraph 8) B “They are programmed to remind us to pick them up or to keep using them.” (paragraph 9) C “Scientists who study the effects of media say too much screen time can cause problems.” (paragraph 10) D “[It is] the best way for kids to grow up healthy in our digital world.” (paragraph 12) Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 84 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 52 Select a sentence from Tirath’s response in Passage 1 that provides a solution to problems with technology. “ A Technology is making many people rude. B Some people use it to spread misleading information and post inappropriate things. C People post rude comments about others or make fun of people online, because they feel they can do so.... D Because of all this, kids should only make accounts on safe websites, and parents should monitor their kids’ social-media moves. E Technology can be good, but too many people use it for bad purposes. ” (paragraphs 3-4) 85 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 1: Animating Our World by Christine Graf 1 When the motion picture camera and projector were invented in the late 1800s, animators began making movies. The movies were only a few minutes long, and hundreds of drawings were needed for each minute. Each drawing was slightly different from the one before it. They had to be photographed one at a time. Then the photographs were combined, one after the other. No wonder the movies were so short! 2 Things got easier for animators in 1913. They gave up paper and began drawing on a clear film called celluloid (cel). Because cels could be stacked on top of each other, a different cel could be used for each part of a scene. For example, one cel could be used for just the background. That meant that the background of the cartoon would only have to be redrawn when it changed. 3 Another advance in animation came in 1915 with the invention of the rotoscope. This machine projected live-action movie scenes onto a piece of glass where they could be traced by an animator. 4 By the late 1920s, animators began using sound in their movies. That pleased audiences, who wanted something new and exciting. Walt Disney came through for them in 1937 when he released the first animated full-length film, Snow White and the Seven Dwarfs. 5 During the 1940s and 1950s, animators created television cartoons that used fewer drawings per second than Disney used. They could be made quickly and inexpensively. But they didn’t have the detail and quality that Disney was known for. 6 In 1995, nearly 30 years after Walt Disney’s death, Disney Studio released Toy Story. It was the first full-length movie produced entirely on computers.... Just think how much Disney and the other pioneers of animation would have enjoyed it! Glossary motion picture camera: movie camera “Animating Our World” by Christine Graf. Copyright © 2008 by Cricket Media, Inc. Reprinted by permission of Cricket Media, Inc., via Copyright Clearance Center. Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 86 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: Passage 2: Surprising Uses of Animation by Brianna Caplan Sayres 7 When most people hear the word animation, they think of cartoons. But Saturday morning sillies aren’t the only use for animation. There are other uses that might surprise you...... Learn to Operate 8 Every doctor starts out as a student. And student-doctors have to learn to do surgeries. But practicing on real, live patients can be tricky—and possibly dangerous! In the past, students have had to rely on watching videos and reading books for much of their training. 9 Now, doctors-in-training can do more. Computer animations give them a chance to practice their moves before trying the real thing. Imagine student doctors playing medical video games. What a fun way to learn!... See the Mars Rovers in Action 10 When NASA’s robot rovers explored Mars, they took lots of pictures of the planet. But the rovers didn’t take any pictures of themselves. And IMAX filmmakers wanted pictures of the rovers to go along with the shots of the planet. 11 That’s where animator Dan Maas stepped in. Maas and his team created an animation to bring IMAX audiences along on the rovers’ journey. In the animation, viewers can see the rovers in great detail, down to the very last screw. Maas says his animation helped create “realistic views of the spacecraft that could never be captured with real cameras.” 12 What would you like to do with animation? Excerpt from “Surprising Uses of Animation” by Brianna Caplan Sayres. Copyright © 2008 by Cricket Media, Inc. Reprinted by permission of Cricket Media, Inc., via Copyright Clearance Center. 87 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 53 How do animators today depend on the work of animators before them? In your own words, write a multi-paragraph response that explains how animators today depend on the work of animators before them. Be sure to include information about the major improvements in animation and how they inspired modern animators. Your response must be based on ideas and information that can be found in both passages. As you write your response: use your own words to introduce and develop a topic; use evidence from the passages to support your topic; and use clear language to express ideas about your topic by making connections to your evidence. Be sure to: include an introduction; create focused, organized paragraphs; pay attention to the grammar, structure, and mechanics of your sentences; and include a conclusion. Write your multi-paragraph response in the space provided. 5 Test Booklet ID: 8cd69cb4-fc38-45d2-97dd-8f858ee410c4-1 88 Copyright © 2021 Cambium Assessment, Inc. All rights reserved.  Name: 10