session 1: reading passages...6 first experiment: fill a soup bowl 1} 2 full of water and set it...

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Assessment 1

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Assessment 1 1

Session 1: Reading PassagesQuestions #1–44

Read the passage. Then answer the questions that follow.

The North Wind and the Sunby Aesop, adapted by Kevin Stone

Plays, The Drama Magazine for Young People

Characters NARRATOR WIND SUN GRASSHOPPER FLOWER MAN

1 NARRATOR: This is the story of the North Wind and the Sun, who were both

very strong, and how they decided who was stronger.

2 NORTH WIND (Bragging): Let me tell you something, Sun. No one is stronger

than I am! I’m the strongest there is!

3 SUN: Do you have a way to prove that?

4 NORTH WIND (Pointing): Do you see that grasshopper over there?

5 SUN (Looking at GRASSHOPPER): The little green fellow?

6 NORTH WIND: Watch this! (He huffs and puffs. Sound of wind blowing

is heard. GRASSHOPPER exits by executing a series of somersaults until he

is off.)


Assessment 12

7 NORTH WIND: Ah, the power of breeze!

8 SUN: I admit that you are strong. But there is more strength in the world than

just yours.

9 NORTH WIND: Oh, I suppose you think you are stronger?

10 SUN (Pointing to FLOWER): Do you see that little plant over there?

11 NORTH WIND (Looking at FLOWER): The little green fellow?

12 SUN: Watch this. (SUN “shines.” Sound of a harp or other “shining” music

is heard. FLOWER grows and grows and finally “blooms” into a lovely

chrysanthemum. SUN smiles.)

13 FLOWER: And not a grasshopper in sight!

14 NORTH WIND (Blustering): You call that power? She’s still rooted!

15 SUN: Strength is not just tearing things up and tossing them away, Wind.

16 NORTH WIND (Arrogantly): A contest! I challenge you to a contest!

17 SUN (Calmly): Very well. Name your challenge. (MAN enters, wearing coat. He

stops to admire FLOWER.)

18 NORTH WIND: You see that man down there?

19 SUN: Yes. The one with the coat.

20 NORTH WIND: Whichever one of us can get his coat off is the winner.

21 SUN: Fine. You go first.

22 NORTH WIND: I come from the top of the world! Watch what North Wind

can do!


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23 NARRATOR: North Wind huffed and he puffed and he blew with all his might.

But the more he blew, the more tightly the Man held on to his coat. Branches of

trees began to snap and break. Birds were blown backwards. Butterflies zipped

by like rainbow bullets. But the Man did not remove his coat. The windier it got,

the more he held on to his coat. Finally, the North Wind gave up. (NORTH WIND

stops blowing).

24 SUN: My turn now?

25 NORTH WIND (Panting): Go ahead and try. If I can’t do it, you never will be

able to. (SUN begins to beam.)

26 NARRATOR: The Sun melted through the clouds and softened the cold and wind.

The trees stood still. The birds got back on course. The butterflies found their

homes. The Man took off his hat and unbuttoned his coat.

27 MAN (As he follows NARRATOR’s cue): Look at that sun!

28 NARRATOR: The Sun shone brightly, filling the world with kindness and

warmth. The man was feeling very hot.

29 MAN: Whew! I could use a rest. This is a nice place.

30 NARRATOR: Before he sat down, he took off his coat. (MAN does so, then sits

on riser.)

31 NORTH WIND: No!

32 NARRATOR: And so the contest was over. North Wind moaned for a long time,

but he agreed that Sun was stronger.

33 NORTH WIND: You win, Sun. Your power is stronger than mine.

34 SUN: Thank you, Wind.

THE END


Assessment 14

The North Wind and the Sunby Aesop

1 The Wind and the Sun were disputing which was the stronger.

Suddenly they saw a traveller coming down the road, and the Sun said:

“I see a way to decide our dispute. Whichever of us can cause that

traveller to take off his cloak shall be regarded as the stronger. You

begin.” So the Sun retired behind a cloud, and the Wind began to blow

as hard as it could upon the traveller. But the harder he blew the more

closely did the traveller wrap his cloak round him, till at last the Wind

had to give up in despair. Then the Sun came out and shone in all his

glory upon the traveller, who soon found it too hot to walk with his

cloak on.

2 Kindness effects more than severity.

1

In the play, why is the North Wind unable to get the Man to take off his coat?

A The Wind makes the Man feel cold, so the Man holds it more tightly.

B The Man is afraid he will lose his coat if he takes it off, so he keeps his coat on

C The Man is watching the branches break, and he forgets about his coat.

D The Wind frightens the Man, and he tries to hide under his coat.


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2

The following question has two parts. First, answer Part A. Then, answer Part B.

Part A

Which word describes Sun’s character in the play?

A proud

B nervous

C careless

D gentle

Part B

Select one sentence that supports the answer in Part A.

A “No one is stronger than I am!”

B “Do you have a way to prove that?”

C “Strength is not just tearing things up and tossing them away, Wind.”

D “Fine. You go first.”

E “If I can’t do it, you never will be able to.”

3

What do readers learn about the Wind only in the play version of the story?

A The Wind goes first in the contest.

B The Wind is overly proud of himself.

