rskills® progress monitoring test 5b · 2014. 10. 2. · test 5b rbook flex ii name: date: rskills...

Test 5b

rBook Flex II

NAME: DATE:

rSkills Test 5b, page

rSkills Progress Monitoring®

DIRECTIONS: This is a reading test. Follow the directions for each partof the test, and choose the best answer to each question.

SAMPLE QUESTIONS

1

Sample .A Carolyn hurried into the kitchen and turned off the burner on thestove. The soup in the pot was boiling over.

Why did Carolyn turn off the burner?She wanted to have lunch.The soup was boiling over.She wanted to go out.The pot was turning black.

Sample .B Which word best completes the sentence?Dylan _______ late this morning.

sleepsleepingsleepedslept

See Answer Keyat end of test.

Go on to the next page to begin the test.TM ® & © Scholastic Inc. All rights reserved.

rBook Flex IIrSkills Test 5b, page 2

ComprehensionRead the following biographical text. Then answer questions 1–5.

An Open Heart: The Story of Shin FujiyamaShin Fujiyama knows all about second chances. At the age of four, he was

diagnosed with a hole in his heart. Doctors told his parents he would not livelong. For little Shin, life was filled with hospitals, tests, wires, and worry. Thensomething unexpected happened. As he grew, the hole in his heart closed.

“Somehow I was cured and I became a normal kid, I had a second chance,”Fujiyama told CNN during a 2009 interview. He was chosen as one of CNN’sYoung Heroes.

Fujiyama made the most of his second chance. When he wasn’t busy atschool, he was at the soccer field, working hard to catch up with the otherplayers. By his senior year in high school, he was captain of the varsity soccerteam. In 2002, he enrolled at the University of Mary Washington and began studying to become a doctor. During his junior year, however, Fujiyama beganthinking again about second chances.

As a volunteer with a campus group, Fujiyama traveled to Honduras in2004. During the trip, he was deeply affected by the difference betweenHonduras’ beautiful country and the extreme poverty of its people. Honduras isthe second poorest country in Central America. Its mountains, rainforests, rivervalleys, and Caribbean islands are home to villages made of tin and cardboardwith no schools or clean water. Thousands of children live in the streets. OnFujiyama’s first trip, he worked at an orphanage. There, he realized he could giveHonduran kids their own second chance. He wanted the children of Honduras togrow up healthy and have a chance to go to school.

Back at college, Fujiyama started an organization called Students Helping Honduras to involve other volunteers and raise money. He soon discovered thatstarting an organization like this was a lot of work, but Fujiyama wasn’t about togive up. As he has done all his life, he kept fighting.

First, Fujiyama enrolled in an economics class that had a special goal: toaward money to a group or organization dedicated to helping others. Next, heasked his sister Cosmo, a student at another university nearby, to start the groupat her school. Students who joined the group that first year organized walkathonsand other events that raised more than $100,000.

As more groups started at other colleges, Students Helping Hondurasorganized volunteers to travel to Honduras to work on building and educationprojects. The group worked in rural areas, which are home to 75% of Honduras’spoor.

The village of Siete de Abril (Spanish for “April 7”) was in special need.This town was formed on April 7 by people who had lost their homes after1998’s Hurricane Mitch devastated Honduras and caused more than 7,000 deaths.Ten years later, help had still not come to Siete de Abril. The people didn’t haveaccess to clean water or health care, and they didn’t have a school. Many of thefamilies lived in cardboard homes.

Fujiyama knew his group could change people’s lives by focusing onrebuilding the village. The volunteers met with the villagers and targeted themost important task: moving the village farther from the ocean, where it wouldbe less vulnerable to storms and flooding. Most of Honduras’s poor don’t ownland. So the volunteers’ first task was to raise money to purchase land. Thenvolunteers worked with villagers to clear the land. After clearing the land, they

began building sturdy homes of brick and concrete. At the same time, they beganconstructing a school.

So far, volunteers have helped build most of the 71 homes needed in thevillage, newly named Villa Soleada, or “Sunshine Village.” The new school is upand running. Meanwhile, Students Helping Honduras is raising money to build awater tower, a sanitation system, and a library. They are also working onproviding the new town with electricity.

As Students Helping Honduras works to help change people’s lives, it alsocontinues to change the lives of its American volunteers. So far, both Fujiyamashave centered their lives on Honduras. Shin, now a college graduate, has decidednot to attend medical school so that he can continue to expand the StudentsHelping Honduras group. He spends summers working in Honduras and much ofthe year traveling around the United States, visiting colleges to start new chaptersand raise funds. His sister Cosmo lives full time in Honduras to coordinate thegroup’s building efforts.

