msp - mrachelpohlsclasses · 06.04.2012 · s u p e r i n t e n d e n t u o f p b l i c i n s t r u...

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ReadingGrade 6

Sample Reading MaterialsStudent Edition

2011

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Copyright © 2011.All rights reserved. Educational institutions within the State of Washington have permission to reproduce

this document. All other individuals wishing to reproduce this document must contact OSPI.

NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

The Offi ce of Superintendent of Public Instruction is committed to equal opportunity in all programs, activities and employment, and to full compliance with federal and state laws that prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation, religion, military status, age or disability.

ACKNOWLEDGMENTS

“This Tongue Gets a Grip” © 2004 Highlights for Children, Inc. Snap!, Grab!, Yank!, Yum! illustrations courtesy of Anthony Herrel (CNRS, France) and Jay Meyers (NAU).

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Directions: Read the selection and answer the questions.

This Tongue Gets a Gripby Mariana Relos

Chameleons may look grumpy and their skin may feel bumpy, but scientists can’t take their eyes off them. Why? Because chameleons are such interesting lizards.

Not only do chameleons have an amazing talent for changing colors, they also have one of the fastest and most powerful tongues in the animal kingdom.

Chameleons spend a great deal of their lives sitting still. But they are experts at catching fast-moving insects for food. And chameleons are unusual in the way they get their food. They don’t use jaws or claws to catch their prey, as many animals do. Chameleons use their fast and powerful tongues.

An Extraordinary TongueWhen a chameleon is hungry, it

sits still on a tree branch. With one eye it looks back over its shoulder, and with the other eye it checks the branches ahead. There it is—lunch!

When a chameleon finds something tasty, such as a cricket, the lizard fixes both eyes on it. Then the chameleon opens a gap in its mouth and slap! In one-fiftieth of a second, the lizard’s tongue shoots out, catches the prey, and snaps back into the mouth.

Chameleons can perform this amazing trick because they have an extraordinary tongue. It is not short like ours. It is about one and a half times as long as the chameleon’s body.

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Snap!

Grab!

Yank!

Yum!

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One of the first questions scientists asked about chameleons was, how do they move their tongues so fast? And the answer is, powerful muscles. Two strong muscles inside the tongue move it in and out of the mouth. One of thesemuscles makes the tongue shoot out of the chameleon’s mouth with lightning speed. And when the other muscle contracts, it brings the tongue back into the mouth. Scientists call this second muscle a “supermuscle” because it can pull much harder than a normal muscle.

Sticky TonguesBut how does the tongue grab the prey? Two things give the tongue its

super grip. The first is a sticky kind of mucus, a goo that covers the tongue. The second is a rough surface. The chameleon’s tongue has a lot of tiny bumps, pits, and ridges. A rough tongue, covered in sticky mucus, can easily grab the crickets and flies that small chameleons eat.

Little crickets and flies seem to be enough lunch for a small chameleon. But large chameleons, which are as big as small cats, can eat bigger prey. Scientists have seen large chameleons trap and eat birds and lizards that weigh as much as 15 percent of the chameleon’s weight. This would be like an 80-pound kid snapping up a 12-pound beef roast using only his tongue!

Even a rough, sticky tongue cannot hold on to such big prey, and yet some chameleons can do it. One team of scientists decided to find out how.

The scientists closely watched chameleons eat. But the chameleon’s tongue catches food too fast for a person to see how it is done.

Discovering the SecretHow could the scientists slow down the action? They used high-speed film to

take moving pictures of chameleons feeding. Then they watched the movie in slow motion.

The movie showed that just before the tongue touches the prey, muscles on each side of the chameleon’s tongue pull inward on the tongue’s tip. This pulling makes a small bag or pouch on the tip that works like a suction cup. Mucus and the tongue’s rough surface help seize the prey while the pouch surrounds it. Finally, the tongue yanks the prey into the mouth.

The scientists figured that about 70 percent of the tongue’s holding power comes from the suction-cup effect. The rest of the power in the grip comes from the rough surface of the tongue and the sticky mucus.

Why is suction power useful to a chameleon? The suction power lets the animals capture much larger prey than would be possible using sticky forces alone. Instead of hunting for many small meals to calm its appetite, a hungry chameleon can fill its empty stomach with one big meal, using the power of suction.

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Chameleon Facts

• Scientists have found more than one hundred kinds, or species, of chameleons.

• Most chameleons live in Africa, Asia, Madagascar, and southern Spain.

• Chameleons don’t live wild in North America, Central America, or South America.

• True chameleons can change their colors into many different colors.

• The so-called American chameleons, or anoles, are not true chameleons.

• American chameleons can change their body color only between brown and green.

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1 Based on the selection, predict what would most likely happen if a chameleon lacked a “supermuscle.”

` A. The chameleon would swallow its tongue. ` B. The chameleon would be unable to eat its prey. ` C. The chameleon would be unable to change color. ` D. The chameleon would yank heavy prey into its mouth.

2 According to the selection, what is one difference between true chameleons and anoles?

` A. True chameleons have long tongues; anoles have short tongues.

` B. True chameleons eat birds and insects; anoles eat small chameleons.

