Treasures Grade 3 Test - Prep

Grade 3
Test Preparation
and Practice
A
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Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 021 11 10 09 08 07
Contents
Overview of the FCAT
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Reading
Section 1: Words and Phrases in Context (L.A.A.1.2.3) . . . . . . . . . . . . . . . . . . . . . 6
Section 2: Main Idea/Essential Message, Details, and Chronological Order
(L.A.A.2.2.1) / Author’s Purpose (L.A.A.2.2.2) . . . . . . . . . . . . . . . . . . . . 32
Section 3: Plot Development (L.A.E.1.2.2) / Author’s Purpose (L.A.A.2.2.2) . . . . . . 65
Section 4: Cause and Effect (LA.E.2.2.1) / Author’s Purpose (L.A.A.2.2.2) . . . . . 97
Section 5: Comparison and Contrast (L.A.A.2.2.7)
Similarities and Differences (L.A.E.1.2.3)
Author’s Purpose (L.A.A.2.2.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Section 6: Reference and Research Information (L.A.A.2.2.8)
Author’s Purpose (L.A.A.2.2.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Writing+
Section 1: FCAT Writing+ Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
6-Point Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Writing Checklist for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Writing Prompts: Explanation for Students . . . . . . . . . . . . . . . . . . . . . . . . .184
Writing Prompts: Narrative (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . . .185
Writing Prompts: Expository (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . .189
Section 2: Writing Plan Format (LA.B.1.2.1, LA.B.1.2.2) . . . . . . . . . . . . . . . . . . . . 193
Writing Plan Format Explanation for Students . . . . . . . . . . . . . . . .194
Section 3: Writing Sample Format (LA.B.1.2.2). . . . . . . . . . . . . . . . . . . . . . . . . .205
© Macmillan/McGraw-Hill
Writing Sample Format Explanation for Students . . . . . . . . . . . . .206

Section 4: Cloze Selection Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Cloze Selection Format Explanation for Students . . . . . . . . . . . . . 218
Section 5: Stand-Alone Questions Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . .224
Stand-Alone Questions Format Explanation for Students . . . . . .225
Short-Response and Extended Response Rubrics . . . . . . . . . . . . . . . . . . . 231
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
Anchor Papers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253
FCAT 5FTU1SFQBSBUJPOBOE1SBDUJDFGPS3FBEJOHBOE8SJUJOHr(SBEF

Overview of the
The Florida Comprehensive Assessment Test (FCAT) was developed by
the Florida Department of Education to assess students’ achievement of the
skills outlined in the Sunshine State Standard Benchmarks.
Format of the Reading Test

The FCAT Reading Test has three main types of questions: multiple-
choice items, short-response performance tasks, and extended-response
performance tasks. The short-response and extended-response questions
are called “Read, Think, and Explain” performance tasks. In Grades 3 and 5,
students are tested on multiple-choice items only.
Cognitive Complexity
The FCAT Reading Test includes questions of varying difficulty or
“cognitive complexity.” The FCAT divides these questions into the categories
of low, moderate, or high. The following chart shows the skills assessed in
each level:
Cognitive
Complexity Tested Skill Sample Test Question
Low Students demonstrate a Recall information,
basic level of comprehension facts, or details
Moderate Students analyze Compare and contrast
information to reach a conclusion
High Students explain, generalize, Determine the author’s
or synthesize purpose or point of
view
Format of the Writing+ Test

The FCAT Writing+ (Writing Plus) test contains multiple-choice questions

and an essay. It is administered to students in Grades 4, 8, and 10. On the
multiple-choice portion, students are tested on four aspects of writing
skills: focus, organization, support, and conventions. On the essay portion,
students must write in response to an assigned topic. Overall, the Writing+
Test assesses students’ knowledge of punctuation, spelling, usage, sentence
structure, grammar, and the conventions of good writing.

How to Use This Book
FCAT Test Preparation and Practice is Assessment questions include multiple
specifically modeled after items in the FCAT choice, short response, and extended response.
Reading Test and in the FCAT Writing+ Test. Each section provides 5–6 practices exercises
Multiple test passages are given to for each of the assessed benchmarks. Author’s
provide students with more practice for each Purpose is assessed in each of the six sections.
assessed benchmark. These passages can Short-response performance tasks and
be used for modeling guided practice, for extended-response questions are included
independent practice, or for targeted practice in both the Grade 3 and Grade 5 books, even
for students having difficulty. though these questions only appear on the
Grade 4 and Grade 8 tests. These questions
provide students in Grade 3 and Grade 5 with
Reading additional practice.
The FCAT Reading test preparation is
divided into six sections, each covering
different benchmarks:
Writing+
Section 1: Words and Phrases in Context Although the Writing+ FCAT test is
FCAT Benchmark LA.A.1.2.3 administered to students in Grades 4, 8,
Section 2: Main Idea/Essential Message, and 10, the Writing+ FCAT test preparation
Details, Chronological Order, section is included in the Grade 3 and 5
FCAT Benchmark LA.A.2.2.1 books in order to provide students with
Author’s Purpose additional practice.
FCAT Benchmark LA.A.2.2.2 The FCAT Writing+ is divided into five
Section 3: Plot Development sections. The first section contain writing
FCAT Benchmark LA.A.1.2.2 prompts. The remaining sections contain a
Author’s Purpose variety of reading passages and activities
FCAT Benchmark LA.A.2.2.2 followed by multiple-choice questions. These
Section 4: Cause and Effect sections measure the following benchmarks:
FCAT Benchmark LA.E.2.2.1 LA.B.1.2.1 Organization
Author’s Purpose LA.A.2.2.2 LA.B.1.2.2 Focus, Support
Section 5: Comparison and Contrast LA.B.1.2.3 Conventions
FCAT Benchmark LA.A.2.2.7
Similarities/Differences Rubrics
FCAT Benchmark LA.E.1.2.3
Short- and extended-response rubrics

Author’s Purpose appear on page 231, and a six-point scoring
FCAT Benchmark LA.A.2.2.2 rubric appears on page 182 and page 254.
Section 6: Reference and Research
FCAT Benchmark LA.A.2.2.8 Answer Key
Author’s Purpose
FCAT Benchmark LA.A.2.2.2 The answer key begins on page 232.

Section 1
Benchmark
Words and Phrases in Context
Benchmark LA.A.1.2.3
The student uses simple strategies to determine meaning and increase
vocabulary for reading, including the use of prefixes, suffixes, root words,
multiple meanings, antonyms, synonyms, and word relationships.
Contents
Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Passages Anxious Eric Fiction ...................................8
What an Earful! Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
The Surprise Party Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Who Took My Toes? Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Coretta Scott King’s Journey Nonfiction . . . . . . . . . . . . . . . . . . 27
FCAT Test Preparation and Practice for Reading and Writing+ • Grade 3
Get Ready to Take On the
I n this section, you will be answering questions based on
the skills below.
Context Clues
To find the meaning of an unfamiliar word, look at the
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words in the same sentence or a nearby sentence. "MXBZTSFBEUIF
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For example, in the sentence below, the word eerie BOTXFSDIPJDFT
might be an unfamiliar word. DBSFGVMMZ
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O
and strange. UIFBOTXFSUPB

RVFTUJPO NBLF
Since the “eerie shadows” are “frightening and
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strange” you know that eerie probably means CVCCMFDPNQMFUFMZ
“frightening and strange.”
Synonyms and Antonyms

Sometimes looking for words that are related is one way
to find the meaning of an unfamiliar word. Words that
are similar in meaning are called synonyms. The words
tiny and small are synonyms. Words that are opposite in
meaning are called antonyms. The words huge and small
are antonyms.
Prefixes and Suffixes

Another way to discover the meaning of an unfamiliar word

is to look for letters that are added to the beginning or the
ending of a word. Letters that are added to the beginning of
a word are called prefixes. Letters added to the ending of a
word are called suffixes.
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3
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Anxious Eric
by Arlene Wachtel
“What are you so worried about?” Marissa asked.

“I came prepared for a rainy day,” said Eric. “I have my Tip
hooded jacket. If it gets hot, I’ll have to carry it.” 1BZBUUFOUJPOBT
DIBSBDUFSTBSF
Marissa smiled at her younger brother. “Only you
JOUSPEVDFE)FSF
would be upset if the sun came out at a theme park. Enjoy ZPVMFBSOUIBU&SJD
it! That is, if you can stop squirming.” BOE.BSJTTBBSF
Marissa was right. Eric was unable to stand still. They CSPUIFSBOETJTUFS
were in a long line for the roller coaster.
Marissa used to be impatient, but as long as Eric could

remember, his sixteen-year-old sister always stayed calm.
“What if we’re still stuck here when it’s time to meet Dad by
the picnic tables?” Eric wondered.
Marissa stared at her brother. “Are you having any fun at
all, Eric?”
4UVEFOU/BNF
Eric thought about it. “Yes. Well, maybe. I don’t know.”

“Do you know what I think?” said Marissa. “I think you
could have much more fun if you didn’t worry constantly.”
Eric thought about it as they inched forward in line. Did
worrying stop him from having fun? He remembered the soccer
game at recess yesterday. Everyone else had been smiling and
laughing. Eric had been worried the whole time that he would
trip. Maybe mud would get on his clothes. Perhaps the sun would
get in his eyes. Eric had a lot on his mind.
At Julio’s house last week, Eric wanted to try Julio’s new
board game, but he was too afraid that he’d have to leave in the
middle of a game. He ended up not playing at all.
4UVEFOU/BNF
Eric could think of other times in his life when he was

worried. It was just how he was.
Marissa had a good point. Eric decided something. “All
right, I’m going to try not to worry.”
“What a sensible plan,” Marissa said. The siblings then
climbed into the roller coaster.
Not worrying would be a big challenge. “The ride will be
fine. I’ve got my seatbelt on,” he thought. He looked at Marissa.
“Don’t forget your seatbelt,” he told her. Marissa fastened hers.
The roller coaster started to climb the first hill. Eric was
nervous, but he didn’t want Marissa to see it. He tried to force
a smile. He looked over at his sister. Marissa already had a big
grin on her face.
4UVEFOU/BNF
The roller coaster took off in a flash. It raced up and down,

left and right. It was fast, but Eric liked it. He caught himself
worrying about the next bend, but he quickly stopped.
The roller coaster pulled to a stop. Marissa was still
grinning. Eric was smiling, too. He really did have fun.
“We have a few minutes to get to the picnic tables,” Marissa
said. “Let’s hurry!” She ran a few steps, but then she paused.
“I’m not certain how to get there. I wish we had a map.”
Eric reached into his pocket. “Here’s one.”
“When did you get a map?” Marissa asked.
“I picked it up when we arrived at the park. I was worried
that we might get lost later.”
“I guess it can be useful to have a worrier around,” Marissa
admitted.
Eric smiled.
“Great,” he said. “From now on, I will not worry about
worrying!”
4UVEFOU/BNF
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To figure out the
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for clues .
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word unable contains
f BCMFBHBJO h UPNBLFBCMF the prefix un-. Decide
what un- means.
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/PXVTFDPOUFYU
b CBE d XJTF DMVFTUPGJHVSFPVU
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&SJDUIPVHIUBCPVUJUBTUIFZJODIFEGPSXBSE
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f OPUNPWJOH h IBSEUPTFF
g NPWJOHTMPXMZ i OPUTUSBJHIU
i0OMZZPVXPVMECFVQTFUJGUIFTVODBNFPVUBU
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8IJDIXPSENFBOTUIF01104*5&PGVQTFU
a CPSFE c NBE
b UJSFE d IBQQZ
8IJDIXPSEGSPNUIFTUPSZJTBDPNQPVOEXPSE
Tip
f QPDLFU h QJDOJD
A compound word is
g TFBUCFMU i SFDFTT formed from two or
more smaller words.
4UVEFOU/BNF
3FBEUIFBSUJDMFi8IBUBO&BSGVMuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
What an Earful!
by Benita Jones
Without looking, you might be able to tell if someone in the

room is using a pencil or turning a page. Maybe you can tell if a
heater or fan is blowing air into the room. A busy street sounds
very different from a quiet street. Perhaps you can hear birds
singing outside your window.
Some people enjoy listening to music or talking on the
phone. They might listen to the radio or go to a concert.
They use their ears to hear all of these sounds. How does this
knowledge arrive in their brains? How do people hear things
around them?
4UVEFOU/BNF
You might know part of the answer. You use your ears to hear
things around you, just like you use your mouth to taste your
food. Most parts of the ear are inside your head. These parts are
fragile and are easily damaged. That’s why you should avoid
putting your fingers and other things in your ears!
Ears come in all shapes and sizes. The part of the ear you
can see is the pinna, or outer ear. It is the only part of your ear
that is outside your head rather than inside it. This part of the
ear is used to collect sound waves.
Sound waves don’t stop there! They travel through a thin

tube called the ear canal to the rest of the ear. The ear canal is
the part of the ear that makes earwax. You may not like earwax,
but it is important. Earwax defends your ears from germs.
4UVEFOU/BNF
After passing through the ear canal, these waves continue

on. Sound waves journey to the eardrum. Have you ever seen a
drum being played in a band? The eardrum works a lot like that
drum. A drum has fabric stretched tightly across the top. When
something hits it, it vibrates up and down. The eardrum does
the same thing, but it is a piece of skin, not fabric. When sound
waves hit the skin, they make the eardrum vibrate.
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As the eardrum vibrates, it moves three tiny bones in DBOMPPLCBDLBUUIF
BSUJDMFGPSBOTXFST
your ear. In fact, these bones (ossicles) are the three tiniest
bones in your body! They are not as strong as other bones.
They are the reason your ears should be treated so carefully.
4UVEFOU/BNF
These small bones send vibrations into the inner ear. The
vibrations enter the cochlea (k ä´-kl ē-ə). This part of the ear is
named for its spiral shape (cochlea is Greek for “snail”). Small
hairs in the cochlea start moving. These hairs send signals to
your brain. The brain understands the signals as sound. As you
can see, sound waves take quite a trip! The whole trip is very
fast. Sounds go from the outer ear to the brain in no time at all.
You can hear sounds moments after they happen.
Now you know that using your ears is not as simple as it
seems. Your ears are like machines that produce all the sounds
that you hear. They need a lot of parts to work together. The
next time you listen to music, think about all the work your ears
are doing to bring the sound to you!
4UVEFOU/BNF
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DPDIMFBJT(SFFLGPSiTOBJMu

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8IJDIXPSENFBOTUIF01104*5&PGGSBHJMF
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3FBEUIFTUPSZi5IF4VSQSJTF1BSUZuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
The Surprise Party

by Sasha Moriarty
Everyone was waiting for Andre, the guest of honor.

Children hid under tables and behind chairs. Finally, Beth
yanked off her party hat. “He’s fifteen minutes late,” she said.
Mr. Edmonds, the librarian, stepped out from behind a
bookcase. “Your surprise party is missing its surprise,” he said.
He looked around the room. Children in colorful party hats hid
under tables and behind chairs. Balloons that read “HAPPY
BIRTHDAY!” hovered near the ceiling.
“Maybe Andre didn’t get the invitation,” said Paul.
“Of course he didn’t,” said Beth. “You don’t invite the
birthday boy to his surprise party.”
4UVEFOU/BNF
Beth sat down in a chair and began to cry. Paul hurried to her
side. He was joined by two of their friends, Donald and Rita.
The three children were shocked by Beth’s reaction. Beth was
rarely distressed. She was always calm. Everything was usually
under control. If something bothered her, she would usually
laugh it off.
“Are you crying because we forgot to send Andre an
invitation?” asked Paul.
Beth stared up at him angrily.
“If I were you, I would stop talking,” Rita whispered to Paul.
Beth was crying because the party had been her idea.
Andre’s friendship meant a lot to Beth. When she found out
he was turning ten, she wanted to do something special. She
decided to throw a party in a special room at the Parkville
Library. Reading was Andre’s favorite hobby. She spent weeks
planning. Now, he might never get to enjoy the party. It seemed
hopeless. Was her work for nothing?
4UVEFOU/BNF
Mr. Edmonds walked over to where the kids sat talking. He

noticed a piece of paper
on the table. “What’s this?” he asked.
“That’s the note we left for Andre,” said Donald.
Mr. Edmonds read the note. “Uh oh,” he said.
“What’s wrong?” asked Donald.
“I think I see your mistake,” said Mr. Edmonds. “This says
to be at the Parkville Library at three o’clock.”
“Right,” said Rita.
“Parkville has two library branches,” said Mr. Edmonds.
“Branches?” asked Paul.
“Two different library buildings,” said Rita.
Donald scratched his head. “Wow,” he said. “I guess the
surprise is on us, huh?”

“Come on!” said Beth, jumping up. She hurriedly grabbed as
many balloons as she could carry.
“If we run fast enough, we can still catch him.”
Beth had regained her sense of humor. In a flash, everyone
dashed out the door to track down the birthday boy.
4UVEFOU/BNF
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8IBUEPFTUIFXPSEIPQFMFTTNFBO
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b XJUIPVUIPQF d FYDJUFE
#FUITUBSFEVQBUIJNBOHSJMZ
8IBUEPFTUIFXPSEBOHSJMZNFBO
f TMPXMZ h IBQQJMZ
g GVSJPVTMZ i TBEMZ
4UVEFOU/BNF
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a IVSSJFE XBMLFE
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c OPUJDFE TIPDLFE
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f UIFZEJEOPULOPXXIFSFUPHP
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Who Took My Toes?

by Paul Mera
Zachary Bose
Misplaced his toes
And nobody knows
Where they are.
How dismal he feels

As he hops on his heels
And twists like an eel
And still does not go far.
Zachary frowned.
Are his toes out of town?
Did he leave them on the ground?
Or stick them in a box?
It seemed like a thrill

Until he felt kind of silly
To discover them still
In his socks.
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Coretta Scott King’s Journey

by M. Stein
Coretta Scott was the wife of Dr. Martin Luther King, Jr.
Coretta helped her husband in the fight for equal rights. She
also became a powerful leader herself.
Coretta was born in 1927 in Alabama. She grew up in a
segregated (divided) society. When Coretta was a child, only
white children could attend the school nearby. While they took the
bus, Coretta had to walk to an all-black school five miles away.
However, Coretta kept her head up. She excelled in all her
classes, especially music. In high school, she sang on the school
stage. She also learned to play the piano and the trumpet.
After high school, Coretta went to college in Ohio. She

wanted to be a teacher. Coretta was African American, so some
schools would not let her teach their students.
Coretta went on to study at a music school in Boston. It was
there that she met Martin Luther King, Jr.
4UVEFOU/BNF
After marrying in 1953, the Kings moved back to Alabama.

There they saw many people being treated unfairly. At that
time, African Americans were not allowed to sit in the front
of buses. Coretta, Martin, and many others decided to do
something. They refused to ride until the law was changed. The
Civil Rights Movement was under way, and the Kings found
themselves at the head of it.
The Kings marched together and gave speeches about equal
rights for everyone. In 1963, Dr. Martin Luther King spoke to
more than 200,000 people in Washington, D.C. He talked about
his dream for equality, which is the idea that all people should
be treated equally, or the same. This speech is very famous and
still inspires people today.
4UVEFOU/BNF
In 1968, Dr. King was killed. His wife did not let her grief
stop her from continuing their work. Four days later, Coretta
took Dr. King’s place in a march he had planned. She spoke to
crowds of people. She talked about peace and fairness.
By the end of the 1960s, the U.S. government had passed
several important laws. The laws made sure people were treated
more fairly. It was a victory for the Civil Rights Movement.
In the years that followed, Coretta continued to fight
for human rights. She built the King Center to celebrate
her husband’s life and work. In 1983, she led a march in
Washington, D.C. Thousands of people gathered to remember
the speech her husband gave 20 years before.
Coretta also worked hard to get Dr. King’s birthday made
into a national holiday. She wanted to keep his dream alive.
Thanks to Coretta Scott King, we now celebrate Martin Luther
King, Jr. Day.
“There’s a purpose for each one of our lives,” Coretta once
said. “We have to seek that purpose.”
4UVEFOU/BNF
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Section 2
Benchmarks
Main Idea/Essential Message, Details,
and Chronological Order
The student reads text and determines the main idea or essential
message, identifies relevant supporting details and facts, and arranges
events in chronological order.
Author’s Purpose
The student identifies the author’s purpose in a simple text.
Contents
Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Passages Lost Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Eat Breakfast—It’s Good for You! Nonfiction . . . . . . . . . . . . . . . 40
Yum! Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Family Friends Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Going Hiking Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Wave the Flag! Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 © Macmillan/McGraw-Hill
4UVEFOU/BNF

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3
UISPVHI
Lost
by Alexandra Dawes
“We’re lost,” said Abdul.

The two boys stopped in the middle of the path so Tip
suddenly that Mr. Haddad, Abdul’s father, almost ran "TZPVSFBEUIF
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into them. Luis grabbed the map away from Abdul. He
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supposed to be, turned the map upside down, and looked BVUIPS
again. His face looked confused.
“He’s right,” said Luis. “Abdul got us lost.”
“Hey, that’s not fair! It’s not my fault,” said Abdul.
Most of the time, Luis and Abdul were best friends. They
had many things in common, including their love of baseball

and their interest in camping. Like any good friends, the boys
also had a bad habit of getting into fights. They often disagreed.
However, when they worked together, they could do anything.
“This trip has been a disaster,” said Abdul.
4UVEFOU/BNF
“You can say that again,” said Luis. “It’s your fault. After all,
you didn’t pack enough water.”
“Well, you forgot to get enough food!” said Abdul.
“So what?” said Luis, kicking a rock. “You forgot the
matches, so we couldn’t even make a fire to cook food anyway.
We had to eat out of the cans.”
“You forgot the tent!” said Abdul. “We’re lost in the forest.
We’re going to have to live like wolves.”
“I don’t want to live like a wolf,” Luis replied.
That was when Mr. Haddad stepped in. He held up his hands
and said, “Hold on, guys. When you planned this trip, you did it
together, right?
“Right,” the boys said at the same time.
“Which parts did you do together?”
Luis tugged the zipper of his pack up and down and thought.
“We found out how to get to the state park. We packed the map
and the compass. We put together our first-aid kits.”
“Didn’t all of those things work out?” asked Mr. Haddad.
“I guess so,” said Luis.
“That was different,” Abdul said softly. “We weren’t lost in
the woods with nothing to eat.”
4UVEFOU/BNF
“I don’t like being lost, either,” said Mr. Haddad. “But we’ll
figure something out. You two make a great team when you’re
not fighting. The best way to get anything done is to work
together.”
The boys knew he was right. They looked at each other and
then shook hands. They had known each other for five years.
They wouldn’t let one bad hike ruin their friendship.
“Let’s look for landmarks,” said Abdul, and he stood up. He
looked across the forest, one hand shielding his eyes from the
sun. “There!” he shouted. “That hill nearby is about the same
height as the one we’re standing on. Check the map for two
hills close to each other.”
Luis checked the map. “You’re right, Abdul!” he said,
excitement in his voice. “The map says that these two hills are
called the ‘Twins.’ I think we’ve got something!”
4UVEFOU/BNF
“Okay,” said Abdul. “We know the sun sets in the west, and
since it’s setting behind us, we must be facing east.”
“What does all of that mean?” asked Mr. Haddad.
The boys fell silent. They looked at the map, and then they
looked at the compass. Then, Luis cleared his throat and began
to fold the map. His face was bright red as he answered Mr.
Haddad. “It means we are about one hundred feet from where
we parked the car.”
Mr. Haddad smiled. “Now wasn’t that easy?” he asked.
Whistling, he started down the path toward the parking lot.
Luis and Abdul smiled at each other. They knew they would
go on many more hiking trips. They also knew they would
disagree again.
Luis caught himself laughing.
“I can’t believe how mad we got earlier,” he said.
Abdul agreed.
“At least we can look back on it and laugh,” he said. “Now
that we’re problem-solving masters.”
Mr. Haddad stopped at the edge of the parking lot. He
looked out over rows of cars. Each row had a large sign with a
letter on it.
“All right, problem-solving masters,” he said. “Do you
remember which row we parked in?”
Abdul and Luis scratched their heads. Together, they would
figure it out.
4UVEFOU/BNF
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Eat Breakfast—It’s Good for You!

by Lucy Valdez
Imagine you are in class when your stomach starts growling.

