Grade 5 Unit 4 Unit Assessment PDF

Unit 4 Unit Assessment Name _____________________________________________ Date ___________________ Read the passage and answer the questions that follow. A Remarkable Sight 1    I almost didn’t look up into the sky that early March morning in 1843. I...

Unit 4 Unit Assessment Name _____________________________________________ Date ___________________ Read the passage and answer the questions that follow. A Remarkable Sight 1    I almost didn’t look up into the sky that early March morning in 1843. I was too focused on looking for our missing cow. It was a bright day, but chilly. My hood was up and my head down as I tried to both keep warm and spot Maizie’s hoof tracks in the half-frozen ground. 2    Maizie was a reliable milker, but she was as sneaky as an escape artist. I don’t know how she got out this time, but she did. I had been tracking her since a little past sunrise, up and down the hillsides for miles. Tired and hungry, I sat down on a log. From my skirt pocket I pulled out the slab of bread Mother had tucked there for my breakfast. 3    The sun felt good on the back of my cloak, and soon I was warm enough to take off my hood. I shut my eyes, shook my long hair free, and tipped my head back to enjoy the feeling. When I opened my eyes again, expecting a clear blue sky, what I saw instead caused me to slide off the log and cower behind it. 4    A great ball of light was moving through the sky! It was as bright as the moon at midnight and so big that the hand I held up did not block it from view. It had an immensely long tail that reached nearly to the horizon. So slowly did it move that I ceased feeling afraid and became curious instead. Where had it come from? I realized that it must have been too close to the sun’s bright light for me to see it sooner. And of course, I had been looking down at cow tracks. 5    Searching my mind for what this strange body could be, I decided it must be a comet. I remembered hearing stories about those glowing orbs and their blazing tails. Some say they signal the end of the world. But the world is still here after some number of comets, so that can’t be true. Some say that a few years ago the famous Davy Crockett actually danced with a comet, wearing it out before it could do any damage. That would have been a sight to see! GO ON 106 Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC  Grade 5 Unit 4 Unit Assessment (continued) 6    I found Maizie eventually and led her back to the barn, but the comet lingered for days. Scientists were very interested in it and believed it might even come back, but not for a long, long time. In the meantime, there may be other comets. The heavens are so beautiful and filled with such wonders. It is good to look up, for you never know what you might see. I have often thought this on star-filled nights. Now I know to look up in the daytime, too. GO ON Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC 107 Grade 5 Unit 4 Unit Assessment (continued) 1. The following item has two parts. Answer Part A and then answer Part B. Part A Who is telling the story? A. a young girl B. a scientist C. an outside observer D. a dairy farmer Part B Which two sentences from the passage best support the answer to Part A? A. “From my skirt pocket I pulled out the slab of bread Mother had tucked there for my breakfast.” B. “I shut my eyes, shook my long hair free, and tipped my head back to enjoy the feeling.” C. “It was as bright as the moon at midnight and so big that the hand I held up did not block it from view.” D. “It had an immensely long tail that reached nearly to the horizon.” E. “Some say that a few years ago the famous Davy Crockett actually danced with a comet, wearing it out before it could do any damage.” 2. Read this sentence from paragraph 2. “Maizie was a reliable milker, but she was as sneaky as an escape artist.” What does the phrase as sneaky as an escape artist suggest about Maizie? A. She used tricks to distract people. B. An artist helped her escape from her pen. C. She was clever at finding ways to escape. D. When loose, she usually hid in the barn. GO ON 108 Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC  Grade 5 Unit 4 Unit Assessment (continued) 3. What does the word cower mean as it is used in paragraph 3? A. stand boldly B. hide from view C. sit comfortably D. crouch in fear 4 How do paragraphs 1 and 2 contribute to the structure of this story? Select two answers. A. They describe the setting of the story. B. They introduce characters the narrator will meet. C. They explain why the narrator is outside to see the comet. D. They give background information about the comet. E. They connect the events of the story to an historic event. 