ela grade 5 sample questions

7/28/2019 Ela Grade 5 Sample Questions

1/22

Grade5ELA 1 CommonCoreSam le uestions

The materials contained herein are intended for use by New York State teachers. Permission is hereby granted to teachers and nonprofit

organizations or institutions to reproduce these materials for their own use, but not for sale, provided copyright notices are retained as they appear inthis publication. This permission does not apply to mass distribution of these materials, electronically or otherwise.

New York State

Testing Program

ELACommon Core Sample Questions

Grade5


2/22


HeidibyJohannaSpyri

Five-year-oldHeidi,anorphan,hasjustbeentakenbyherAuntDetetostaywithher

grandfather,Alm-Uncle,wholivesaloneinahutinthemountainsinSwitzerland.

AssoonasDetehaddisappearedtheoldmanwentbacktohisbench,and

thereheremainedseated, staring on the groundwithoututteringa sound,while

thickcurlsofsmokefloatedupwardfromhispipe.Heidi,meanwhile,wasenjoying

herself in her new surroundings; she looked about until she found a shed, built

againstthehut,wherethegoatswerekept;shepeepedin,andsawitwasempty.

She continued her search and presently came to the fir trees behind the hut. A

strongbreezewasblowing throughthem,and therewasarushingandroaringin

theirtopmostbranches,Heidi stoodstilland listened.The soundgrowing fainter,she went on again, to the farther corner of the hut, and round to where her

grandfatherwassitting.Seeingthathewasinexactlythesamepositionaswhenshelefthim,shewentandplacedherselfinfrontoftheoldman,andputtingherhands

behind herback, stood and gazed at him. Her grandfather lookedup, and as she

continuedstandingtherewithoutmoving,Whatisityouwant?heasked.

Iwanttoseewhatyouhaveinsidethehouse,saidHeidi.

Comethen!andthegrandfatherroseandwentbeforehertowardsthehut.

Bringyourbundleofclothesinwithyou,hebidherasshewasfollowing.

Ishantwantthemanymore,washerpromptanswer.

The oldman turned and looked searchingly at the child, whosedark eyes

weresparklingindelightedanticipationofwhatshewasgoingtoseeinside.Sheis

certainlynotwantinginintelligence,hemurmuredtohimself.Andwhyshallyou

notwantthemanymore?heaskedaloud.

BecauseIwanttogoaboutlikethegoatswiththeirthinlightlegs.

Well,youcandosoifyoulike,saidhergrandfather,butbringthethingsin;

wemustputtheminthecupboard.

Heidi did as she was told. The old man now opened the door and Heidi

steppedinsideafterhim;shefoundherselfinagood-sizedroom,whichcoveredthe

wholegroundfloorofthehut.Atableandachairweretheonlyfurniture;inone

corner stoodthe grandfathersbed, inanotherwas the hearthwitha largekettle

hangingaboveit;andonthefurthersidewasalargedoorinthewallthiswasthecupboard. The grandfather opened it; inside were his clothes, some hanging up,

others,acoupleofshirts,andsomesocksandhandkerchiefs,lyingonashelf.Onasecondshelfweresomeplates,cups,andglasses,andonahigheronestill,around

loaf,smokedmeat,andcheese, for everything thatAlm-Uncleneededforhis food

andclothingwaskeptinthiscupboard.Heidi,assoonasitwasopened,ranquicklyforwardandthrust inher bundle ofclothes,as far back behind her grandfathers

1

2

3

4

5

6

7

8

9


3/22


hayloft=Aloftforstoringhay

things as possible, so that theymightnot easily be found again.She then looked

carefullyroundtheroom,andasked,WhereamItosleep,grandfather?

Whereveryoulike,heanswered.

Heidiwasdelighted,andbeganatoncetoexamineallthenooksandcorners

to find out where it would be pleasantest to sleep. In the corner near her

grandfathersbedshesawashortladderagainstthewall;upsheclimbedandfoundherself in the hayloft. There lay a large heapof

freshsweet-smellinghay,whilethrougharound

windowinthewallshecouldseerightdownthe

valley.

www.gutenberg.org

10

11


4/22


Animportantcontrastinthestoryisbetween

A HeidisgrandfathersconcernandAuntDetesneglectB HeidisoldclothesandhernewclothesC HeidisformerbedroomandhernewbedroomD Heidischeerfulnessandhergrandfatherslackofemotion

Key:D

AlignedCCLS:RL.5.3

Commentary: This question aligns to CCLS RL.5.3 in that it asks the student to

identifyanimportantcontrastwithinthestory.