You can’t focus on your work. You start tapping your pencil and
you stare at the clock. You feel tired and you can’t understand
what your teacher is saying. You hope that the bell will
ring and it will be time for lunch. Tip
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start your day? Did you have a good breakfast? If not, you GJSTUQBSBHSBQIPG
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A car with an empty gas tank will not run. When you
haven’t eaten, your body is empty in a way, too. It doesn’t
have energy in it. You need energy to learn, play, and to do just
about anything.
You don’t need to visit a special energy store or fill up at
an energy pump. You just need to eat! Just make sure you
eat before you start your day. Every day should begin with a
nutritious breakfast to help you start your morning. © Macmillan/McGraw-Hill
4UVEFOU/BNF
Depending on what time you had dinner, it could be almost

twelve hours before you get a chance to eat again! Your body
needs food after a good night’s sleep. Children grow the most
when they sleep and this takes energy. Breakfast is the first time
in the day when you can refuel!
Scientists think that when you skip breakfast, your blood has
less glucose (a special kind of sugar) than it should. Glucose
gives energy to the cells that make up every part of your body.
Without enough glucose, your brain can’t work as well. This
means that it is harder to think and to remember what you learn.
It’s even hard to stay awake.
When you do eat breakfast, it helps you in lots of ways. You
can pay attention and learn better. You can play harder in gym
class and at recess. Breakfast fills you up, too. You spend less
time yawning and listening to your stomach growl. Being active
requires some delicious fuel!
4UVEFOU/BNF
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Are you tired of eating eggs? Does cold cereal make you
wrinkle your nose? Try something else! If you prefer something
hot, try waffles, oatmeal, or toast with peanut butter. Have fruit
or juice so your body gets enough vitamins. Ask your parents to
make new foods so you can discover new treats you like.
You can even try something completely different for
breakfast! Many cultures eat rice, fish, meats, and vegetables
for their first meal of the day.
It’s best not to eat sugary cereals or doughnuts for breakfast.
Sugar only gives you energy for a short time. Protein keeps
you full longer. Foods such as eggs, cheese, and yogurt have
protein. Protein is especially good for your muscles, hair, nails,
and skin.
4UVEFOU/BNF
:PV%P)BWF5JNFUP&BU
Your alarm goes off, and you rush to get your clothes. By
the time you’re dressed, you hardly have time to brush your
teeth and grab your backpack. Does this sound like you? If your
morning is this rushed, you may think you don’t have time for
breakfast. Make sure you make time for the most important
meal of the day!
There are many ways to save time in the morning. Try to
choose the clothes you will wear to school the night before.
Also, leave the things you need in the same spot every night. If
that doesn’t work, try to get up a few minutes earlier.
If you still can’t find the time to eat, choose something you
don’t need to prepare, like a container of yogurt or an apple.
Remember, you can use the time waiting for the bus to eat
a quick breakfast! Even a small breakfast is better than no
breakfast at all.
Your body works hard for you, and it needs energy to get
through the day. Give it the food it needs!
4UVEFOU/BNF
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UISPVHI
Yum!
by Karen Lippo
That clock would look just like a pizza

if olives, not numbers, were there.
Lila’s head is topped with tasty noodles
(or maybe that’s just Lila’s silky hair).
Is Ethan putting tasty cheese on his paper?
If only it were cheddar! It’s just sticky glue.
Yes, I know my pencil isn’t a crunchy pretzel!
I wish it were lunchtime, don’t you?
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Family Friends
by Jesse Fulton
It was time for the Nelson family picnic once again. Each
year, Nelsons from all over the country came to spend a day
together. They grilled hamburgers and had lots of potato salad
and pickles. They sat around the tables in Grandma Rose’s
backyard and told stories. Everyone always had a great time.
This year, one person was not excited for the picnic. Ben
was Grandma Rose’s youngest grandson. He was nine
years old.
That day, Ben and his parents drove into the city. “Your
cousins are only a little older than you,” Ben’s mother said. “I
know you’ll have a great time with them.” Ben doubted that. He
planned to read his book the whole time he was there.
4UVEFOU/BNF
Ben knew that family members from all over would be at

the picnic, but he didn’t know most of them. This was the first
time in four years that he was going to the picnic. His cousins
lived in California. Ben had not seen them since he was little.
He didn’t know why his parents expected him to be friends with
them. They were nearly strangers.
His mother got out of the car. “Aren’t you coming?” she
asked. “It will be fun.”
Ben looked up from his book. “I’ll have fun out here,” he
said. He watched his parents head toward the house. Grandma
Rose waited by the doorway. Ben liked Grandma Rose, but he
didn’t feel like going inside.
After a few minutes, Ben grew bored. He spotted a
basketball hoop in a playground near the house. He asked his
mother if he could use the basketball in the trunk of the car to
go play. Ben noticed that his mother had a huge smile on her
face when she walked away. Ben walked over to the basketball
court and began to take
a few shots at the hoop.
As he chased a stray
ball, Ben heard someone
shout, “Hey! What are
you playing?” A tall boy
in shorts and a T-shirt was
walking toward him.
4UVEFOU/BNF
“I’m playing basketball,” said Ben.

“You can’t play basketball alone,” said the boy. “You’re just
shooting baskets. You need teams for basketball.”
The boy caught the ball and bounced it up and down, as he
moved in a slow circle. Then he spun around, aimed, and tossed
the ball in the air. It fell through the hoop with a soft swish. The
tall boy grinned and grabbed the ball before it drifted off the
court. Still smiling, he threw it to Ben.
“My name’s Will,” said the boy. “I bet you don’t remember
me, but I’m your cousin from Los Angeles. The last time I saw
you, you were just a little kid!” He pointed to three other boys
across the street. “Those are my brothers,” Will explained.
“You have three brothers?” asked Ben, amazed.
“Actually, I have four brothers,” laughed Will.
The door to Grandma Rose’s house opened, and another boy
stepped out, hurrying to catch up with the others. Ben’s mother
called after them, “Boys, be sure to come back in time for
dinner! Go and show Ben what fun it is to be a Nelson!”
4UVEFOU/BNF
“Want to play three-on-three?” asked Will, looking at Ben.

“Okay,” said Ben.
The six boys spent the afternoon playing basketball. They
played game after game until it was nearly time for dinner.
When the sun began to set over the rooftops, they walked back
to the house.
“We were hoping you’d come this year,” said Will. He
clapped his hand onto Ben’s shoulder. “You should thank your
mom for letting us know you were shooting hoops.”
“I’m glad she did,” replied Ben. “I had no idea hanging out
with the family could be so much fun!”
“Or so tiring,” joked Jamal. “After all that exercise, I’m
hungry enough to eat at least three hamburgers!” The boys
laughed as they joined the rest of the family for the picnic.
4UVEFOU/BNF
POUIFTUPSZi'BNJMZ'SJFOETu
#FOEJEOPUXBOUUPHPUPUIFGBNJMZQJDOJDCFDBVTF
a IFEJEOPUMJLFBOZPGUIFGPPE
b IFXBTBGSBJEIFXPVMEOPULOPXBOZCPEZ
c IFXBTUJSFEBGUFSUIFMPOHDBSSJEF
d IFXBOUFEUPSFBEIJTCPPL
8IBUIBQQFOT3*()5"'5&3#FOTUBSUFETIPPUJOH
CBTLFUT
f )FXFOUUP$BMJGPSOJB
g )FNFUIJTDPVTJO8JMM
h )FEFDJEFEUPTJUJOUIFDBS
i )FCFHBOUPSFBEIJTCPPL
#FOTNPUIFSUIPVHIUIFXPVMEIBWFBHPPEUJNFBUUIF
QJDOJDCFDBVTF
a #FOTHSBOENPUIFSNBEFBMMUIFGPPE
b #FOCSPVHIUBCPPLUPSFBE
c #FOMJLFEUPWJTJUDJUJFT
d #FOTDPVTJOTXFSFBCPVUIJTBHF
4UVEFOU/BNF
*OUIFTUPSZ #FOBUUFOEFEBGBNJMZQJDOJD6TFJOGPSNBUJPOBOE
3&"%
EFUBJMTGSPNUIFTUPSZUPFYQMBJOXIZ#FODIBOHFEIJTNJOE
5)*/,
&91-"*/
BCPVUUIFQJDOJDBOEXIBUIFMFBSOFEBCPVUIJTGBNJMZ

4UVEFOU/BNF
3FBEUIFBSUJDMFi(PJOH)JLJOHuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
Going Hiking
by Vince Poffo
Do you like to go hiking you when you go hiking. It is

in the park or in the woods? best to choose a trail that lots
Hiking can be great fun! Lots of people use. Find a map of
of people like to hike so they the area that you can bring
can get some fresh air and along so you will not get lost.
exercise. When you go hiking, Check the weather report to
it is important to be prepared make sure there are no storms
and to follow safety rules. on the way. Make sure other
First, you should plan your people know where you plan
trip carefully. Always plan to go and when you expect to
to have an adult come with be back.
4UVEFOU/BNF
Before you go hiking, use refrigerator, like milk and

a backpack to pack all the cheese. Those foods may spoil
supplies that you will need. quickly if it is warm out.
Having enough to eat and You should also bring along
drink is very important, so plenty of bottled water. When
pack healthy foods that will you are hiking, the exercise and
give you lots of energy. Peanut warm weather can make you
butter and jelly sandwiches, thirsty.
nuts, and fruit are all good Food and water are not the
choices. You can also buy trail only supplies you will need.
mix, which is a mix of dried Pack a compass so you will
fruit and nuts. Not only are always know which direction
these foods tasty and good you are going in. Also, make
for you, they are also easy sure you have a first-aid kit
to carry. Do not bring foods in case anyone gets a cut
that need to be kept in the or scrape.
4UVEFOU/BNF
You’ll enjoy your hike more waterproof jacket if you think

if you are wearing comfortable there might be a chance of rain.
clothes. Wear layers of Are you expecting the weather
clothing, such as a T-shirt with to be chilly? Wear a warm
a sweater over it. That way, if sweater and a scarf. The best
you get too hot or too cold, you way to be prepared is to check
can change your clothing. Wear the weather report. It’s always
comfortable pants so you can easier to go hiking when the
move around easily. The proper weather is nice!
clothing will also prevent you You will be doing a lot of
from getting insect bites. walking, so it’s best to take
No matter what time of year special care of your feet.
you go hiking, make sure you Remember to always wear
are prepared for the weather. sneakers or hiking boots when
Always wear sunscreen to you go hiking. Protect your
protect your skin from sunburn. feet with a thick pair of socks.
Even if the weather is cool or That way, your feet will stay
cloudy, you should still wear comfortable even after you
sunscreen if you are going have been walking for a while.
to be outside all day. If it’s It is also a good idea to bring an
very sunny, wear sunglasses, extra pair of socks in case your
too! Bring an umbrella and a feet get wet.
4UVEFOU/BNF
Make sure you follow water out of lakes or streams.

safety rules while you are Be alert and aware of your
hiking. Always stick with your surroundings. Drink plenty
group, and do not stray from of bottled water and eat the
the trail that is marked. Do snacks that you brought with
not bother any animals that you. Finally, be sure to stop
you see on the trail. Even if an and rest if you get tired.
animal looks friendly, leave Hiking can be a fun way to
it alone! Be careful about enjoy spending time outdoors.
touching strange plants, too. Always prepare for a hike
Some plants, like poison ivy, carefully, and be sure to follow
can make your skin itch if you safety rules while you are on
touch them. Never eat any wild the trail. That way, you’ll be
plants or berries. Never drink sure to have a great time.
4UVEFOU/BNF
POUIFBSUJDMFi(PJOH)JLJOHu
5IJTBSUJDMFJT.045-:BCPVU
a GPPETUIBUZPVDBOCSJOHPOBIJLJOHUSJQ
b IPXUPESFTTGPSBIJLJOHUSJQ
c IPXUPQMBOBIJLJOHUSJQ
d USBJMTUIBUBSFTBGFUPIJLF
8IBUTIPVMEZPVEPJGZPVTFFBOBOJNBMXIJMFIJLJOH
f GPMMPXJU
g TDBSFJUBXBZ
g USZUPGFFEJU
i MFBWFJUBMPOF
8IBUEPFTUIFBVUIPSEJTDVTT'*345JOUIFBSUJDMF
a TBGFUZSVMFT
b TVQQMJFTUPQBDL
c IPXUPESFTT
d IPXUPDIPPTFBUSBJM © Macmillan/McGraw-Hill
4UVEFOU/BNF
8IZEJEUIFBVUIPSXSJUFi(PJOH)JLJOHu 6TF
3&"%
JOGPSNBUJPOGSPNUIFBSUJDMFUPTVQQPSUZPVSBOTXFS
5)*/,
&91-"*/
8IFOQMBOOJOHBIJLJOHUSJQ XIBUTIPVMEZPVEPUP
3&"%
QSFQBSFGPSUIFXFBUIFS #FTVSFUPJODMVEFEFUBJMTBOE
5)*/,
&91-"*/
JOGPSNBUJPOGSPNUIFBSUJDMF
STOP
4UVEFOU/BNF
3FBEUIFBSUJDMFi8BWFUIF'MBHuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
Wave the Flag!

by Katherine Specter
Most flags have symbols, or things that stand for something

else. Understanding the symbols on flags can help you
understand different countries.
The American flag tells about the history of the United
States. The first American flag was made over 200 years ago,
when there were only thirteen states. The flag had a star and
a stripe for each state. When more states were added, so were
more stars. Now the American flag has 50 stars. It still has
thirteen stripes to honor the first thirteen states.
The Canadian flag has a maple leaf in the center. This
shows that maple trees are important to Canada. In fact,
Canadians use maple sap as an important source of food.
The colors in Canada’s flag also have a meaning. Long ago,
the color red was important to the history of France. The color
white was important to England. Later, many people from
these two countries came to live in Canada. Leaders of Canada
decided to make the flag red and white.
4UVEFOU/BNF
The flag of Paraguay, a country in South America, tells

a lot about that country. Spanish settlers came to Paraguay
nearly 500 years ago. Paraguay’s first flag was arranged like
the Spanish flag for this reason. Later, the colors were changed
to look like the French flag. That’s because at that time,
Paraguay’s leader admired a French leader.
Paraguay’s flag is different from most flags. Most flags
show the same design on both sides. However, the two sides of
Paraguay’s flag are not exactly the same. Both sides have red,
white, and blue stripes in the background. One side shows a
gold star with a wreath of green leaves and the country’s name
around it:
A DE PA
IC R
REPUBL
AG
UAY
If you turn the flag over, the other side shows a lion sitting
under a cap, or hat. The cap stands for liberty, or freedom. That
side of the flag also has the words “Peace and Justice” in Spanish.
Y JUSTIC
X
IA
PA
4UVEFOU/BNF
You can learn a lot about the African country of Namibia

from its flag. The flag has a green triangle and a blue triangle
with a gold sun. Each color tells about Namibia’s land. Gold
stands for warmth. It is also the color that represents the plains
and desert. Blue shows that water is important to Namibia,
which is next to the Atlantic Ocean. Green is a symbol for the
importance of plants.
You can also learn about the Namibian people’s beliefs
from the flag. The flag has a red stripe and two white stripes.
The red stripe stands for the people’s courage and strength.
The white stripes stand for peace.
Studying a country’s flag helps us understand the country’s

history. The symbols and colors on a flag represent the spirit of
a nation and its people. The flags of the United States, Canada,
Paraguay, and Namibia each show a lot about those countries.
The next time you look at a country’s flag, think about the
story it tells.
4UVEFOU/BNF
POUIFBSUJDMFi8BWFUIF'MBHu
8IZEJEUIFBVUIPSXSJUFUIFBSUJDMFi8BWFUIF'MBHu
a UPUFMMSFBEFSTBGVOOZTUPSZBCPVUáBHT
b UPFYQMBJOXIBUEJGGFSFOUáBHTTUBOEGPS
c UPUFBDISFBEFSTIPXUPNBLFBáBH
d UPTIPXSFBEFSTIPXUPUBLFDBSFPGBáBH
8IJDIDPVOUSZTáBHEPFT/05IBWFUIFTBNFEFTJHOPO
CPUITJEFT
f $BOBEB
g 1BSBHVBZ
h /BNJCJB
i 6OJUFE4UBUFT
8IBUQBSUPGUIF/BNJCJBOáBHTUBOETGPSQFBDF
a HSFFOUSJBOHMF
b HPMETVO
c XIJUFTUSJQFT
d SFETUSJQF
4UVEFOU/BNF
"DPVOUSZTáBHJTWFSZJNQPSUBOU6TFJOGPSNBUJPOBOEEFUBJMT
3&"%
GSPNUIFBSUJDMFUPFYQMBJOIPXBáBHIFMQTFYQMBJOUIFIJTUPSZ
5)*/,
&91-"*/
PGBDPVOUSZ

STOP
Section 3
Benchmarks
Plot Development
Benchmark LA.E.1.2.2
The student understands the development of plot and how conflicts are
resolved in a story.
Author’s Purpose
Contents
Passages Save the Pond! Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
The Case of the Disappearing Dog Fiction . . . . . . . . . . . . . . . 73
Speedy Readers Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Alexi and the Toy Shop Fiction . . . . . . . . . . . . . . . . . . . . . . . . . 85
Snapping Sticks Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
UIFTLJMMTCFMPX
1MPU%FWFMPQNFOU
5IFFWFOUTUIBUIBQQFOJOBTUPSZNBLFVQUIFQMPU Tip
*ONPTUTUPSJFTUIFSFJTBDPOáJDU PSQSPCMFN5P O Always read the
questions and
VOEFSTUBOEUIFQMPU UIJOLBCPVUUIFNBJOFWFOUTJOB
answer choices
TUPSZ5IFOBTLZPVSTFMGUIFTFRVFTUJPOT carefully.
8IBUJTUIFQSPCMFNJOUIFTUPSZ
O When you choose
the answer to a
)PXJTUIFQSPCMFNTPMWFE question, make
sure to fill in the
"VUIPST1VSQPTF bubble completely.
,OPXJOHBOBVUIPSTQVSQPTFDBOIFMQZPVEFDJEF
XIBUBOBVUIPSJTUSZJOHUPTBZUPIJTPSIFSBVEJFODF
"OBVUIPSXSJUFTUPUFMMBTUPSZ UPHJWFJOGPSNBUJPO UPUFMM
IPXUPEPTPNFUIJOH PSUPDPOWJODFUIFSFBEFSBCPVU
TPNFUIJOH
4UVEFOU/BNF
3FBEUIFTUPSZi4BWFUIF1POEuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
Save the Pond!

by Arthur Ventura
“Look!” Sonia cried out. “Ducklings!”

“Oh, they are so cute,” said her friend Russell. “Look at them
following their mother.”
Sonia had seen baby ducks before. She had been playing at
Davis Pond all her life. The fuzzy ducklings were her favorite part
of every spring. “Mamá! Come see!” Sonia shouted.
Mamá had a frown on her face as she looked at a sign planted
in the grass. “That wasn’t there before,” thought Sonia. She and
Russell went to see it.
The huge, red letters on the sign announced: “COMING
SOON ON THIS SPOT: NEW FAIRSIDE TOWN POOL!”
“Why does the town want to put a pool here?” said Russell. “I
like Davis Pond the way it is.”
4UVEFOU/BNF
“What will happen to our pond?” wondered Sonia.

“It will have to be filled in,” said Mamá. “People cannot swim
in this water. It’s muddy, and there are too many plants.”
“Ducks need water, too!” cried Sonia. “It’s not fair! We can go
somewhere else if we want to swim, but the pond is home for the
ducks. Where will they go?”
“Can we save the pond?” wondered Russell.
“I don’t know,” said Mamá. “I think we should try. Talk
to your teacher about it. Maybe your class can help.” Tip
On Monday, Russell and Sonia told their teacher,
5IFQSPCMFNCFJOH
Mr. Wendell, what they’d seen. JOUSPEVDFEIFSFJT
“How sad,” he said. “We all love Davis Pond.” UIBU%BWJT1POEJT
“Can we do anything to save it?” Sonia asked. HPJOHUPCF
SFQMBDFEXJUIB
“I think we can,” he answered. “We can write letters to
TXJNNJOHQPPM
the mayor. We will tell him how the kids in our class feel.”
All of the students wrote letters to the mayor. They said
they thought the pond was more important than a swimming pool.
They said they wanted the ducks to keep their home.
Mr. Wendell wrote a letter, too. So did the principal, Ms. Scott.
Two weeks later, they got a reply.
4UVEFOU/BNF
“Dear Students,” Mr. Wendell read aloud. “Thank you for

writing to me. I was planning to build a pool because I think
the town wants one. You can write a petition (a letter asking for
something). Ask the town not to build the pool. If other people
agree with you, they can sign the petition. Try to get 500 people
to sign it by the end of the school year. Some should be children,
and some should be adults. That will show me that the town
would rather keep the pond.”
Mr. Wendell looked up. “I think writing a petition is a great
idea, but getting 500 people to sign it will be a lot of work. Do
you think you can do it?”
Everyone in the class nodded.
That day, they wrote the letter together. Mr. Wendell typed and
printed out the petition. He included spaces where people could
add their names.
At recess over the next few days, Sonia and Russell carried
the petition around the school. Many students and teachers added
their names. After that, students brought home copies and asked
more people to sign. Sonia brought it home to Mamá. Mamá
added her name and took it to the office where she worked. The
people she worked with signed, too.
The day before the last day of school, Sonia counted the
names. She couldn’t believe how many there were: 485! She
needed just 15 more people!
4UVEFOU/BNF
She and Mamá went to visit many neighbors that afternoon.

Mr. Ali signed, as well as Ms. Griffith. The whole Karg family
signed, and so did the Fergusons. Everyone in the next three
houses signed, too.
“We just need two more people!” Sonia was proud. “Who
else?” Mamá, Papá, and her brother had signed. So had all her
neighbors and the mail carrier. “I wish the ducks could sign their
names!”
Sonia kept thinking. Who else did she know? “I know!” she
shouted. “Mamá, can we go to Russell’s house?”
“Sure,” said Mamá.
Russell answered the door. Sonia talked fast.
“I know two names that are missing,” she said. She handed
him the petition. “Yours and mine! How could we forget!”
The mayor kept his word. Davis Pond was saved, and the
ducks still live there today.
4UVEFOU/BNF
/PXBOTXFS/VNCFSTUISPVHI#BTFZPVSBOTXFSTPO
UIFTUPSZi4BWFUIF1POEu
.BNÃTVHHFTUFEUIBU4POJBBOE3VTTFMM
Tip
a XSJUFBMFUUFSUPUIFNBZPS -PPLCBDLPWFSUIF
TUPSZUPGJOEPVU
b UBMLUPUIFJSUFBDIFS XIBU.BNÃ
c TUBZBXBZGSPN%BWJT1POE TVHHFTUTUPIFMQ
4POJBBOE3VTTFMM
d DMFBOVQ%BWJT1POE TPMWFUIFJS
QSPCMFN
8IBUEPFT.S8FOEFMMTVHHFTUUP4POJBBOE
3VTTFMMUPIFMQUIFNTBWF%BWJT1POE
f )FUPMEUIFNOPUUPXPSSZ
g )FUPMEUIFNUPUFMMUIFJSQBSFOUT
h )FUPMEUIFNUPXSJUFMFUUFSTUPUIFNBZPS
i )FUPMEUIFNUPXSJUFBMFUUFSUPUIFOFXTQBQFS
8IBUJTUIF#*((&45QSPCMFNJOUIFTUPSZ Tip
a 4UVEFOUTIBWFUPXSJUFUPUIFJSNBZPS 5IJOLBCPVUUIF
TUPSZBTBXIPMF
b 1FPQMFDBOOPUTXJNJO%BWJT1POE "TLZPVSTFMGXIBU
c 5IFNBZPSXBOUTUPDIBOHF%BWJT1POE NBJOQSPCMFNUIF
DIBSBDUFSTBSF
d 'BJSTJEFOFFETBUPXOTXJNNJOHQPPM USZJOHUPTPMWF
4UVEFOU/BNF
8IZEJEUIFBVUIPSXSJUFi4BWFUIF1POEu Tip
f UPUFBDITUVEFOUTUPDIBOHFUIFMBX This passage is
fiction. Authors
g UPUFMMBTUPSZBCPVUTUVEFOUTTBWJOHBQPOE usually write fiction
h UPUFMMBCPVUIPXUPCVZBTXJNNJOHQPPM to tell readers a
story.
i UPFYQMBJOIPXUPXSJUFBMFUUFS
"UUIFFOEPGUIFTUPSZ 4POJBXBOUFEUPWJTJU3VTTFMM
CFDBVTF
a TIFXBOUFEUPUBLFIJNTXJNNJOH
b TIFXBOUFEIJNUPXSJUFBMFUUFS
c IFGPSHPUUPTJHOUIFQFUJUJPO
d IFXBTOPUJOTDIPPMUIBUEBZ
)PXEJE4POJBBOE3VTTFMMTPMWFUIFJSQSPCMFNJO Tip
UIFTUPSZ 8IJDIFWFOUUFMMTZPVUIFZIBWFTPMWFE
3&"%
Go through the
5)*/,
UIFJSQSPCMFN 6TFEFUBJMTBOEJOGPSNBUJPOGSPN
&91-"*/
story and find
UIFTUPSZUPTVQQPSUZPVSBOTXFS details that tell how
the characters
solved their
problem. Find the
event at the end of
the story that shows
they had met their
goal.
4UVEFOU/BNF
3FBEUIFTUPSZi5IF$BTFPGUIF%JTBQQFBSJOH%PHu
CFGPSFBOTXFSJOH/VNCFSTUISPVHI
The Case of the Disappearing Dog

by Suzie Murphy
Laura was bored. She had no new books to read. The park
was closed, so she couldn’t go there to play. Worst of all, her best
friend was away visiting her grandmother. Laura sighed and tried
to think of something to do. Suddenly, she looked up.
“Mom, I want to solve a mystery,” Laura said. She climbed
up on the couch next to her mother and their cat, Snowball. Her
mother put down her book and looked at her.
“What kind of mystery?” her mother asked.
“What have you got?” Laura asked.
Laura’s mother thought for a minute. “Why don’t you find out
why your brother never cleans his room?” she joked. “That’s a
mystery I have never been able to figure out.”
4UVEFOU/BNF
Laura laughed and shook her head. “That mystery is too easy,”
she said. “Danny hates cleaning his room. I want to solve a real
mystery. It has to have some good clues. I will put the clues
together to figure out the mystery.”
Laura’s mother thought some more. Then she smiled. “I have
a mystery you can solve,” she said. Laura took out her notebook
and pencil. “Find out where Brownie goes during the day.”
Brownie was the family’s lovable dog.
“That’s a good one, Mom!” Laura said happily. “Brownie
is here in the morning when we give her food. In the evening,
she plays with Snowball. At night, she sleeps in her bed. So,
where does Brownie disappear to all day long?” Laura wrote this
question in big, dark letters in her notebook.
Laura first had to gather her clues. She went to her brother’s
room and checked Brownie’s bed. Brownie wasn’t in it. Laura
looked under a pile of clothes on the floor. She even checked the
closet. She didn’t see Brownie or any doggie toys.
“This is my first clue,” Laura said to herself. “I know Brownie
likes to take her toys with her wherever she goes. Her toys are not
here. That means she isn’t hiding in here, but if I find her toys,
maybe I can find her.”
4UVEFOU/BNF
Laura looked in the laundry room. She looked in the living

room and checked behind the couch. She looked under the bed in
the guest room. Then she had an idea.
“Maybe Brownie is on the windowsill in my room!” said
Laura. “Sometimes, Snowball likes to sleep there during the
day.” Laura went to her room and checked. There was Snowball,
napping in the sunlight. Brownie wasn’t there.
Laura decided to look outside. She called for Brownie, but she
didn’t hear any barking. She searched the yard for toys. After lots
of looking, Laura found a chew toy by the fence! She wrote down
this clue. Maybe Brownie had jumped over the fence.
On the other side of the fence, Laura’s neighbor, Mr. March,
was raking leaves. “What are you doing, Laura?” he asked.
“I’m solving a mystery. I’m finding out where Brownie goes
during the day.” Laura replied.
“I have a clue for you, Laura,” he said. “Brownie likes
to play with your friend Bobby’s dog, Shadow.”
Tip
Laura was thrilled. She scribbled some more in her 8SJUFSTPGUFOTIPX
JNQPSUBOUEFUBJMT
notebook. She knew she was close to solving the mystery! UISPVHIXIBUUIFJS
DIBSBDUFSTTBZ
8IBUEPFT.S
.BSDITBZUIBUJT
IFMQGVMUP-BVSB
4UVEFOU/BNF
Laura went back into the house, found Bobby’s phone number,
and called him.
“Hi, Bobby. This is Laura. Is Brownie at your house?”
“Hi, Laura. Brownie is here. She’s playing with Shadow, like
always. Do you want to come over?”
“I have to ask my mom, Bobby, but I think I can.” Laura hung
up the phone.
“Mom, I solved the mystery!” she shouted. “I know where
Brownie goes! She goes to Bobby’s house to play with Shadow!”
Her mother smiled. “Great job, Laura, I’m so proud of you!
You really are a great detective.”
“Mom, can I go over to Bobby’s house?”
“Sure, honey. I’ll walk you over.” Laura smiled and picked up
the chew toy she’d found outside.
“Brownie and Shadow will like this one.” she explained.
4UVEFOU/BNF
POUIFTUPSZi5IF$BTFPGUIF%JTBQQFBSJOH%PHu
*OUIJTTUPSZ -BVSBXBOUTUPTPMWFUIFNZTUFSZPG Tip

a XIFSFUIFGBNJMZEPHHPFTEVSJOHUIFEBZ 3FBEBMMPGUIF
BOTXFSDIPJDFT
b XIZIFSCSPUIFSEPFTOUDMFBOIJTSPPN DBSFGVMMZ#FTVSF
c XIZUIFQBSLJTDMPTFE UPTFMFDUUIF#&45
BOTXFS
d XIZIFSCFTUGSJFOEJTOPUIPNF
)PXEPFT.S.BSDIIFMQ-BVSBTPMWFUIFNZTUFSZ
f .S.BSDIUFMMT-BVSBUIBU#SPXOJFJTBUIJTIPVTF
g .S.BSDIUFMMT-BVSBUIBU#SPXOJFQMBZTXJUI4IBEPX
h #SPXOJFTDIFXUPZJTCZUIFGFODF
i .S.BSDIJTSBLJOHMFBWFTCZUIFGFODF
8IBUJTUIF#*((&45QSPCMFNJOUIFTUPSZ Tip
a %BOOZIBUFTDMFBOJOHIJTSPPN 5IFSFBSFNBOZ
QSPCMFNTJOUIJT
b #PCCZXBOUT-BVSBUPWJTJUBOEQMBZXJUI TUPSZ8IJDIJTUIF
UIFEPHT NBJOQSPCMFNUIBU
c -BVSBDBOUàOEXIFSF#SPXOJFHPFTEVSJOHUIF -BVSBIBEUPGBDF
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d -BVSBJTCPSFECFDBVTFTIFIBTOPCPPLT
UPSFBE
4UVEFOU/BNF
*OUIFTUPSZ -BVSBTFBSDIFTGPSDMVFT)PXEPFT Tip