` C. True chameleons live in North America; anoles live in South America.

` D. True chameleons change to many colors; anoles change to brown and green.

3 Read the sentence below. Use information from the selection to complete the detail.

About 70 percent of the tongue’s holding power comes from the

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4 According to the selection, what happens when a chameleon locates its prey? Include two details from the selection in your answer.

5 What is the meaning of the word fixes as it is used in paragraph 5 of the selection?

` A. Repairs ` B. Focuses ` C. Changes ` D. Opens

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6 What is the main idea of the section titled Sticky Tongues?

` A. Chameleons’ tongues capture little crickets. ` B. Chameleons’ tongues have bumps and ridges. ` C. Chameleons catch prey with their gooey, rough tongues. ` D. Chameleons use their tongues to catch birds and lizards.

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Questions 7 and 8 are not connected to a passage.

7 Which of these websites would provide the most reliable information about ancient Greek buildings?

` A. Timeline of Ancient Greece – A timeline of important events from Greek history. Visit: www.greekhistorytimeline*.net

` B. Ancient Marketplaces – Articles about places where goods were sold and traded. Visit: www.longagomarketplaces*.net

` C. History for Kids – Topics on early homes and structures in ancient Greece. Visit: www.historyforkids*.net/earlystructures

` D. Art for the Ages – Pictures from museums showing ancient Greek artists. Visit: www.artfortheages*.net/museums/Grecianart

8 Read the sentence.

“I told you we need to leave the house in five minutes. Please get ready now!”

What tone is being used?

` A. Impatient ` B. Confi dent ` C. Subdued ` D. Bitter

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ReadingGrade 6

Sample Reading MaterialsStudent Edition

Student’s Name Date/

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The Offi ce of Superintendent of Public Instruction is committed to equal opportunity in all programs, activities and employment, and to full compliance with federal and state laws that prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation, religion, military status, age or disability.

ACKNOWLEDGMENTS

“Every ‘Buddy’ Loves to Read!” Used by permission of the Offi ce of Superintendent of Public Instruction.

“Testing the Wheel” by Judy R. Reis, from Highlights for Children, February 1996, copyright © by Highlights for Children, Inc., Columbus, Ohio. Used by permission. Illustration of the Black Bicycle Corps map by Kit Wray, copyright © February 1996 by Highlights for Children, Inc., Columbus, Ohio. Photo of U.S. Army Bicycle Corp. Image # 730031, Archives and Special Collections, Mansfi eld Library, The University of Montana. Used by permission.

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Every “Buddy” Loves to Read!Become a Ralston Reading Buddy

What does a Reading Buddy do?A Reading Buddy is a Ralston Middle School sixth-grade student who volunteers to read with a first-grade student at Hansen Elementary School. Being a Reading Buddy is a fun way to practice reading while encouraging a first-grade student who is learning to read.

Who can become a Reading Buddy?Any sixth-grade Ralston student who wants to help others improve their reading skills can become a Reading Buddy.

What books will I read?Mrs. Thomas has selected a variety of books for Reading Buddies. Help your first-grade Reading Buddy choose a book that he or she finds interesting. Then take turns reading aloud to each other. While you read, ask your buddy what he or she thinks about the book. When you finish one book, choose another!

When will Reading Buddies meet?Ralston Reading Buddies will travel to Hansen Elementary School every Tuesday

after school. After the dismissal bell rings on Tuesdays, Reading Buddies will board the bus to the elementary school. Reading Buddy activities will last approximately one hour. A Reading Buddy bus will then take students home.

If you would like to become a Reading Buddy, please return the application and permission slip to Mrs. Perez in the front office no later than September 10.

Application:Name: Homeroom Teacher: Explain why you want to be a Reading Buddy:




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Parent/Guardian Permission Slip

(Student’s name) has my permission to participate in the

Ralston Reading Buddy program. I understand that he/she will travel to Hansen Elementary School each Tuesday afternoon and will arrive home approximately one hour later.

Parent/Guardian Signature

Phone Number

Parents/Guardians: If you have questions about the Ralston Reading Buddy program, please contact Mrs. Thomas in the library.




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1 Which of these sources would probably give the best information about choosing a first-grade book?

` A. Sixth-grade student ` B. Mrs. Thomas ` C. Mrs. Perez ` D. Parents

2 Which word best describes the author’s attitude about volunteering?

` A. Supportive ` B. Instructive ` C. Interested ` D. Pleading

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3 Based on the information in the selection, what is the most important concept the authorpresents?

` A. Helping fi rst graders gives volunteers an opportunity to visit Hansen Elementary.

` B. Choosing interesting books to read is a benefi t of spending time in the library. ` C. Volunteering is a rewarding experience for everyone involved. ` D. Being a Reading Buddy lets students meet new people.

4 In which section could information about the meeting time be found?

` A. Application ` B. What does a Reading Buddy do? ` C. Parent/Guardian Permission Slip ` D. Who can become a Reading Buddy?

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5 Another title for the selection might be “Reach Out With Reading.” Provide two detailsfrom the selection that support this title.

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6 Read the chart below. Provide another detail from the selection that supports the summarizing statement from the When will Reading Buddies meet? section.