C The Wind tries to blow the Man’s coat off.

D The Wind thinks he is stronger than the Sun.


Assessment 16

4

What is the meaning of the phrase shone in all his glory as it is used in this sentence from the story?

“Then the Sun came out and shone in all his glory upon the traveller, who soon found it too hot to walk with his cloak on.” (paragraph 1)

A proudly

B kindly

C beautifully

D powerfully

5

Which statement describes how the play and the story are different?

A In the story, the Sun comes up with the idea for the contest.

B In the play, the Sun is only able to get the Man to unbutton his cloak.

C In the story, the Man pulls his coat on tighter as the Wind blows.

D In the play, the Man sits down on a rock to rest after taking off his cloak.


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Paint a Picture with Scienceby Larry White, Hopscotch

1 Tree roots gather water from the ground and the tree’s trunk, and

branches carry the water up to the leaves. How does water flow up a tree?

2 One way is by capillary action. Water moves, all by itself, through tiny

spaces. Very thin tubes inside the tree go from the roots to the leaves. Water is

drawn up these tubes by capillary action.

3 A paper towel also has tiny spaces in it. If you dip one end of the towel in

water, the water moves through these tiny spaces in the same way it moves up

the tubes in a tree. We say paper towels absorb water. “Absorption” is capillary

action at work!

4 Here is a neat experiment that uses capillary action to paint a

pretty picture.

You Will Need:

• paper towels • several colors of liquid food coloring • soup bowls • dinner plate • water

5 Please do this experiment on a bare-topped table and cover the top with

old newspapers. It can get (easy-to-clean-up) messy!


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6 FIRST EXPERIMENT: Fill a soup bowl 1 } 2 full of water and set it beside

the dinner plate.

7 Fold one corner of a paper towel down. Lay the towel on the dinner plate

with the folded-down corner going into the water in the soup bowl.

8 The water will start to “crawl” up the towel by capillary action. You will be

able to see it moving!

9 Place two drops of food coloring (any color) on the towel just in front of

the wet part of the towel and watch what happens. The water will carry the color

with it, and as the water spreads out, the food color will too.

10 SECOND EXPERIMENT: Put two drops (or more) of another color in the

same place you put the first drops. Even though this spot is now wet, the

moving water will carry this color outward too. After a few minutes, you will

have two curved bands of color. You can add other colors (always in the same

spot) to create a “rainbow” of colors.

11 Now that you know how to use capillary action to “paint” a rainbow,

experiment!

12 Try mixing different food colors, a drop of red with a drop of green,

or mix a drop of yellow with blue and red.

13 Use more soup bowls. Bend down other corners of the towel and dip

them in the bowls. You can “paint” from two, three, or all four corners of

the towel at the same time!


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14 KEEP YOUR PAINTINGS: After a while, the water will creep all the way

across the paper towel and carry the color bands off the paper. Before this

happens, take the towel out of the water when it looks pretty and let it dry. Then

“hang it” or tape it to a window to look like “stained glass.”

15 And, when your friends ask how you painted such unusual pictures, tell

them that a science friend of yours, named capillary action, helped you!


Assessment 110

6

Read the sentences from the passage on the left. Then match the underlined word in each sentence to its closest definition on the right. Two definitions will not have matches.

We say paper towels absorb water.

move quickly

move slowly

After a while, the water will creep all the way across the paper towel and carry the color bands off the paper.

soak up

push away

7

Describe one type of information that appears in both the passage and the picture.

Write your answer on the lines below.


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8


Part A

How does the author show that these experiments can make a mess?

A He describes how to clean up after the experiments are finished.

B He compares the second experiment to the first experiment.

C He explains why readers need paper towels to soak up the water.

D He directs readers to protect the table top before starting.

Part B

Select two sentences that support the answer in Part A.

A “We say paper towels absorb water.”

B “Please do this experiment on a bare-topped table and cover the top with old newspapers.”

C “It can get (easy-to-clean-up) messy!”

D “Fold one corner of a paper towel down.”

E “The water will start to ‘crawl’ up the towel by capillary action.”

F “Before this happens, take the towel out of the water when it looks pretty and let it dry.”


Assessment 112

9


Part A

How does the writer organize the experiments?

A by describing the steps from first to last

B by comparing trees to paper towels

C by explaining why experiments are useful

D by asking a question and then answering it

Part B

Select two choices that support the answer in Part A.

A “How does water flow up a tree? One way is by capillary action.”

B “A paper towel also has tiny spaces in it. If you dip one end of the towel in water, the water moves through these tiny spaces in the same way it moves up the tubes in a tree.”

C “Please do this experiment on a bare-topped table and cover the top with old newspapers. It can get (easy-to-clean-up) messy!”

D “Put two drops (or more) of another color in the same place you put the first drops. Even though this spot is now wet, the moving water will carry this color outward too.”

E “Before this happens, take the towel out of the water when it looks pretty and let it dry. Then ‘hang it’ or tape it to a window to look like ‘stained glass.’”


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10

Look at this label in the picture.

FOOD COLOR HERE (AT THE CREASE)

Based on what you have read, what is a crease?

A a bowl

B a fold

C a towel

D a tiny space

11

How does the picture help the reader understand how to do the experiment?