Shin Fujiyama may still become a doctor. But whatever he studies, he haslearned that with hard work and determination, you can have a positive impact onthe world.

GO ONTM ® & © Scholastic Inc. All rights reserved.


Shin Fujiyama knows all about second chances. At the age of four, he wasdiagnosed with a hole in his heart. Doctors told his parents he would not livelong. For little Shin, life was filled with hospitals, tests, wires, and worry. Thensomething unexpected happened. As he grew, the hole in his heart closed.




Back at college, Fujiyama started an organization called Students HelpingHonduras to involve other volunteers and raise money. He soon discovered thatstarting an organization like this was a lot of work, but Fujiyama wasn’t about togive up. As he has done all his life, he kept fighting.

First, Fujiyama enrolled in an economics class that had a special goal: to award money to a group or organization dedicated to helping others. Next, heasked his sister Cosmo, a student at another university nearby, to start the groupat her school. Students who joined the group that first year organized walkathonsand other events that raised more than $100,000.



Fujiyama knew his group could change people’s lives by focusing onrebuilding the village. The volunteers met with the villagers and targeted the most important task: moving the village farther from the ocean, where it would be less vulnerable to storms and flooding. Most of Honduras’s poor don’t ownland. So the volunteers’ first task was to raise money to purchase land. Thenvolunteers worked with villagers to clear the land. After clearing the land, they


So far, volunteers have helped build most of the 71 homes needed in thevillage, newly named Villa Soleada, or “Sunshine Village.” The new school is upand running. Meanwhile, Students Helping Honduras is raising money to build awater tower, a sanitation system, and a library. They are also working on providing the new town with electricity.

As Students Helping Honduras works to help change people’s lives, it also continues to change the lives of its American volunteers. So far, both Fujiyamashave centered their lives on Honduras. Shin, now a college graduate, has decidednot to attend medical school so that he can continue to expand the StudentsHelping Honduras group. He spends summers working in Honduras and much ofthe year traveling around the United States, visiting colleges to start new chaptersand raise funds. His sister Cosmo lives full time in Honduras to coordinate thegroup’s building efforts.




Shin Fujiyama knows all about second chances. At the age of four, he wasdiagnosed with a hole in his heart. Doctors told his parents he would not livelong. For little Shin, life was filled with hospitals, tests, wires, and worry. Thensomething unexpected happened. As he grew, the hole in his heart closed.




Back at college, Fujiyama started an organization called Students Helping Honduras to involve other volunteers and raise money. He soon discovered thatstarting an organization like this was a lot of work, but Fujiyama wasn’t about togive up. As he has done all his life, he kept fighting.

First, Fujiyama enrolled in an economics class that had a special goal: toaward money to a group or organization dedicated to helping others. Next, heasked his sister Cosmo, a student at another university nearby, to start the groupat her school. Students who joined the group that first year organized walkathonsand other events that raised more than $100,000.



Fujiyama knew his group could change people’s lives by focusing onrebuilding the village. The volunteers met with the villagers and targeted themost important task: moving the village farther from the ocean, where it wouldbe less vulnerable to storms and flooding. Most of Honduras’s poor don’t ownland. So the volunteers’ first task was to raise money to purchase land. Thenvolunteers worked with villagers to clear the land. After clearing the land, they


So far, volunteers have helped build most of the 71 homes needed in thevillage, newly named Villa Soleada, or “Sunshine Village.” The new school is upand running. Meanwhile, Students Helping Honduras is raising money to build awater tower, a sanitation system, and a library. They are also working onproviding the new town with electricity.

As Students Helping Honduras works to help change people’s lives, it alsocontinues to change the lives of its American volunteers. So far, both Fujiyamashave centered their lives on Honduras. Shin, now a college graduate, has decidednot to attend medical school so that he can continue to expand the StudentsHelping Honduras group. He spends summers working in Honduras and much ofthe year traveling around the United States, visiting colleges to start new chaptersand raise funds. His sister Cosmo lives full time in Honduras to coordinate thegroup’s building efforts.




1. Why did Fujiyama decide to help the village of Siete de Abril?The village had not been rebuilt since Hurricane Mitch.The village sat in a beautiful river valley.The townspeople were especially friendly to him.The people of the village did not own any land.

2. Because Cosmo Fujiyama moved to Honduras, she probably will—not want to return to America.help new towns become wealthy in ten years.stop building houses in Honduras.help more people in villages.