Rationale:OptionDiscorrect.Boththepointofviewandthenarrationofactions

highlightthetwocharacterscontrastingtraits.ThereisnomentionofAuntDetesbehaviororanycontrastbetweenclothesorbedrooms.

1


5/22


Thenarratorofthestoryhelpsthereaderunderstandthegrandfatherby

A describinghisfaceandrevealinghisthoughtsB describinghishomeandquotinghisspeechC tellingHeidisopinionofhimandrevealinghispastD tellinghisemotionsandshowinghisfrustration

Key:B

AlignedCCLS:RL.5.6

Commentary:ThisquestionalignstoCCLSRL.5.6inthatitrequiresthestudentto

understandhowathird-personlimitedpointofview(primarilyalignedwithHeidi)

developsthegrandfatherscharacter.

Rationale:OptionBiscorrect.Thegrandfatherischaracterizedthroughthethingshesays(dialogue)andthesetting.Thenarratordoesnotdescribethegrandfather

physically,does not revealhis innerthoughtsortell abouthis past,and doesnot

directlyprovideHeidisopinionofhim.

2


6/22


When the grandfather says in paragraph 6 that Heidi is not wanting in

intelligence,hemeansthatshe

A seemstobeaverybrightchildB saysthingsshedoesnotmeanC impresseshimwithherknowledgeD appearstomisunderstandwhatheissaying

Key:A

AlignedCCLS:RL.5.4,L.4

Commentary: This aligns to CCLS RL.5.4 and L.4 in that the question asks thestudent to determine the meaning of an unknown word or unusual phrasing

(wanting)fromcontext.

Rationale: Option A is correct. Heidis curiosity and her sparkling eyes provideevidenceofherintelligence,andnotwantingmeansnotlacking.Itisclearfrom

thecontextthatthegrandfatherdoesnotthinksheistryingtoimpresshimorthatshelacksinsightintowhatheissaying.

3


7/22


Howdoesthefinalparagraphcontributetothereadersunderstandingofthe

story?

A ItsuggeststhatHeidiwillmakethemostofhernewsurroundings.B ItshowsthatHeidiwillfeeluncomfortableinhernewhome.C Itindicateshowpoorthefamilyis.D ItshowshowtiredHeidiis.

Key:A

AlignedCCLS:RL.5.5

Commentary:ThisquestionalignstoCCLSRL.5.5inthatitrequiresthestudenttoanalyzewhataparticularportionofatext(theending)contributestothestructure

oftheentirepassage.

Rationale: OptionA iscorrect.The descriptionof the loft,andofHeidis feelingsabout it, reveal Heidis happyadaptability toher new home.The finalparagraphdoesnothighlightdiscomfort,poverty,ortiredness.

4


8/22


AnAmericanHero:TheBiographyofCsarE.Chvez

CsarE.Chvezwasagoodmanwhodedicatedhislifetohelpingothers.

Csarwasborntoparentswhotaughthimimportantideasabouthardwork,

theimportanceofeducation,andrespect.

Asayoungboy,Csarworkedonhisfamilysfarmfeedingandwateringthe

animals,collectingeggs,andbringingwatertothehouse.

Csarsparentswereverystrictandtaughthimandhissistersandbrothers

toshowrespecttoothers.

Hisparentsalsotaughthimthatitwas important tohelpothers.Csarandhisfamilyoftenhelpedhisuncles,aunts,andcousinsbygivingthemfoodwhenthey

hadlittletoeat

WhenCsarwastenyearsold,hisfamilyshomewastakenawayfromthem

becausetheydidnothaveenoughmoney.