A It shows what a plate and bowl look like.

B It tells how many drops of food coloring to use.

C It shows what a bare-topped table looks like.

D It makes clear where to place the food coloring.


Assessment 114


A Bird Came Down the Walkfrom Poems of Emily Dickinson

by Emily Dickinson, published by Roberts Brothers, 1892

A Bird came down the walk:

He did not know I saw;

He bit an angleworm in halves

And ate the fellow, raw.

5 And then he drank a dew

From a convenient grass,

And then hopped sidewise to the wall

To let a beetle pass.

He glanced with rapid eyes

10 That hurried all abroad, —

They looked like frightened beads, I thought;

He stirred his velvet head

Like one in danger; cautious,

I offered him a crumb,

15 And he unrolled his feathers

And rowed him softer home

Than oars divide the ocean,

Too silver for a seam,

Or butterflies, off banks of noon,

20 Leap, plashless, as they swim.


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12


Part A

What is the theme of the poem?

A Animals and humans have much in common.

B Birds would much rather eat bugs and worms than bread.

C Even simple events in nature can be strange and amazing.

D People would be happier if they could fly like birds.

Part B


A The bird eats an angleworm and drinks water from grass.

B The bird hops sideways to a wall to let a beetle pass.

C The speaker thinks that the bird’s eyes look like frightened beads.

D The speaker describes the bird’s flight by mentioning the ocean, silver, and butterflies.

13

What evidence does the speaker present that the bird looks frightened?

A The bird attacks and eats an angleworm.

B The bird hops on a wall to let a beetle pass.

C The bird’s eyes move around rapidly, looking at everything.

D The bird flies away to its home.


Assessment 116

14

Read the sentences from the text on the left. Then match each underlined word in each sentence to its closest definition on the right. Two definitions have no matches.

He glanced with rapid eyes That hurried all abroad, —

acting carefully

looking quickly

feeling frightened

Like one in danger; cautious, I offered him a crumb, flashing brightly

15

Underline a phrase in stanza 3 showing that the bird looks like “one in danger.”

He glanced with rapid eyes That hurried all abroad, — They looked like frightened beads, I thought; He stirred his velvet head


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16

What is the meaning of the word stirred as it is used in these lines?

“He stirred his velvet head Like one in danger . . .” (lines 12 and 13)

A quickly moved

B twisted

C held still

D slowly nodded

17

Underline a phrase in stanza 4 that describes the bird taking flight.

Like one in danger; cautious, I offered him a crumb, And he unrolled his feathers And rowed him softer home


Assessment 118

Read the passages. Then answer the questions that follow.

Lindbergh Flies the Atlantic from We by Charles A. Lindbergh

Takeoff

1 About 7:40 A.M. the motor was started and at 7:52, I took off on the

flight for Paris.

2 The field was a little soft due to the rain during the night and the heavily

loaded plane gathered speed very slowly. After passing the halfway mark,

however, it was apparent that I would be able to clear the obstructions at the

end. I passed over a tractor by about fifteen feet and a telephone line by about

twenty, with a fair reserve of flying speed. . . .

3 I turned slightly to the right to avoid some high trees on a hill directly

ahead, but by the time I had gone a few hundred yards I had sufficient altitude

to clear all obstructions and throttled the engine down to 1750 R.P.M. I took up a

compass course at once and soon reached Long Island Sound. . . .

Fog and Clouds

4 Darkness set in about 8:15 New York time and a thin, low fog formed

over the sea through which the white bergs showed up with surprising

clearness. . . .

5 There was no moon and it was very dark. The tops of some of the storm

clouds were several thousand feet above me and at one time, when I attempted

to fly through one of the larger clouds, sleet started to collect on the plane and I

was forced to turn around and get back into clear air immediately and then fly

around any clouds which I could not get over.


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Is that Ireland?

6 The first indication of my approach to the European Coast was a small

fishing boat which I first noticed a few miles ahead and slightly to the south of

my course. . . .

7 Less than an hour later a rugged and semi-mountainous coastline

appeared to the northeast. I was flying less than two hundred feet from the

water when I sighted it. The shore was fairly distinct and not over ten or fifteen

miles away. . . .

8 The coastline came down from the north, curved over towards the east. I

had very little doubt that it was the southwestern end of Ireland. . . .

9 I located Cape Valencia and Dingle Bay, then resumed my compass

course towards Paris.

Landing

10 The sun went down shortly after passing Cherbourg and soon the

beacons along the Paris-London airway became visible.

11 I first saw the lights of Paris a little before ten P.M., or five P.M., New York

time, and a few minutes later I was circling the Eiffel Tower at an altitude of

about four thousand feet.

12 The lights of Le Bourget were plainly visible. . . . I flew low over the field

once, then circled around into the wind and landed.


Assessment 120

Lindbergh Does It! by Edwin L. James, excerpt from The New York Times, May 22, 1927

1 A New York Times man was one of the first to reach the machine after its

graceful descent to the field. Those first to arrive at the plane had a picture that

will live in their minds for the rest of their lives. His cap off, his famous locks

falling in disarray around his eyes, “Lucky Lindy” sat peering out over the rim of

the little cockpit of his machine.