3. Which statement is supported by the information in the chart?Hurricane Mitch destroyed hundreds of villages in Honduras.Students Helping Honduras has grown rapidly since 2006.Students Helping Honduras has thousands of chapters.Fujiyama raises all the money for his organization by himself.

4. Fujiyama decided to help Hondurans because he—thought it would broaden his college experience.knew what it was like to get a second chance at life.believed strongly in the value of education.wanted to become a doctor in another country.



5. Which statement is supported by the information in the text?A small group of people can make big changes.More poor people will buy land in Honduras.Most young people care more about others than about themselves.Another hurricane will wipe out the new village.



Read the following social studies text. Then answer questions 6–10.

Greetings from Aarti!Dear Sir/Madam,

Greetings from Aarti! I am so happy to be part of the Institute for Sustainable Communities. I dropped out of school, but now I am a Changemakerof girls and young women from Mumbai, India. Recently I have started anEnglish Books Library specially for girls, and also I have started a LivelihoodSkills Center specially for young women and girls.

Thanking you, sincerely,

Aarti Naik, Changemaker, Mumbai, India.

Aarti Naik writes at least twenty letters every day. Some, like this one, areletters of introduction. Some are requests for help, and some are offers of help toothers. In many letters, she asks for funds to start a project. She writes all of herletters with the same goal in mind: to improve the lives of girls who live in the streets of Mumbai, India. Aarti Naik herself was born in a poor area of Mumbaiin 1989, and she left school at 15.

India has one of the fastest-growing economies in the world. It is in manyways a modern and prosperous nation. It is also one of the world’s oldestcivilizations. Ancient and modern stand side by side, as do immense wealth andextreme poverty.

Mumbai has a population of nearly 14 million. Dharavi, a poor district incentral Mumbai, is less than a square mile in size and has about one millioninhabitants. That is where Aarti Naik lives and works with her girls.

Aarti believes that poverty is a difficult cycle to break. Children leaveschool early because they must work in order to survive, and in order to helptheir families survive. Since they are uneducated, the only work they can find isin factories, in Dharavi’s unsanitary recycling plants, or in dangerous criminalactivities on the streets.

Aarti believes that the cycle of poverty can be broken by education. If hergirls can get a good education, they will be qualified for better work—and theywill escape poverty.

The Ashoka Partnership, established in India in 1980, is an internationalorganization of business owners, politicians, academics, and journalists. It helpsordinary citizens participate in developing their countries. Ashoka’s YouthVenture encourages young people to become involved in economic development,health, human rights, environmental issues, and education.

Ashoka’s Youth Venture gave Aarti a Changemaker award with money andresources to help her get started. She called her project “SAKHI,” meaning“friend of girls.” At first, some parents objected to the idea of their daughtersstaying at school, but within three months, 23 girls were enrolled. When theyunderstood how SAKHI could work for their daughters, more parents began toseek the teenager’s help.

Aarti began to organize fairs to showcase the skills and talents of the girls.She set up savings groups to make it possible for girls to continue their education.Every month, each girl’s parents contribute a small amount that they can afford.Aarti asks for contributions from individuals and organizations worldwide, and asher reputation grows, so do the contributions.

With her additional funds, Aarti has created programs to educate the girlsabout personal hygiene and environmental health. She helped create libraries forthe girls so they can learn at home. She initiated civics classes, so that the girlswill fully understand their rights. Through education, Aarti believes, they willlearn what they can achieve. Aarti herself is continuing her studies throughIndia’s Open University, a free service that broadcasts classes and lectures onradio and TV.

“I didn’t know what my options were in terms of education,” says Aarti onher website. “I will not let it happen with my girls. My dream is simple: I want allthe girls in my community to have careers of their own.”



Dear Sir/Madam,

Greetings from Aarti! I am so happy to be part of the Institute for Sustainable Communities. I dropped out of school, but now I am a Changemakerof girls and young women from Mumbai, India. Recently I have started anEnglish Books Library specially for girls, and also I have started a LivelihoodSkills Center specially for young women and girls.



Aarti Naik writes at least twenty letters every day. Some, like this one, areletters of introduction. Some are requests for help, and some are offers of help toothers. In many letters, she asks for funds to start a project. She writes all of herletters with the same goal in mind: to improve the lives of girls who live in thestreets of Mumbai, India. Aarti Naik herself was born in a poor area of Mumbaiin 1989, and she left school at 15.