FBDIDMVFIFMQIFSUPTPMWFUIFNZTUFSZ 6TF
3&"%
3FSFBEUIFTUPSZUP
5)*/,
&91-"*/
EFUBJMTBOEJOGPSNBUJPOGSPNUIFTUPSZUPTVQQPSU
GJOEFBDIEFUBJMUIBU
ZPVSBOTXFS XJMMIFMQZPV
BOTXFSUIF
RVFTUJPO6TF
TDSBQQBQFSUP
NBLFOPUFTCFGPSF
ZPVBOTXFS

4UVEFOU/BNF
3FBEUIFTUPSZi4QFFEZ3FBEFSTuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
Speedy Readers
by Maitreya O’Conner
Ms. Wilner told her class to read the short story “The Crazy
Hat Kids” for homework. They also had to answer questions.
“Four pages?” Jamal said as he put his books in his locker.
“That will not take me long. I bet I am the fastest reader in the
class. I will be done with it in a flash!”
“What makes you think that? Don’t forget you have to answer
the questions, too,” Becky said as she looked up from her locker.
“I always finish my reading quickly,” Jamal explained.
“That is true,” said Alex. “Jamal is a really fast reader.”
“Becky reads really fast, too,” Hana said. “She might even
read faster than you.”

“I think I know how we can find out,” Alex said. “We can have
a contest at recess. You can both read ‘The Crazy Hat Kids’ out
loud. You will be at different sides of the playground. That way,
you will not hear each other.”
4UVEFOU/BNF
“I will time one of you, and Hana will time the other,” Alex
said. Jamal nodded. It was a good idea.
“All right,” said Becky. “See you at recess. We can meet by the
slide.” They walked into the lunch room and got their food. Hana
and Becky sat down at one table. Alex and Jamal sat at another.
All through lunch, Jamal worried. All he could think about
were things that might go wrong.
What if he was not as fast a reader as he thought?
What if he lost his place?
What if he started reading the wrong story?
What if the pages got stuck?
What if he bit his tongue while he was trying to read out loud?
What if Becky finished while he was still on the first page?
What if everyone laughed at him?
He knew that the contest was just for fun. But right now, it did
not seem like fun at all.
“Maybe this contest was a bad idea,” he said.
“It will be fine,” Alex told him. “And you should eat your
lunch instead of staring at it.”
Jamal laughed. “Good point. I will not be a fast reader if my
stomach is grumbling.” He picked up his fork and started to eat,
but he was still worried.
4UVEFOU/BNF
Recess began. Becky and Jamal met by the slide with their
books ready. Hana and Alex look at the clock on the school
building. “We can start at exactly 12:40,” said Hana.
Alex and Becky walked to the swings. Jamal and Hana went
to the slide. Jamal opened his book to the first page of the story.
Hana looked at the clock. At 12:40, she shouted, “Go!”
Jamal read as fast as he could. He made it through the first

page. Then through the second. He was talking very fast. By the
third page, he was out of breath, but he kept going. Finally, he
reached the end of the fourth page.
“Six minutes and 30 seconds! Good job!” said Hana. The two
friends walked over to the swings.
“How long did Jamal take?” Alex asked.
“Six minutes and 30 seconds,” said Hana. “How long did it
take Becky?”
4UVEFOU/BNF
“Six minutes and 20 seconds,” said Alex. A smile spread

across Becky’s face.
Jamal was really not the fastest reader in the class! He had
tried his hardest, and Becky still read faster.
“Good job, Becky. You beat me fair and square,” he said.
“Hey, is that ‘The Crazy Hat Kids’ you’re reading?”
Jamal turned around to see Luis, a fourth-grader.
“I loved that story when we read it last year,” said Luis. “What
was your favorite part?”
Jamal looked at Becky. Becky looked back at Jamal.
“I don’t know,” they both said at the same time.
“Did you not like the story?” Luis asked in surprise.
“No, it’s not that,” Jamal explained. “I just forget what
happened. I read it really fast. So did Becky.”
“I don’t remember
anything, either,” Hana
said. “And I heard Jamal
read it.”
Alex and Becky could
not remember anything
about the story, either.
“Well, it is a really
funny story,” said Luis.
“We have 15 more
minutes of recess,” Jamal
said. “Let’s read it again.”

They all sat down and
started reading the story
together . . . slowly.
4UVEFOU/BNF
POUIFTUPSZi4QFFEZ3FBEFSTu
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d )FXBTXPSSJFEBCPVUFBUJOHIJTMVODI
4UVEFOU/BNF
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&91-"*/
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4UVEFOU/BNF
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Alexi and the Toy Shop

by Vera Shevsky
Alexi Koval walked into Mr. Howell’s toy shop.

“Here to look at those roller skates again?”
“Yes, Mr. Howell.” Alexi had first seen the roller skates soon
after his family came from Russia. Since they had been in New
York, Alexi did the same thing every day. On his way home from
school, he ran past the fruit and fish carts until he arrived at the
toy shop. He would always visit Mr. Howell and look at all the
toys in the shop. The roller skates were his favorite.
“How was school today?” Mr. Howell asked.

“It was good, Mr. Howell. I have made many new friends.”
“That is great,” said Mr. Howell. “And how are your parents?”
“They are very well.” Alexi told him about Papa’s tailor shop.
Many customers were coming to have their clothes adjusted.
4UVEFOU/BNF
Things really were good for Alexi’s family. They had arrived
in the winter of 1906, just like many others. Papa had started a
business and Mama did the washing for some of the neighbors.
The Kovals had everything they needed.
In Russia, Alexi had earned some money by delivering eggs.
Now he wanted a job after school to buy things for himself.
All he really wanted were the roller skates. Summer was

coming in a few short months. Alexi pictured himself rolling
through the neighborhood on the skates. If he could buy them,
he could use them for a long time. The skates were just metal
platforms with wheels under them that he could put on his shoes.
They came with a key that he could turn to make them bigger. He
could use them even after his feet grew. If he was careful, they
could last for years!
How could he buy them? He had asked shop owners if they
needed someone to help out. No one was hiring. Even Mr. Howell
said he was doing fine on his own.

The bell attached to the door chimed. A woman came into the
shop holding the hand of a little boy. Alexi thought the boy might
be five or six years old. They were speaking to each other in
Russian.
4UVEFOU/BNF
“You can choose one toy for your birthday, Konrad,” the
woman said to the little boy.
The boy looked around. “I don’t know what to choose.”
Mr. Howell was usually good at helping people buy toys, but
now he stood quietly. Alexi understood why. Mr. Howell did not
understand what they were saying. He did not speak Russian.
“The marbles are a lot of fun,” Alexi said in Russian to Konrad
and pointed to the jar on the shelf. “They are very shiny, too.”
Konrad looked at the shiny, colorful balls. Alexi explained the

games that he could play with them.
“These are what I want, Mama!” said Konrad. His mother paid
for the marbles, and the two left the store happily.
“What did you say to the boy?” Mr. Howell asked.
“I just explained how to have fun with marbles,” said Alexi. “I
thought he would like them.”
4UVEFOU/BNF
“You just helped me make a sale,” said Mr. Howell. “I

have had other customers who did not speak much English.
Sometimes, it is hard for them to ask questions about things they
want to buy. Thank you for your help.”
“You’re welcome, Mr. Howell.” Alexi was glad he had helped
Konrad. It seemed he had helped Mr. Howell, too.
“You know, maybe I could use some extra help in the
afternoons,” said Mr. Howell. “I would need someone who knew
the store very well. It would have to be someone very polite.
He would help me with the customers. He would have to speak
English and Russian, though. Do you know anyone like that? Is
there someone you know who would like a job?”
Mr. Howell looked at Alexi and winked.
Alexi grinned back at him. He could already feel those roller
skates moving under his feet.
4UVEFOU/BNF
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8IZEJEOU.S)PXFMMTQFBLUPUIFXPNBOBOEUIFCPZ
a )FXBTUPPCVTZUPIFMQUIFN
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d )FEJEOPUTQFBL3VTTJBO
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h .S)PXFMMHBWFIJNBKPC
i )FEFDJEFEUPDIPPTFBOPUIFSUPZ
8IZEJEUIFBVUIPSXSJUFi"MFYJBOEUIF5PZ4IPQu
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b UPUFBDISFBEFSTIPXUPàOEBKPCBOETBWFNPOFZ
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d UPDPNQBSFUPZTGSPNEJGGFSFOUUJNFQFSJPET
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4UVEFOU/BNF
3FBEUIFTUPSZi4OBQQJOH4UJDLTuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
Snapping Sticks
by Shaun Way
Linda helped out on her family’s farm. She enjoyed playing

with the animals and watching the plants grow. She usually had
fun with her two brothers and two sisters on the farm.
Lately, things were not as enjoyable. Nobody was getting
along. It seemed that all they did now was fight. It was always
about silly things, too.
“You’re in my way!” shouted Jeff as he nearly ran into Linda.
Jeff was her oldest brother.
Linda started to get angry. Jeff did not need to shout. She tried
to stay calm. “Sorry,” Linda said quietly.
Linda heard more yelling. It was from her younger sister,
Abby. Abby grabbed a shovel from her brother, Ethan. Then their
youngest sister, Samantha, walked over and started yelling, too.
4UVEFOU/BNF
Linda had seen enough. It was time to talk to Dad. He would

know how to make things right. Dad always knew the best way to
reach everyone. She found him hard at work planting crops.
“Everyone has been fighting, Dad,” she said. “It’s really bad.
All this yelling is giving me a headache.”
Dad stopped pulling weeds for a minute. “I’ve noticed it, too.”
“I just want them to stop. I like it when we all work together. I
want things to be the way they used to be,” said Linda.
“Well, I can’t just make everyone stop grumbling. I need them
to understand why it is important to get along,” said Dad. “I think
I have a good idea, though.” He stood up and whistled loudly.
Abby put down the shovel. Ethan did not bother to reach for it.
Sam became quiet and stopped complaining that it was her turn to
brush the horses. Everyone looked up.
“Stop what you are all doing, please,” said Dad. “I have a new
job for you. Each of you, find a stick on the ground and bring it
back to me. I have something important to show you all.”
Everyone looked puzzled, but they did what Dad said. It
wasn’t easy. Abby and Jeff fought over a stick. Ethan and
Samantha also fought over one. Finally, everyone came back,
holding a stick.
“Now, break your sticks,” said Dad.
What was Dad trying to do? Linda had no clue, but she knew
that he had a good reason behind the stick snapping.
4UVEFOU/BNF
Everyone else broke their sticks. Each one snapped easily.

“That was easy, wasn’t it?” said Dad.
They all nodded, each holding two small sticks.
“Now, please give me one of your sticks.” Each child handed a
stick to Dad. Dad tied all the sticks together with a piece of string.
He handed the bundle of sticks to Jeff.
“See if you can break the sticks,” Dad said.
Jeff pulled at the bundle. He twisted it this way and that. It
would not break. Then Abby tried. She could not break the sticks
either. Neither could Ethan or Samantha.
Finally, it was Linda’s turn. She pushed and pulled as hard as
she could, but nothing worked. Suddenly, Linda understood what
Dad was trying to say.
4UVEFOU/BNF
“Why were the sticks so hard to break this time?” Dad asked.
Linda knew the answer. “They were all together,” she said.
“When they are in a tight bunch they were strong.”
Dad nodded. “So how can our family be strong?”
“By staying together,” Abby said.
“Each of us is just one stick,” Ethan agreed. “Together, we are
a strong group that can’t be broken.”
Everyone looked at each other. “I’m sorry I took your shovel,
Ethan,” said Abby.
“I shouldn’t have shouted at you, Linda,” said Jeff.
“I don’t have to brush the horses today,” said Sam.
Linda smiled. “See? We can get things done much faster if we
don’t fight. Let’s get to work!”
The family agreed that they should learn to get along. From
that point on, life on the farm was much more fun. It was all
thanks to those unbreakable sticks.
4UVEFOU/BNF
POUIFTUPSZi4OBQQJOH4UJDLTu
8IBUQSPCMFNEJE-JOEBUBMLUP%BEBCPVU
a 5IFSFXFSFOPUFOPVHIQFPQMFUPEPUIFGBSNXPSL
b )FSCSPUIFSTBOETJTUFSTXFSFOPUHFUUJOHBMPOH
c 4IFEJEOPUXBOUUPMJWFPOUIFGBSN
d )FSCSPUIFSTBOETJTUFSTXFSFIJEJOHGSPNIFS
8IBUIBQQFOFEXIFOUIFDIJMESFOXFOUUPàOEUIF
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g 5IFZBTLFE%BEUPIFMQUIFNàOETUJDLT
h 5IFZCFHBOUPàHIUPWFSUIFTUJDLT
i 5IFZDPVMEOPUàOEBOZTUJDLT
%BEVTFEBCVOEMFPGTUJDLTUPTIPXUIBU
a XPSLJOHUPHFUIFSJTUIFCFTUXBZ
b MJWJOHPOBGBSNJTIBSEXPSL
c QFPQMFTPNFUJNFTHFUBOHSZ
d TPNFQFPQMFTIPVMEOPUEPDFSUBJOKPCT
4UVEFOU/BNF
8IJDIFWFOUTIPXFEUIBUUIFQSPCMFNXBTTPMWFE
f 5IFGBNJMZXFOUCBDLUPàHIUJOH
g 5IFGBNJMZBHSFFEUPHFUBMPOH
h 5IFLJETCSPLFUIFJSTUJDLT
i 5IFLJETTUPQQFEXIBUUIFZXFSFEPJOH
-JOEBTVHHFTUFEUIBUXPSLJOHUPHFUIFSXPVME
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c NBLFGBSNMJGFMFTTCPSJOH
d LFFQUIFGBNJMZGSPNNPWJOHBXBZ
8IBUXBTUIFBVUIPSTQVSQPTFJOXSJUJOHUIFTUPSZ
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5)*/,
&91-"*/
TUPSZUPTVQQPSUZPVSBOTXFS
STOP
Section 4
Benchmarks
Cause and Effect
The student recognizes cause-and-effect relationships in literary texts.
Author’s Purpose
Contents
Passages Helping Hands Week Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Staying Warm in the Cold Fiction . . . . . . . . . . . . . . . . . . . . . .105
Musical Feet Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Roger’s Job Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Reading with Fingers Nonfiction . . . . . . . . . . . . . . . . . . . . . . . 119
UIFTLJMMTCFMPX
$BVTFBOE&GGFDU
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RVFTUJPOTBOE
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BOTXFSDIPJDFT
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IBQQFOTCFDBVTFPGUIFFWFOUPSBDUJPO"TLi8IZ u O 8IFOZPVDIPPTF
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,OPXJOHBOBVUIPSTQVSQPTFDBOIFMQZPVEFDJEF DPNQMFUFMZ.
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UFMMBTUPSZ UPHJWFJOGPSNBUJPO BOEUPUFMMIPXUPEP
TPNFUIJOH"VUIPSTBMTPXSJUFUPQFSTVBEFUIFSFBEFSUP
UIJOLBDFSUBJOXBZBCPVUBOJEFBPSPQJOJPO
4UVEFOU/BNF
3FBEUIFTUPSZi)FMQJOH)BOET8FFLuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
Helping Hands Week

by Jaqueline Duquesne
“Good morning, class. I just wanted to remind you that this

is Helping Hands Week. What do you think that is?” Mr. Litton
asked as he looked around the classroom at his students.
“What could that be?” Matt said to himself.
Cara raised her hand. “It’s a time when we help out our
classmates by pitching in and doing small things.”
“That’s right,” said Mr. Litton. “This week, we’ll help each
other in small ways. How can you help someone else?”

“I could hold the door open for another student,” Rick said.
Sarah said, “I could encourage a classmate by saying ‘good
job’ when someone solves a problem in class.”
Corey said, “I could share a pencil or an eraser when someone
needs one.”
4UVEFOU/BNF
Matt did not say anything.

“Those are good ideas,” said Mr. Litton. “I know you will
think up more this week. Keep track of when you help others and
when they help you. I’ll ask how you’ve all contributed.”
Matt wasn’t sure this would work. “No one cares about
helping others out. How can small things make a difference? I’ll
give it a try, but I’d be really surprised if anything happened,” he
said to himself as he packed up his things for his next class.
During math class, Sarah raised her hand to answer a few
tough questions. Matt saw how well she was doing. During lunch,
he went up to Sarah to encourage her.
“Good job today,” Matt said and gave her a pat on the back.
Sarah smiled. She was glad Matt said something. She bit into
her pizza and felt good about studying hard.
She looked up and saw Corey staring at his math homework.
“What are you doing?” Sarah asked. “The pizza today is
delicious! Your lunch is getting cold!”
4UVEFOU/BNF
“I’m trying to do these math problems. I’m having a

little trouble with these,” Corey said. Tip
“Can I help?” she asked. Sarah felt confident that she 8SJUFSTPGUFOVTFB
could pitch in and help her friend. It would only take a few QBUUFSOJOTUPSJFT
minutes. 8IBUEPZPVOPUJDF
BCPVUUIFFWFOUTJO
Sarah taught Corey a few tips and soon he was sure
UIJTTUPSZ
he knew what to do. Corey learned fast and solved two
problems by himself before their lunch period ended.
He felt great and even finished his math problems in time for
recess! He raced to the classroom and put on his coat. Then he
heard someone say, “Where’s my pencil case?”
Kara was looking in her desk. She was worried and Corey
knew why. Mr. Litton had a rule. You must always be prepared for
class. You always needed to have a pencil. Students who did not
would miss part of recess.
“I’ll help you,” Corey said. He looked by the bookshelf behind
Kara and in the row of desks ahead of her. Finally, Corey found it
on the floor beside her desk.
4UVEFOU/BNF
“I knew it had to be here somewhere,” Kara sighed. “Thanks,

Corey. You were a big help!”
The class went out to the yard. When they returned from
recess, Kara unzipped her pencil case.
“Kara? Can I ask you for a favor?”
She turned around. Matt was looking at her. “Do you have an
extra pencil? I just broke the tip on my only one.”
“Here you go,” she said as she handed him a brand new pencil.
“Thanks,” Matt responded. “I promise to give it back. Thanks.”
“You’re very welcome,” Kara said and smiled.
As class began, Mr. Litton asked, “Have we had any helping
hands yet? I hope you all are participating in some way.”
Lots of hands went up. Happy faces filled the classroom—
including Matt’s. Helping Hands Week certainly made a

difference—the class had gotten better at math, didn’t miss
recess, and made new friends. Matt had a feeling that the helping
hands would be around for more than just a week.
4UVEFOU/BNF
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8IZXBT.BUUTJMFOUXIFO.S-JUUPOBOOPVODFE
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IFMQ SFUVSOUPUIBUQBSU
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4BSBIGFMUHPPEBCPVUIFSNBUITLJMMTBGUFS
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g TIFSFDFJWFEIFMQPOIFSNBUIIPNFXPSL
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4UVEFOU/BNF
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5)*/,
&91-"*/
BOTXFS
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3
Staying Warm in the Cold

by Miriam Webber
Do you live in a warm place? Then your body might

be used to warm weather. You probably don’t sweat that
Tip
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have walked into an air-conditioned store from the steamy
outdoors. Maybe you’ve traveled somewhere snowy. Most
of the time your body can handle these changes in temperature.

It won’t let you get too cold.
4UVEFOU/BNF
You can keep your body warm by running in place. You can
rub your skin with your hands. This motion, called friction,
creates heat. Your body also has its own way of keeping warm.
How does your body do it? When you get cold, you might
shake a little bit. Your teeth may chatter. Believe it or not,
shivering helps you.
First, your nerves send signals to your brain. The signals tell
it that you need to warm up. Your brain tells your muscles to
tighten and loosen very quickly. That’s why you feel yourself
shaking. Moving your muscles, like you do when you exercise,
creates heat in your body which warms you. Shivering also makes
something else happen. You can see it on your skin. It gives you,
what many people call, “goose bumps.”
The silly name “goose bumps” doesn’t mean you’ll start
honking or waddling like a goose. It does means your skin will
look like the skin of a goose.
4UVEFOU/BNF
When your muscles get tight, they pull up the tiny hairs on
your skin. Each hair pulls up a bump of skin. Some of these
bumps aren’t much wider than the period at the end of this
sentence. They return to normal once you warm up.
Scientists are not sure if goose bumps help humans in any
way. They do think the bumps help other animals that have lots
of fur. When the fur stands up, warm air from the animal’s body
gets trapped. This helps keep some of the cold out. Since humans
don’t have fur, goose bumps don’t help us in the same way.
4UVEFOU/BNF
If you have light skin, you may notice the skin turning pink in
cold weather. Don’t worry, it won’t stay that way! This happens
for a good reason. Your body does not want to lose heat through
your skin. The blood vessels in your skin get a little wider to hold
in the heat. Blood vessels are tubes that carry blood. This is why
some people get red when they are hot or when they blush.
Too much cold can be dangerous. The longer you let yourself
stay cold, the greater the danger. It also makes a difference how
much of your body is uncovered. It is important to dress warmly
and not be exposed to the cold for too long. One small piece of
clothing can be a big help in keeping you warm—a hat! Lots of

heat can escape through your head. Covering your head with a
thick, warm hat can hold that heat in.
As long as you’re careful and aware of what you can handle,
your body is ready for fun in the cold!
4UVEFOU/BNF
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4UVEFOU/BNF
3FBEUIFQPFNi.VTJDBM'FFUuCFGPSFBOTXFSJOH
/VNCFSTUISPVHI
Musical Feet
by David Flax
Allison Peet
had musical feet.
Out of each step came a musical note.
Just by walking along
she could create a song and sing
without words from her throat.
Nobody knows
how her heels and toes
could let out such beautiful tones.
Every time she walks,
you can barely hear her talk—
especially when she is alone.
When Allie was eight,

(on a day her parents slept late)
she woke, and put her feet on the floor.
What did she hear?
A note, loud and clear,
and a “Please keep it down!” from next door.
So she went down the hall

in a hands-and-knees crawl,
and finally wished, “Can’t my feet just be quiet?’
Now her feet never sing,
not a note, not a thing.
Though someday, her elbows may try it.
4UVEFOU/BNF
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&91-"*/
4UVEFOU/BNF
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UISPVHI
Roger’s Job
by Deidra Young
Roger was very good at creating things. He dreamed of having

a job where he could design skyscrapers. The problem was that
Roger was only nine years old. He had much to learn and would
have to wait many years before he could get a job like that.
Still, Roger was off to a good start. At home, he enjoyed

constructing things with his favorite set of wooden blocks. The
different shapes and sizes allowed him to create lots of buildings.
At school, his teacher loved the wonderful drawings he did in art
class. Roger’s work was very different from others. Sometimes he
would draw an entire city. One day, Roger’s father had an idea.
He called Roger to the kitchen table.