2 It was high drama. Picture the scene. Almost if not quite 100,000 people

were massed on the east side of Le Bourget air field. Some of them had been

there six and seven hours. . . .

3 Suddenly it was

10:16 exactly. Another

motor roared over the

heads of the crowd. In the

sky one caught a glimpse

of a white gray plane, and

for an instant heard the

sound of one. Then it

dimmed, and the idea

spread that it was yet

another disappointment.

4 Again landing lights

glared and almost by the

time they had flooded the

fieled [field], the gray-

white plane had lighted on

the far side nearly half a

mile from the crowd. It

seemed to stop almost as

it hit the ground, so gently

did it land.

Lindbergh’s Plane

The Spirit of St. Louis

StorageRackFuel

TanksFood

PeriscopeEngine Wind Wheelfor Compass

Raft

Wingspan: 14 m (46 ft)

Length: 8 m (27 ft 8 in)

Height: 3 m (9 ft 10 in)

Weight, gross: 2,330 kg (5,135 lb)

Weight, empty: 975 kg (2,150 lb)

Engine: Wright Whirlwind J-5C, 223 hp


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5 And then occurred a scene which almost passed description. Two

companies of soldiers with fixed bayonets and the Le Bourget field police,

reinforced by Paris agents, had held the crowd in good order. But as the lights

showed the plane landing, much as if a picture had been thrown on a moving

picture screen, there was a mad rush.

6 The movement of humanity swept over soldiers and by policemen and

there was the wild sight of thousands of men and women rushing madly across

half a mile of the not too even ground. Soldiers and police tried for one small

moment to stem the tide, then they joined it, rushing a[s] madly as anyone else

toward the aviator and his plane.

7 The first people to reach the plane were two workmen of the aviation field

and half a dozen Frenchmen. “Cette fois, ca va!” they cried. (This time, it’s done!)

8 Captain Lindbergh answered: “Well, I made it.”

9 An instant later he was on the shoulders of half a dozen persons who

tried to bear him from the field.

The crowd inspects the airplane.


Assessment 122

18

In “Lindbergh Flies the Atlantic,” how did Lindbergh decide he had reached the southwestern end of Ireland?

A by understanding the height of the mountains he had just seen

B by figuring out how much fuel he had left

C by comparing the shape of the coastline to what he knew about the area

D by using a radio to talk with people on the ground below

19

What is the overall text structure of “Lindbergh Flies the Atlantic?”

A comparison

B cause and effect

C chronological

D problem/solution


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20

What is the meaning of the word altitude as it is used in this sentence from “Lindbergh Flies the Atlantic”?

“I first saw the lights of Paris a little before ten P.M., or five P.M., New York time, and a few minutes later I was circling the Eiffel Tower at an altitude of about four thousand feet.” (paragraph 11)

A size

B height

C width

D speed


Assessment 124

21


Part A

In “Lindbergh Flies the Atlantic,” how does Lindbergh seem to feel about his flight?

A It seems like an experiment.

B It seems like a fun journey.

C It seems like a scary trip.

D It seems like a pretty flight.

Part B

Select two sentences that best support the answer in Part A.

A “I took up a compass course at once and soon reached Long Island Sound.”

B “I turned slightly to the right to avoid some high trees on a hill directly ahead, but by the time I had gone a few hundred yards I had sufficient altitude to clear all obstructions and throttled the engine down to 1750 r.p.m.”

C “There was no moon and it was very dark.”

D “Less than an hour later a rugged and semi-mountainous coastline appeared to the northeast.”

E “The sun went down shortly after passing Cherbourg and soon the beacons along the Paris-London airway became visible.”

F “I first saw the lights of Paris a little before ten P.M., or five p.m., New York time, and a few minutes later I was circling the Eiffel Tower at an altitude of about four thousand feet.”


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22

What information can the reader get from the diagram of the plane?

A that the plane was very quiet

B that the plane had a periscope

C the kind of fuel the plane carried

D the average speed of the plane

23

Select two phrases from “Lindbergh Does It!” that show the author described events in time order.

A “Suddenly it was 10:16”

B “nearly half a mile from the crowd”

C “which almost passed description”

D “The movement of humanity”

E “An instant later”


Assessment 126

24

How does the author of “Lindbergh Does It!” support the idea that people at the landing site were excited?



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What Is Vermiculture?by Alan Van Gilder

1 People generate a lot of garbage that doesn’t need to go into the trash

can. Lots of waste items, such as food scraps, can instead be turned into

compost. Compost is made of decaying food scraps. It can be used to fertilize

gardens and farms. Composting can be as simple as creating an area to pile

food scraps in the yard. Recently, a more complicated but effective system has

become more popular: vermiculture.

2 Vermiculture is a type of composting that uses worms to speed up the

decay, or break-down, of food scraps. Certain types of worms are ideal for

composting. Red wigglers are the most commonly used worms for composting

because they eat and reproduce so quickly.

3 Worm composting systems are usually set up in a barrel or some kind of

tall plastic container. The container is divided into layers. At each layer, part of

the process of composting occurs.