5. Read this sentence from paragraph 5. “Some say that a few years ago the famous Davy Crockett actually danced with a comet, wearing it out before it could do any damage.” What does the phrase wearing it out mean in this sentence? A. dressing in it B. making it leave C. capturing it D. exhausting it GO ON Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC 109 Grade 5 Unit 4 Unit Assessment (continued) Read the passage and answer the questions that follow. News from Above 1    “Are you going out to the Fergusons’ place tomorrow?” Albert asked his friend Harvey as they walked home from school together. 2    “Why, what’s happening there?” Harvey responded. 3    Albert stopped abruptly. “Haven’t you heard?” he asked in amazement. “An airplane is going to deliver the mail.” 4    “Oh, come on,” scoffed Harvey, “what kind of fool do you think I am? No airplane is going to fly over this county, never mind landing in the Fergusons’ field.” 5    The two boys trudged on in silence until Albert asked, “Have you ever seen an airplane?” 6    “Nope,” replied Harvey, “but I’ve seen tons of pictures. My uncle cuts them out of the city newspapers for me and sends them with his letters. But when I look at those pictures, I don’t see how airplanes even get off the ground without breaking into a million pieces. They look too flimsy to carry a person, let alone heavy cargo.” 7    The boys soon reached the place where their routes split, so they said goodbye and headed their separate ways. 8    The next morning, Albert woke up thinking about airplanes. After quickly doing his chores, he jogged the two miles to the Fergusons’ farm. There he found a crowd of onlookers buzzing like a swarm of bees, frequently looking up at the sky. People were buying lemonade from the Ferguson kids, who knew a good opportunity when they saw it. GO ON 110 Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC  Grade 5 Unit 4 Unit Assessment (continued) 9    The crowd heard the airplane before they saw it. Then over the trees it came, looking just like the pictures, and circled above their heads. The plane wobbled a bit as the pilot took one hand off the steering and leaned over in his compartment. He sat back up holding a large sack, which he released from the window of the plane. Everyone cheered as the sack plunged to earth, then shrieked as it burst on impact. Letters and postcards scattered everywhere, and the bystanders ran to gather them up. 10    When things began to calm down, Mrs. Thornton from town asked Albert if he would be seeing Harvey soon. “There’s a letter here from his uncle. Too bad he didn’t come today; he missed quite a show.” 11    Albert thought the “show” would only have strengthened Harvey’s doubts about airplanes. Albert, on the other hand, couldn’t wait for the day when he could look up and see airplanes crossing the sky all the time. GO ON Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC 111 Grade 5 Unit 4 Unit Assessment (continued) 6. The following item has two parts. Answer Part A and then answer Part B. Part A How does the concluding paragraph of the story connect to events that happen on the first day of the story? A. It explains why the Ferguson’s farm was selected to receive the mail. B. It includes a reminder of Harvey’s doubts about airplanes. C. It describes the relationship between Harvey and his uncle in the city. D. It gives the readers hints about Albert becoming a pilot in the future. Part B Which two sentences from the passage support the answer to Part A? A. “Albert thought the ‘show’ would only have strengthened Harvey’s doubts about airplanes.” B. “Are you going out to the Fergusons’ place tomorrow?” C. “The two boys trudged on in silence until Albert asked, ‘Have you ever seen an airplane?’” D. “Everyone cheered as the sack plunged to earth, then shrieked as it burst on impact.” E. “They look too flimsy to carry a person, let alone heavy cargo” 7. What does the word flimsy mean as it is used in paragraph 6? A. clumsy B. poorly designed C. expensive D. light and weak 8. How does the narrative point of view affect the way this story is told? A. It focuses on Albert to make the event seem exciting. B. It makes the events confusing by comparing characters’ views. C. It focuses on Harvey to make airplanes seem unreal. D. It makes the events meaningful by sharing personal feelings. GO ON 112 Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC  Grade 5 Unit 4 Unit Assessment (continued) 9. Read this sentence from paragraph 8. “There he found a crowd of onlookers buzzing like a swarm of bees, frequently looking up at the sky.” What does the phrase buzzing like a swarm of bees suggest about the scene? A. People were listening for the hum of the plane’s engine. B. The people were bunched together and talking excitedly. C. Bees were causing problems with the crowd of people. D. Someone started humming a song, and the others followed. 