Csars family moved to California to findwork. They began working on

farmspickingfruitsandvegetables.Csarsfamilywouldmovefromfarmtofarm

lookingforwork,justlikemanyotherfamilieswhoalsolosttheirhomes

Workingonthefarmswasverydifficult.FarmworkersliketheChvezfamily

wouldworkverylonghours.Theyoftenhadfewbathroomsandlittlecleanwaterto

drink. Farm workers suffered a lot and they were not treated with respect or

dignity

Csars family had very little money and many times they did not have

enoughfoodtoeat.Csarandhisfamilyneverthoughtofthemselvesasbeingpoor.CsarsmotherwouldoftentellCsarandhisbrotherRichardtofindhomelessand

hungrymensoshecouldcookthemameal.

When Csarwas a teenager, heandhis oldersister Ritawouldhelpotherfarmworkersandneighborsbydrivingthemtothehospitaltoseeadoctor.Without

Csars and his sisters help, these peoplewould have had a very difficult timegettingadoctorshelp

Afewyearslater,CsarvolunteeredtoserveintheUnitedStatesNavy.Csar,

likemanyAmericanmenandwomen,servedinthemilitarytofightforfreedomand

toprotectthepeopleoftheUnitedStates.

AftertwoyearsintheNavy,Csarreturnedhomeandmarriedhisgirlfriend,Helen.Afterashorttime,theymovedtoSanJose,Californiaandbeganafamily.

Life changed for Csarwhen he met aman named Fred Ross. Fred Ross

believedthat ifpeopleworked togetherthey couldmake theircommunity better.FredRosshiredCsartoworkforhimintheCommunityServiceOrganization.

The Community Service Organization worked to help people. Csar now

workedtobringpeopletogethertoidentifyproblemsandfindwaystosolvetheir

1

2

3

4

5

6

7

8

9

10

11

12

13

14


9/22


problems. Many problems were not solved because community leaders did not

respectallpeople.

Csar,FredRoss,andtheCommunityServiceOrganizationhelpedpeoplein

thecommunitylearnhowtovote.Theyalsotaughtpeoplethatcommunityleadersrespected voters. Community leaders worked harder to solve the problems of

voters. Csarworked inmany communities in California tohelp peoplegain the

respecttheydeserved.

Csar started the National Farm Worker Association to help improve the

workingconditionsoffarmworkers.AfricanAmericans,Filipinos,whiteAmericans,

MexicanAmericansandMexicans, andmenandwomenof allbackgroundsjoined

Csar.

PhotoCourtesyofCsarE.ChvezFoundationCsarandotherpeoplefromtheCommunityServiceOrganization

aregettingreadytotrytogetthefarmworkerstovote.

Csarandthefarmworkerswantedthecompaniesandgrowersthatowned

the farms to respect farmworkers byproviding themwith freshwater todrink,

bathroomsinthefields,andfairpayforadayswork.

Thecompaniesandgrowersrefusedtotreatthefarmworkerswithrespect

and dignity. The growers did everything they could to stop Csar and the farm

workers.Theyeventurnedtoviolenceandhurtmanyfarmworkersandpeoplewho

helpedthefarmworkers.ThismadeCsarveryupset.

15

16

17

18


10/22


Csardidnotbelieve inviolence.LikeMartinLutherKing,Csarwanted to

bringchange inanonviolentway.Manypeople came tohelpCsar.Manypeople

supportedCsarbecausehebelievedinnonviolence.LikeCsar,theyalsobelieved

thatfarmworkersdeservedbettertreatment,respect,dignity,justice,andfairness.

Csarworkedhard.He sufferedandsacrificeda lot tomakefarmworkers

livesbetter.

Afterfiveyears,somegrowersinCaliforniaagreedwithCsarandstartedto

providefarmworkerswithfreshwatertodrink,bathrooms,andbetterpay.Csar,

thefarmworkers,andtheirfriendswon,makingfarmworkerslivesbetter.

Csardedicatedtherestofhislifetomakingtheworldabetterplaceandto

serving others. He continued to work to bring respect, dignity, justice, and fair

treatmenttothepoor,tofarmworkers,andtopeopleeverywhere.

CsardiedonApril23,1993.Hewassixty-sixyearsold.Peoplealloverthe

worldrememberCsarE.Chvezasamanofcouragewhofoughttoimprovethe

livesofallpeople.

http://chavez.cde.ca.gov/

19

20

21

22

23


11/22


HowdidFredRosschangeChvezslife?