Mumbai has a population of nearly 14 million. Dharavi, a poor district in central Mumbai, is less than a square mile in size and has about one millioninhabitants. That is where Aarti Naik lives and works with her girls.




Ashoka’s Youth Venture gave Aarti a Changemaker award with money and resources to help her get started. She called her project “SAKHI,” meaning“friend of girls.” At first, some parents objected to the idea of their daughtersstaying at school, but within three months, 23 girls were enrolled. When theyunderstood how SAKHI could work for their daughters, more parents began toseek the teenager’s help.


With her additional funds, Aarti has created programs to educate the girlsabout personal hygiene and environmental health. She helped create libraries forthe girls so they can learn at home. She initiated civics classes, so that the girlswill fully understand their rights. Through education, Aarti believes, they willlearn what they can achieve. Aarti herself is continuing her studies throughIndia’s Open University, a free service that broadcasts classes and lectures on radio and TV.

“I didn’t know what my options were in terms of education,” says Aarti on her website. “I will not let it happen with my girls. My dream is simple: I want allthe girls in my community to have careers of their own.”



Dear Sir/Madam,

Greetings from Aarti! I am so happy to be part of the Institute forSustainable Communities. I dropped out of school, but now I am a Changemakerof girls and young women from Mumbai, India. Recently I have started anEnglish Books Library specially for girls, and also I have started a LivelihoodSkills Center specially for young women and girls.



Aarti Naik writes at least twenty letters every day. Some, like this one, areletters of introduction. Some are requests for help, and some are offers of help toothers. In many letters, she asks for funds to start a project. She writes all of herletters with the same goal in mind: to improve the lives of girls who live in the streets of Mumbai, India. Aarti Naik herself was born in a poor area of Mumbaiin 1989, and she left school at 15.


Mumbai has a population of nearly 14 million. Dharavi, a poor district incentral Mumbai, is less than a square mile in size and has about one millioninhabitants. That is where Aarti Naik lives and works with her girls.




Ashoka’s Youth Venture gave Aarti a Changemaker award with money andresources to help her get started. She called her project “SAKHI,” meaning“friend of girls.” At first, some parents objected to the idea of their daughtersstaying at school, but within three months, 23 girls were enrolled. When theyunderstood how SAKHI could work for their daughters, more parents began toseek the teenager’s help.


With her additional funds, Aarti has created programs to educate the girls about personal hygiene and environmental health. She helped create libraries forthe girls so they can learn at home. She initiated civics classes, so that the girlswill fully understand their rights. Through education, Aarti believes, they willlearn what they can achieve. Aarti herself is continuing her studies throughIndia’s Open University, a free service that broadcasts classes and lectures onradio and TV.

“I didn’t know what my options were in terms of education,” says Aarti onher website. “I will not let it happen with my girls. My dream is simple: I want allthe girls in my community to have careers of their own.”

6 How do you know Aarti believes it is important for her girls to learnEnglish?

.

Aarti wants her girls to have opportunities that she did not have herself.She wants her girls to be able to work abroad.She started a library of English books for her girls to use.She has started a Livelihood Skills Center.

7 Why do you think some parents did not want their daughters to stay at school?

.

They were poor, and they needed their daughters to work.They did not want their girls to have better lives.They thought their daughters could find good jobs without beingeducated.They were afraid that being in school was bad for their health.



8. What gives Aarti such a deep understanding of the lives of her girls?Aarti learned about them by going to school.They all come to her with their stories.She was raised in Dharavi and left school at 15.She has read about them and often visits them.

9. How does education break the poverty cycle in Dharavi?It makes the girls feel more ambitious.It qualifies the girls for better work.Poor people receive large amounts of money to stay at school.The government pays for education in Dharavi.

10. What effect did leaving school at 15 have on Aarti?It encouraged her to leave India and travel.It encouraged her to earn enough money to go back to school.It made her want to get out of Dharavi.It made her want other girls to have more opportunities.



Vocabulary/Word StudyRead each question and decide which is the best answer. Fill in the circle next to the answer you have chosen.