10. What does the word impact mean as it is used in paragraph 9? A. an explosion B. contact with the ground C. a cloud in the sky D. people in the crowd 11. Read the sentences from paragraph 9. Underline the sentence that best shows the narrator has an all-knowing point of view. “The crowd heard the airplane before they saw it. Then over the trees it came, looking just like the pictures, and circled above their heads. The plane wobbled a bit as the pilot took one hand off the steering and leaned over in his compartment. He sat back up holding a large sack, which he released from the window of the plane.” GO ON Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC 113 Grade 5 Unit 4 Unit Assessment (continued) 12. Read this sentence from paragraph 11. “Albert, on the other hand, couldn’t wait for the day when he could look up and see airplanes crossing the sky all the time.” What does the phrase on the other hand mean in this sentence? A. holding on B. to be honest C. in contrast D. not surprisingly 13. Which sentence expresses a theme shared by the two passages, “A Remarkable Sight” and “News from Above”? A. Things happen every day that are beyond our control. B. The sky holds many wonders for those willing to look. C. Sometimes it is good to forget plans and just enjoy the moment. D. If you close your mind to new experiences, you can miss out on a lot. GO ON 114 Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC  Grade 5 Unit 4 Unit Assessment (continued) 14. Both “A Remarkable Sight” and “New from Above” deal with the theme of people witnessing something for the first time. How do the passages differ in the way they approach this theme? Write a series of sentences to explain. Use details from the passages to support your answer. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ GO ON Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC 115 Grade 5 Unit 4 Unit Assessment (continued) Editing Task There are words or phrases in the passage that are underlined to show they may be incorrect. For each underlined word or phrase, choose the best answer. At her father’s trading post, Mattie watches with interest as a customer conducts his business. The man has purchased large quantities of beans, cornmeal, potatoes, nails, and, rope. The load of supplies he is piled on his wagon is quite a sight. “You can make a new oar for me can’t you?” he asked. The oar for his flatboat being broken a week earlier. “Yes, we can do that,” said Mattie’s father. “Ah that’s music to my ears,” the man replied. Mattie envies these pioneers who are traveling farther down the Ohio River. So many pioneers had passed through town already. She wonders where they all went. 15. Replace is piled with A. is piled (no change) B. was pilling C. has piled D. will pile 16. Replace “You can make a new oar for me can’t you?” with A. “You can make a new oar for me can’t you?” (no change) B. “You can make a new oar, for me can’t you?” C. “You can make a new oar for me, can’t you?” D. “You can make, a new oar, for me can’t you?” GO ON 116 Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC  Grade 5 Unit 4 Unit Assessment (continued) 17. Replace being broken with A. being broken (no change) B. did break C. was breaking D. had broken 18. Replace “Yes, we can do that,” with A. “Yes, we can do that,” (no change) B. “Yes we can do that,” C. “Yes we can, do that,” D. “Yes, we can, do that,” 19. Replace “Ah that’s music to my ears,” with A. “Ah that’s music to my ears,” (no change) B. “Ah that’s music, to my ears,” C. “Ah, that’s music to my ears,” D. “That’s music to my ears, ah” GO ON Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC 117 Grade 5 Unit 4 Unit Assessment (continued) Writing Task You have read two historical fiction passages, “A Remarkable Sight” and “News from Above.” Choose one of the passages and write a new scene telling what happens next. Manage your time carefully so that you can plan your response and do some prewriting in the space provided. Be sure to include characters, setting, a plot, and a unique narrative perspective. use details from the passages. Your written response should be in the form of a multi-paragraph narrative. Write your answers on the lined pages. Anything you write that is not on the lined pages will NOT be scored. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ GO ON 118 Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC  Grade 5 Unit 4 Unit Assessment (continued) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ STOP Grade 5 Weekly & Unit Assessments © Benchmark Education Company, LLC 119