A HeconvincedChveztovolunteerfortheNavy.B HeintroducedChveztohiswifeHelen.C HegotChvezinvolvedwithfarming.D HegaveChvezajobinhisorganization.

Key:D

AlignedCCLS:RI.5.3

Commentary:ThequestionalignstoCCLSRI.5.3becauseitasksstudentstoexplainthesignificanceoftherelationshipbetweenRossandChvez.

Rationale:OptionDiscorrect.ThepassageclaimsthatRosschangedChvezslifebyhiringhimtoworkfortheCSO.Rosshadnoroleintheothereventslisted.

5


12/22


Chvezschildhoodwasoneof

A livinginthesametownB physicalsicknessC hardworkandpovertyD

formaleducationandroutine

Key:C

AlignedCCLS:RI.5.2

Commentary: The question aligns to CCLS RI.5.2 because it asks students tosummarizeamajorsectionofthetext.

Rationale:OptionCiscorrect.ThepassagedescribesChvezschildhoodasoneof

continualhardworkonfarmswithoutearningenoughmoneytoeatorstayinone

place.

6


13/22


According to the passage, Chvez encouraged farmers to solve their

problemsthroughallofthefollowingexcept

A votingforcommunityleadersB workingasagroupC

usingnonviolentprotestD buyingtheirownfarms

Key:D

AlignedCCLS:RI.5.2

Commentary: The question aligns to CCLS RI.5.2 because it asks students to

identifythetextualdetailsthatsupportthedescriptionofacentralideaofthetext.

Rationale:OptionDiscorrect.Buyingtheirownfarmsistheonlyoneoftheoptions

thatChvezdidnotsuggest.

7


14/22


Accordingtothepassage,howwerethefarmersnottreatedwithrespect?

A Theywerenotgivenjobsbecauseoftheirrace.B Theywerenotgivensuitableworkingconditions.C Theywerenotallowedtovote.D Theywerenotabletospeakforthemselves.

Key:B

AlignedCCLS:RI.5.2Commentary: The question aligns toCCLSRI.5.2 because it requires students tounderstanddetailsfromthetextthatspecificallyreferenceathemeinthetext.

Rationale:OptionBiscorrect.Thepassagestatesthatthefarmerswerenotbeingtreatedwithdignitybecauseoftheworkingconditionstheywereforcedtoendure.

8


15/22


Squire=Anestateorland

owner

crupper=Aleatherstrapfastenedtothe

saddleofaharness

breeching=Apartofahorse'sharness

chaise=Ahorse-drawnvehicle

bitandbridle=Piecesof

equipmentusedtodirecta

horsewhileriding

PairedPassages

BlackBeautybyAnnaSewell

ThispassageisnarratedbyahorsenamedBlackBeauty.

WhenIwasfouryearsoldSquireGordoncametolookatme.Heexamined

myeyes,mymouth,andmylegs;hefeltthemall

down;andthenIhadtowalkandtrotandgallop

before him. He seemed to like me, and said,When he has been well broken in he will do

verywell.Mymastersaidhewouldbreakmeinhimself,asheshouldnotlikemeto

befrightenedorhurt,andhelostnotimeaboutit,forthenextdayhebegan.

Everyonemaynotknowwhatbreakingin is, therefore Iwilldescribeit.Itmeanstoteachahorsetowearasaddleandbridle,andtocarryonhisbackaman,

womanorchild;togojustthewaytheywish,andtogoquietly.Besidesthishehastolearntowearacollar ,acrupper,andabreeching,andtostandstillwhiletheyareputon;thentohaveacartora chaisefixedbehind,sothathecannotwalkortrot

without dragging it after him;andhemustgofastorslow,just

as his driver wishes. He must

never start atwhat he sees, nor

speak to other horses, nor bite,

norkick,norhaveanywillofhis

own;but always dohismasters

will,eventhoughhemaybevery

tiredorhungry;buttheworstofallis,whenhisharnessisonceon,hemayneitherjumpforjoynorliedownforweariness.Soyouseethisbreakinginisagreatthing.