Summarizing Statement:Reading Buddies who have their parents’ approval

will be transported to and from the elementary school on Tuesdays.

Detail 2:Return the

application and permission slip to Mrs. Perez in the

front office by September 10.

Detail 1:Reading Buddy activities will last

approximately one hour.

Detail 3:

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Testing the Wheelby Judy R. Reis

The U.S. Black Bicycle Corps traveled almost 2,000 miles.

First it rained. Then it snowed. Later it was unbearably hot. And the roadswere always terrible.

A group of African-American soldiers known as the U.S. Black Bicycle Corpswas riding from Fort Missoula, Montana, to St. Louis, Missouri. It was a longwinding trip, almost two thousand miles. The soldiers were testing the use ofbicycles by the military.

The year was 1897, and bicycles were new and very popular. Many peopleconsidered them better than horses. Bicycles didn’t have to be fed. They didn’tmake a mess. They didn’t run away. They were even cheaper than most horses.

Introduction:The United States Army was not integrated until the 1940s. Before the 1940sAfrican Americans and Caucasians served in separate Army units. Theimportant job of the U.S. Army Black Bicycle Corps was to test newequipment for possible use by the military. The U. S. Army Black BicycleCorps was comparable to modern military test pilots.

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In those days, the military used horses for transportation. But GeneralNelson Miles wondered if bicycles could replace horses. Lieutenant James A.Moss was eager to test the idea.

Moss convinced the army to let him form a bicycle corps. At first it consistedof eight volunteers from his troop. Later it expanded to twenty volunteers. Allwere experienced cyclists, and one, Private John Findley, was a skilledmechanic.

The trip to St. Louis wasn’t their first long ride. They’d gone to LakeMcDonald and Yellowstone National Park the previous summer. But this wasthe big test.

On June 14, the corps left Fort Missoula, their bicycles loaded down withrations, clothing, and bicycle repair kits. They hadn’t pedaled far when they gotcaught in a terrific rainstorm. Next they crossed the Rocky Mountains in thesnow. When they reached the Great Plains, the temperature was more than 100 degrees.

It was so hot that they could ride only in the morning and late in the day.They rode at night, too, if the moon was out. During the middle of the day, they rested.

Everywhere they went, the roads were awful. Mudholes, deep sand, fallentrees, and streams without bridges were only some of the problems. In placesthey even rode on the railroad tracks. Those bumpy ties made for rough riding,but it was better than the road.

The U.S. Army Black Bicycle Corps on top of the Mammoth Hot Springs Terraces in Yellowstone National Park

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Despite all the difficulties, the corps made excellent time. They arrived inSt. Louis in less than six weeks. They had averaged fifty-two miles a day.

As they entered the city, a group of St. Louis residents rode bicycles out tomeet them. Later, people visited their camp. They wanted to hear about thetrip and inspect the equipment. The men were treated like heroes. Then, after aweek, the soldiers took a train back to Montana.

The Black Bicycle Corps never rode again. The army decided bicyclesweren’t practical in a big country with such bad roads, so the corps wasdisbanded. Civilians, though, were interested in what the soldiers hadaccomplished. The team’s experiences helped bicycle manufacturers build betterbikes. And the news of their two-thousand-mile trip made bicycles more popularthan ever.

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7 According to the selection, what is the reason that the military decided totest the use of bicycles?

` A. There were more bicycles than horses. ` B. Bicycles were faster in snow than horses. ` C. Bicycles could carry more supplies than horses. ` D. They wondered if bicycles could replace horses.

8 Is this statement a reasonable conclusion that the reader may draw fromthe selection?

The Black Bicycle Corps was a successful experiment.

Provide two details from the selection to support your answer.

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9 Which sentence best explains why the Black Bicycle Corps rode only in themorning, late in the day or at night?

` A. Bicycles were heavily loaded down with rations. ` B. Daytime temperatures reached 100 degrees. ` C. Soldiers could study the nighttime sky. ` D. Bumpy ties made for rough riding.

10 Based on the information in the selection, why were the soldiers in theBlack Bicycle Corps treated like heroes when they reached St. Louis?

` A. They made bicycle riding even more popular than it was previously.

` B. They completed a diffi cult 2000-mile trip in less than six weeks.

` C. They proved that horses could be replaced in the military. ` D. They helped bicycle manufacturers build better bicycles.

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11 What are two differences the author shows between horses and bicycles?Provide information from the selection in your answer.

12 What is the purpose of the map?

` A. To help readers understand the Black Bicycle Corps trails ` B. To help readers understand the mountain ranges in the U.S. ` C. To help readers understand the different regions of the U.S. ` D. To help readers understand the distance the soldiers traveled

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13 What is most likely the author’s purpose for writing this selection?

` A. To inform the reader about road conditions in the late 1800s ` B. To describe the journey made by the Black Bicycle Corps ` C. To entertain the reader with a story about the military ` D. To persuade readers to ride bicycles instead of horses

Questions 14 and 15 are not connected to a passage.

14 Use the sentence in the box below to answer the question.

When I started taking sewing lessons I felt ignorant, but bythe end of one month I had learned many skills.