4 People put their food scraps into the bin. These scraps can include items

such as apple peels, eggshells, carrot tops, and potato skins. The next layer

down consists of the worms. They live in between the food scraps and a layer of

bedding, which usually consists of slightly wet newspaper or straw. The worms

eat the food scraps and digest them and create castings. The worm castings are

collected from the bottom of the bin and used to enrich the soil of gardens

and farms.

5 The castings can be collected in solid form. Some composters, however,

choose to retrieve it in liquid form, which they call “worm tea.” They don’t drink

it! Rather, the worm tea is an excellent way to fertilize plants and enrich

garden soil.


Assessment 128

6 There are many reasons people choose to use the worm composting

method over other kinds of composting. First of all, vermicomposting doesn’t

require a large yard. It can be done inside. Because the worms work so quickly,

the composting matter doesn’t smell bad. People have worm-composting

systems in their basements or even in the kitchen under the sink. Another

reason people choose vermicomposting is that the process yields the best

fertilizer. Fertilizing a garden with worm tea can nearly double a garden’s yield.

7 The main benefit of composting, of course, is that it reduces the amount

of garbage going to landfills. Up to 30% of waste in the landfills is material that

could instead be composted.


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How to create a worm composting system

What you’ll need: A plastic bin with a lid Newspaper or straw Worms Drill Wooden blocks or bricks

Step 1 Drill holes in the bin for ventilation. The worms need oxygen.

Step 2 Add a layer of bedding.

Step 3 Add worms. (You’ll need approximately two pounds of worms for each pound of food scraps you compost.)

Step 4 Prop the bin up on the bricks or wooden blocks.

Step 5 For worm tea collection, add a spout to the bottom of the bin.

Step 6 Begin feeding the worms. Stir in food scraps with the bedding.


Assessment 130

25


Part A

Why is it important for a worm composting container to be divided into layers?

A The layers help the worms crawl to all parts of the container.

B The layers allow for the container to fit underneath the kitchen sink.

C The layers help to keep the composting matter from smelling bad.

D The layers allow the different stages of decay to take place.

Part B


A “Worm composting systems are usually set up in a barrel or some kind of tall plastic container.”

B “At each layer, part of the process of composting occurs.”

C “The next layer down consists of the worms.”

D “The worm castings are collected from the bottom of the bin and used to enrich the soil of gardens and farms.”

26

How does the author organize ideas in paragraph 6?

A He provides steps for creating a worm composting system.

B He describes the effects of other kinds of composting.

C He contrasts worm composting with other kinds of composting.

D He examines the problems caused by worm composting.


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27

What is the relationship between the following sentences?

“The worms eat the food scraps and digest them and create castings. The worm castings are collected from the bottom of the bin and used to enrich the soil of gardens and farms.” (paragraph 4)

A The sentences describe two steps in a process.

B The sentences compare two events.

C The sentences contrast two events.

D The sentences describe a problem and its solution.

28

Which phrase from the passage best helps the reader understand the meaning of the word fertilize?

A “be turned into compost”

B “decay, or break-down, of food scraps”

C “wet newspaper or straw”

D “enrich the soil of gardens and farms”


Assessment 132

29

What information do the diagram and directions add to the text of the passage?

A Food scraps go at the top layer of the compost bin.

B Bins need newspaper or straw in the middle to gather worm castings.

C Bins need a drain or spout at the bottom to collect worm tea.

D Plastic containers are good places for composting.

E Egg shells can be included in food scraps.

30

In paragraph 6, the author says people have many reasons for choosing worm composting over other types of composting. Describe the evidence the author uses to support this statement.



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Read the passages. Then answer the questions that follow.

Demeter and Persephone retold by Hilary Dumitrescu

1 I am Demeter, Goddess of the Harvest. The wheat grows tall and golden

wherever I walk. The orchards blossom, and the fruit grows ripe and sweet. The

people are happy because I bless all of their growing crops. As long as I am

happy, all of the Earth flourishes.

2 My daughter Persephone is the apple of my eye. She is as kind as she is

beautiful. I have always hated to be away from her, as the thought of any harm

coming to her is too dreadful to bear. Once in a great while, my duties as

Goddess call me away. It was on one such occasion that tragedy struck.

3 While I was away, my beautiful Persephone walked near the seaside,

gathering flowers for her hair. She saw one lovely flower with hundreds of tiny

blossoms. As she bent to pick it, a great hole opened in the Earth. From out of

the great pit raced a chariot driven by Hades, the god of the Underworld. He

took one look at my sweet Persephone and knew at once that he loved her.

Scooping her into his chariot, he raced back underground, vowing to make her

his queen.

4 When I heard of Hades’s terrible trick, I was furious. I demanded that

Persephone be released from his kingdom. “Nothing on Earth will grow,”

I promised Zeus and the other gods, “until my child is returned.”

5 True to my word, I hid in my house and did not go out to the fields. The

crops withered, the fruit shriveled on the vines, and the soil turned to dust. The

people cried out to the gods for help.

6 Finally, Zeus and the other gods demanded an audience with Hades. They

commanded him to return Persephone to me at once.


Assessment 134

7 “But she has already joined my kingdom!” Hades proclaimed.

8 “Nonsense!” I cried. “My daughter would sooner die than stay with you!”