“Roger, I have a job for you,” his father said. “You can design
a building for me.”
4UVEFOU/BNF
Roger did not understand. What did his father just say?
“What kind of building?” he asked. “I thought I was too young
to make a real building.”
“You may be young, but that should not stop you. I have a
small building for you to design,” his father explained.
Roger was getting excited. He wondered what kind of building
it could be. He ran to get his drawing paper.
“Okay, are you ready?” said his father. “I want you to make a
doghouse for Max.”
Roger was surprised. He had not thought of that before.
“Dad, that is a great idea! Can I really do that?” he said.
Roger’s dad smiled and nodded. “Of course you can,” he said.
“I think it will be a great job for you. Just remember that it has to
be something that Max will like. It has to be something that I can
build, too. Your mother and Sheila can help us also. You can think
of something, can’t you?”
“You bet!” Roger agreed happily.
He went to work right away. He had to think about the size
he wanted. He decided to make a large doghouse that had two
sections. One would be a room where Max could lie down on a
rug. The other would be a room where Max could keep his toys
and chew bones.
4UVEFOU/BNF
Roger also thought about the colors. He did not want Max’s
doghouse to look like all the other ones in the neighborhood. He
wanted to paint it white and green, not red.
Roger started sketching on his drawing paper. He soon had a
finished plan in no time at all. When he was done, he showed his
design to his father.
“Roger, this looks great,” said his father, and then he grinned.
“I think Max will love it. We can get started tomorrow.”
The next day, Roger and his father started to build the
doghouse. Roger watched his father cut the boards with a saw. He
helped hammer in some of the nails. Then, Roger and his mother
painted the doghouse.
4UVEFOU/BNF
“Roger, why did you pick white for the sides of the
doghouse?” his mother asked.
“That’s the best part,” Roger said. He looked over at his
younger sister, Sheila. “Sheila and I are going to paint pictures of
Max on the sides.”
Sheila was excited. “All right!” she yelled.
When all the paint had dried, Roger looked at the doghouse. It
had turned out exactly as he had planned!
There was somebody else who still needed to see it: Max!
Sheila brought Max outside. Roger showed him the doghouse.
Max went inside, curled up on the rug, and began to wag his tail.
The family smiled and congratulated Roger on his first
building project. One day, they hoped to be as happy for him
when he finished his first skyscraper.
4UVEFOU/BNF
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4UVEFOU/BNF
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/VNCFSTUISPVHI
Reading with Fingers

by Ferdinand Suggs
Louis Braille’s story starts in France, almost 200 years ago.

One day, when Louis was three years old, he got hurt. He was
playing with tools in his father’s shop. A sharp tool slipped and
hit Louis’s right eye. The injured eye became infected and soon,
the infection spread to his other eye. By the time he was five-
years old, Louis could not see at all.
After Louis lost his sight, his life was very different. He went
to the village school. He was able to listen to his teachers, but he
could not read or write. There was no way for him to see what
was written on the page. This made things very difficult for him.
4UVEFOU/BNF
Louis then went to a special school in Paris for blind children.

The school taught students to read letters that were raised on the
page. Each letter was made from a wire that was pressed onto
the page by a machine. There were still problems with this way
of reading and writing. It was hard to tell the letters apart just by
feeling them. The students could not write these letters without a
machine. There needed to be a better way.
A man named Charles Barbier visited the school. He showed

the students a special code that he had created. It was called
“night writing.” It used groups of raised dots to make letters
and words. During wars, it would let soldiers send each other
messages quietly at night. They could feel the dots. However, the
army did not use this system because it was too difficult.
Louis liked Barbier’s idea and believed it could be used to help
blind people read. However, he thought the dots could be simpler
to use. Louis soon tried to develop a special alphabet of his own.
4UVEFOU/BNF
Louis added his own ideas to what Barbier had already done.
Louis made letters out of dots that people could feel, but each
letter had six dots or less. These letters were not planned for
people to read them with their eyes. Louis knew what it was like
to feel things instead of seeing them. It would be easy to learn.
Now, people would be able to read with their fingers.
This system also gave Louis and other blind students a chance
to write. All they had to do was poke dots in the correct places. It
was much easier for them than making and pressing wire letters.
Louis’s alphabet was called Braille. He wrote a book about
his new way to read and write. Louis also wrote a history book in
Braille.
4UVEFOU/BNF
Louis did not stop there. He also made a code that blind people
could use for math. Music was also important to Louis. He played
the piano and organ. So he made another code to help blind
people read music.
Other students at Louis’s school liked his alphabet. They
started using it on their own. Years later, the school began
teaching it. More people in France learned about it. Blind people
were able to read, but they could only use the alphabet if they
knew French.
As the years passed, people in other countries used Louis’s
idea. They made their own Braille alphabets. Today, English
speakers have a Braille alphabet. So do people who speak
Chinese, Greek, Arabic, and many other languages. All over the
world, blind people can read with their fingers.
4UVEFOU/BNF
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c /POFPGUIFMFUUFSTXFSFSBJTFE
d /PUBMMMFUUFSTDPVMECFNBEF
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4UVEFOU/BNF
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5)*/,
&91-"*/
STOP
Section 5
Benchmarks
Comparison and Contrast
The student recognizes the use of comparison and contrast in a text.
Similarities and Differences

The student knows the similarities and differences among the characters,
settings, and events presented in various texts.
Author’s Purpose
Contents
Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Passages Views at the Zoo Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Words from Far Away Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . 133
You and Me and the Sea Poetry . . . . . . . . . . . . . . . . . . . . . . . 139
Old Home, New Home Fiction . . . . . . . . . . . . . . . . . . . . . . . . . 141
Just a Kid? Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
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4UVEFOU/BNF
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3
/VNCFSTUISPVHI
Views at the Zoo

by Jami Ferguson
Alika the Giraffe looked down at the visitors from 14 feet up.
She saw a boy and his father craning their necks and tilting their
heads back. People always seemed to do that below her.
Maybe they were trying to see her face. Alika couldn’t Tip
imagine bending her neck all the way back. People’s necks 5IFTUPSZCFHJOT
were so short. How did they ever get their food? XJUIBHJSBGGFT
Alika walked over to a tree. She was glad to have such UIPVHIUT8IBU
a long neck. Without it, how could she reach the tasty EPFTUIJTUFMMZPV
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branches? As she chewed, she looked around the zoo. TUPSZJUNJHIUCF
Being so tall, she could see pretty far. She would get bored
otherwise. She only slept for about 30 minutes a day.
4UVEFOU/BNF
“Let’s go see the bats, Jack,” the

boy’s father said.
Alika wouldn’t be able to see Jack
anymore. The bats lived inside away
from the sunshine.
Bernardo the Bat was hanging
by his feet, as usual. The room
was dark, just the way he liked it.
He could see, but that wasn’t how
he usually learned about things.
Bernardo learned by making noise.
He would make a high pitched sound
and listen for the echo. It would tell
him what was around him. That was how he found the insects the
zoo workers brought to the room. Yum!
It was easy to tell that two people were there. Both were
huge, of course. All humans were much larger than three-pound
Bernardo. They didn’t notice the sounds he made. Bernardo’s
sounds were too high for humans to hear, but he could hear them.
“Listen to all that flapping!” said Jack. “It’s creepy!”
“Didn’t you see the sign outside, Jack? The bats won’t hurt
you,” his father replied.
Bernardo wondered why people thought he was scary.
“Are you sure they won’t fly at me?” Jack asked.
“No, of course not,” said his father. “They know where you
are. They’ll stay away from you.”
4UVEFOU/BNF
Jack stood and listened.

“You’re right. They’re not coming near me.”
“What else do you want to see, Jack?” his father asked soon.
“How about the dolphins?”
Sid the Dolphin jumped into the air. He spun before he landed
back in the water. The people were here to see him!
The boy looked like he was having a good time. Sid thought
it was funny to watch people walk. Plodding along on those two
legs, on dry land, looked pretty dull. Leaping through the air was
much better. He was glad to show off for the humans!
While the people laughed, Sid dove under the water. He was
hungry! He made a high-pitched noise and listened to the echo.
This helped him find the fish in the pool. What a good lunch!
“Look, Jack, I think they’re eating now.”
“They must be hungry,” said Jack. “I’m hungry, too.”
Sid wondered what Jack ate. Did someone come to his home
every day with a bucket of fish?
4UVEFOU/BNF
“Yum, peanut butter and jelly,” said Jack. It was his favorite
sandwich. He pulled it out of a bag and took a big bite.
“Are you having fun today?” his father asked.
“I am!” said Jack. “I can’t decide which animal I like best.”
Jack’s father grinned. “Then I have a different question. Which
animal would you most like to be?”
“Well, it might be fun to be as tall as a giraffe. I wouldn’t
want to eat leaves, though. I’d miss peanut butter.”
“What about a bat?” his father asked.
“Hanging upside-down and flying would be fun!” said Jack. “I
don’t think I would like the dark. I like sunny days too much.”
“Would you want to play in the water like the dolphins?”
“Yes!” he said. “Not all the time. I’d rather run around.”
“Well, we sure did have a good time here.” said Jack’s father.
“The animals were fun to visit.”
“Hey,” Jack wondered. “I wonder what they thought about us.”
4UVEFOU/BNF
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Words from Far Away

by Cyn DiBiase
It wasn’t easy to send messages across the country in the
1840s and 1850s. There were no phones or computers. The mail
was the only system.
Someone had to get the mail to where it was going. How did
they do it? Cars and planes had not been invented. If a place
didn’t have a railroad station nearby, trains couldn’t go there.
So how did mail travel across the country? It didn’t travel
straight across—it was taken around! Mail was carried by boat
to a narrow piece of land, called the Isthmus of Panama. This is
where North America meets South America. People carried the
mail across this strip of land. Then, they got back on a boat and
went to the other side of the country. The trip took about three
to four weeks. Sometimes, it took longer. Finally, letters would
N
North America
W E
S
Atlantic Ocean
Isthmus
of Panama
Pacific Ocean
South America
4UVEFOU/BNF
How were birthday greetings sent across the country in 1860?

To arrive on time, they had to be sent about two weeks ahead.
That may seem like a long time today. Back then, two weeks
was fast. The days of mail taking more than a month to reach its
destination were over.
The Pony Express changed the way mail was sent. Letters did
not have to go such a long way around the country. They arrived
by boat and then were taken across the country on horseback.
Strong horses and riders traveled far and fast. Riders would
bring letters to stations across the country. At some stations, one
rider would give mail to the next rider. More often, a rider would
get on a fresh horse. That way, the other horse could rest.
Mail took about 10 days to cross the country this way. The
fastest ride west took seven days and 17 hours. This famous
ride brought the speech Abraham Lincoln gave when he became

president. The journey covered the area from St. Joseph, Missouri
to Sacramento, California.
4UVEFOU/BNF
The Pony Express did not last long. Soon, there were faster
ways to send messages. The first was the electric telegraph. Soon
after the Pony Express started, a telegraph line reached across the
country. It used wires to send signals in Morse code. This code
could be sent from one telegraph office to another.
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4UVEFOU/BNF
Today, people can make plans quickly or chat without being

in the same room. Telegrams are not used now, but people still
talk on the telephone. Today, phones are not just inside buildings.
They are in phone booths on street corners. People have cell
phones that they can carry around. They can talk to their friends
while they shop, sit outside, or take a walk.
Messages that people type can also arrive right away. You
can send an e-mail from a computer to a friend almost anywhere
in the world. People can also put information on the Internet,
and thousands of others can read it. Copies of pictures or other
papers can be sent far away, too. Fax machines usually send them
through telephone lines.
Today, there are lots of ways to reach people who are far away,
but people still send letters, too. Only now, an electronic letter can
be “mailed” across the country and arrive in a matter of seconds!
4UVEFOU/BNF
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You and Me and the Sea

by Simon Sellers
I stand by the pool.

I see from end to end.
I dive in and swim across.
And I get out again.
Then I bike to the beach.

I can’t get through the waves.
The ocean stretches to the sky.
Who could swim all the way?
To cross it takes hours

and hours by plane—
From Utah to Hawaii,
England to Maine.
You’re riding the surf.

I’m dipping my feet.
We’re so far apart,
we may never meet.
One end has daytime.

The other has sleep.
So which is the shallow end?
Which is the deep?
4UVEFOU/BNF
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Old Home, New Home

by Nina Gaines
January 13th
Dear Shantell,
How do you like Portland, Maine? Is it as cold as we’ve heard

it is? Has it snowed yet? I’ve never seen snow, and I’d love to
know what it’s like. Is it really deep? Can you build forts in it? I
bet you’ve had to buy lots of warm clothes. I can’t even imagine
you wearing a heavy winter coat! We haven’t even had rain in
weeks. You know how dry the winter can be here.
We miss you in Miami. Sunday was sunny and warm, so we
had a picnic in the park. We played volleyball in the sand pit.
Then we had a race, and I won! I think you might have beaten me
if you were here.
Well, I hope you’re having a good time there. Write back soon!
Your friend,
Walter
4UVEFOU/BNF
January 28th
Dear Walter,
I do miss Miami, but Portland is very nice. I’m making new

friends. My neighbor, Meg, has lived here all her life and we play
together in the snow—and we’ve had lots of it! It’s six inches
deep right now. Meg says it gets much deeper and sometimes the
snowdrifts are as tall as she is!
Yesterday, we made snow people. It was a lot of work and
it was freezing outside. We used twigs for arms and carrots for
noses. After that, we built a snow fort and even went sledding. I
didn’t know a plastic board could move so fast! We carried the
sled up and rode down again and again. Other kids and some
adults were sledding, too.

Meg’s parents said we could go ice skating next weekend. I
will have to try hard not to fall. I’ll be sure to tell you all about it.
Your friend,
Shantell
4UVEFOU/BNF
July 7th
Dear Shantell,
What’s new? How’s Maine in summertime?

It’s been really hot here! I go swimming with my family pretty
often. I’m so glad we live near a beach. We go there late in the
day. It’s just too hot to sit on a beach at noon! Remember how we
used to build sand castles? I guess that’s a lot like building forts in
the snow. I bet your hands are still freezing from the winter!
The water in the ocean is the temperature of a bath here. Is it
warm enough to swim there? I bet the weather is nice where you
are now. I hope to visit you before school starts.
Of course, you remember how much rain we get in the summer.
It’s no wonder it’s called the “wet season.” On the days when
it rains, I stay inside and read. In case you haven’t guessed, it’s
raining right now. There have been a few big storms with really
loud thunder and some great flashes of lighting. The rain is no big
deal most of the time. I kind of like it! Tell me more about your
summer vacation. Having fun?
Your friend,
Walter
4UVEFOU/BNF
July 20th
Dear Walter,
It was great to get your letter and to hear about summer in

Florida. Summer sure is different here. We’ve had some warm
days, but nothing like the heat in Miami. I even wear a jacket in
the evenings because it gets pretty windy.
On the warmest days, we sometimes go to the beach. We can
go in the middle of the day here. I still love swimming. Even
though we’re so far away, we’re still near the Atlantic Ocean.
There are days when we can’t see very far because it’s foggy. It’s
definitely not like Miami.
The water here is also really cold! I just dive in. If I went in
slowly, I would never make it past my knees. If you keep moving,
your body gets used to the cold. When you get out, your teeth
might start to chatter. You have to bring a big, fuzzy towel to
warm up. I even have a comfy robe that I bring to the beach.
We don’t get as much rain in the summer as we did in Florida.
It’s pretty dry. For a while in the spring, the grass was muddy
from the melting snow. That’s all long gone now.
I miss everyone back in Miami, but I’m having a good time
here. I hope your parents can bring you here before school starts.
Tell our friends that I said hello.
Your friend,
Shantell
4UVEFOU/BNF
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Just a Kid?
by Shawna Flaks
“I am just a kid.”
Have you ever said that? Many children have—but many kids
have done great things. Being young did not stop them.
Wolfgang Mozart is one example. He was born in 1756 in
Austria. He is famous for composing, or writing, music. He began
his life-long love of music at a very young age.
At age three, he could play a few notes of music. At age four,
he could play short tunes. He started writing music when he was
only five. His musical ability increased with each passing year.
Soon, he began to travel with his family. He performed with
his older sister. They played in many countries. Mozart became

known throughout Europe and other places in the world.
When he was about ten, he had his first piece published. The
notes were printed on sheet music so others could play them.
Wolfgang Mozart grew up to become one of the most famous
composers in history.
4UVEFOU/BNF
Maude Adams got her first job with some help from her
mother. Annie Adams was acting in a play called “The Lost
Child.” Maude, who was born in 1872 in Utah, was still a baby.
Another baby was supposed to be in the play. That baby cried
when it was time to go on stage. Maude took her place.
Of course, she did not have any lines to say. She couldn’t even
talk yet. That changed by the time she was five. Maude learned
from her mother. She was good at acting and singing. Maude had
her first starring role at 15 years old.
Soon, a grown-up Maude met J. M. Barrie. He wrote the book

and the play “Peter Pan.” Maude acted in many of his plays.
However, she was best known for playing Peter. You might say
she grew up to play a character that never grew up!
4UVEFOU/BNF
Pablo Picasso also learned from his family. He was born in

Málaga, Spain in 1881. His father, José, was a drawing teacher
who also did his own paintings. He often painted birds.
Pablo’s love of painting began at about age seven. He was nine

when he finished his first painting. It showed a man on a donkey.
Pablo became his father’s student. Soon, Pablo was finding
different ways to paint. He learned the styles of other Spanish
painters. These styles could be seen in his work. His paintings
began to win awards.
When Pablo was 13, he had his first art show. When Pablo was
14, the family moved to Barcelona, another city in Spain. There,
Pablo could study at an art school.
Pablo Picasso became very famous. He painted and created
other art for almost 80 years.
4UVEFOU/BNF
Many children started first grade in 1960, but for Ruby

Bridges, it was an unusual first day. She was six years old. She
lived in New Orleans, and she was the first African-American
student to go to her school.
Some people did not want her to be allowed into the school.
In fact, some of them stood angrily outside the school when she
went in. Some parents even took their children out of the school.
On her first day, Ruby did not know what was going on. When
she saw all the people, she thought it was a party. Police officers
walked with her to keep her safe.
Ruby had to walk past a group of angry people every day. She
walked quietly with the officers. For a whole year, no one came to
Ruby’s class. Her teacher stayed and taught her.
The next year, more African-American students came to the
school. Things got easier for Ruby.
Learning always meant a lot to her. She also thought it was
important for people to respect each other. When she grew up, she
started the Ruby Bridges Foundation. It is a group that works to
teach children about respecting all people.
As you can see from these stories, age does not matter.
Children are able to do some amazing things. There’s a lot you
can do before you grow up!
4UVEFOU/BNF
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Section 6
Benchmarks
Reference and Research Information
The students selects and uses a variety of appropriate reference materials,
including multiple presentations of information such as maps, charts, and
photos, to gather information for research projects.
Author’s Purpose
Contents
Explanation of Skills for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Passages What a Grand Canyon! Nonfiction . . . . . . . . . . . . . . . . . . . . . . 155
Big, Bigger, Biggest Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . .160
One Mixed-Up Country Poetry . . . . . . . . . . . . . . . . . . . . . . . .166
Not Just Lunch Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168
Working for Women’s Rights Nonfiction . . . . . . . . . . . . . . . . . 174
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4UVEFOU/BNF
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What a Grand Canyon!

by Andrew Gonzalez
What is powerful enough to cut through miles of land? Believe

it or not, water is. However, there needs to be a lot of water that
moves quickly through the land for a long time.
Water moving through Arizona formed the Grand Canyon. A
canyon has steep sides. There is often a stream going through it.
The Grand Canyon’s steep sides are made of rocky hills, cliffs,
and other shapes. At some points, the sides of the canyon are
more than a mile high!
The mighty Colorado River runs through the middle of the
Grand Canyon. It flows through the canyon for about 277 miles.
In some places, the canyon is less than a mile wide. In other
areas, it is as wide as 18 miles.
4UVEFOU/BNF
COLORADO
UTAH
NEVADA
Grand Canyon
NEW
MEXICO
Colorado River
ARIZONA
The Grand Canyon is located close to where Arizona meets

Utah and Nevada. The canyon does not cross the borders of
Arizona. The Colorado River is 1,450 miles long—much longer
than the canyon. In fact, the river goes through seven states!
Scientists know that rocks change very slowly. Many things
can happen over the course of time. They discovered that the
canyon probably formed about six million years ago.
What happened six million years ago? The Colorado River
carried tons of sand, mud, and small rocks with it every day. The
river was strong enough to carve the canyon into the land. Wind
and rain also wore away the rocks.
The Grand Canyon is in the desert where the climate is hot and
dry. That is one reason the river could carve through the land. The
dry soil was easy to move.
4UVEFOU/BNF
Grand Canyon Rock Layers
Kaibab Limestone
Toroweap Formation
Coconino Sandstone
Hermit Shale
Supai Group
Redwall Limestone
Muav Limestone
Bright Angel Shale
Tapeats Sandstone
Vishnu Schist
The Grand Canyon is made up of many layers of rocks. Scientists have

special names for each layer.
The canyon also teaches us about the history of Earth. Looking at

it, you can see many colors because you are looking at different layers
of rocks. The oldest rocks are on the bottom. They are more than two
billion years old. These rocks were there before the canyon was carved.
Each layer of rocks in the canyon is newer than the one below it.
Today, the canyon is home to many plants and animals. Big
animals like deer and mountain lions live in the canyon. There are
also small animals like rabbits, squirrels, bats, snakes and frogs.
Humans have lived in and around the canyon, too. Some were
there 4,000 years ago. We know this from art made in the canyon’s
caves. The Navajo people settled near the canyon about 500 years
ago. Today, five Native American tribes live near the canyon.
There is even a village inside the canyon!
Every year, people visit the canyon from all over. Groups can
hike or ride mules to the bottom. They must be very careful. At
the bottom, they can even ride rafts on the river.
The Grand Canyon is difficult to describe in words. Many
people take pictures when they go. They want to amaze their
friends back home!
4UVEFOU/BNF
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Big, Bigger, Biggest

by Packard Shoal
What does big mean? It can mean heavy, long, or tall. What is
the biggest thing you can imagine? What is the tallest or longest?
If an insect were three inches long—would you say it was big?
Now picture a cat the same length as the insect. Is the cat long?
What if a river were only three inches long?
Big can mean something different, depending on what you are

talking about. You need to compare it to other things in the same

group. Sometimes, a table or a bar graph can help. Comparing an
insect to a cat or to a river does not make sense—comparing it to
other insects does.
4UVEFOU/BNF
Taipei 101 Building

One of the tallest buildings
in the world is the Taipei 101
building in Taiwan. It is
1,671 feet tall and has over
100 stories. Inside are offices
and a shopping mall. The
building has 61 elevators. They
are the fastest elevators in the
world. It takes only about 30
seconds to get to the top.
In Malaysia, you can
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They each have 88 stories. DIBSUTBOE
HSBQIT
Tallest Buildings in the World
2,000
1,900
1,800
1,700
Height (in ft)
1,600
1,500
1,400
1,300
1,200
101 stories
108 stories
102 stories
88 stories
88 stories
88 stories
88 stories
80 stories
69 stories
78 stories
1,100
1,000
0
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Building
4UVEFOU/BNF
A View of the Pacific Ocean

What is considered
big for an ocean?
Oceans cover most
of Earth. Oceans are
wide and long, and
they are also very
deep.
The world’s biggest
ocean is the Pacific
Ocean. North America
and South America are on one side of this ocean. The other side
touches Asia and Australia. The Pacific Ocean’s deepest point is
35,840 feet below the surface! That’s many times greater than the
tallest building.
The Atlantic Ocean also touches North and South America.
On its other side are Europe and Africa. The Atlantic Ocean is
28,231 feet deep at its deepest point.
$EPTHSOFTHE7ORLDS/CEANS

$EPTHINFEET


0ACIFIC !TLANTIC )NDIAN !RCTIC
/CEAN
4UVEFOU/BNF
Distances Across Planets

100,000
90,000
80,000
Distance (in miles)
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
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Planet
There is not much on Earth that is bigger than an ocean. In

space, plenty of things are larger. The oceans may be many feet
deep, but planets are many, many miles across.
Jupiter is the biggest planet. It is an outer planet, which means
it is far away from the sun. Like other outer planets, Jupiter is
made of heavy gases. Jupiter is about 89,000 miles across. Three
hundred Earths could fit inside it!
Saturn is a little bit smaller than Jupiter. It is also a gas giant.
Saturn is about 74,400 miles across. If you counted the rings
around it, Saturn would be even wider than Jupiter.
As you can see, “big” comes in all sizes! If someone tells you
something is big, you should ask a few more questions.
4UVEFOU/BNF
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One Mixed-Up Country

by Julia Seahorn
Jason was born Ilene and Ramona
in a state full of corn live in hot Arizona.
because the weather’s just right They have all the sunshine they
in Nebraska. want,
Sheila’s warm coat If snow’s what they like,
buttons up to her throat they should take a long hike.
because the winters are cold in There is plenty of snow in
Alaska. Vermont.
Nathan can boast There’s so much to see.

that he lives on the coast Texas! Maine! Tennessee!
in the east (though he’s Room for pools, and for skis,
nowhere near China). and for skates!
He need not be frantic Room for cold and for hot!
to see the Atlantic. Just look what we’ve got
He’s near it in South Carolina. In our fifty United States!
Maine
Vermont
Alaska
Nebraska
Tennessee
N
Arizona South
W E Texas Carolina
S
Florida
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Not Just Lunch

by Edgar Ringer
The park is a great place to have a picnic lunch.
It’s the weekend, and it is lunchtime again. You’re hungry, but

sitting at the same old table sounds boring. Why not try a picnic
lunch? Eating outdoors with your family and friends is a great
way to make lunchtime exciting and fun.
The first thing you will need to do is prepare the food. If you
need to cut up anything or use a stove, you will need an adult’s

help. Don’t forget to clean up after yourself.
Your meal will need a main dish. If you have leftovers from
another meal, you might be able to bring it. If not, sandwiches are
the perfect choice.
4UVEFOU/BNF
Making a sandwich is pretty simple. First, spread out two

pieces of bread. Next, decide what you want inside. Maybe you
want something sweet, like peanut butter and jelly. You might
prefer cheese and meat. You can add lettuce or slices of other
vegetables. Mustard or another sandwich spread can add flavor
to your tasty creation. Once everything you want is on the bread,
put the slices together. You may want to cut the sandwich in half
to make it easier to eat. Put the sandwich in plastic bags or use
aluminum foil to keep it fresh and neat.
What else should you include? You can bring anything that is
easy to carry. You can make a small bag of trail mix. Trail mix can
include nuts, raisins, and shredded coconut. You can also use dried
fruit, pretzels, or cereal. Gently shake the bag to really mix your
delicious and nutritious trail mix!
4UVEFOU/BNF
There are many other things you can bring to your picnic as
well. Fruit is always a good choice. Cheese and crackers are also
a delicious treat to bring on a picnic.
You will need something to drink, of course. You can bring a
pitcher of water or juice if it’s not too hard to carry. Juice or milk
in portable drink boxes will be the easiest to bring.
“Ants on a Log”— a healthy and delicious snack!
For a sweet and crunchy dessert, try “Ants on a Log.” It’s not
what it sounds like! All you need is celery, peanut butter, and
raisins. A piece of celery will be your “log.” Peanut butter will
be your yummy “sticky surface.” If you don’t want to use peanut
butter, cream cheese works just as well. Put raisins on top. These
are the “ants.” It’s a fun name for a fun treat!
4UVEFOU/BNF
You will also need a way to carry everything. You can use a
basket. You might also want to use a cooler to carry and chill your
food. If you don’t have either of these, try a paper bag. You can
even have each person carry their own bag lunch.
Some places have picnic tables, but some don’t. You might
want to bring something to sit on. An old blanket or a big towel
works well. Make sure no one minds if you get it a little dirty. If
it is a sunny day, bring sunscreen and put it on every hour so you
don’t get a sunburn.
Don’t forget plates, forks, and other utensils. Remember to the
napkins—eating can get messy!
Make sure you do not leave a mess behind after you are done
with your picnic. Look for a garbage can nearby. Bring a plastic
bag along in case you can’t find a place for your trash.
There is no need to rush back inside after you eat. Bring

something fun to play with outdoors, like a ball or a kite.
What if it rains? Don’t let that stop you from having fun. Have
your picnic indoors!
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Working for Women’s Rights

by Angeline Davis
Today, American adults can all help choose their leaders.