What does ignorant mean as it is used in the sentence?

` A. Without guilt or blame ` B. Without caution or care ` C. Without patience or calmness ` D. Without knowledge or education

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15 What information would you find on a timeline about the Lewis and Clarkexpedition to the Pacific Ocean?

` A. The date Lewis and Clark completed their journey ` B. The places where Lewis and Clark were born ` C. An entry from Lewis and Clark’s journal ` D. A list of Lewis and Clark’s supplies

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WCAP

ReadingGrade 6

Sample ItemsStudent Materials

WASHINGTON COMPREHENSIVEASSESSMENT PROGRAM

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The Offi ce of the Superintendent for Public Instruction is committed to equal opportunity in all programs, activities and employment, and to full compliance with federal and state laws that prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation, religion, military status, age or disability.

ACKNOWLEDGMENTS

“Skunks! Could we help these little stinkers?” by David Sloan, photo of skunk (courtesy of PhotoDisc) from Highlights for Children, Aug. 2001, copyright © 2001 by Highlights for Children, Inc., Columbus, Ohio. Used by permission. Photo of Litter of baby striped skunks © All Canada Photos/Alamy # B19C05.

“The Tailor’s Wish” by Dorothy Leon, illustration by Philip Smith from Highlights for Children, May 2002, copyright © 2002 by Highlights for Children, Inc., Columbus, Ohio. Used by permission.

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Skunks!by David Sloan

“Did you say six baby skunks?” I said into the telephone.

“Yes,” the caller said. While walking near a housing development, the callerhad seen six baby skunks that appeared to be orphaned.

I climbed into my truck and drove to where the caller had seen the skunks.Sure enough, in the empty field there were six baby skunks.

I was working for the Kentucky Department of Fish and Wildlife. As asummer conservation officer, I dealt with many interesting situations involvinganimals. But I could tell that this one was going to stand out from the rest.

OrphansMother skunks are protective of their young, but there was no mother in

sight. Skunks are usually nocturnal, only coming out at night. But theseyoungsters were moving about in broad daylight. It was obvious that they were orphans.

But what could a person do with them? They appeared to be four to fiveweeks of age. They were old enough to leave the den on their own, but werethey old enough to take care of themselves? Looking at the tiny black-and-whitefigures, I doubted it.




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I had been taught not to interfere with wild animals unless it wasabsolutely necessary. After some discussion, my co-workers and I agreed thatthe baby skunks needed limited help. Limited help means keeping an animal inthe wild while giving some assistance.

But what should you feed six hungry baby skunks?

Skunks are omnivorous. Like us, they eat both meats and plants. Butskunks eat some very different kinds of meats and plants than we do. Althoughthey eat strawberries and apples, they also eat grasshoppers, frogs, bees, andmice. Not a very appealing diet to most of us!

A skunk’s favorite food is grubs. These tiny insect larvae are like ice creamand cookies to a skunk. So with grubs in hand, we drove back to the vacant field.

Warning!The skunks seemed to pay little attention to us as we approached. This was

probably because skunks can’t see as well as we do. If you are more than fourfeet away from a skunk you are almost invisible to it.

But skunks are far from defenseless. If threatened, they have a verypowerful spray that they can shoot out from their rear end. This liquid is storedin two grape-sized sacs under the skin below the tail. Skunks can accuratelyshoot this spray up to ten feet. And skunks are “fully loaded” and ready tospray by the time they’re a month old.

We stood about twenty feet away and tossed grubs toward the skunks. Theskunks seemed to have no idea there were grubs nearby. Unless we didsomething else, the skunks would starve, even though there was plenty of food.

With some reluctance, we moved closeruntil we were less than four feet away. Theskunks “froze” as they stared at us. Theirtails were pointing straight up. This is askunk’s first warning for intruders to beware.The next step would be to bend the tail untilit touches the back and to bend the body intoa U-shape so that the rear end faces theintruder. This gets the skunk set for the nextstep: Fire!

Slowly we reached into the bag and pulledout some grubs. The skunks’ tails seemed to

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twitch. Were they preparing to spray us? We tossed some grubs on the groundin front of them, and a few tails twitched again. But one brave skunk steppedforward. Soon the others did, too, and a feast was under way.

Wild, Not MildWe had to be careful. We wanted to help the baby skunks survive, but we

didn’t want to tame them. If they became used to us, they would lose their fearof humans. Since they were living near a housing development, that wouldmean trouble. If these skunks began to raid garbage containers, make densunder houses, or stray into neighborhoods, they would have to be removed ordestroyed. So our job was a tricky one.

One thing made the job a little easier. Skunks normally live in abandonedgroundhog dens or other ready-made nesting places. They usually stay in a denfor only a few weeks before moving on to another one. But since these skunkswere without their mother, they continued living in the same den. We easilyfound the orphans each day, and they didn’t roam into the housing development.

Over the next four weeks we gradually stopped feeding the skunks. If theywere to survive in the wild, they would have to learn to find their food. Soonthe skunks stopped coming out in the daytime. They had become nocturnal.

A follow-up study showed that they had moved into the nearby woods.