9 “Why, just today, she ate six pomegranate seeds. Since she has taken

food from my kingdom, she may not return to yours.”

10 At the sound of this news, my face crinkled to that of an old woman, and

the very Earth shook as it seemed to shrivel along with me. At the sight of this,

even Hades was moved.

11 “All right then,” he said. “Since she has eaten only six seeds, she need

only stay in my kingdom for six months of the year. The other six months are

yours.”

12 Hearing this news, I was comforted. I covered the land with blankets of

white snow. “Until my Persephone returns,” I said tenderly to the dry earth.

13 As the time of Persephone’s return drew nearer, the blanket of snow

began to thaw. When I finally saw my daughter’s lovely face again, the Earth

burst forth with life. The orchards blossomed, and the fruit grew ripe and sweet.

The wheat grows tall and golden wherever we walk.


Assessment 1 35

Go On

Blue Corn Maiden and the Coming of Winter

1 Blue Corn Maiden was the prettiest of the corn maiden sisters. The

Pueblo People loved her very much, and loved the delicious blue corn that she

gave them all year long. Not only was Blue Corn Maiden beautiful, but she also

had a kind and gentle spirit. She brought peace and happiness to the People of

the Pueblos.

2 One cold winter day, Blue Corn Maiden went out to gather firewood.

This was something she would not normally do. While she was out of her adobe

house, she saw Winter Katsina. Winter Katsina is the spirit who brings the winter

to the Earth. He wore his blue-and-white mask and blew cold wind with his

breath. But when Winter Katsina saw Blue Corn Maiden, he loved her at once.

3 He invited her to come to his house, and she had to go with him. Inside

his house, he blocked the windows with ice and the doorway with snow, and he

made Blue Corn Maiden his prisoner. Although Winter Katsina was very kind to

Blue Corn Maiden and loved her very much, she was sad living with him. She

wanted to go back to her own house and make the blue corn grow for the People

of the Pueblos.

4 Winter Katsina went out one day to do his duties and blow cold wind upon

the Earth and scatter snow over the mesas and valleys. While he was gone, Blue

Corn Maiden pushed the snow away from the doorway and went out of the

house to look for the plants and foods she loved to find in summer. Under all the

ice and snow, all she found were four blades of yucca.

5 She took the yucca back to Winter Katsina’s house and started a fire.

Winter Katsina would not allow her to start a fire when he was in the house.

6 When the fire was started, the snow in the doorway fell away and in

walked Summer Katsina. Summer Katsina carried in one hand fresh corn and in

the other many blades of yucca. He came toward his friend Blue Corn Maiden.


Assessment 136

7 Just then, Winter Katsina stormed through the doorway followed by a

roar of winter wind. Winter Katsina carried an icicle in his right hand, which he

held like a flint knife, and he carried a ball of ice in his left hand, which he

wielded like a hand-axe. It looked like Winter Katsina intended to fight with

Summer Katsina.

8 As Winter Katsina blew a blast of cold air, Summer Katsina blew a warm

breeze. When Winter Katsina raised his icicle-knife, Summer Katsina raised his

bundle of yucca leaves, and they caught fire. The fire melted the icicle.

9 Winter Katsina saw that he needed to make peace with Summer Katsina,

not war. The two sat and talked.

10 They agreed that Blue Corn Maiden would live among the People of the

Pueblos and give them her blue corn for half of the year, in the time of Summer

Katsina. The other half of the year, Blue Corn Maiden would live with Winter

Katsina and the People would have no corn. . . .


Assessment 1 37

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31

Select two details that show the setting of “Demeter and Persephone” is an imaginary place.

A Demeter is able to control the growth of crops on Earth.

B The main character has a beautiful daughter named Persephone.

C Persephone walks near the seaside to gather flowers for her hair.

D A chariot driven by Hades races out of a great hole in the ground.

E Orchards bloom and fruit ripens when the blanket of snow melts.

32

What is the meaning of the phrase the apple of my eye in this sentence from “Demeter and Persephone”?

“My daughter Persephone is the apple of my eye.” (paragraph 2)

A It means Persephone is proud of her good looks.

B It means Demeter loves Persephone above all others.

C It means Persephone enjoys looking at beautiful foods.

D It means Demeter taught Persephone how to grow crops.


Assessment 138

33

Read these sentences from “Demeter and Persephone.”

“When I heard of Hades’s terrible trick, I was furious. I demanded that Persephone be released from his kingdom.” (paragraph 4)

What does the word furious suggest about Demeter?

A She is deeply saddened.

B She is very surprised.

C She is extremely angry.

D She is very curious.

34

In both myths, what happens to make winter come to Earth?

A a mother becomes sad

B a woman is captured

C a spirit blows cold wind

D a god becomes angry


Assessment 1 39

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35


Part A

What are the points of view of “Blue Corn Maiden” and “Demeter and Persephone”?

A “Blue Corn Maiden” is narrated by a character outside the story, but “Demeter and Persephone” is narrated by a character in the story.

B “Blue Corn Maiden” is narrated by a character in the story, but “Demeter and Persephone” is narrated by a character outside the story.

C “Blue Corn Maiden” and “Demeter and Persephone” are both narrated by a character in the story.