11. Which word best completes this sentence?Meredith was _______ to join the group.

planplanningplansplanned

12. Which word best completes this sentence?Geraldo _______ training for soccer last week.

startedstartingstartsstart

13. Choose the word that best completes this sentence.Nina ______ just as the movie ended.

arrivearrivesarrivedarriving



14. Choose the word that best completes this sentence.Felix is _______ all morning at the flower shop.

worksworkworkedworking

15. Which two words belong to the same word family?expect/extremeorganize/organizationcampus/groupstudents/building

16. Several volunteers traveled to Honduras.Which word is in the same word family as volunteers?

valueinvolvedgroupvoluntary

17. Which two words belong to the same word family?goodness/benefitability/talentunhappy/happinesscareful/carrying



18. We took the elevator to the eighth floor.Which word is in the same word family as elevator?

elevationrelieveleveledeleventh



ConventionsRead each question and decide which is the best answer. Fill in the circle next to the answer you have chosen.

19. Which word best completes this sentence?On Monday, Dad ________ a new washing machine.

buyedboughtboughtenbuying

20. Which word best completes this sentence?Aunt Charo _______ the bell an hour ago.

ringringedrungrang

21. Choose the word that best completes this sentence.Lily ________ a bad cold on vacation.

catchedcatchingcaughtcaughted



22. Choose the word that best completes this sentence.Harry ________ out to the float.

swumswamswimmedswammed

23. Which sentence has correct punctuation?Well what, did you think of the movie?Well what did you, think of the movie?Well, what did you think of the movie?Well what did you think, of the movie?

24. Which sentence has correct punctuation?By the way, I lost the tickets.By, the way I lost the tickets.By the way I lost the tickets.By the way I, lost the tickets.

25. Choose the sentence that has correct punctuation.Oh, did you vote for Barack Obama?Yes, he was elected, in 2008.Indeed he defeated John McCain.The vice president, was Joe Biden.


Write your answer in your own words on the lines below or on theanswer document. Use complete sentences.

Open Response


26 Review the text “An Open Heart: The Story of Shin Fujiyama.” In one or twosentences, explain the events in Fujiyama’s life that led him to start StudentsHelping Honduras.

.


Write your answer in your own words on the lines below or on theanswer document. Use complete sentences.

Open Response


27 Review the text “Greetings from Aarti!” Is Aarti Naik right to ask others for money to help her girls? Write two or three sentences to explain.

.


Writing Prompt


Read the prompt. Write your response below or on the answer document.If you need more space, continue writing on a separate paper.

STOP

28 Should students be allowed to drop out of school at age 16? Write anargument essay to explain and support your opinion. Remember to

• identify the issue in the introductory statement,• present a claim in the thesis statement,• connect convincing details with transition words,• offer a recommendation in the conclusion, and• use correct grammar, spelling, punctuation, and capitalization.

.

TM ® & © Scholastic Inc. All rights reserved.

Writing Prompt


Read the prompt. Write your response below or on the answer document.If you need more space, continue writing on a separate paper.

STOP

.


Test 5b Answer KeySample Questions


A.B.

Comprehension1. Cause and Effect2. Make Inferences3. Make Inferences4. Cause and Effect5. Make Inferences6. Make Inferences7. Make Inferences8. Make Inferences9. Cause and Effect

10. Cause and Effect

Vocabulary/Word Study11. Verb Endings12. Verb Endings13. Verb Endings14. Verb Endings15. Word Families16. Word Families17. Word Families18. Word Families

Conventions19. Using Irregular Verbs20. Using Irregular Verbs21. Using Irregular Verbs22. Using Irregular Verbs23. Using Commas With Introductory Words24. Using Commas With Introductory Words25. Using Commas With Introductory Words


Test 5b Answer KeyOpen Response (sample answers):


26 . Fujiyama’s recovery from a heart problem made him appreciatesecond chances. His trip to Honduras gave him the idea that he coulddo something to help.(2 points: Analyze)

27 . Aarti is right to ask for funds because she is doing a good thing for thegirls of Dharavi. Education will help them obtain better (and better- paid) jobs than Dharavi can provide, and better jobs should, in thelong run, benefit their families. Her program looks long-term, though,and some families may suffer in the short term by having their girls inschool.(4 points: Evaluate)


28. Answers will vary. Use the rubrics from the SAM Portfolio tab toassess student responses.

Writing Prompt:

NAME: DATE:

Test 5b Answer Document

Multiple Choice Questions


1 .2 .3 .4 .5 .6 .7 .8 .9 .

10 .11 .12 .13 .14 .15 .16 .17 .18 .19 .20 .21 .22 .23 .24 .25 .


NAME: DATE:


Open Response


26 .


NAME: DATE:


Open Response


27 .


NAME: DATE:


Writing Prompt


28 .


NAME: DATE:


Writing Prompt


.


rskills® progress monitoring test 5b · 2014. 10. 2. · test 5b rbook flex ii name: date: rskills...

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