In a way, I was sad to see them go, but I was also happy. They had made it.They were still wild creatures, and in a year or two would probably have youngones of their own.




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1 Based on the information in the selection, what would most likely happenif the baby skunks were left alone?

` A. The baby skunks would move from den to den. ` B. The baby skunks would raid garbage containers. ` C. The baby skunks would be unable to care for themselves. ` D. The baby skunks would stray into housing developments.

2 What are two differences between orphaned skunks and skunks raised bymother skunks? Include information from the selection in your answer.

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3 Which idea is included in the section titled Orphans?

` A. Skunks eat ice cream and cookies. ` B. Skunks usually come out only at night. ` C. Skunks normally live in abandoned dens. ` D. Skunks shoot a powerful spray for protection.

4 What kinds of problems are associated with helping orphaned babyskunks? Include two examples from the selection in your answer.

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5 Which sentence best summarizes the selection?

` A. Conservation offi cers want skunks to live near neighborhoods. ` B. Skunks shoot a powerful spray when they are threatened. ` C. Conservation offi cers help orphaned skunks to survive. ` D. Skunks are nocturnal animals and they eat grubs.

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Directions: Read the story and answer the questions.

The Tailor’s WishRetold by Dorothy Leon

Once, in a small village in Russia, there lived a svitnik—a tailor—who wasvery poor. But he felt he had the wealth of the world because he had a devotedwife who always praised him and spoke loving words to him.

The tailor wished for nothing more than to make her happy. And so hetoiled day and night making svita, or clothing, in the hope of earning enoughmoney to buy lovely gifts for her.

One day, while making a woman’s coat and matching hat, the tailor had ajoyful thought. When he finished the clothes, he showed them to his wife. “Foryou,” he said.

“For me? For me, Josef? They are too fine for me. They are fit for the wife ofthe tsar, not me.”

Josef took his wife’s hand into his and said, “Svetlana, my love, nothing istoo fine for you. But I shall listen to your wisdom. I shall take them to thetsar—the country’s ruler— for his wife. Then, upon my return, I shall make acoat and hat for you exactly to your bidding.”

And so Josef placed the coat and hat in a large clean cloth, mounted hishorse, and rode many miles to the tsar’s palace. He arrived tired, but jubilantin the thought that he had the finest gift in the land for the tsarina—theruler’s wife.

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He approached the guard at the gate to the palace grounds. “I have ahandsome coat and hat for the tsar’s wife, and I wish entry, please,” Josef said.

“A gift for the tsarina?” With a greedy look in his eye, the guard said,“Remain here. I will deliver it for you.”

“I need to deliver it myself to determine if she’ll need any changes,” Josefreplied, surprised at his own daring.

The guard thought for a moment, then said, “Very well. I will let you pass.But you must know that whoever gives the tsar a gift will be granted one wish,and I want one-third of whatever the tsar gives you.”

Reluctantly, Josef agreed. “I shall give you one-third of whatever the tsargives me.” Then he continued on his way to the palace. He went past theorchard in full bloom and past the field of growing vegetables. Suddenly asecond guard approached him.

“Stop,” ordered the guard. “What is in that package?”

“A handmade coat and hat for the tsarina,” replied Josef.

The guard eyed the valuable parcel. “You need not go farther. I shall deliverit for you. You may stay here and wait.”

“I wish to deliver it myself.” Josef spoke more sternly than he had everdared to speak to anyone.

The guard paused in thought. “Surely you know that whoever gives the tsara gift will be granted one wish. I will let you deliver it, but I want one-third ofwhatever the tsar gives you.”

Josef sighed. “I promise to give you that.” Then he continued past thestables, past the meadow filled with grazing horses, cows, and bulls, past thechicken house. At last he was near the palace doors. But before he could enter,he was met by a third guard.

“And where do you think you are going?” said the guard.

“I am going to see the tsar,” replied Josef. “I have a handmade coat and hatfor the tsarina.”

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The guard smiled greedily. “I am the chief guard. I’ll be happy to deliverthem for you.”

“I must deliver them myself,” Josef said firmly. “The tsarina may needchanges made.”

Sensing Josef ’s determination, the guard said, “I will permit you to do that.But you may know that the tsar offers one wish to the giver of a gift, and if I letyou enter the palace, I want one-third of whatever the tsar gives you.”

Josef had expected this reply. He nodded, for he now had a plan. “You shallhave one-third.”

At last Josef entered the palace and presented his gift to the gracioustsarina. As she tried on the new coat and hat, the tsar looked on admiringly.

“Thank you, Josef,” the tsarina said. “This is a most elegant coat and hat.They fit me well. I shall wear them with pride.”

The tsar turned to Josef and said, “What fine gifts you have made for mytsarina. As thanks, I shall grant any request you make.”

Josef had already decided what he would wish for. “I appreciate yourgenerosity, my lord,” said Josef. “I wish for ninety-nine hours of hard laborpicking fruit in the orchards and vegetables from the garden, feeding theanimals, grooming the horses, milking the cows, gathering eggs, and plowingthe land. Ninety-nine hours of hard labor—no less, no more.”