D “Blue Corn Maiden” and “Demeter and Persephone” are both narrated by a character outside the story.

Part B

Select one pair of sentences from the stories that supports the answer in Part A.

A “The two sat and talked” and “At the sight of this, even Hades was moved.”

B “He came toward his friend Blue Corn Maiden” and “The people cried out to the gods for help.”

C “Not only was Blue Corn Maiden beautiful, but she also had a kind and gentle spirit” and “I am Demeter, Goddess of the Harvest.”

D “The fire melted the icicle” and “The orchards blossomed, and the fruit grew ripe and sweet.”


Assessment 140

36

On the left are four events from “Blue Corn Maiden.” Match each event with a similar event from “Demeter and Persephone” on the right.

Events from “Blue Corn Maiden and the Coming

of Winter”

Events from “Demeter and Persephone”

Winter Katsina invites Blue Corn Maiden to his house and makes her his prisoner.

Hades agrees to let Persephone stay with Demeter for six months a year.

Blue Corn Maiden makes blue corn grow for the Pueblo People.

Hades scoops up Persephone, takes her to his underground kingdom, and refuses to return her.

The two spirits decide Blue Corn Maiden will live half a year with Winter Katsina and half a year with Summer Katsina.

Persephone walks by the seaside to gather flowers for her hair.

Blue Corn Maiden leaves her adobe house to gather firewood.

Demeter makes wheat and orchards grow for the people of the Earth.


Assessment 1 41

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37


Part A

What natural event do both “Blue Corn Maiden” and “Demeter and Persephone” explain?

A why parents love their children

B why winter is the coldest season

C why some conflicts cannot be solved

D why the seasons are divided throughout the year

Part B

Circle one paragraph from each story to support the answer in Part A.

Blue Corn Maiden Demeter and Persephone

As Winter Katsina blew a blast of cold air, Summer Katsina blew a warm breeze. When Winter Katsina raised his icicle-knife, Summer Katsina raised his bundle of yucca leaves, and they caught fire. The fire melted the icicle.

Winter Katsina saw that he needed to make peace with Summer Katsina, not war. The two sat and talked.

They agreed that Blue Corn Maiden would live among the People of the Pueblos and give them her blue corn for half of the year, in the time of Summer Katsina. The other half of the year, Blue Corn Maiden would live with Winter Katsina and the People would have no corn . . .

At the sound of this news, my face crinkled to that of an old woman, and the very Earth shook as it seemed to shrivel along with me. At the sight of this, even Hades was moved.

“All right then,” he said. “Since she has eaten only six seeds, she need only stay in my kingdom for six months of the year. The other six months are yours.”

Hearing this news, I was comforted. I covered the land with blankets of white snow. “Until my Persephone returns,” I said tenderly to the dry Earth.


Assessment 142


The Sun: Our Shining Starby Zach Borkowski

1 Trillions of stars shine in our universe. But did you know that one of those

shining stars is the Sun? The Sun is the star nearest to the planets in our solar

system. Because of its location near Earth, the Sun seems much brighter and

bigger to us than other stars do. Most scientists think that the Sun and solar

system formed about 5 billion years ago.

2 All the planets and other objects in our solar system orbit the Sun. An

orbit is the path a space object takes around a much larger object. The Sun is

the largest object in our solar system. All the planets are held in orbit by the

Sun’s gravity, which is the force that pulls objects toward one another. Because

the Sun is so massive in size, it pulls with a tremendous amount of gravity. The

diameter of the Sun is nearly 865,000 miles (1.4 million km). How big is the Sun

compared to Earth? You would need more than 100 Earths to cover the length of

the Sun’s diameter.

Sun

Mercury

Venus MarsJupiter

Saturn

Uranus

Neptune

Earth

Our Solar System


Assessment 1 43

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3 The Sun is made up of very hot gases. These gases are mainly hydrogen

and helium. These gases are so hot that the surface of the Sun glows. The Sun’s

surface is always boiling up with flares. The temperature of the Sun’s surface is

about 10,000°F (5,500°C). Deep inside the Sun—at its core—the temperature is

millions of times hotter. The core is the Sun’s power factory. Inside the core, tiny

particles of gas are tightly packed in extreme heat and pressure. When these

particles crash into one another, they create terrific energy. This energy is in the

form of heat and light. It takes thousands of years for that energy to travel from

the Sun’s core to the surface. But, once that energy bubbles up to the outer

layer of the Sun’s atmosphere, it reaches Earth in a very short amount of time—

about eight minutes!

4 The powerful energy of the Sun provides Earth and the other planets in

our solar system with light and heat. How much energy a planet gets from the

Sun depends on its position in the solar system. Planets closest to the Sun

receive the most heat. Planets farthest away from the Sun receive the least

heat. Earth is in an ideal position in the solar system. Earth’s distance from the

Sun makes life on Earth possible. Earth’s position keeps it warm enough that

most of the water on the planet is in liquid form, not frozen, but not so hot that

the water boils off into gas. People, plants, and animals on Earth need water to

survive. We also need the Sun’s energy to make food. Without the Sun, we

would not have water to drink or food to eat.

5 For thousands of years, people on Earth have recognized the importance

of the Sun. Some groups of ancient people built temples to worship the Sun.