They do this by voting. They vote to choose a president and other
important people. For almost 150 years, half of adults could not
vote. This was because women were not allowed to vote.
Women were not allowed to vote in America until 1920.
Many people worked hard for this change. Two women that
accomplished a great deal for this cause were Elizabeth Cady
Stanton and Susan B. Anthony.
Elizabeth Cady Stanton was born in 1815. Women at that time
did not have a lot of the same rights men had. In 1848, Elizabeth
helped lead a meeting in Seneca Falls, New York, to change this.
Elizabeth Cady Stanton speaks at the Seneca Falls meeting.
4UVEFOU/BNF
The people at the meeting made a list of rights they believed

women should have. This important meeting began the fight for
women’s rights in the United States.
Women at the meeting said they wanted to vote. Many people
around the country were shocked by the idea. They thought
women could not make good choices in certain matters.
Elizabeth continued to fight for the rights of women. Two
years later, in 1850, a bigger meeting was held. This one was for
women all over the country. More and more people took part.
In 1852, Elizabeth met Susan B. Anthony. Elizabeth and Susan
did a great deal of work together. They started a women’s rights
newspaper in 1868. Soon, they started a large group that fought
for women’s rights. The group met every year for 50 years.
Both Susan and Elizabeth wanted America’s laws to be
changed to let women vote. First, lawmakers had to vote to make
the change. They did not do so for many years. Big changes take
a great deal of time.
4UVEFOU/BNF
1848: 1868: 1890: 1918:

Seneca Elizabeth Wyoming 15 states
Falls and Susan becomes allow
meeting start a first state women
women’s to let to vote
rights women
newspaper vote
1852: 1872: 1905: 1920:
Susan B. Susan Susan Women
Anthony arrested meets with in the
meets for voting the president United
Elizabeth States
Cady are
allowed
to vote
1800 1825 1850 1875 1900 1925 1950
Susan kept working to get women the vote. She would do

anything it took to change the unfair laws. She even broke a law
in 1872 by voting. Susan was arrested because the law said she
could not vote. Many people in the country heard about what she
had done. They began to understand what Susan and the other
women were fighting for. They started to see how important it
was to allow women to have the same rights that men had.
Starting in 1869, women in Wyoming could vote. However,
Wyoming was not officially a state at the time. It was not until
1890 that it became a state—and the first state to allow women to
vote. Soon after, more states gave women this important right.
In 1896, Utah and Idaho passed laws letting women vote. Other
states soon did the same thing. By 1918, the women of 15 states
had the same voting rights as men. However, in the rest of the
country, women still did not have these rights.
4UVEFOU/BNF
Elizabeth and Susan were happy to see some states change

their laws, but their fight was not over. They did not want to stop
until every woman in the country could vote. Susan even met with
President Theodore Roosevelt to discuss the issue in 1905.
Fifteen years later, their dream came true. In 1920, women in all
the states got voting rights. A law was passed that said all American
women could vote.
Sadly, Elizabeth and Susan were not alive to see it. Elizabeth
died in 1902, and Susan died in 1906. Even though they were
gone, their dream lived on. The law would not have been changed
without their efforts. In fact, the new law was named after
Susan B. Anthony.
Now, men and women over the age of 18 can help choose their
leaders. History has shown us just how important it is to have the
right to vote.
4UVEFOU/BNF
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STOP
Writing+
Contents
Section 1: FCAT Writing+ Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

6-Point Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Writing Checklist for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Writing Prompts: Explanation for Students . . . . . . . . . . . . . . . . . . . . . . . . .184
Writing Prompts: Narrative (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . . .185
Writing Prompts: Expository (LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3) . . . . . . .189
Section 2: Writing Plan Format (LA.B.1.2.1, LA.B.1.2.2) . . . . . . . . . . . . . . . . . . . . . 193
Writing Plan Format Explanation for Students . . . . . . . . . . . . . . . .194
Section 3: Writing Sample Format (LA.B.1.2.2) . . . . . . . . . . . . . . . . . . . . . . . . . .205
Writing Sample Format Explanation for Students . . . . . . . . . . . . .206
Section 4: Cloze Selection Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Cloze Selection Format Explanation for Students . . . . . . . . . . . . . 218
Section 5: Stand-Alone Questions Format (LA.B.1.2.3) . . . . . . . . . . . . . . . . . . .224
Stand-Alone Questions Format Explanation for Students . . . . . .225
Short-Response and Extended Response Rubrics . . . . . . . . . . . . . . . . . . . 231
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
Anchor Papers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253

Section 1
Writing+ Prompts
In this section, students will practice responding to narrative and
expository writing prompts. Encourage students to plan out their responses
carefully and refer to their outlines when they write. You may wish to provide
students with the Writer’s Checklist on page 183.
A rubric for scoring student responses (p. 182) and sample student
responses (pp. 253–286) are provided.
Benchmarks
Benchmark LA.B.1.2.1
The student prepares for writing by recording thoughts, focusing on a central
idea, grouping related ideas, and identifying the purpose for writing.
The student drafts and revises writing in cursive that focuses on the
topic and demonstrates a sense of completeness or wholeness; has a
logical organizational pattern, including a beginning, middle, conclusion,
and transitional devices; has ample development of supporting ideas;
demonstrates a command of language, including precision in word choice;
generally has correct subject/verb agreement; generally has correct verb and
nouns forms; with few exceptions, has sentences that are complete, except
when fragments are used purposefully; uses a variety of sentence structures;
and generally follows the conventions of punctuation, capitalization, and
spelling.
The student produces final documents that have been edited for correct
spelling; correct use of punctuation, including commas in series, dates, and

addresses, and beginning and ending quotation marks; correct capitalization
of proper nouns; correct paragraph indentation; correct usage of subject/
verb agreement, verb and noun forms, and sentence structure; and correct
formatting according to instructions.

6-Point Writing Rubric
6 Points 5 Points 4 Points 3 Points 2 Points 1 Point
Focus Writing is Focus Writing is Focus Writing is Focus Writing is not Focus Displays Focus Displays no
clearly focused on mostly focused on partially on topic but focused. Includes minimal awareness understanding of the
the topic and the topic. includes unrelated unrelated details. of the topic. Contains topic.
topic is explained details. many unrelated
completely. details.
Organization Organization Organization Organization Organization Organization
Writing is organized, Writing is organized Writing shows little Writing is not Includes either a Includes either
with a clear with beginning, organization or organized. There is sentence or phrase picture only,
beginning, middle, middle, and end. connection between no clear beginning, and left to right scribbles or letter
and end, and using ideas. middle, and end. progression. Ideas strings, or simple left
transition words. are expressed in no to right progression.
identifiable order.
Support Writing has Support Writing Support Writing Support Writing has Support Writing has Support Few details
many details to includes details that uses some details few supporting few details and word or examples and
support the main support the main and predictable details and simple, choice is basic. limited word choice.
idea and the word idea and mostly word choice. repetitive word
choice is specific and specific word choice. choice.
engaging.
Conventions Conventions Most Conventions Conventions Conventions Conventions
All sentences are sentences are Sentences contain Sentences have little Numerous spelling Minimal
complete and complete and there some spelling, or no punctuation and grammatical understanding of
contain mostly are few spelling, grammar, and and numerous errors. Basic letter/sound
correct spelling, grammar, and punctuation errors. grammar and understanding of correspondence,
grammar, and punctuation errors. Writing has no spelling errors. There sentence structure. little use of
punctuation. Writing Sentence structure variety in sentence is no variety in capitalization or
has a variety of has some variety. structure. sentence structure. punctuation.
sentence structures.
U Writing that is unscorable or is unrelated to the topic or is illegible.

4UVEFOU/BNF
Writer’s Checklist
Here is a checklist to help you do your best when
you respond to the FCAT Writing+ prompts. Keep this
checklist in mind when you plan, write, and review
your answers.
Read the prompt carefully.

Think about the central idea of your answer.
Make an outline to organize your ideas.
As you write, support your ideas by adding
details.
Use transitional words such as first, however,
and also UPMJOLZPVSJEFBT
Review your answer for punctuation,
capitalization, spelling, and grammar

Writing Prompts
"XSJUJOHQSPNQUJTBTFUPGJOTUSVDUJPOTUIBUUFMMTZPV
XIBUUPXSJUFBCPVU4PNFQSPNQUTXJMMBTLZPVUPXSJUFB
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QSPWJEFE#FTVSFUPXSJUFOFBUMZ0SHBOJ[FZPVSUIPVHIUT
DMFBSMZBOEDPNQMFUFMZCFGPSFXSJUJOHZPVSSFTQPOTF
Example of a Prompt That Asks You to
Write a Story
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QFSTPOPSFWFOU
Example of a Prompt That Asks You to
Write to Explain
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/PXXSJUFUPFYQMBJOXIZZPVUIJOLUIJTBOJNBMXPVME
NBLFBHSFBUQFU

130.15
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130.15
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130.15
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130.15
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130.15
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130.15
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ZPVSGSJFOEBOEXIZ
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.BOZQFPQMFIBWFBGBWPSJUFNPWJFPSCPPL
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130.15
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%0/0583*5&0/5)*41"(&

Section 2
Writing Plan Format
The FCAT Writing+ test consists of four types of multiple-choice
questions: questions based on writing plans, questions based on drafts,
questions based on a cloze selection, and stand-alone questions about
conventions.
In this section, students will practice answering multiple-choice
questions based on sample student writing plans. These questions will assess
focus and organization. The writing plans consist of graphic organizers and
information that a student has created in preparation for writing.
Benchmarks
The student prepares for writing by recording thoughts, focusing on a
central idea, grouping related ideas, and identifying the purpose for writing.
demonstrates a command of language, including precision in word choice;
generally has correct subject/verb agreement; generally has correct verb and
nouns forms; with few exceptions, has sentences that are complete, except
when fragments are used purposefully; uses a variety of sentence structures;
and generally follows the conventions of punctuation, capitalization, and
spelling.

4UVEFOU/BNF
Get Ready to Take on Writing+

Writing Plan Format
The questions in this section are called multiple-choice
questions. A multiple-choice question is followed
by several answer choices.
Tip
Writing plans such as a web, chart or list help O"MXBZTSFBEUIF
you to organize your thoughts before you write RVFTUJPOTBOE
your first draft. In this section, you will look at BOTXFSDIPJDFT
students’ writing plans and answer multiple- DBSFGVMMZ
choice questions. O8IFOZPVDIPPTF
UIFBOTXFSUPB
Always read all the answer choices under each RVFTUJPO NBLF
question, and decide which answer is correct. TVSFUPGJMMJOUIF
Fill in the bubble next to the answer you think is CVCCMFDPNQMFUFMZ
correct for each multiple-choice question. Do not
make any marks outside the bubble.

4UVEFOU/BNF
*BONBEFUIFXSJUJOHQMBOCFMPXUPEFTDSJCFIJTDIPSFTBU
IPNF6TFIJTQMBOUPBOTXFSRVFTUJPOTm
Ian’s Writing Plan
CFGPSFTDIPPM BGUFSTDIPPM
*NBLFNZCFE *EPNZIPNFXPSL
*CSVTINZUFFUI *DMFBONZSPPN
*QVUNZCSFBLGBTUCPXMJOUP *IBWFCSFBLGBTU
UIFTJOL
*QVUUIFDFSFBMCPYPOUIF *TFUUIFEJOOFSUBCMF
TIFMG

4UVEFOU/BNF
8IJDIEFUBJMCFMPXJTPGGUPQJDBOETIPVMECF
DSPTTFEPGGUIFQMBO Tip
a *NBLFNZCFE Look at Ian’s plan
again. Decide
b *EPNZIPNFXPSL which activity
c *IBWFCSFBLGBTU Ian cannot do
after school.
d *TFUUIFEJOOFSUBCMF
#BTFEPOUIFJOGPSNBUJPOJO*BOT8SJUJOH1MBO
XIJDITFOUFODFCFMPXTIPVMECFBUUIFCFHJOOJOH Tip
PG*BOTQBQFS Find the first
topic on the
f #FGPSFMFBWJOHUIFIPVTF *DMFBOUIFCSFBLGBTU
plan. Decide
UBCMF
which answer
g 8IFO*DPNFIPNF *TUVEZGPSUIFOFYUEBZ choice best
supports that
h "GUFS*XBLFVQ *NBLFNZCFE
i *HPUPCFEBMJUUMFBGUFSEJOOFS
#BTFEPOUIFJOGPSNBUJPOJO*BOT8SJUJOH1MBO
IPXXPVMEZPVEFTDSJCFUIFPSHBOJ[BUJPOPG*BOT Tip
QBQFS
Look at the titles
a TFRVFODFPGFWFOUT of the columns in
Ian’s plan. Then
b DBVTFBOEFGGFDU look at the
c QSPCMFNBOETPMVUJPO subtopics.
Decide how the

d DPNQBSJTPOBOEDPOUSBTU topics are linked
to each other.

4UVEFOU/BNF
"NZNBEFUIFXSJUJOHQMBOCFMPXUPPSHBOJ[FJEFBTGPSB
QBQFS6TFIFSQMBOUPBOTXFSRVFTUJPOTm
Amy’s Writing Plan
1MBZXJUI
UIFEPH
5BLFUIFEPH
#VZEPHGPPE
GPSXBMLT
5PQJD
5BLF$BSFPG
:PVS%PH
,FFQUIF
%PZPVS
EPHTCFE
IPNFXPSL
DMFBO

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#BTFEPOUIFJOGPSNBUJPOJO"NZT8SJUJOH1MBO XIJDI
TUBUFNFOUCFMPXTIPVMECFBUUIFFOEPGIFSQBQFS
f $IPPTJOHUIFSJHIUEPHJTJNQPSUBOU
g 1JDLBOBNFUIBUàUTZPVSEPHTQFSTPOBMJUZ
h :PVEPOUIBWFUPCVZOBNFCSBOEEPHGPPE
i 8BTIZPVSEPHTCFEUPLFFQZPVSQFUIFBMUIZ
8IJDITUBUFNFOUJTPGGUPQJDBOETIPVMECFUBLFOPVUPG
"NZT8SJUJOH1MBO
a #VZEPHGPPE
b 5BLFUIFEPHGPSXBMLT
c %PZPVSIPNFXPSL
d ,FFQUIFEPHTCFEDMFBO
#BTFEPOUIFJOGPSNBUJPOJO"NZT8SJUJOH1MBO XIBU
LJOEPGQBQFSJT"NZQMBOOJOHUPXSJUF
f BQBQFSUIBUFYQMBJOTIPXUPUBLFDBSFPGBEPH
g BQBQFSUIBUUFMMTBCPVUIPX"NZGPVOEIFSEPH
h BQBQFSUIBUMJTUTQSPCMFNTXJUIIBWJOHBEPH
i BQBQFSUIBUEFTDSJCFTIPXBEPHCFIBWFT

4UVEFOU/BNF
1BVMPNBEFBMJTUPGRVFTUJPOTBCPVUUIF&WFSHMBEFT
/BUJPOBM1BSL6TFIJTMJTUUPBOTXFSRVFTUJPOTm
Paulo’s List
2VFTUJPOT
8IFSFJTUIFQBSL
"SFUIFBMMJHBUPSTUIFSFEBOHFSPVTUPIVNBOT
"NBOBUFFMPPLTMJLFBCJHTFBM
$BOQFPQMFDBNQJOUIFQBSL

4UVEFOU/BNF
#BTFEPOUIFJOGPSNBUJPOJO1BVMPT-JTU XIJDITFOUFODF
CFMPXTIPVMECFBUUIFCFHJOOJOHPGIJTQBQFS
a 5IFNBOBUFFJTJOEBOHFS
b 5IFQBSLJTJOTPVUIFSO'MPSJEB
c 5IFSFBSFNBOZQMBDFTUPDBNQ
d 5IFBMMJHBUPSJTPOFPGUIFBOJNBMTMJWJOHJOUIFQBSL
8IJDITUBUFNFOUCFMPXJTPGGUPQJDBOETIPVMECFUBLFO
PGGUIFMJTU
f 8IFSFJTUIFQBSL
g "SFUIFBMMJHBUPSTUIFSFEBOHFSPVTUPIVNBOT
h "NBOBUFFMPPLTMJLFBCJHTFBM
i $BOQFPQMFDBNQJOUIFQBSL
#BTFEPOUIFJOGPSNBUJPOJO1BVMPT-JTU XIBULJOEPG
QBQFSJTIFQMBOOJOHUPXSJUF
a BQBQFSUIBUUFMMTBCPVUBEBZIFTQFOUBUUIF
&WFSHMBEFT/BUJPOBM1BSL
b BQBQFSUIBUUFMMTUIFTUPSZPGBDSPDPEJMFBOEB
NBOBUFFCFDPNJOHGSJFOET
c BQBQFSUIBUFYQMBJOTUIFQSPCMFNTPGOBUJPOBMQBSLT
UPEBZ
d BQBQFSUIBUFYQMBJOTUIJOHTIFXBOUTUPMFBSOBCPVU
UIF&WFSHMBEFT/BUJPOBM1BSL

4UVEFOU/BNF
,FOESBTDMBTTNBEFBMJTUPGQSPCMFNTBCPVUUIFJS
OFJHICPSIPPEQBSL6TFUIFJSMJTUUPBOTXFSRVFTUJPOTm
Kendra’s List
1SPCMFNT 4PMVUJPOT
5IFQBSLJTàMMFEXJUI 8FDBODIPPTFUFBNTUP
MFBWFT DMFBOJUVQ
5IFCJSETEPOPUIBWFGPPE 8FDBOCVJMECJSEGFFEFST
5IFQPOEJTGSP[FO 8FDBOCVJMEBTIFMUFSGPS
EVDLT
5IFTXJOHJTCSPLFO 8FCSPLFUIFTXJOHCZ
NJTUBLF

4UVEFOU/BNF
8IJDITUBUFNFOUCFMPXJTPGGUPQJDBOETIPVMECF
SFNPWFEGSPNUIFMJTU
f 8FDBODIPPTFUFBNTUPDMFBOJUVQ
g 8FDBOCVJMECJSEGFFEFST
h 8FDBOCVJMEBTIFMUFSGPSEVDLT
i 8FCSPLFUIFTXJOHCZNJTUBLF
#BTFEPOUIFJOGPSNBUJPOJO,FOESBT-JTU XIJDI
TFOUFODFCFMPXTIPVMECFBUUIFCFHJOOJOHPGUIFQBQFS
a 5IFTFBSFUIFSFBTPOTXIZXFNVTUEPTPNFUIJOH
b 8FCVJMUCJSEGFFEFSTUPNBLFUIFQBSLQSFUUJFS
c 0VSQBSLIBTNBOZQSPCMFNTUIBUDBOCFTPMWFE
d 5IFMBTUQSPCMFNJTUIFTXJOH
#BTFEPOUIFJOGPSNBUJPOJO,FOESBT-JTU IPXXPVMEZPV
EFTDSJCFUIFPSHBOJ[BUJPOPGIFSQBQFS
f TFRVFODFPGFWFOUT
g DBVTFBOEFGGFDU
h QSPCMFNBOETPMVUJPO
i DPNQBSJTPOBOEDPOUSBTU

4UVEFOU/BNF
$ISJTNBEFUIFQMBOCFMPXUPPSHBOJ[FJEFBTGPSBQBQFS
6TFIJTQMBOUPBOTXFSRVFTUJPOTm
Chris’s Writing Plan
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5PQJD
.Z'BWPSJUF#PPL
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QMBDF MJLF

4UVEFOU/BNF
8IJDITVCUPQJDCFMPXJTPGGUPQJDBOETIPVMECFUBLFOPVU
PG$ISJTT8SJUJOH1MBO
a 8IBUJTJUBCPVU
b 8IFSFEPFTUIFTUPSZUBLFQMBDF
c 8IFOEPFTUIFTUPSZUBLFQMBDF
d 8IJDINPWJFTEP*MJLF
#BTFEPOUIFJOGPSNBUJPOJO$ISJTT8SJUJOH1MBO XIJDI
TFOUFODFCFMPXTIPVMECFBUUIFCFHJOOJOHPG$ISJTT
QBQFS
f *XPVMEMJLFUPSFBENPSFCPPLTCZUIFBVUIPS
g 5IFCPPLJTBCPVUBNBOXIPUFMMTTUPSJFT
h 5IFMBTUDIBQUFSJTUIFGVOOJFTU
i *MJLFUIFQJDUVSFTJOUIFCPPL
#BTFEPOUIFJOGPSNBUJPOJO$ISJTT8SJUJOH1MBO XIBU
LJOEPGQBQFSJT$ISJTQMBOOJOHUPXSJUF
a BQBQFSUIBUEFTDSJCFTIJTGBWPSJUFCPPL
b BQBQFSUIBUDPNQBSFTCPPLTUIBUIFIBTSFBE
c BQBQFSUIBUUFMMTBCPVUBTQFDJBMFWFOUBUBCPPLTUPSF
d BQBQFSUIBUFYQMBJOTIPXUPXSJUFBCPPL
STOP

Section 3
Writing Sample Format
conventions.
questions based on sample student drafts. These drafts include numbered
markers that denote sentence and paragraph placement. Students will be
tested on revision techniques, conventions, and cohesiveness of the drafts.
Benchmark
demonstrates a command of language, including precision in word choice.

Writing Sample Format
The questions in this section are called multiple-choice
questions. A multiple-choice question is followed by several
answer choices.
In this section, you will be asked to answer Tip
multiple-choice questions based on samples of O"MXBZTSFBEUIF
students’ writing. As you read these passages, RVFTUJPOTBOE
pay attention to how the writer organized his or BOTXFSDIPJDFT
her ideas. DBSFGVMMZ
Always read all the answer choices under each

O8IFOZPVDIPPTF
UIFBOTXFSUPB
question, and decide which answer is correct.
RVFTUJPO NBLF
Fill in the bubble next to the answer you think is TVSFUPGJMMJOUIF
correct for each multiple-choice question. Do not CVCCMFDPNQMFUFMZ
What do these mean?