The tsar was astonished. He asked, “Why would anyone make such arequest?”

“Your majesty, the wish is not for me alone,” said Josef. “I promised to giveeach of the three guards one-third of my wish, and I always keep my promises.”

A broad smile spread over the face of the tsar. “Your wish will be granted.And since you possess such intelligence as well as skill, from now on you shallbe known as the Tailor of the Tsar.”

“Tailor of the Tsar! I? Thank you, my lord,” Josef said humbly. And in hismind he began composing the words he would use to tell his beloved Svetlanaabout their unbelievable good fortune.

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6 What is the main idea of the story?

` A. Greed leads to great riches. ` B. Tsars dress better than tailors. ` C. Guards often threaten tailors. ` D. Intelligence has its rewards.

7 Any of these words could be used to describe the tailor in the story. Choose the word you think best describes the tailor in the story.

Devoted Determined Clever

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8 Based on the information in the story, what conclusion can be drawn aboutthe guards?

` A. The guards make the king happy. ` B. The guards keep the tsarina safe. ` C. The guards love coats and hats. ` D. The guards abuse their power.

9 What is the meaning of the word jubilant in paragraph 6?

` A. Aware ` B. Weary ` C. Delighted ` D. Displeased

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10 Write a summary of the story. Include three main events from the selection in your summary.

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ReadingGrade 6

2008 Released ItemsStudent Edition

WASL - Washington Assessmentof Student Learning

Dr. Terry BergesonState Superintendent of

Public Instruction

40

Copyright © 2008 by Washington Office of the Superintendent of Public Instruction. All rightsreserved. Educational institutions within the State of Washington have permission to reproduce thisdocument. All other individuals wishing to reproduce this document must contact OSPI.

ACKNOWLEDGMENTS

“The Strange Idea of George Ferris” by June Swanson. Copyright © 1982 by Highlights for Children, Inc., Columbus, Ohio. Photo: Chicago History Museum, ICHi-02440, Waterman.

The Office of the Superintendent for Public Instruction is committed to equal opportunity in allprograms, activities and employment, and to full compliance with federal and state laws thatprohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation,religion, military status, age or disability.

41

2008 Reading Released Items

GoOn


The Strange Idea of George Ferrisby June Swanson

Have you ridden a Ferris wheel lately? Can you imagine the soaring feelingas you are pulled to the top and then swished down to the bottom again? Canyou imagine the view as you look out over roofs and treetops? (Or will your eyesbe closed?)

Today a Ferris wheel is usually forty to sixty feet tall. That seems very highwhen you’re on the top looking down. But the first Ferris wheel was 264 feethigh—taller than a twenty-story building! Can you imagine the view from thetop of that?

The first Ferris wheel was builtfor the 1893 World’s Fair, the World’sColumbian Exposition in Chicago.The people who planned the fairwere looking for an attraction thatwould bring people to Chicago. TheEiffel Tower had been a great successfor the fair in Paris in 1889, and theywanted something like that.

George Ferris submitteddrawings of a giant wheel that peoplecould ride on. At first everyonelaughed at his strange idea. But Mr.Ferris didn’t give up, and finally theidea was accepted. The ride openedin June of 1893.

Today’s Ferris wheels have twelve to sixteen seats, which each carry two orthree people. But that first one had thirty-six enclosed cars, each holding sixtypassengers. When filled, it carried 2,160 people. During that summer inChicago, one-and-a-half million people rode the Ferris wheel.

Six platforms were used to load and unload passengers. Each ride was twofull turns of the wheel. On the first turn, it made six stops for loading. Then thesecond turn was a nonstop nine-minute ride. Each car had five large glasswindows in front and in back, giving everyone a great view of Chicago and LakeMichigan.

After the fair the ride was moved to a nearby amusement park builtespecially to show off the wheel. In 1904 it was moved again—this time to St.

Ferris Wheel at the 1893 World’s Fairin Chicago

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Louis for the Louisiana Purchase Exposition. After the fair in St. Louis closed,the wheel stood unused. In 1906 it was finally sold to a wrecking company forscrap metal. It took 200 pounds of dynamite to bring it down.

Fortunately a Chicago bridge builder, W.E. Sullivan, figured out how tomake a smaller Ferris wheel that could easily be taken apart and put together.In 1906 he started the company that still makes many of the Ferris wheelsused today.

But, whenever you ride one, remember that it all began with GeorgeFerris’s strange idea!

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2 What is the purpose of the picture in the selection?

A. The picture shows the tremendous size of the 1893Ferris wheel.

B. The picture demonstrates that few people could ride atone time.

C. The picture shows the Ferris wheel at the St. LouisWorld’s Fair.

D. The picture demonstrates that each car had five largeglass windows.

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1 What is the main idea of the selection?

A. Riding a Ferris wheel is the best way to view a city.

B. World Fairs attract millions of visitors from around the world.

C. Large-scale designs are more successful than small-scale designs.

D. Ferris’s design was so successful that Ferris wheels are stillaround today.

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4 Which sentence best summarizes this selection?