Ihadofcourselongbeenusedtoahalterandaheadstall,andtobeledabout

inthefieldsandlanesquietly,butnowIwastohaveabitandbridle;mymaster

gavemesomeoatsasusual,andafteragooddealofcoaxinghegotthebitintomy

mouth,andthebridlefixed,butitwasanasty

thing!Thosewhohaveneverhadabitintheir

mouths cannot thinkhowbad it feels; a greatpiece of cold hard steel as thick as a mans

fingertobepushedintoonesmouth,between

onesteeth,andoveronestongue,withtheendscomingoutatthecornerofyourmouth,andheldfasttherebystrapsoveryourhead,underyourthroat,roundyour

nose,andunderyourchin;sothatnowayintheworldcanyougetridofthenastyhardthing;itisverybad!yes,verybad!atleastIthoughtso;butIknewmymother

alwaysworeonewhenshewentout,andallhorsesdidwhentheyweregrownup;andso,whatwiththeniceoats,andwhatwithmymasterspats,kindwords,and

gentleways,Igottowearmybitandbridle.

1

2

3


16/22


Nextcamethesaddle,butthatwasnothalfsobad;mymasterputitonmy

backverygently,whileoldDanielheldmyhead;hethenmadethegirthsfastunder

mybody,pattingandtalkingtomeallthetime;thenIhadafewoats,thenalittle

leadingabout; and this he did everyday till Ibeganto lookfor theoats and the

saddle.At length,onemorning,mymastergotonmybackandrodemeroundthe

meadowon thesoft grass. It certainlydid feel queer;but Imust say I felt rather

proudtocarrymymaster,andashecontinuedtoridemea littleeverydayIsoonbecameaccustomedtoit.

www.gutenberg.org

girth = A band that passes underneath a horse or other animal to hold a saddle in place

4


17/22


gibberish=Meaningless

language

secrete=Tohide

fledged = developed feathers to

fly

derived = obtained

TheSecretGardenbyFrancesHodgsonBurnett

This passage takes place in a garden. Colin is a young boy who was sickly and

wheelchair-bound,butisbeginningtorecoverandbeabletowalk.Maryishiscousin,

andDickonisafriendtobothofthem.

At first the robin watched Mary and Colin with sharp anxiety. For some

mysteriousreasonheknewheneednotwatchDickon.Thefirstmomenthesethis

dew-brightblackeyeonDickonheknewhewasnotastrangerbutasortofrobin

withoutbeakorfeathers.Hecouldspeakrobin(whichisaquitedistinctlanguage

nottobemistakenforanyother).TospeakrobintoarobinislikespeakingFrench

toaFrenchman.Dickonalwaysspokeittotherobinhimself,sothequeergibberish

heusedwhenhespoketohumansdidnotmatterintheleast.Therobinthoughthe

spokethisgibberishtothembecausetheywere

notintelligentenoughtounderstandfeathered

speech. His movements alsowere robin. They

neverstartledone bybeing sudden enoughtoseemdangerousorthreatening.Anyrobincould

understand Dickon, so his presence was not

evendisturbing.

Butattheoutsetitseemednecessarytobeonguardagainsttheothertwo.In

thefirstplacetheboycreaturedidnotcomeintothegardenonhislegs.Hewas

pushedinonathingwithwheelsandtheskinsofwildanimalswerethrownover

him.Thatinitselfwasdoubtful.Thenwhenhebegantostandupandmoveabouthe

diditinaqueerunaccustomedwayandtheothersseemedtohavetohelphim.The

robinusedtosecretehimselfinabushandwatchthisanxiously,hisheadtiltedfirst

ononesideandthenontheother.Hethoughtthattheslowmovementsmightmean

thathewaspreparingtopounce,ascatsdo.Whencatsarepreparingtopouncethey

creepoverthegroundveryslowly.Therobintalkedthisoverwithhismateagreatdealforafewdaysbutafterthathedecidednottospeakofthesubjectbecauseher

terrorwassogreatthathewasafraiditmightbeinjurioustotheEggs.