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UFYUCPPLT.PTUPGUIFXSJUJOHJTJOESBGUGPSN
BOEZPVXJMMCFBTLFEUPNBLFDIBOHFTUP
JNQSPWFUIFXSJUJOH

4UVEFOU/BNF
5IFTUPSZCFMPXJTBGJSTUESBGUUIBU-VDBTXSPUF5IFTUPSZ
DPOUBJOTNJTUBLFT3FBEUIFTUPSZBOEBOTXFSRVFTUJPOTm
Fishing for Money

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Review for The Horses’ Plot

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A New Member of the Team

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Sunday, May 5th

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a 'JOBMMZ c )PXFWFS
b #FGPSF d 4MPXMZ
UPTVQQPSUUIFJEFBTJOUIFGPVSUIQBSBHSBQI
f 5IFUJHFSDVCTDBNFOFBSUIFHMBTT
g *IBEBRVJDLCSFBLGBTUBOEHPUSFBEZUPMFBWF
h "HJSMGSPNUIF[PPUISFXUIFXIJUFCFBSTPNFàTI
i *EFàOJUFMZXBOUUPMFBSONPSFBCPVUBOUIJMMT

4UVEFOU/BNF
5IFBSUJDMFCFMPXJTBGJSTUESBGUUIBU-JOXSPUF5IFTUPSZ
DPOUBJOTNJTUBLFT3FBEUIFTUPSZUPBOTXFSRVFTUJPOTm
Eight Arms, One Big Brain

4PNFBOJNBMTBSFWFSZTNBSU 8IBMFTDBOUBML
UPFBDIPUIFS 4PNFBQFTDBOMFBSOTJHOMBOHVBHFBOE
UBMLUPQFPQMF 1JHTBSFTBJEUPCFBTDMFWFSBTEPHT
0OFBOJNBMUIBUJTWFSZTNBSUJTUIFPDUPQVT
5IFPDUPQVTMJWFTJOUIFPDFBO *UIBTBCJHIFBE
BOEFJHIUMPOHBSNT &BDIBSNIBTUXPSPXTPGTVDUJPO
DVQTUIBUIFMQUIFPDUPQVTDMJOHUPSPDLT /PXUIBUZPV
LOPXUIFTFUIJOHT ZPVDBONBLFBHSFBUESBXJOHPGJU
8IFOBOPDUPQVTJTBGSBJE JUTIPPUTPVUCMBDLJOL
BOETXJNTBXBZ *UDBOBMTPDIBOHFJUTDPMPSTPUIBU
PUIFSBOJNBMTDBOOPUTFFJU
*OUIFMBTUGFXZFBST JUXBTQSPWFOUIBUUIF
PDUPQVTJTTNBSU "OPDUPQVTDBOàOEJUTXBZUPIJEEFO
GPPE *UDBOPQFOBKBSXJUIJUTBSNTUPHFUUIFGPPE
JOTJEF *UDBOSFNFNCFSUIJOHTBOEQFPQMF *GZPV
HJWFJUBUPZ JUXJMMQMBZXJUIJU "OPDUPQVTMPWFTUPQMBZ
XJUICFBETBOETUBDLJOHSJOHT *UBMTPMJLFTUPQMBZXJUI
áPBUJOHCBMMT

4UVEFOU/BNF
5IFXSJUFSXBOUTUPBEEUIFGPMMPXJOHTFOUFODFUPUIF
TUPSZ
5IFPUUFSVTFTTUPOFTUPPQFODMBNT
8IFSFTIPVMEUIJTEFUBJMCFBEEFEUPDPSSFDUMZPSHBOJ[F
UIFJEFBT
a àSTUQBSBHSBQI cTFDPOEQBSBHSBQI
b UIJSEQBSBHSBQI dGPVSUIQBSBHSBQI
8IJDITFOUFODFJTPGGUPQJDBOETIPVMECFSFNPWFEGSPN
UIFTFDPOEQBSBHSBQI
f TFOUFODF h TFOUFODF
g TFOUFODF i TFOUFODF
UPTVQQPSUUIFJEFBTJOUIFTFDPOEQBSBHSBQI
a 5IFPDUPQVTDBOCFBIPVTFQFU
b 0O57*TBXBOPDUPQVTQMBZJOHCBMM
c 5IFPDUPQVTIBTBCFBLUIBUJUVTFTUPCJUFGPPE
d "RVBSJVNTBSFGVOUPWJTJU
f "GUFS h "MUIPVHI
g "MTP i )PXFWFS
STOP

Section 4
Cloze Selection Format
conventions.
questions based on cloze selections. These passages contain numbered
blanks that represent missing information that test students’ knowledge of
conventions. Students are asked to select the best answers that complete the
blanks in the selection.
Benchmark

Cloze Selection Format
The questions in this section are called
multiple-choice questions. A multiple-choice Tip
question is followed by several answer O
"MXBZTSFBEUIF
choices. RVFTUJPOTBOE
BOTXFSDIPJDFT
In this section, you will be asked to answer DBSFGVMMZ
multiple-choice questions based on short
O 8IFOZPVDIPPTF
passages that have incomplete sentences.
UIFBOTXFSUP
Use your knowledge of grammar and BRVFTUJPO
conventions to correctly complete the NBLFTVSFUP
sentences. àMMJOUIFCVCCMF
DPNQMFUFMZ
Always read all the answer choices under
each question, and decide which answer is
correct. Fill in the bubble next to the answer you think
is correct for each multiple-choice question. Do not

4UVEFOU/BNF
3FBEUIFBSUJDMFi5IF$VCBO4BOEXJDIu$IPPTFUIF
XPSEPSXPSETUIBUDPSSFDUMZDPNQMFUFRVFTUJPOTm
8IJDIBOTXFS
The Cuban Sandwich TIPVMEHPJO
CMBOL
.BOZZFBSTBHP QFPQMFGSPN$VCB
NPWFEUP'MPSJEB5IFZXBOUFEUPNBLF a CFUUFS
UIFJSMJGF
"TUJNFXFOUCZ UIFZ b HPPEFS
CFHBOUPNJTT
GPPE8IFOQFPQMF c NPSFHPPE
NPWFUPEJGGFSFOUDPVOUSJFT UIFZPGUFONJTT
DFSUBJOUIJOHTGSPNIPNF 8IJDIBOTXFS
0OFPGUIFUIJOHTUIFZNJTTFEXBT TIPVMEHPJO
CMBOL
BTQFDJBMUZQFPG$VCBOTBOEXJDI5IFJS
GBWPSJUFTBOEXJDIXBTNBEFXJUIIBN f UIFJS
SPBTUFEQPSL BOEQJDLMFT g UIFJST
5IFTBOEXJDIOFFEFEBDFSUBJOLJOEPG h UIFZSF
CSFBE*UXBTBMPOHMPBGXJUIBIBSEDSVTU
5IFZDPVMEOPU
JUIFSF4PTPNF 8IJDIBOTXFS
$VCBOTPQFOFEBCBLFSZBOENBEFUIFJS TIPVMEHPJO
CMBOL
PXOCSFBE
4PPO NBOZQFPQMFDPVMEFOKPZUIFUBTUZ a GPVOE
$VCBOTBOEXJDIUIBUXFBMMLOPXUPEBZ b àOET
5IFSFBSFNBOZPUIFSGPPETGSPNEJGGFSFOU c àOE
DVMUVSFTUIBUIBWFCFFOCSPVHIUUPUIF
6OJUFE4UBUFT8FBSFWFSZGPSUVOBUFUIBUXF
IBWFTPNVDIEFMJDJPVTWBSJFUZ

4UVEFOU/BNF
3FBEUIFBEGPSi4QZEFSTu$IPPTFUIFXPSEPSXPSET
UIBUDPSSFDUMZDPNQMFUFRVFTUJPOTm
8IJDIBOTXFS
Spyders TIPVMEHPJO
CMBOL
8IBUEPZPVLOPXBCPVUTQJEFST 5IFZ
IBWFFJHIUMFHT5IFZNBLFXFCTUPDBUDI f LOPX
JOTFDUT5IFZBSFEBOHFSPVT5IFZBSF g LOFX
TDBSZ%PZPVXBOUUP
NPSF h LOPXO
(PUP
GBWPSJUFUPZTUPSFBOE
DIFDLPVUUIF4QZEFSTBDUJPOàHVSF 8IJDIBOTXFS
DPMMFDUJPOCZ#FECVH5PZT5IFSFBSFUXFOUZ TIPVMEHPJO
CMBOL
EJGGFSFOU4QZEFSTUPDPMMFDU5IFZDPNF
JOBWBSJFUZPGDPMPSTBOETJ[FT5IFZBSF a NJOF
UIF
BOEDPPMFTUTQJEFSTJOUIFXPSME b ZPVS
*OTJEFFBDI4QZEFSCPY ZPVMMàOEBDBSE c UIFJS
XJUIGBDUTBCPVUSFBMTQJEFST:PVDBOIBWF
GVOBOEMFBSOTPNFUIJOH UPP 8IJDIBOTXFS
'BMMJOUPUIF4QZEFSTUSBQ&BDI4QZEFS TIPVMEHPJO
CMBOL
JTPOMZ$PMMFDUUIFNBMM
f TDBSJFS
g TDBSJFTU
h NPSFTDBSZ

4UVEFOU/BNF
3FBEUIFTUPSZi"3BJOZ%BZu$IPPTFUIFXPSEPSXPSET
UIBUDPSSFDUMZDPNQMFUFRVFTUJPOTm
8IJDIBOTXFS
A Rainy Day TIPVMEHPJO
CMBOL
-BTU4VOEBZJU
BMMEBZ*IBEUP
TQFOEUIFXIPMFEBZBU(SBOENBT a SBJO
*UXBTIBSEUPàOETPNFUIJOHUPEPBU b SBJOT
àSTU5IFO*IBEBOJEFB*BTLFE(SBOENB c SBJOFE
UPTIPXNFIPXUPNBLFBDBLF4IFXBT
WFSZIBQQZ4IFUPPLPVUUIF
UIF 8IJDIBOTXFS
FHHT UIFCVUUFS BOEUIFNJML4IFHBWFNF TIPVMEHPJO
CMBOL
BTNBMMBQSPO4IFBMTPHBWFNFBCPXMUP
NJYUIFCBUUFS f áPXFS
.JYJOHUIFCBUUFSXBTWFSZIBSEXPSL g áPVS
"GUFSXFàOJTIFE *FWFOHPUUPMJDLUIF h áBXS
CFBUFS8IFOUIFCBUUFSXBTSFBEZ XFQVUJU
JOTJEFBQBOJOUIFPWFO4PPO
DPVME 8IJDIBOTXFS
TNFMMUIFDBLFFWFSZXIFSFJOUIFIPVTF TIPVMEHPJO
CMBOL
8FUPPLUIFDBLFPVUUPDPPM8FUIFOQVU
POTPNFUBTUZGSPTUJOH8IFOUIFDBLFXBT a XF
àOBMMZSFBEZ *IBEBQJFDF*UXBTBCFBVUJGVM b JU
DBLF BOEJUUBTUFEHSFBUCFDBVTF*NBEFJU c UIFZ

4UVEFOU/BNF
3FBEUIFMFUUFSUPUIFFEJUPSPGi&YUSB.BHB[JOFu$IPPTF
UIFXPSEPSXPSETUIBUDPSSFDUMZDPNQMFUFRVFTUJPOTm
8IJDIBOTXFS
&YUSB.BHB[JOF
TIPVMEHPJO
&WBSUT4U CMBOL
.JBNJ '-
f HSFBU
g HSFBUFS
5PUIF&EJUPSPG&YUSB.BHB[JOF
*TUBSUFEUPSFBEZPVSNBHB[JOFMBTU
h HSFBUFTU
ZFBS5IFQJFDFBCPVU5BNQB#BZXBTWFSZ
8IJDIBOTXFS
JOUFSFTUJOH5BNQB#BZJTNZGBWPSJUFUFBN
TIPVMEHPJO
BOE*UIJOLZPVEJEB
KPC CMBOL
*BNBMTPXSJUJOHUP
UPEBZUPBTL
a ZPVST
ZPVUP
NPSFTQBDFUPMFTTFSLOPXO
b ZPVS
GPPUCBMMUFBNT*LOPXUIBUNPTUQFPQMFBSF
POMZJOUFSFTUFEJOUIFDIBNQJPOT:FU NBOZ
c ZPV
QFPQMFQMBZPOHPPEUFBNTBOEOFWFSHFU
8IJDIBOTXFS
BOZBUUFOUJPO"MPUPGUFBNTHFUCFUUFSFWFSZ
TIPVMEHPJO
ZFBS*UIJOLXSJUJOHBCPVUUIFTFUFBNTXPVME CMBOL
FODPVSBHFZPVSSFBEFSTUPCFMJFWFJOIBSE
f HJWF
XPSL*UJTJNQPSUBOUUPSFNFNCFSUIBUFWFO
g HBWF
UIFCFTUQMBZFSTIBEUPTUBSUTPNFXIFSF
h HJWFO
5IBOLZPV
"EBN

4UVEFOU/BNF
3FBEUIFTUPSZi8IFSF*T5PN u$IPPTFUIFXPSEPS
XPSETUIBUDPSSFDUMZDPNQMFUFRVFTUJPOTm
8IJDIBOTXFS
Where Is Tom? TIPVMEHPJO
CMBOL
+BDPCIBEBLJUUFOOBNFE5PN5PN
MJLFEUPDIFX+BDPCTTIJSUT)FBMTP a IF
TDSBUDIFE
QBOUT+BDPCMPWFE5PN b IJN
CVUTPNFUJNFTUIFLJUUFONBEFIJNNBE)F c IJT
XPVMEIBWFUPTIPVUBUIJN
0OFTUPSNZEBZ 5PNXBT
8IJDIBOTXFS
5IBUEBZ +BDPCIBETDSFBNFEBU5PN)F TIPVMEHPJO
CMBOL
GFMUCBE+BDPCTFBSDIFEGPSIPVSTCVUIF
DPVMEOUàOE5PN f HPFT
i)FSBOBXBZ uDSJFE+BDPCi*XBT g XFOU
NFBO)FJTKVTUBLJUUFOu5IFO +BDPC h HPOF
IFBSETPNFUIJOHJOUIFDMPTFU)FMPPLFE
JOTJEF BOE5PNXBTUIFSFJOBDPSOFS 8IJDIBOTXFS
i:PVSFKVTU TIPVMEHPJO
CMBOL
BGSBJEPGTUPSNTu
TBJE+BDPCi*N a ZFMM
TPHMBEZPVEJEOU b ZFMMT
SVOBXBZ*NTP c ZFMMFE
TPSSZUIBU*HPU
BOHSZCFGPSF*XJMM
OFWFS
BU
ZPVBHBJOu
STOP

Section 5
Stand-Alone Questions Format
conventions.
questions about grammatical conventions including: capitalization,
punctuation, and spelling.
Benchmark

Stand-Alone Questions Format
The questions in this section are called
multiple-choice questions. A multiple-choice Tip
question is followed by several answer O
"MXBZTSFBEUIF
choices. RVFTUJPOTBOE
BOTXFSDIPJDFT
In this section, you will be asked to answer DBSFGVMMZ
multiple-choice questions about capitalization, O 8IFOZPVDIPPTF
punctuation, and spelling. UIFBOTXFSUP
BRVFTUJPO
Always read the questions and answer
NBLFTVSFUP
choices carefully. This section has three àMMJOUIFCVCCMF
answer choices for each question. Read DPNQMFUFMZ
every answer choice, even if you think you’ve
already found the correct answer.
When you choose the answer to a question, make
sure you fill in the bubble completely. Do not make any
marks outside the bubble.

4UVEFOU/BNF
3FBEBOEBOTXFSRVFTUJPOTm
*OXIJDITFOUFODFCFMPXJTBMMQVODUVBUJPO
DPSSFDU
Tip
a *OFFECSFBE NJML BOEFHHT "TLZPVSTFMG
IPXDPNNBT
b *OFFECSFBE NJMLBOE FHHT
BSFVTFEUP
c *OFFE CSFBE NJML BOEFHHT TFQBSBUFBMJTUPG
UIJOHT
1VUUIFJEFBTJOUIFCPYUPHFUIFSUPDSFBUFB
TFOUFODFUIBUNBLFTTFOTF
WFSZEBZ
F Tip
IFSCSFBLGBTU 3FBEUIFBOTXFS
-JEJBFBUT DIPJDFT)PXBSF
CFGPSFHPJOHUPTDIPPM UIFZEJGGFSFOU
$IPPTFUIFPOF
8IJDITFOUFODFCFMPXDPSSFDUMZDPNCJOFTUIF UIBUNBLFTUIF
XPSETGSPNUIFCPY NPTUTFOTF
f #FGPSFHPJOHUPTDIPPM-JEJBFBUTFWFSZEBZ
IFSCSFBLGBTU
g -JEJBFBUTIFSCSFBLGBTUFWFSZEBZCFGPSFHPJOHUP
TDIPPM
h -JEJBFBUTCFGPSFHPJOHUPTDIPPMIFS
CSFBLGBTUFWFSZEBZ Tip
#FGPSFZPV
*OXIJDITFOUFODFCFMPXJTBMMDBQJUBMJ[BUJPO BOTXFS SFWJFX

DPSSFDU XIBUZPVLOPX
BCPVU
a %PFTKPFMJWFJO.JBNJ DBQJUBMJ[JOH
QSPQFSOPVOT
b %PFT+PFMJWFJO.JBNJ
c %PFTKPFMJWFJONJBNJ

4UVEFOU/BNF
*OXIJDITFOUFODFCFMPXJTBMMQVODUVBUJPODPSSFDU
f "OOB TDSFBNFEi$PNFCBDLu
g "OOBTDSFBNFEi$PNFCBDL u
h "OOBTDSFBNFE i$PNFCBDLu
$PNCJOFUIFTFOUFODFTJOUIFCPYUPNBLFPOFTFOUFODF
+PIOHPUBOFXCJLF
5IFCJLFJTSFE
)FSPEFUIFCJLFUPTDIPPM
8IJDITFOUFODFCFMPXDPSSFDUMZDPNCJOFTUIFTFOUFODFT
JOUIFCPY
a )JTOFXSFECJLF+PIOSPEFUPTDIPPM
b 5PTDIPPM +PIOIJTOFXSFECJLFSPEF
c +PIOSPEFIJTOFXSFECJLFUPTDIPPM
*OXIJDITFOUFODFCFMPXJTBMMDBQJUBMJ[BUJPODPSSFDU
f .S-FOOPOXFOUUP$IBNCFS1BSLPO5VFTEBZ
g .SMFOOPOXFOUUP$IBNCFSQBSLPO5VFTEBZ
h .S-FOOPOXFOUUPDIBNCFS1BSLPOUVFTEBZ

4UVEFOU/BNF
a *BTLFEUIFUFBDIFS8IBUUJNFJTJU
b *BTLFEUIFUFBDIFS i8IBUUJNFJTJUu
c *BTLFEUIFUFBDIFS i8IBUUJNFJTJU u
$PNCJOFUIFTFOUFODFTJOUIFCPYUPNBLFPOFTFOUFODF
$BSMESFXBIPSTF
)FESFXJUPOZFMMPXQBQFS
)FTIPXFEJUUPIJTGSJFOET
GSPNUIFCPY
f $BSMESFXBIPSTFBOETIPXFEJUUPIJTGSJFOETPO
ZFMMPXQBQFS
g $BSMESFXBIPSTFPOZFMMPXQBQFSBOETIPXFEJUUP
IJTGSJFOET
h $BSMESFXPOZFMMPXQBQFSBOETIPXFEUPIJTGSJFOET
IFESFXBIPSTF
a 5IFDJUZPG5BNQBJTJO'MPSJEB
b 5IFDJUZPGUBNQBJTJO'MPSJEB
c 5IFDJUZPGUBNQBJTJOáPSJEB

4UVEFOU/BNF
*OXIJDITFOUFODFJTBMMDBQJUBMJ[BUJPODPSSFDU
f 0OTVOEBZ 0DUPCFSUI XFXJMMIBWFBQJDOJD

g 0O4VOEBZ 0DUPCFSUI XFXJMMIBWFBQJDOJD
h 0O4VOEBZ PDUPCFSUI XFXJMMIBWFB1JDOJD
1VUUIFJEFBTJOUIFCPYUPHFUIFSUPDSFBUFBTFOUFODF
UIBUNBLFTTFOTF
XJUIBQJFDFPGZBSO
XIFOUIFZHPUIPNF
UIFZTBX
UIFDBUQMBZJOH
8IJDITFOUFODFCFMPXDPSSFDUMZDPNCJOFTUIFXPSETGSPN
UIFCPY
a 5IFZTBXUIFDBUQMBZJOHXIFOUIFZHPUIPNFXJUIB
QJFDFPGZBSO
b 8IFOUIFZHPUIPNFXJUIBQJFDFPGZBSO UIFZTBX
UIFDBUQMBZJOH
c 8IFOUIFZHPUIPNF UIFZTBXUIFDBUQMBZJOHXJUIB
QJFDFPGZBSO
f *LOPXUIBUNST4NJUIDBOQMBZUIF1JBOPWFSZXFMM
g *LOPXUIBU.ST4NJUIDBOQMBZUIFQJBOPWFSZXFMM
h *LOPXUIBUNST4NJUIDBOQMBZUIFQJBOPWFSZXFMM

4UVEFOU/BNF
a *BTLFE1PMMZBOE.BUFPUPDPNF WJTJUNF
b *BTLFE1PMMZ BOE.BUFPUPDPNFWJTJUNF
c *BTLFE1PMMZBOE.BUFPUPDPNFWJTJUNF
$PNCJOFUIFTFOUFODFTJOUIFCPYUPHFUIFSUPDSFBUFB
TFOUFODFUIBUNBLFTTFOTF
#JMMBUFBDIFSSZ
5IFDIFSSZXBTTXFFU
)FBUFJUPOUIFQPSDI
JOUIFCPY
f #JMMBUFBTXFFUDIFSSZPOUIFQPSDI
g #JMMBUFPOUIFQPSDIBTXFFUDIFSSZ
h #JMMBUFBOEUIFDIFSSZJTTXFFUPOUIFQPSDI
a 5ZMFSTBXFFMT BOETIBSLTBUUIFBRVBSJVN
b 5ZMFSTBXFFMTBOETIBSLTBUUIFBRVBSJVN
c 5ZMFSTBX FFMTBOETIBSLTBUUIF BRVBSJVN
STOP

Rubric for Short-Response Questions
Score Description
5IFTUVEFOUTSFTQPOTFEFNPOTUSBUFTBUIPSPVHIVOEFSTUBOEJOHPG
UIFDPNQSFIFOTJPOTLJMMTOFFEFEUPBOTXFSUIFRVFTUJPO%FUBJMT
BOEFYBNQMFTBSFVTFEUPTVQQPSUUIFBOTXFSBOEDMFBSMZDPNF
GSPNUIFUFYU
5IFTUVEFOUTSFTQPOTFEFNPOTUSBUFTBQBSUJBMVOEFSTUBOEJOHPGUIF
DPNQSFIFOTJPOTLJMMTOFFEFEUPBOTXFSUIFRVFTUJPO4PNFPGUIF
TVQQPSUBOEJNQPSUBOUEFUBJMTBOEPSFYBNQMFTBSFUPPHFOFSBMPS
BSFMFGUPVU
5IFTUVEFOUTSFTQPOTFEFNPOTUSBUFTBDPNQMFUFMBDLPG
VOEFSTUBOEJOHPGUIFRVFTUJPO PSUIFTUVEFOUIBTMFGUUIFBOTXFS
CMBOL
Rubric for Extended-Response Questions

Score Description
5IFTUVEFOUTSFTQPOTFEFNPOTUSBUFTBUIPSPVHIVOEFSTUBOEJOHPG
UIFDPNQSFIFOTJPOTLJMMTOFFEFEUPBOTXFSUIFRVFTUJPO%FUBJMT
BOEFYBNQMFTBSFVTFEUPTVQQPSUUIFBOTXFSBOEDMFBSMZDPNF
GSPNUIFUFYU
5IFTUVEFOUTSFTQPOTFEFNPOTUSBUFTBOVOEFSTUBOEJOHPGUIF
DPNQSFIFOTJPOTLJMMTOFFEFEUPBOTXFSUIFRVFTUJPO%FUBJMTBOE
FYBNQMFTVTFEBTTVQQPSUBSFOPUDPNQMFUFPSBSFOPUUFYUCBTFE
5IFTUVEFOUTSFTQPOTFEFNPOTUSBUFTBQBSUJBMVOEFSTUBOEJOHPGUIF
DPNQSFIFOTJPOTLJMMTOFFEFEUPBOTXFSUIFRVFTUJPO4PNFPGUIF
TVQQPSUBOEJNQPSUBOUEFUBJMTBOEPSFYBNQMFTBSFUPPHFOFSBMPS
BSFMFGUPVU
5IFTUVEFOUTSFTQPOTFJTJODPNQMFUFBOEEPFTOPUEFNPOTUSBUFBO
VOEFSTUBOEJOHPGUIFRVFTUJPO
5IFTUVEFOUTSFTQPOTFEFNPOTUSBUFTBDPNQMFUFMBDLPG
VOEFSTUBOEJOHPGUIFRVFTUJPO PSUIFTUVEFOUIBTMFGUUIFBOTXFSCMBOL

Answer Key
r"OTXFSTGPSUIF'$"53FBEJOH4FDUJPOTBOEGPS'$"58SJUJOH
4FDUJPOTmDBOCFGPVOEPOQQm
r"ODIPSQBQFSTGPSUIF'$"58SJUJOH8SJUJOH1SPNQUTDBOCFGPVOE
POQQm
4FDUJPO8PSETBOE1ISBTFTJO$POUFYU
Question Correct SSS Benchmark Content Focus Content Difficulty
Answer
# -"" 4ZOPOZNT .PEFSBUF
( -"" 1SFàYFT -PX
$ -"" "OBMZ[F8PSETJO5FYU .PEFSBUF
) -"" 4ZOPOZNT .PEFSBUF
% -"" 7PDBCVMBSZ .PEFSBUF
( -"" 8PSE3FMBUJPOTIJQT -PX
% -"" "OUPOZNT .PEFSBUF
( -"" "OBMZ[F8PSETJO5FYU -PX
" -"" "OBMZ[F8PSETJO5FYU .PEFSBUF
( -"" "OBMZ[F8PSETJO5FYU .PEFSBUF
$ -"" 4ZOPOZN .PEFSBUF
* -"" "OBMZ[F8PSETJO5FYU .PEFSBUF
" -"" "OBMZ[F8PSETJO5FYU )JHI
( -"" "OUPOZNT .PEFSBUF
$ -"" "OBMZ[F8PSETJO5FYU .PEFSBUF
' -"" 4ZOPOZNT .PEFSBUF
# -"" "OBMZ[F8PSETJO5FYU .PEFSBUF
) -"" 3PPUXPSET .PEFSBUF

# -"" 4VGàYFT -PX
% -"" 4ZOPOZNT .PEFSBUF

* -"" "OBMZ[F8PSETJO5FYU -PX
' -"" "OBMZ[F8PSETJO5FYU -PX
% -"" "OUPOZNT .PEFSBUF
' -"" 4ZOPOZNT .PEFSBUF
" -"" 1SFàYFT .PEFSBUF
( -"" 4ZOPOZNT .PEFSBUF
# -"" "OUPOZNT .PEFSBUF