A. George Ferris was laughed at when he proposed the 1893Ferris wheel.

B. The size of the 1893 Ferris wheel led to its success at theWorld’s Fair.

C. W.E. Sullivan built the popular 1893 Ferris wheel.

D. The 1893 Ferris wheel was built to shock people.

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3 Based on the information in the selection, what inference can the readermake about George Ferris? Include information from the selection tosupport your inference.

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6 Is this statement a reasonable conclusion that may be drawn from the selection?

The Ferris wheel was a successful invention.

Provide two details from the selection to support your answer.

5 What is the author’s purpose for writing this selection?

A. To persuade the reader to ride a Ferris wheel

B. To describe the success of the 1893 World’s Fair

C. To entertain with a story about World Fairs

D. To inform the reader about the first Ferris wheel ever built

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46

ReadingGrade 6

2007 Released ItemsStudent Edition

WASL - Washington Assessmentof Student Learning

Dr. Terry BergesonState Superintendent of

Public Instruction

47

Copyright © 2007 by Washington Office of the Superintendent of Public Instruction. All rightsreserved. Educational institutions within the State of Washington have permission to reproduce thisdocument. All other individuals wishing to reproduce this document must contact OSPI.

ACKNOWLEDGMENTS

“Grin and Bear it” by Russell Chadwick from National Geographic World, February 2001. Copyright © 2001 byNational Geographic. Photograph: JOEL SARTORE/ National Geographic Image Collection. Illustration:National Geographic Image Collection.

“Midnight Heroine” by Su Montour, illustration by Len Ebert from Highlights for Children, July/August 1993.Copyright © 1993 by Highlights for Children, Inc., Columbus, Ohio.

The Office of the Superintendent for Public Instruction is committed to equal opportunity in allprograms, activities and employment, and to full compliance with federal and state laws thatprohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation,religion, military status, age or disability.

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GoOn


Grin and Bear itby Russell Chadwick

Russell Chadwick and Tank become fast friends.

I’m standing completely still, frozen. Coming right at me is a 750-poundmale grizzly bear. My gaze turns slowly from the bear to the animal trainerDoug Seus, who assures me: “You’re doing fine.” But I’m not so sure. I figured itwould be fun to help Doug train bears for television and movies. Now I’mwondering just what I’ve gotten myself into, standing face to snout with a bearbigger than my 16-year-old frame.

The bear, appropriately named Tank, eyes me for signs of fear, and I try toput out a friendly vibe. Finally, I breathe a sigh of relief as he lets down hisguard and begins to lick me with his long, smooth tongue. I have been accepted... for now.

Doug and his family run Wasatch Wildlife, an animal training center inHeber City, Utah. Last summer, they took in two 4-month-old orphaned grizzlycubs. That meant lots of extra responsibilities, so Doug asked me to fly downfrom my home in Whitefish, Montana, to help train them. I love cats and dogs,but as I was about to find out, a wild animal is something completely different.

I mostly took care of Little Bart and Honey Bump, the two cubs. I did a lotof feeding and cleaning. But my main job was to spend as much time aspossible with the bears to get them comfortable around people.

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That meant a lot of playing with the bears. But that wasn’t as easy as itsounds. These cubs were already about a hundred pounds each andunbelievably strong. They played rough—wrestling, clawing, and play-bitingare all part of forming a good relationship with a bear.

Little Bart loved to play, but Bump tended to be more intense. That was oneof the fun things, discovering the bears’ individual personalities. One time Tankeven made up a game with me, pushing gravel in and out of his cage.

As amazing as they were, I always had to remember that these bearsweren’t “tame.” Their emotions and moods could change as quickly as anyhuman’s. I should know. One time Bump took a bite out of my back, and I hadto wrestle her to the ground. But it also showed me how smart she is. She knewshe had done something wrong and “apologized” by putting her head in my lap.

I’m 17 now, and I hope to return to Utah soon and see how my little bearcubs have grown. Training these bears has given me a sense ofaccomplishment, and I definitely have more confidence. After all, when you’vewrestled with a 750-pound grizzly, things like major tests and endlesshomework don’t seem so intimidating anymore!

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2 What is the purpose of the chart?

A. To compare how much money actors make

B. To show that king snakes make $200 a day

C. To tell that spiders earn less than dogs

D. To reveal how many days Tank works

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1 What is the meaning of the word assures in paragraph 1 of the selection?

A. Discourages

B. Comforts

C. Saddens

D. Warns

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A. To describe to the reader how bear cubs play

B. To persuade the reader to adopt and train bear cubs

C. To entertain the reader with a funny story about bears

D. To inform the reader that working with bears is rewarding

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3 What advice might Russell Chadwick give to someone who wanted to trainwild animals? Include two examples from the selection in your answer.


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6 Which sentence tells how Little Bart and Honey Bump are different?

A. Little Bart loves to play more than Honey Bump.

B. Little Bart is more serious than Honey Bump.

C. Little Bart is more tame than Honey Bump.

D. Little Bart bites more than Honey Bump.

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5 Which sentence best explains why Bump took a bite out of Russell’s back?