Whentheboybegantowalkbyhimselfandeventomovemorequicklyit

wasanimmenserelief.Butforalongtimeoritseemedalongtimetotherobin

hewasasourceofsomeanxiety.Hedidnotactastheotherhumansdid.Heseemed

veryfondofwalkingbuthehadawayofsittingorlyingdownforawhileandthen

gettingupinadisconcertingmannertobeginagain.

Onedaytherobinrememberedthatwhenhehimselfhadbeenmadetolearntoflybyhisparentshehaddonemuchthesamesortofthing.Hehadtakenshort

flightsofafewyardsandthenhadbeenobligedtorest.Soitoccurredtohimthat

thisboywaslearningtoflyorrathertowalk.Hementionedthistohismateand

whenhetoldherthattheEggswouldprobably

conductthemselvesinthesamewayaftertheywerefledgedshewasquitecomfortedandeven

became eagerly interested and derived great

pleasurefromwatching the boy over the edge

ofhernestthoughshealwaysthoughtthattheEggswouldbemuchclevererand

1

2

3

4


18/22


learnmorequickly.But thenshe said indulgentlythathumanswerealwaysmore

clumsyandslowerthanEggsandmostofthemneverseemedreallytolearntoflyat

all.Younevermetthemintheairorontree-tops.

www.gutenberg.org


19/22


ShortAnswerConstructedResponseforBlackBeauty

Inthepassage,howdoesSquireGordontreatBlackBeauty?Usetwodetailsfromthetexttosupportyouranswer.

Writeyouranswerincompletesentences.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

CCLS Alignment: RL.5.1; additional standards may be added after further

development.

Commentary:ThisquestionalignstoCCLSRL.5.1becauseitasksstudentstouseevidence from the passage tosupportwhat issaid explicitly andwhat is implied

abouthowSquireGordontreatsBlackBeauty.

Rationale:TheresponseaccuratelyexplainsthatSquireGordoniscaringbutfirmwithBlackBeauty.HewantstobreakBlackBeautyhimselfsothathewillnotbe

frightenedorhurt.HetreatsBlackBeautywithpats,kindwords,andgentleways.

9


20/22


How does Black Beauty feel about being broken by his master?Usetwodetailsfromthetexttosupportyouranswer.

Writeyouranswerincompletesentences.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

CCLSAlignment: RL.5.2

Commentary: This question aligns to CCLS RL.5.2 because it asks students todeterminehowacharacterrespondstoachallenge.

Rationale:The response requires students to accurately identify at least one of

BlackBeauty'sattitudestowardbeingbrokenbyhismaster(i.e.,reluctanceatfirst;

prideattheend)andsupporttheclaimwithdetailsfromthetext.

10


21/22


ExtendedConstructedResponsePairedPassages

Both stories are told from the perspective of an animal. How does this

perspectiveaffecthowthestoriesaretold?CompareandcontrasthowBlack

Beauty and the robin view their surroundings. Using details from both

passages,describehowtheanimalsperspectivesinfluencehoweventsaredescribed.

Inyourresponse,besureto:

describetheperspectiveofBlackBeautyfromBlackBeauty describetheperspectiveoftherobinfromTheSecretGarden explain how each author uses these perspectives to help the reader

understandtheeventsastheyunfold

usedetailsfrombothstories

Writeyourresponseincompletesentences.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

AlignedCCLS:RL.5.6,W.5.2

Commentary:ThisquestionalignstoCCLSRL.5.6becauseitasksstudentshowtheanimalsperspectives influence how the storyistold. Italsoaligns toCCLSW.5.2

becauseitasksstudentstowriteanexplanatorypiece.

Rationale:The response accurately describes the animals perspectives in both

stories. It explains how telling stories from an animals perspective allows thereadertoseehumanbehaviorfromanewangle.TheresponseexplainshowBlack

Beautysperspectiveofbreakinginandbitsdiffersfromthatofhumansbecause

the horse can explain how it feels to him. The response explains how the robin

understandsColinsuseofawheelchairandhowhecompareshislearningtowalk

withlearningtofly.

11


22/22

Grade 5ELACommon Core Sample QuestionsThese materials are copyrighted. Reproducing any part of these materials by anyone other than New York State school personnel is illegal.

ela grade 5 sample questions

Documents