4FDUJPO.BJO*EFB&TTFOUJBM.FTTBHFBOE%FUBJMT$ISPOPMPHJDBM0SEFS"VUIPST
1VSQPTF
Answer
% -"" $ISPOPMPHJDBM0SEFS -PX
( -"" "VUIPST1VSQPTF .PEFSBUF
# -"" %FUBJMT -PX
' -"" %FUBJMT -PX
$ -"" .BJO*EFB&TTFOUJBM.FTTBHF .PEFSBUF
-"" .BJO*EFB&TTFOUJBM.FTTBHF .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU -VJTBOE"CEVMMFBSOUIBUàHIUJOHEPFTOPUTPMWFQSPCMFNT8IFOUIFCPZTXPSLUPHFUIFS
"OTXFS UIFZHFUUIJOHTEPOF8IFOUIFZàHIU UIFJSQSPCMFNTPOMZHFUXPSTF8PSLJOHUPHFUIFS
UIFCPZTBSFBCMFUPàOEUIFJSMPDBUJPOPOUIFNBQBOEHFUCBDLUPUIFDBS
QPJOU 5IFCPZTBSFHPPEGSJFOET4PNFUJNFT UIFZàHIUXIFOUIFZGBDFBDIBMMFOHF5IFZ
"OTXFS VTVBMMZNBLFVQBOECFDPNFGSJFOETBHBJO
" -"" .BJO*EFB&TTFOUJBM.FTTBHF .PEFSBUF
( -"" "VUIPST1VSQPTF )JHI
# -"" $ISPOPMPHJDBM0SEFS -PX
-"" "VUIPST1VSQPTF .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU 5IFBVUIPSXBOUTUPUFMMUIFSFBEFSBCPVUUIFJNQPSUBODFPGFBUJOHBHPPECSFBLGBTU
"OTXFS &BUJOHXFMMFWFSZEBZDBOIFMQZPVGFFMCFUUFS FTQFDJBMMZJGZPVTUBSUUIFNPSOJOHXJUIB
HPPECSFBLGBTU4DJFOUJTUTUIJOLUIBUTLJQQJOHCSFBLGBTUDBOLFFQZPVSCPEZGSPNHFUUJOH
FOPVHIFOFSHZ8JUIPVUHMVDPTF BTQFDJBMLJOEPGTVHBS ZPVSCPEZXJMMOPUXPSLBTXFMM
BTJUDPVME4UVEZJOHXJMMCFIBSEFS1MBZJOHXJMMUJSFZPVPVURVJDLFS
QPJOU 5IFBVUIPSCFMJFWFTUIBUCSFBLGBTUJTUIFNPTUJNQPSUBOUNFBMPGUIFEBZ&WFSZPOF
"OTXFS TIPVMENBLFUJNFGPSCSFBLGBTU FWFOJGJUNFBOTQSFQBSJOHBIFBEPGUJNF5IFSFBSF
NBOZLJOETPGCSFBLGBTUGPPETPUIFSUIBOFHHTBOEDFSFBM#SFBLGBTUJTJNQPSUBOUGPS
FOFSHZ&OFSHZXJMMIFMQZPVJOTDIPPM
QPJOU 5IFBVUIPSXBOUTUPTBZUIBUCSFBLGBTUJTJNQPSUBOU*UJTJNQPSUBOUCFDBVTFUIFIVNBO
"OTXFS CPEZOFFETFOFSHZUPMFBSOBOEUPFYFSDJTF&BUJOHTVHBSZGPPETJTOPUUIFPOMZXBZUP
FBUBHPPECSFBLGBTU5IFSFBSFPUIFSGPPETUPFBUGPSCSFBLGBTU
QPJOU 5IFBVUIPSXBOUTSFBEFSTUPFBUCSFBLGBTUFWFSZEBZ
"OTXFS

$ -"" $ISPOPMPHJDBM0SEFS -PX
( -"" %FUBJMT -PX
3&"%
5)*/,
&91-"*/
QPJOU 5IFQPFNJTBCPVUTPNFPOFXIPJTTPIVOHSZUIBUFWFSZUIJOHTIFTFFTSFNJOETIFSPG
"OTXFS GPPE)BJSCFDPNFTOPPEMFT/VNCFSTPOBDMPDLCFDPNFPMJWFTPOBQJ[[B4IFXJTIFT
JUXFSFMVODIUJNF
QPJOU 5IFQPFNJTBCPVUCFJOHIVOHSZ
"OTXFS
# -"" %FUBJMT -PX
( -"" %FUBJMT -PX
% -"" %FUBJMT -PX
3&"%
5)*/,
&91-"*/
QPJOU #FOEJEOPUXBOUUPHPUPIJTGBNJMZQJDOJDCFDBVTFIFEJEOUUIJOLIFXPVMEIBWFGVO
"OTXFS UIFSF8IFOIFNFUIJTDPVTJOTGSPN$BMJGPSOJB IFFOEFEVQIBWJOHBHPPEUJNF#FO
QMBZFEBHBNFPGCBTLFUCBMMXJUIUIFNBOEIBENVDINPSFGVOUIBOIFFYQFDUFE)F
MFBSOFEUIBUGBNJMZNFNCFSTBSFKVTUMJLFPUIFSQFPQMF:PVNBZPSNBZOPUIBWFBMPU
JODPNNPOXJUIUIFN*ONBOZDBTFT GBNJMZNFNCFSTDBOCFZPVSGSJFOET UPP5IFTJY
CPZTXFOUUPUIFQJDOJDUPHFUIFSJOUIFFOE
QPJOU #FOEJEOPUXBOUUPHPUPUIFGBNJMZQJDOJDCFDBVTFIFEJEOPULOPXBOZPOF)JTQBSFOUT
"OTXFS XBOUFEIJNUPHPUPTFFIJTDPVTJOT#FONFUIJTDPVTJOTBUUIFCBTLFUCBMMDPVSU5IFZ
IBEGVO TPIFXBOUFEUPHPUIFQJDOJDBGUFSXBSET)FMFBSOFEUIBUQFPQMFJOZPVSGBNJMZ
DBOCFZPVSGSJFOET
QPJOU #FOXBT(SBOENB3PTFTZPVOHFTUHSBOETPO)FEJEOPUXBOUUPHPUPUIFGBNJMZQJDOJD
"OTXFS CVUIFXFOUBGUFSIFQMBZFEBHBNFPGCBTLFUCBMMXJUIIJTDPVTJOT#FOCFDBNFGSJFOET
XJUIIJTGBNJMZNFNCFST
QPJOU #FOXBOUFEUPQMBZCBTLFUCBMMJOTUFBEPGHPUPUIFQJDOJD)FNFUIJTDPVTJOT
"OTXFS
$ -"" .BJO*EFB&TTFOUJBM.FTTBHF .PEFSBUF
* -"" %FUBJMT -PX

% -"" $ISPOPMPHJDBM0SEFS -PX
3&"%
5)*/,
&91-"*/

QPJOU 5IFBVUIPSXSPUFUIFBSUJDMFUPUFBDIIJLFSTIPXUPIJLFTBGFMZ)FUBMLTBCPVUIPXZPV
"OTXFS TIPVMEHFUSFBEZGPSBIJLF TVDIBTDIFDLJOHUIFXFBUIFSBOEDIPPTJOHBUSBJM)FBMTP
UBMLTBCPVUXIBUZPVTIPVMEXFBSBOEFBUPOBIJLF5IFBVUIPSXBOUTIJLFSTUPIBWFGVO
BOEIBWJOHGVONFBOTCFJOHQSFQBSFE
QPJOU 5IFBVUIPSXSPUFUIJTBSUJDMFUPTBZUIBUIJLJOHDBOCFGVO
"OTXFS
-"" .BJO*EFB&TTFOUJBM.FTTBHF -PX
3&"%
5)*/,
&91-"*/
QPJOU 8IFOQMBOOJOHBIJLJOHUSJQ JUJTJNQPSUBOUUPDIFDLUIFXFBUIFSàSTU:PVDBONBLFTVSF

"OTXFS OPEBOHFSPVTTUPSNTBSFDPNJOHUPUIFBSFB,OPXJOHUIFXFBUIFSJTBMTPIFMQGVMJO
DIPPTJOHXIBUUPXFBS*GJUJTTVQQPTFEUPCFTVOOZ ZPVTIPVMEXFBSTVOTDSFFO
QPJOU :PVTIPVMEOPUIJLFJOBTUPSN
"OTXFS
# -"" "VUIPST1VSQPTF .PEFSBUF
( -"" %FUBJMT -PX
$ -"" %FUBJMT -PX
3&"%
5)*/,
&91-"*/
QPJOU "DPVOUSZTáBHUFMMTJUTIJTUPSZCZVTJOHTZNCPMT QJDUVSFT BOEDPMPST'PSFYBNQMF FBDI

"OTXFS PGUIFTUBSTPOUIF"NFSJDBOáBHTUBOETGPSPOFTUBUF*OUIFCFHJOOJOH UIFSFXFSF
POMZTUBUFT5IBUJTXIZUIFáBHIBTTUSJQFT5IFNBQMFMFBGPOUIF$BOBEJBOáBH
TIPXTIPXJNQPSUBOUNBQMFUSFFTIBWFCFFOUPUIBUDPVOUSZPWFSUIFZFBST$BOBEBT
áBHIBTUXPDPMPST SFEBOEXIJUF5IFSFEUFMMTBCPVUUIFDPVOUSZTIJTUPSZXJUI'SBODF
BOEUIFXIJUFUFMMTBCPVUJUTIJTUPSZXJUI&OHMBOE
QPJOU .BOZáBHTUFMMUIJOHTBCPVUUIFIJTUPSZPGUIFJSDPVOUSZ5IF"NFSJDBOáBHIBTDIBOHFE
"OTXFS PWFSZFBST*UCFHBOXJUITUBSTBOEOPXIBT5IFTFTUBSTBSFGPSTUBUFT5IF
áBHPG1BSBHVBZJTEJGGFSFOUGSPNPUIFSáBHT*UIBTUXPTJEFT5IFáBHPG/BNJCJBJTBMTP
JOUFSFTUJOH
QPJOU 'MBHTBSFJNQPSUBOUUPIJTUPSZCFDBVTFUIFZTUBOEGPSTPNFUIJOH5IFZIBWFNBOZDPMPST
"OTXFS BOEQJDUVSFTUIBUIBWFNFBOJOHGPSUIFDPVOUSZ
QPJOU .BOZDPVOUSJFTIBWFáBHT5IFDPMPSTPOUIFáBHTUFMMBCPVUIJTUPSZ
"OTXFS

4FDUJPO1MPU%FWFMPQNFOU"VUIPST1VSQPTF
Answer
# -"& 1MPU%FWFMPQNFOU -PX
) -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
$ -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
( -"" "VUIPST1VSQPTF .PEFSBUF
$ -"& 1MPU%FWFMPQNFOU .PEFSBUF
-"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU 4POJBBOE3VTTFMMXBOUFEUPTBWFUIFQPOEXIFSFUIFZFOKPZFEXBUDIJOHEVDLT5IFJS
"OTXFS àSTUTUFQXBTUPUFMMPUIFSQFPQMFBCPVUUIFQSPCMFN5IJTHPUPUIFSTJOWPMWFE8JUIUIF
IFMQPGUIFJSDMBTTBOEUIFJSUFBDIFS UIFZXSPUFBMFUUFSUPUIFNBZPS5IFOUIFNBZPS
BTLFEUIFNUPTUBSUBQFUJUJPO%BWJT1POEXBTTBWFE5IJTTIPXFEUIBUUIFLJETIBSE
XPSLQBJEPGG
QPJOU 4POJBBOE3VTTFMMTBWFEUIFQPOEXIFSFUIFZXBUDIFEUIFEVDLT5IFZXSPUFMFUUFST
"OTXFS
" -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
( -"& 1MPU%FWFMPQNFOU -PX
$ -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU &BDIDMVFJOUIFNZTUFSZUFMMT-BVSBXIFSFUPMPPLOFYU*OUIFCFHJOOJOH TIFLOPXTUIBU

"OTXFS #SPXOJFMJLFEUPUBLFIFSEPHUPZTXJUIIFSXIFSFWFSTIFHPFT-BVSBEFDJEFTUIBUTIF
OFFETUPàOEUIFEPHUPZTUPàOE#SPXOJF4IFàOETBUPZCZUIFGFODF5IJTDMVFUFMMT
IFSUIBU#SPXOJFJTPVUTJEFBOENBZCFKVNQFEPWFSUIFGFODF-BVSBTOFJHICPS .S
.BSDI HJWFTIFSUIFMBTUDMVF)FUFMMTIFSUIBU#SPXOJFBOE#PCCZTEPH 4IBEPX MJLF
UPQMBZ5IJTàOBMDMVFUFMMT-BVSBXIFSF#SPXOJFHPFTEVSJOHUIFEBZ
QPJOU -BVSBEFDJEFTUPTPMWFUIFNZTUFSZCZàOEJOHDMVFT5IFàSTUDMVFXBTUIBU#SPXOJFXBT
"OTXFS BUIPNFJOUIFNPSOJOH4IFXBTBMTPIPNFBUOJHIU#VUOPUEVSJOHUIFEBZ-BVSBMPPLT
GPS#SPXOJFTUPZTBOEàOETPOFCZUIFGFODFPVUTJEF5IJTDMVFIFMQTIFSEJTDPWFSUIBU
#SPXOJFQMBZTXJUI4IBEPX.S.BSDIHJWFTIFSBOPUIFSDMVF4IFTPMWFTUIFNZTUFSZ
QPJOU #SPXOJFJTOPUIPNFEVSJOHUIFEBZCFDBVTFTIFJTQMBZJOHXJUI4IBEPX-BVSBTPMWFE
"OTXFS UIFNZTUFSZCZGPMMPXJOHDMVFT

QPJOU -BVSBTEPHJTNJTTJOH BOE-BVSBXBOUTUPàOEJU
"OTXFS
# -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
* -"& 1MPU%FWFMPQNFOU -PX
$ -"& $POáJDU$POáJDU3FTPMVUJPO -PX
3&"%
5)*/,
&91-"*/
QPJOU 5IFBVUIPSXSPUFi4QFFEZ3FBEFSTuUPTIPXUIBUTPNFUJNFTJUJTCFUUFSOPUUPEP
"OTXFS FWFSZUIJOHGBTU5IFTUVEFOUTJOUIFTUPSZXPSSJFEBCPVUCFJOHUIFGBTUFTUSFBEFS CVUUIFZ
EJEOUSFNFNCFSUIFTUPSZBGUFSXBSE5IFBVUIPSJTTBZJOHJUJTCFUUFSUPFOKPZUIFTUPSZ
FWFOJGJUNFBOTSFBEJOHTMPXMZ
QPJOU 5IFBVUIPSXSPUFUIFTUPSZUPTIPXUIBU#FDLZXBTUIFGBTUFTUSFBEFSBUTDIPPM5IFLJET
"OTXFS EJEOPUSFNFNCFSXIBUUIFZSFBE
-"& $POáJDU$POáJDU3FTPMVUJPO )JHI
3&"%
5)*/,
&91-"*/
QPJOU +BNBMXBTTPQSPVEPGIPXGBTUBSFBEFSIFXBTUIBUIFUBMLFEBCPVUJUUPIJTGSJFOET
"OTXFS 5IJTMFBETUPUIFDPOUFTUXJUI#FDLZ+BNBMEPFTOPUXBOUUPSBDF"MMIFDBOUIJOLPGJT
XIBUDPVMEHPXSPOH3FBEJOHGBTUBMTPNFBOUUIBUOPPOFSFNFNCFSFEXIBUIBQQFOFE
JOUIFTUPSZ
QPJOU +BNBMXPSSJFTUIBUIFJTOPUUIFGBTUFTUSFBEFSJOUIFDMBTT)FEPFTOPULOPXXIBU
"OTXFS IBQQFOTJOUIFTUPSZ
% -"& 1MPU%FWFMPQNFOU .PEFSBUF
) -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
" -"" "VUIPST1VSQPTF .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU "MFYJXBOUFEUPCVZSPMMFSTLBUFT CVUIFIBEOPNPOFZ5IFPOMZXBZUPNBLFNPOFZ

"OTXFS XBTGPSIJNUPHFUBKPC6OGPSUVOBUFMZ OPPOFDPVMEIJSFIJN OPUFWFO.S)PXFMM0OF
EBZ "MFYJIFMQTBCPZXIPTQFBLT3VTTJBODIPPTFBUPZBUUIFUPZTUPSF.S)PXFMM
UIFTIPQPXOFS UIJOLT"MFYJDPVMEIFMQIJNUBMLUPDVTUPNFST)FPGGFST"MFYJBKPC5IJT
TPMWFE"MFYJTQSPCMFNT
QPJOU 5IFQSPCMFN"MFYJIBTJTUIBUIFXBOUTSPMMFSTLBUFT*O3VTTJB "MFYJIBEBKPCEFMJWFSJOH
"OTXFS FHHT CVUJO"NFSJDBIFIBTOPKPC)FXBOUTUPXPSLGPS.S)PXFMM CVU.S)PXFMM
EPFTOUOFFEIFMQ.S)PXFMMDIBOHFTIJTNJOEXIFO"MFYJUBMLTUPBZPVOHCPZBCPVU
NBSCMFT

QPJOU "MFYJEPFTOPUIBWFBKPC)FXBOUTBKPCCVU.S)PXFMMJTEPJOHàOFPOIJTPXO"
"OTXFS CPZDPNFTJOUPUIFTUPSFBOEXBOUTBUPZ"MFYJUFMMTIJNUPCVZNBSCMFT5IJTNBLFT
FWFSZPOFIBQQZ
QPJOU "MFYJJTGSPN3VTTJB)FOFFETBKPCTPIFDBOCVZUIJOHTIFXBOUT
"OTXFS
# -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
) -"& 1MPU%FWFMPQNFOU -PX
" -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
( -"& $POáJDU$POáJDU3FTPMVUJPO .PEFSBUF
# -"& $POáJDU$POáJDU3FTPMVUJPO -PX
3&"%
5)*/,
&91-"*/
QPJOU 5IFBVUIPSXSPUFi4OBQQJOH4UJDLTuUPTIPXUIFJNQPSUBODFPGXPSLJOHUPHFUIFS5IF
"OTXFS DIJMESFOMFBSOUIBUUIFZBSFTUSPOHFSBTBHSPVQUIBOUIFZBSFTFQBSBUFMZ%BETIPXTUIJT
CZIBWJOHUIFNCSFBLTUJDLT5IFTUJDLTUIBUBSFUJFEUPHFUIFSXJMMOPUCSFBL
QPJOU /PPOFDPVMECSFBLUIFCVOEMF*UJTIBSEUPCSFBLBHSPVQPGTUJDLT*UJTCFUUFSUPXPSL
"OTXFS UPHFUIFS

4FDUJPO$BVTFBOE&GGFDU"VUIPST1VSQPTF
Answer
# -"& $BVTFBOE&GGFDU .PEFSBUF
) -"& $BVTFBOE&GGFDU .PEFSBUF
% -"& $BVTFBOE&GGFDU .PEFSBUF
) -"& $BVTFBOE&GGFDU .PEFSBUF
$ -"& $BVTFBOE&GGFDU .PEFSBUF
-"& $BVTFBOE&GGFDU )JHI
3&"%
5)*/,
&91-"*/
QPJOU .BUUDIBOHFEIJTBUUJUVEFBCPVUIFMQJOHPUIFSTCFDBVTFIFTBXIPXIBQQZJUNBEF
"OTXFS FWFSZPOF.BUUIFMQFE4BSBI 4BSBIIFMQFE$PSFZ BOEUIFO$PSFZIFMQFE,BSB8IFO
,BSBIFMQFE.BUU IJTIFMQJOHIBOETDBNFCBDLUPIJN
QPJOU .BUUIFMQFEPUIFSTUPNBLFIJNTFMGGFFMIBQQZ
"OTXFS
# -"" "VUIPST1VSQPTF .PEFSBUF
( -"& $BVTFBOE&GGFDU .PEFSBUF
" -"& $BVTFBOE&GGFDU -PX
-"& $BVTFBOE&GGFDU .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU 5IFCPEZUBLFTDBSFPGJUTFMGJOUIFDPMEXFBUIFSCZEPJOHTFWFSBMUIJOHT'JSTU ZPVSCSBJO

"OTXFS TFOETTJHOBMTUPZPVSNVTDMFT*UUFMMTZPVSNVTDMFTUPUJHIUFOBOEMPPTFOWFSZRVJDLMZ
5IJTTIJWFSJOHDSFBUFTIFBU"MTP ZPVSCMPPEWFTTFMTNBZHFUXJEFSUPIPMEJOIFBU*G
ZPVIBWFMJHIUTLJO ZPVXJMMOPUJDFZPVSTLJOUVSOJOHQJOLBTUIJTIBQQFOT(PPTFCVNQT
BSFBMTPDPNNPOJOQFPQMF CVUTDJFOUJTUTEPOPULOPXJGUIFZIFMQLFFQZPVXBSN*O
BOJNBMT HPPTFCVNQTDBVTFUIFGVSUPTUBOEVQ USBQQJOHIFBU
QPJOU 5IFCPEZTUBZTXBSNJOUIFDPMECZTIJWFSJOH HFUUJOHHPPTFCVNQT SVCCJOHZPVSTLJO
"OTXFS BOEXFBSJOHBIBU*UJTJNQPSUBOUGPSUIFCPEZUPNBLFIFBUBOEIPMEIFBU5IFCPEZ
NBLFTIFBUXIFONVTDMFTUJHIUFOBOEMPPTFO*UIPMETIFBUXIFOZPVXFBSBIBUPOZPVS
IFBE
QPJOU 5IFCPEZIBTTJHOBMTUIBUUFMMZPVXIFOUPXBSNVQ5IFMPOHFSZPVTUBZDPME UIFNPSF

"OTXFS EBOHFSPVTJUJT3VCCJOHZPVSTLJOLFFQTZPVXBSN4PEPFTTIJWFSJOH
QPJOU :PVSCPEZDBOIBOEMFIPUBOEDPMEXFBUIFS
"OTXFS
" -"& $BVTFBOE&GGFDU -PX

( -"& $BVTFBOE&GGFDU -PX
3&"%
5)*/,
&91-"*/
QPJOU "MMJFXBOUFEIFSGFFUUPCFRVJFUCFDBVTFUIFZNBEFUPPNVDIOPJTF5IFTPVOEPGIFS
"OTXFS NVTJDBMTUFQTCPUIFSFEIFSQBSFOUT4IFIBEUPTUPQXBMLJOHPOIFSGFFUBOEXBMLFEPO
IFSIBOETBOELOFFTJOTUFBE
QPJOU "MMJFTQBSFOUTEJEOPUMJLFUIFTPVOEPGIFSNVTJDBMTUFQT
"OTXFS
$ -"& $BVTFBOE&GGFDU -PX
( -"& $BVTFBOE&GGFDU -PX
-"& $BVTFBOE&GGFDU )JHI
3&"%
5)*/,
&91-"*/
QPJOU 3PHFSTIPXFEUIBUIFIBEGSFTIJEFBTCZDSFBUJOHBEPHIPVTFUIBUXBTEJGGFSFOUGSPN
"OTXFS PUIFSEPHIPVTFT5IFEPHIPVTFXBTHSFFOBOEXIJUF OPUSFE3PHFSBOEIJTTJTUFS
4IFJMBDPVMEQBJOUQJDUVSFTPG.BYPOUIFTJEFT"MTP 3PHFSHBWFUIFEPHIPVTFUXP
SPPNT POFGPSTMFFQJOHBOEPOFGPSQMBZJOH3PHFSTGSFTIJEFBTXFSFHPPEPOFT
CFDBVTF.BYMJLFEIJTOFXIPVTF
QPJOU 3PHFSIBENBOZOFXJEFBT)FESFXUIFNJOBSUDMBTTBOECVJMUUIFNXJUICMPDLT)F
"OTXFS DSFBUFEBEPHIPVTFEFTJHOUIBUXBTEJGGFSFOU5IFEPHIPVTFXBTOPUSFE BOEJUIBE
UXPSPPNT*UXBTTQFDJBMPOFKVTUGPS.BY3PHFSXJMMHPPOUPCFHPPEBUCVJMEJOHPUIFS
UIJOHT
QPJOU 3PHFSCVJMUBEPHIPVTFGPS.BY BOEIJTGBUIFSIFMQFEIJN*UIBEXIJUFXBMMTTP3PHFS
"OTXFS DPVMEQBJOUQJDUVSFTPOJU0UIFSEPHIPVTFTBSFSFE
QPJOU 3PHFSTUFBDIFSMPWFTIJTJEFBT3PHFSEFDJEFEUPCVJMEBEPHIPVTF
"OTXFS
) -"& $BVTFBOE&GGFDU -PX
% -"& $BVTFBOE&GGFDU -PX
3&"%
5)*/,
&91-"*/
QPJOU 5IFBVUIPSXSPUFUIJTBSUJDMFUPUFMMUIFTUPSZPGIPX-PVJT#SBJMMFJOWFOUFEUIF#SBJMMF
"OTXFS BMQIBCFU*UTIPXTIPXIFBEEFEUPTPNFPOFFMTFTJEFBGPSSFBEJOHBOEXSJUJOHVTJOH
EPUTBOENBEFUIFTZTUFNCFUUFS5PEBZ #SBJMMFJTSFBEBOEXSJUUFOBMMPWFSUIFXPSME

QPJOU -PVJT#SBJMMFXBTCMJOEBOEDPVMEOPUSFBEPSXSJUF
"OTXFS
3&"%
5)*/,
&91-"*/
QPJOU -PVJT#SBJMMFVTFESBJTFEEPUTUPNBLFIJTBMQIBCFU)FMFBSOFEUIJTGSPNSFBEJOHSBJTFE
"OTXFS MFUUFSTBUIJTTDIPPMGPSUIFCMJOEJO1BSJT-BUFS IFJNQSPWFEPOBOJEFBUIFBSNZIBEGPS
SFBEJOHJOUIFEBSL4PMEJFSTVTFEBDPEFPGSBJTFEEPUTUPTFOENFTTBHFTBUOJHIU-PVJT
NBEFUIFDPEFTJNQMFSBOEUVSOFEJUJOUPBOBMQIBCFUGPSUIFCMJOE
QPJOU -PVJT#SBJMMFUPPLTPNFPOFFMTFTJEFBBOEDIBOHFEJUUPNBLFJUJOUPBOBMQIBCFUGPSUIF
"OTXFS CMJOEUPVTF