A. Bump was a wild animal.

B. Bump was angry at Russell.

C. Russell hurt Bump’s feelings.

D. Russell wanted to quit wrestling.

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Midnight Heroineby Su Montour

Lightning ripped across thenight sky and thunderclaps shookthe farmhouse windows where KateShelley sat watching the summerstorm. Kate and her mother werethe only people awake at the Shelleyhome that July night in 1881.Nearby, floodwaters of Iowa’s HoneyCreek and Des Moines River swirleddangerously beneath the railroadbridges stretching over them.

Kate was fifteen. She loved thetrains that passed by her house, andshe knew their schedules by heart.

“The Midnight Express might belate tonight,” Kate said to her mother. Old Number 11 was the “pusher” enginethat helped trains up the steep curve near Kate’s home. Sometimes it was sentout during storms to see if the tracks were safe before other locomotives wereallowed through.

Kate was right. Number 11 was chugging toward Kate’s home, pushingthrough the storm to inspect the tracks. The engine slowed near the HoneyCreek Bridge, and the section boss held his lantern high to see if the bridge wasintact. The track and timbers seemed to be in place. He signaled for theengineer to continue.

Number 11 rang its bell and lurched forward. Then came the terriblecracking of wooden beams. The weakened bridge collapsed under the engine’s weight.

Back at their farmhouse, Kate and her mother jumped, startled by thesudden crash. A moment later they heard cries for help and the loud hiss of steam from the engine’s hot boilers, which had plunged into the cold creek water.

Mrs. Shelley asked Kate to stay inside, but Kate pleaded for a chance tohelp the downed engine. Together they fixed up an old railroad lantern, fillingthe oil cup and making a new wick from a piece of flannel. Mrs. Shelley lit thelantern and gave it to Kate, sending her off into the night.

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Traveling a familiar path, Kate followed the cries for help. Past theshattered bridge timbers she spotted two men in the water clinging to largebranches. Kate knew she wouldn’t be able to save them alone.

It was then that she remembered the Midnight Express. It would be carryinghundreds of passengers toward the broken bridge. To find help, Kate would haveto cross the long Des Moines River railroad bridge to the nearest station.

Running hard, she reached the bridge and suddenly slipped and fell on thewet wooden ties. The lantern banged against the wood, broke, and went out.

The night suddenly became very dark and frightening, but Kate did notstop. Rain and wind lashed her face as she crawled blindly from one slippery tieto the next. Every lightning flash lit up the swirling, muddy water far below.The spaces between the ties were wide—she could easily fall through and beswept away.

But Kate knew she must not think of that now—she must get across.Lightning flashed, illuminating a large uprooted tree that was barrelingdownriver toward her. She froze in fear, imagining that the huge tree woulddestroy the bridge. But, at the last moment, themammoth swerved and darted underneath,spraying her with mud and foam.

Kate clutched the rails and steadied herself,then continued on. Her skirt tore on the railroadspikes. She gritted her teeth and inched alongfor what seemed like hours.

Finally Kate felt the mud and cinders of thefar bank under her. She scrambled to her feetand ran to the station. Breathless, she stumbledinside. The group of men inside were startled bythe sight of the wet, frantic girl who had burstthrough the door.

“Stop the Express!” she exclaimed. “HoneyCreek Bridge is out!” Then, pale and exhausted,Kate fell to the floor.

Unknown to Kate, the Midnight Express hadalready been stopped. But now, with help, Katerevived and told about the two survivors ofEngine Number 11 trapped in Honey Creek.

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An engine’s whistle roused the villagers around the station. Volunteers withshovels and ropes boarded a nearby locomotive. Kate rode along and guided therescuers down a path to the stranded brakeman and engineer.

Because of her heroic efforts, Kate was awarded with a beautiful goldmedal, a long gold chain, and a free train pass to last her lifetime. Trains evenstopped at her house whenever she wanted to ride.

The old bridge that Kate crossed that stormy night of July 6, 1881, is gonenow. Today, the Chicago & Northwestern trains ride over the Des Moines Riveron a sturdy iron bridge. It’s called the Kate Shelley Memorial High Bridge,named after the girl who risked her life to save the Midnight Express and themen of Engine Number 11.

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9 What is the meaning of the word illuminating in paragraph 12 of the selection?

A. Knocking over

B. Sliding over

C. Lighting up

D. Breaking up

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7 Which sentence explains why Kate went off into the night?

A. Her mother urged her to help Old Number 11.

B. She saw lightning strike Honey Creek Bridge.

C. Her father was on the Midnight Express.

D. She heard a crash and cries for help.

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8 What are two differences between the Midnight Express and Old Number 11?Include information from the selection in your answer.

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10 Based on the selection, what conclusion could you draw about Kate’sactions? Provide three examples from the selection to support yourconclusion.


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A. To describe the heroic actions of a teen

B. To tell about the effect of storms on trains

C. To inform the reader about trains in the last century

D. To persuade the reader to rescue people from danger

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12 Was it a good decision for Kate’s mother to let her go out alone that night?Provide two details from the selection to support your answer.

11 Which sentence best summarizes this selection?

A. Kate received awards for her efforts.

B. Trapped survivors were rescued by volunteers.

C. Wooden bridges were easily destroyed in storms.

D. Kate became a hero by risking her life to save others.

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