4FDUJPO$PNQBSJTPOBOE$POUSBTU4JNJMBSJUJFTBOE%JGGFSFODFT"VUIPST1VSQPTF
Answer
$ -"& 4JNJMBSJUJFT%JGGFSFODFTBNPOH )JHI
$IBSBDUFST
* -"& 4JNJMBSJUJFT%JGGFSFODFTBNPOH .PEFSBUF
$IBSBDUFST
% -"" "VUIPST1VSQPTF .PEFSBUF
* -"& 4JNJMBSJUJFT%JGGFSFODFTBNPOH .PEFSBUF
$IBSBDUFST
# -"& 4JNJMBSJUJFT%JGGFSFODFTXJUIJOB .PEFSBUF
$IBSBDUFS
-"& $PNQBSJTPO$POUSBTU .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU #PUICBUTBOEEPMQIJOTVTFTPVOEUPàOEUIJOHT5IFZNBLFTPVOETBOEUIFOMJTUFOUP
"OTXFS UIFFDIPFT)PXFWFS UIFTFBOJNBMTBSFWFSZEJGGFSFOU#BUTáZBOETQFOEUJNFJOUIF
EBSL%PMQIJOTTXJNJOUIFXBUFSBOEMJLFUPKVNQPVUJOUPUIFTVO
QPJOU #BUTBOEEPMQIJOTBSFCPUIBOJNBMT CVUCBUTáZBOEEPMQIJOTTXJN
"OTXFS
# -"" $PNQBSJTPO .PEFSBUF
) -"" $PNQBSJTPO )JHI
-"" $POUSBTU .PEFSBUF
3&"%
5)*/,
&91-"*/
QPJOU *OUIFTBMFUUFSIBEUPCFDBSSJFECZIBOE*OUIFTBOET UIJTNFBOUJU

"OTXFS XBTUBLFOPOBCPBUBMMUIFXBZBSPVOE"NFSJDB5IFOJO UIJTNFBOUUIFMFUUFS
XBTDBSSJFECZBTUSPOH1POZ&YQSFTTSJEFSXIPDSPTTFEUIFMBOEPOIPSTFCBDL5PEBZ
NFTTBHFTBSFOUDBSSJFECZIBOE5IFZBSFTFOUUISPVHIXJSFTBOEUISPVHIUIFBJS
1FPQMFVTFEUPPQFOQBQFSMFUUFST CVUUPEBZQFPQMFPQFOFNBJMTPOUIFJSDPNQVUFST*O
UIFT JUUPPLUISFFUPGPVSXFFLTUPTFOEBMFUUFSBDSPTTUIFDPVOUSZ5PEBZ XFDBO
TFOENFTTBHFTSJHIUBXBZUPBOZXIFSFJOUIFXPSME
QPJOU *OUIFT MFUUFSTXFSFNPWFECZCPBUBOECZIPSTFCBDLSJEFST5IJTDPVMEUBLFVQUP
"OTXFS UISFFPSGPVSXFFLT5IFFMFDUSJDUFMFHSBQINBEFUIJTCFUUFSCZVTJOHXJSFT*UTUJMMXBTOU
UIFGBTUFTU5PEBZ PVSMFUUFSTUSBWFMPWFSDPNQVUFST1FPQMFUZQFNFTTBHFTUIBUBSFSFBE
JOBNBUUFSPGNJOVUFT
QPJOU 5IFSFXFSFNBOZUIJOHTBCPVUUIFTUIBUNBEFNBJMTMPX-FUUFSTUPPLXFFLTUPHFU
"OTXFS UPQFPQMF/PXQFPQMFVTFUIF*OUFSOFU DFMMQIPOFT BOEGBYNBDIJOFT

QPJOU 1FPQMFBOZXIFSFJOUIFXPSMEDBOSFBEFNBJMT5IJTXBTOPUUSVFJOUIFT
"OTXFS
( -"" $PNQBSJTPO .PEFSBUF
3&"%
5)*/,
&91-"*/
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FCAT Writing+ Answer Key
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6-Point Writing Rubric
6 Points 5 Points 4 Points 3 Points 2 Points 1 Point
Focus Writing is Focus Writing is Focus Writing is Focus Writing is not Focus Displays Focus Displays no
clearly focused on mostly focused on partially on topic but focused. Includes minimal awareness understanding of the
the topic and the topic. includes unrelated unrelated details. of the topic. Contains topic.
topic is explained details. many unrelated
completely. details.
Organization Organization Organization Organization Organization Organization
Writing is organized, Writing is organized Writing shows little Writing is not Includes either a Includes either
with a clear with beginning, organization or organized. There is sentence or phrase picture only,
beginning, middle, middle, and end. connection between no clear beginning, and left to right scribbles or letter
and end, and using ideas. middle, and end. progression. Ideas strings, or simple left
transition words. are expressed in no to right progression.
identifiable order.
Support Writing has Support Writing Support Writing Support Writing has Support Writing has Support Few details
many details to includes details that uses some details few supporting few details and word or examples and
support the main support the main and predictable details and simple, choice is basic. limited word choice.
idea and the word idea and mostly word choice. repetitive word
choice is specific and specific word choice. choice.
engaging.
Conventions Conventions Most Conventions Conventions Conventions Conventions
All sentences are sentences are Sentences contain Sentences have little Numerous spelling Minimal
complete and complete and there some spelling, or no punctuation and grammatical understanding of
contain mostly are few spelling, grammar, and and numerous errors. Basic letter/sound
correct spelling, grammar, and punctuation errors. grammar and understanding of correspondence,
grammar, and punctuation errors. Writing has no spelling errors. There sentence structure. little use of
punctuation. Writing Sentence structure variety in sentence is no variety in capitalization or
has a variety of has some variety. structure. sentence structure. punctuation.
sentence structures.
U Writing that is unscorable or is unrelated to the topic or is illegible.

for narrative prompt on page 185
Score Point 6
I remember a few summers ago when I visited the beach for
the first time. I didn’t know if I would like it or not. I got to try a
lot of new things there.
I had gone swimming in a pool before, but I’d never swam
in water that had waves. I was even a little scared of the waves
before I tried them. It was like going on a ride! I rode the waves
with my parents. I wanted to keep swimming even when my
parents were ready to get out of the water!
Another new thing I got to try was building a sand castle. At
first, it just fell apart, and I thought I would never figure out the
right way to make it. Once my brother told me to add water to the
sand, the castle stayed together. I made two more and dug a road.
It was like a little city.
I also flew a kite for the first time when I was there. The wind
was just right that day. I had a great time at the beach. I’ve been
there a few times since then, and I am always excited to go now
that I know how much fun it is.

Score Point 5
I remember when I visited the beach for the first time a few
summers ago. I didn’t know if I would like it or not.
I got to try a lot of new things there. I got to swim in the
waves. The waves were so much fun! It was like going on a ride. I
rode the waves with my parents. I wanted to stay in the water for
a long time!
I also got to play in the sand for the first time. I made a sand
castle. It fell apart at first. My brother told me to add water to the
sand. Then I made two more castles and a road.
I flew a kite for the first time, too. My kite was bright red, and
that is my favorite color. It was a lot of fun because the wind was
just right that day.
I had a great time at the beach. Maybe next time, I will bring a
friend and we can swim together.

Score Point 4
I went to the beach one day a few summers ago. I got to try
new things. I swam in the waves. It was like going on a ride. My
favorite rides are roller coasters.
I also got to play in the sand for the first time. That was hard at
first, but then I added water to the sand. My brother told me to do
that. I made a sand castle. I’ve never seen a castle.
I flew a kite for the first time, too. We bought the kite at the toy
store. It was a good day for flying a kite. I had a great time at the
beach.
Score Point 3
Similar to the 4-point paper but the student fails to carry
through the attempted organizational pattern. Only some of the
information relates to the topic of visiting a new place. Word
choice is limited. Many of the sentences are simple.

Score Point 2
I went to the beach. I didn’t know if it would be fun. I got to
swim in the waves. They were like rides. I like roller coasters.
The water was too cold. I added water to the sand to make a
castle. I’ve never seen a castle. I flew a kite. I like kites. The
beach is a lot of fun.
Score Point 1
Similar to a 2-point paper but the writing barely addresses
the topic of visiting a place for the first time. The response is
disorganized. Word choice is very limited, and mechanics are
poor.

Score Point 6
I had a lot of fun when I tried acting in a play for the first time.
I didn’t know if it would be fun or if I would be good at it. There
were a lot of new things to learn, but I enjoyed it.
One thing I had to learn was how to speak loudly enough. The
director told me to pretend I was yelling because I was angry or
excited. I shouted as loudly as I could! I even had to sing loudly.
I also had to learn how to remember my lines. I didn’t want
to forget what to say during the play. My best friend helped me
study my lines, and we giggled a lot when I got them wrong.
I also had to learn some dance steps. I’d never danced in front
of anyone before. The steps were fast, and some of them were
hard.
I thought that acting in front of an audience would be a little
scary. When the show started, I just pretended the people weren’t
there, and did my very best. My parents were very proud of me. I
hope I can act in another play soon. Maybe next year!

Score Point 5
A fun thing I did for the first time was acting in a play. I didn’t
know if I would like it or be good at it. There were a lot of new
things to learn, but I liked it.
One thing I had to learn was how to speak loudly enough. That
was fun because the director told me to pretend I was yelling
because I was angry or excited. I shouted as loudly as I could!
I had to remember my lines. My best friend helped me. We
giggled a lot!
I had to learn a dance. I had never danced in front of anyone
before. I like watching dancers on TV.
I was scared about acting in front of an audience. I just
pretended they weren’t there. My parents were very proud of me.
I hope I can act in another play soon. Maybe next year!

Score Point 4
I acted in a play for the first time. It was a lot of fun. I had to
learn a lot of new things. I also learned new things when I first
rode my bike.
I had to talk loudly in the play. The director told me to pretend
I was yelling. I had to remember what to say. I didn’t want to
forget during the play. My best friend helped me at her house. We
had fun.
I had to dance, too. That was fun. I like watching dancers
on TV.
I had to act in front of many people. My parents were very
proud of me. I hope I can act in another play soon. Maybe next
year!
Score Point 3
information relates to the topic of trying something new. Word

Score Point 2
I was in a play for the first time. I didn’t know if I would like
it. I learned new things in the play and when I rode my bike.
I talked in the play. I had to pretend to yell. I had to say a lot.
I had to dance. Lots of people watched. My parents were
proud of me.
Score Point 1
Similar to the 2-point paper but the writing barely addresses
the topic of trying something new. The response is disorganized.
Word choice is very limited, and mechanics are poor.

Score Point 6
Last week, I met a goal that took a lot of hard work. I wanted
to get a grade above 90 on my science test. Science is hard for
me, but I decided it was important to try to do better.
I tried very hard to do well. I made sure to listen in class. I
didn’t let myself daydream. I didn’t even look out the window. I
even asked my teacher for some help after school. He was proud
of me for working so hard.
At home, I read my textbook very carefully. For a few days
before the test, I read over all my worksheets every night. My
mother practiced the science words with me.
I knew a lot by the time I took the test. When I got the test
back, my grade was 96! I was so proud!

Score Point 5
Last week, I met a goal that took a lot of hard work. I wanted
to get a grade above 90 on my science test. Science is hard for
me, and sometimes I get grades I don’t like.
I tried very hard to do well. I listened in class, and didn’t look
out the window. I asked questions. I even asked my teacher for
some help after school. He was proud of me for working so hard.
At home, I read my textbook carefully. It has colorful pictures.
Before the test, I read over my worksheets every night. My
mother practiced the science words with me. I eveb skipped my
favorite TV show.
I knew a lot by the test. My grade was 96! I was so proud! I
learned a lot.

Score Point 4
I had a really hard goal last week. I wanted to get a good
grade on my science test. Science is for me, and sometimes I get
grades I don’t like. My best subject is reading. I like math, too.
I asked questions. My teacher helped a lot. He was proud of
me for working so hard.
I read my textbook at home. When I didn’t understand a
sentence, I read it again. My textbook has pictures. There’s a
picture of insects. My mother practiced the science words with
me. Then we had a snack. I love graham crackers. I skipped my
favorite TV show. It’s a funny cartoon. I learned a lot. I got a 96
on the test!
Score Point 3
information relates to the topic of meeting a goal. Word choice is
limited. Many of the sentences are simple.

Score Point 2
I wanted to do well on my science test. I like reading better.
Science is hard. I asked lots of questions.
My mom made popcorn. My mom helped me with the science
words. They were hard. I got a 96 on the test. I have a social
studies test on Friday.
Score Point 1
the topic of meeting a goal. The response is disorganized. Word
choice is very limited, and mechanics are poor.

Score Point 6
I had to work very hard on my project for the science fair. I
wanted to do a really good job that I could be proud of. I did an
experiment to see what kind of soil makes plants grow best.
First, I found a book in the library about how to grow plants.
Next, I chose a type of plant and three kinds of soil. I planted the
seeds and wrote down what kind of soil I used for each one.
Then I had to check the plants every day and write down
how much they had grown. I wrote everything in a chart. I also
watered the plants every day with a watering can.
After that, I had to decide which kind of soil helped the plants
grow the best and make a poster about it. I even drew a graph!
Finally, I brought my poster to the science fair and told
everyone about the project. People said it was really interesting.
That made me feel good. My project took a lot of work, but I was
so proud when it was done.

Score Point 5
I had to work very hard on my project for the science fair. I
did an experiment with plants. I wanted to see what kind of soil
makes plants grow best. I love to work in the garden.
First, I found a book in the library about how to grow plants.
I read the book. Next, I planted the same kind of plant in three
kinds of soil. I wrote down what I did.
Then I took care of my plants. I wrote down how much they
grew every day. After that, I decided which kind of soil worked
best. I made a poster with lots of facts. I brought my poster to
the science fair. The people really liked it. I was proud of all my
hard work.

Score Point 4
I worked hard for the science fair. I found out what kind of soil
makes plants grow best.
I love to work in the garden. I read a book about plants. I
planted plants in three different kinds of soil. I got dirt on the
floor. I took good care of the plants. I wrote down how much they
grew.
I made a poster. I showed people my poster at the science fair.
They liked it a lot. I did a lot of work. I was proud of my project.
Score Point 3
Similar to 4-point paper but the student fails to carry
information relates to the topic of working hard on a project.
Word choice is limited. Many of the sentences are simple.

Score Point 2
I did a project for the science fair. I used different dirt. I
planted three plants. I like plants. I wrote down how they grew. I
had to be neat.
I made a poster. I made pictures of the plants. I like flowers.
Score Point 1
the topic of working hard on a project. The response is
poor.

for expository prompt on page 189
Score Point 6
When I am older, what I want to be is a zookeeper. There are
a few reasons I want to have this job. The biggest reason is that I
love animals.
If I am a zookeeper, I can spend lots of time with all kinds of
animals. I will get to know the animals well and even train them
to listen. Maybe I will teach them tricks.
Another reason I want to be a zookeeper is that I like
explaining things to people. If I am a zookeeper, I will teach
people who visit the zoo about the animals. I will answer their
questions. I think that would be fun.
I like science, and that is important for a zookeeper. It can
help me understand what the animals need to keep them healthy.
Being a zookeeper will be a lot of work. I will have to keep
things clean for the animals. But I think I will enjoy it. It will be
such a fun job!

Score Point 5
I want to be is a zookeeper. There are a few reasons I want to
have this job. One is that I love animals.
If I am a zookeeper, I can spend lots of time with all kinds of
animals. Maybe I will teach them tricks.
I also like explaining things to people. I explain things to my
little sister all the time. If I am a zookeeper, I will teach people
who visit the zoo about the animals.
Also, I like science. That is very important for a zookeeper. I
will know how to keep animals from getting sick.
Being a zookeeper will be hard work. I will have to get the
animals everything they need. I think it will be a fun job!

Score Point 4
I want to be a zookeeper when I am older. My friend wants to
be a movie star. I love animals.
I want to spend time with lots of different animals. I will train
them and make friends with them. I will be like their best friend.
I also like explaining things to people. I explain things to my
little sister all the time.
Also, I like science. That is very important for a zookeeper. I
got 100 on my science test. I will know what the animals need not
to get sick.
Being a zookeeper will be hard work. I will have to do a lot of
work. It will be a lot of fun! I will bring my friends to the zoo.
Score Point 3
information relates to the topic of a job the student wants. Word

Score Point 2
I will be a zookeeper when I am older. That is because I love
animals. My friend wants to be a movie star. I will train the
animals. My friend has two rabbits. Their names are Nutmeg
and Fluffy. I like all kinds of animals. I will be their friends. I
like science. I got 100 on my science test. Doctors need to know
science. I will help the animals. I like to tell people about things.
Teachers do that, too. I will answer questions about the animals.
I will know what the animals need. The will need different kinds
of food. People like different kinds of food, too. Some animals
will need to be cold. Some animals will need to be warm. Being a
zookeeper will be hard work. I will have to give the animals what
they need. But it will be a lot of fun! I will bring my friends to the
zoo. We will visit the monkeys.
Score Point 1
The writing barely addresses the topic of a job the student
wants when he or she is older. The response is disorganized. Word
choice is very limited, and mechanics are poor.

Score Point 6
If a friend visited my town from another state, there are a few
places I would show him. I know lots of great places in my town.
First, I would take him to the park a few blocks away from
my house. Maybe we would play soccer. We could play on the
playground and ride on the slide. It’s also a good place to just sit
and talk to each other.
Next, I would ask my dad to drive us to the shopping center.
We could look at the toys in the toy store, and I would show him
the giant train set.
After that, I would show him the statues by the town hall.
Those are interesting because not every town has statues like them.
I would also bring him to the bowling alley. I wouldn’t even
care who won. I love bowling.
There is so much to do in my town. My friend might have to
stay for a few days to see everything!

Score Point 5
If a friend visited my town, I would show him a few good
places.
First, we would go to the park a few blocks away. It is on a
hill. We would play soccer at the park and go on the slide and the
swings. I am on a soccer team.
Then I would ask my dad to drive us to the shopping center. I
go there a lot. We would go to the toy store and look at the train
set. I would also show him the statues by the town hall. They are
interesting because not every town has them.
After that, we would go to the bowling alley. Bowling is a lot
of fun, no matter who wins. I went bowling last week.
There is so much to do in my town. My friend might have to
stay for a few days!

Score Point 4
If a friend visited, we would go to the park near my house. It is
on a hill. I roll down the hill sometimes. We would play soccer. I
am on a soccer team.
I would ask my dad to take us to the toy store. I would show
him the train set at the toy store. I like toy stores. I would show
my friend the statues.
We would go to the bowling alley. Bowling is fun. I went
bowling last week. My friend would have fun.
Score Point 3
information relates to the topic of what the student would show
a visitor to his or her town. Word choice is limited. Many of the
sentences are simple.

Score Point 2
I would take my friend to the park. It is on a hill. My team is
good. We would play soccer. I am on a soccer team. We would go
to the store. I like the trains. We would see the statues. We would
go bowling.
Score Point 1
Similar to the 2 point response but the writing barely addresses
the topic of what the student would show a visitor to his or her
town. The response is disorganized. Word choice is very limited,
and mechanics are poor.

Score Point 6
My favorite book is called Sick in Bed by Bruce Gold.
Sick in Bed is about a girl named Erica who is eight years old,
like me. Erica thinks she is going to have a boring day because
she is sick.
Instead, she imagines funny and interesting things happening.
In her imagination, the spider on her wall talks to her. He tells her
that eating flies always makes him feel better. Erica even imagines
that the spider does a tap dance! At the end of the day, Erica
realizes that she has not been bored at all.
I like the book because it is so funny. I laughed really hard. I
also like it because Erica is a lot like me. I hate to be bored, too.
The last time I was sick in bed, I wished something interesting
would happen. Maybe the next time I’m bored, I will imagine that
something funny is happening to pass the time. I’m glad this book
gave me that idea!

Score Point 5
My favorite book is a funny fantasy book. It is called Sick in
Bed. The author is Bruce Gold. I got it from the school library. It
is about a girl named Erica who is eight years old, like me.
Erica in the book thinks she will have a boring day because
she is sick. She imagines that funny things happen. The spider on
her wall talks to her. He tells her that eating flies makes him feel
better. I would never eat flies.
The spider even does a tap dance. I have never tried tap
dancing.
This book is really funny. Erica is a lot like me. She hates to be
bored. I was sick a week ago and I was bored. Maybe next time I
am bored, I will use my imagination like Erica. I’m glad this book
gave me that idea!

Score Point 4
My favorite book is Sick in Bed. It is by Bruce Gold. It is about
a girl named Erica. My cousin’s name is Erica, too.
Erica in the book is sick. She thinks she will be bored. But she
imagines that funny things happen. She imagines that the spider
on the wall talks to her. He tells her that he eats flies. The spider
tap dances, too. I don’t know how to tap dance.
This book is funny. If I get sick, I will use imagine things like
Erica. I’m glad this book gave me that idea!
Score Point 3
Similar to the 4-point answer but the student fails to carry
information relates to the topic of the student’s favorite book or
movie. Word choice is limited. Many of the sentences are simple.

Score Point 2
I really like this book. The girl’s name is Erica. My cousin’s
name is Erica.
Erica is sick. She pretends the spider on her wall talks to her.
He does a dance. This book is really funny. I liked it a lot.
Score Point 1
the topic of the student’s favorite book or movie. The response
is disorganized. Word choice is very limited, and mechanics are
poor.

Score Point 6
The game H.O.R.S.E is my favorite game to play in gym class
or at recess. I like it so much because it is like basketball, but you
can play with a few people or a lot of people.
Everyone stands in line. They take turns shooting baskets.
If you make a basket, you just go to the end of the line. If the
ball does not go into the basket, you get a letter of the word
H.O.R.S.E. If you get all the letters, you are out of the game. The
last person left wins.
You can use different words. I like picking words like P.I.G. or
H.I.P.P.O.P.O.T.A.M.U.S. Those are my favorite animals.
It is fun to play H.O.R.S.E. no matter what word we use. It is a
good practice for playing regular basketball.

Score Point 5
H.O.R.S.E is my favorite game to play in gym class or at
recess. We played it during recess twice this week. You can
play with a few people or a lot of people. Everyone takes turns
shooting baskets. I like going first. If you make a basket, you just
go to the end of the line. If you miss, you get a letter of the word
H.O.R.S.E. When everyone except one person has all the letters,
the last person left wins.
You can pick different words. I like choosing words like P.I.G.
or H.I.P.P.O.P.O.T.A.M.U.S. Those are my favorite animals. But
it’s fun no matter what word we use.
H.O.R.S.E. is a good practice for playing regular basketball.

Score Point 4
H.O.R.S.E. is a fun game to play. It is one of my favorite
games. We played H.O.R.S.E. during recess twice this week. It’s
like basketball, and I really like basketball. The name H.O.R.S.E.
is silly, but the game is fun.
You can play with a few people or a lot of people. Everyone
takes turns shooting baskets. I like going first. If the ball goes into
the basket, you just go to the end of the line. If you do not make
a basket, you get a letter of the word H.O.R.S.E. If you get all the
letters, you are out.
You can do other words. I like the words P.I.G. or
H.I.P.P.O.P.O.T.A.M.U.S. The game is fun. It is good for playing
regular basketball.
Score Point 3
information relates to the topic of how to play a game. Word

Score Point 2
H.O.R.S.E. is fun. I also like checkers. We played H.O.R.S.E.
at recess. Javier won. Everyone takes turns shooting baskets. I
like going first. If you miss, you get a letter. You are out if you get
all the letters. Just having H is okay, but getting E is bad! I play
H.O.R.S.E. a lot.
Score Point 1
the topic of explaining the rules of a game. The response is
poor.

Treasures Grade 3 Test - Prep

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Treasures Grade 3 Test - Prep

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Grade 3

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Printed in the United States of America

Writing Sample Format Explanation for Students . . . . . . . . . . . . .206

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Format of the Reading Test

Format of the Writing+ Test

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Short- and extended-response rubrics

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Synonyms and Antonyms

Prefixes and Suffixes

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“What are you so worried about?” Marissa asked.

Marissa used to be impatient, but as long as Eric could

Eric thought about it. “Yes. Well, maybe. I don’t know.”

Eric could think of other times in his life when he was

The roller coaster took off in a flash. It raced up and down,

Without looking, you might be able to tell if someone in the

Sound waves don’t stop there! They travel through a thin

After passing through the ear canal, these waves continue

The Surprise Party

Everyone was waiting for Andre, the guest of honor.

Mr. Edmonds walked over to where the kids sat talking. He

surprise is on us, huh?”

Who Took My Toes?

How dismal he feels

It seemed like a thrill

Coretta Scott King’s Journey

After high school, Coretta went to college in Ohio. She

After marrying in 1953, the Kings moved back to Alabama.

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“We’re lost,” said Abdul.

had many things in common, including their love of baseball

Eat Breakfast—It’s Good for You!

Imagine you are in class when your stomach starts growling.

Depending on what time you had dinner, it could be almost

That clock would look just like a pizza

Ben knew that family members from all over would be at

“I’m playing basketball,” said Ben.

“Want to play three-on-three?” asked Will, looking at Ben.

Do you like to go hiking you when you go hiking. It is

Before you go hiking, use refrigerator, like milk and

You’ll enjoy your hike more waterproof jacket if you think

Make sure you follow water out of lakes or streams.

plants or berries. Never drink sure to have a great time.

Wave the Flag!

Most flags have symbols, or things that stand for something

The flag of Paraguay, a country in South America, tells

You can learn a lot about the African country of Namibia

Studying a country’s flag helps us understand the country’s

Save the Pond!

“Look!” Sonia cried out. “Ducklings!”

“What will happen to our pond?” wondered Sonia.

“Dear Students,” Mr. Wendell read aloud. “Thank you for

She and Mamá went to visit many neighbors that afternoon.

The Case of the Disappearing Dog

Laura looked in the laundry room. She looked in the living

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