Others built huge stone structures to mark the position of the Sun in the sky at

different times of year. They used the Sun to create calendars. They used the

position of the Sun to help them know when to plant crops. These ancient

people can be thought of as the first astronomers. Today’s scientists have

learned a lot about the Sun. But they want to learn even more, especially about

how the Sun affects our life on Earth.


Assessment 144

38

Read this sentence from paragraph 3.

“Deep inside the Sun—at its core—the temperature is millions of times hotter.”

Which word or words in the sentence help the reader understand the meaning of core?

A “deep inside”

B “temperature”

C “millions of times”

D “hotter”

39

What is the overall structure of the article?

A Each paragraph describes a different feature of the Sun.

B Each paragraph describes an effect of the Sun and examines the causes.

C Each paragraph compares and contrasts the Sun with other objects in the solar system.

D Each paragraph introduces a problem related to the Sun, and describes various solutions.


Assessment 1 45

Go On

40

Which idea in the passage is shown in the diagram?

A the time it takes the Sun’s energy to reach Earth

B the gases that make up the Sun

C the orbit of the planets around the Sun

D the temperature of the Sun’s surface

41

According to the passage and the diagram, which planet is the coldest?

A Mercury

B Mars

C Jupiter

D Neptune


Assessment 146

42


Part A

What would happen if the Sun’s energy greatly increased?

A Earth would be unable to support life.

B Earth would move closer to the Sun.

C Earth would cool off slightly.

D Earth would not stay in orbit around the Sun.

Part B


A “Because of its location near Earth, the Sun seems much brighter and bigger to us than other stars do.”

B “The Sun’s surface is always boiling up with flares.”

C “Earth’s position keeps it warm enough that most of the water on the planet is in liquid form, not frozen, but not so hot that the water boils off into gas.”

D “Without the Sun, we would not have water to drink or food to eat.”


Assessment 1 47

43

Select two sentences that support the point that the Sun produces a lot of energy.

A “Most scientists think that the Sun and solar system formed about 5 billion years ago.”

B “The powerful energy of the Sun provides Earth and the other planets in our solar system with light and heat.”

C “The diameter of the Sun is nearly 865,000 miles (1.4 million km).”

D “The temperature of the Sun’s surface is about 10,000°F (5,500°C).”

E “How much energy a planet gets from the Sun depends on its position in the solar system.”

44

What is the main idea of the passage?


STOP


Assessment 148

Session 2: Listening PassageQuestions #45–50

Look at the photographs and the map while you listen to a presentation.

10 minute walk from the Washington Monument

20 minute walk from the Washington Monument

40 minute walkfrom The Lincoln Memorialto the U.S. Capitol

WASHINGTONMONUMENT

THE WHITE HOUSE

LINCOLNMEMORIAL

THOMASJEFFERSONMEMORIAL

U.S. CAPITOL

The National Mall


Assessment 1 49

Go On

45


Part A

What is the main idea of the presentation?

A The National Mall has been the site of some important events.

B The National Mall is a beautiful park with thousands of trees.

C The National Mall is an important place for all Americans.

D The National Mall is similar to other malls in many ways.

Part B

Select one quotation from the presentation that supports the answer in Part A.

A “On either side of the park are numerous museums, art galleries, and tourist attractions.”

B “And just like the other type of mall, the National Mall is a place where people can gather and enjoy themselves.”

C “The National Mall and its park stretch from the U.S. Capitol, the government’s house, to the Lincoln Memorial, which honors President Abraham Lincoln.”

D “On the National Mall, Americans have held important events, and famous persons have spoken to the American people.”


Assessment 150

46

According to both the presentation and photos, why is the National Mall a popular place to hold events?

A It can hold thousands of people.

B It has lots of places to eat and fun things to do.

C It is a place where famous people like to speak.

D It is covered by trees for protection from the weather.

47

Select two reasons why the National Mall is a good place to learn about America’s history.

A It is in Washington, D.C.

B It is near the White House.

C It has many famous monuments.

D It is open to everyone all year round.

E It has many museums and galleries.


Assessment 1 51

48

What is the meaning of the word celebrate as it is used in this quotation from the presentation?

“Some celebrate American presidents such as George Washington and Thomas Jefferson.”

A show and teach

B praise and honor

C argue and convince

D remind and explain

49

Describe one fact the reader can learn from the map that is not in the presentation.


Go On


Assessment 152

Session 2: Editing TaskQuestions #50–55

Six underlines in the text show a word or phrase that may be incorrect. Read the passage. Then answer the questions that follow.

Kia wanted to buy a new pair of inline skates. Her mom said they were too

expensiv. Disappointed, Kia sat down and began to think. She will be trying to think of

a way to earn money during her summer vacation. Suddenly, her dog came over and

barked, a sure sign that Banjo wanted to go for a walk. That gave Kia an idea maybe she

could earn money by walking dogs in the neighborhood.

Kia first went to Mr. Chin’s house next door. He had one furry big sheepdog. The

dog’s name was Max. Kia knew that Mr. Chin had hurt his knee, so she thought he might

need help walking Max.

When she told Mr. Chin what she had in mind, he was delighted. “That sounds great

he said.” “Walking is hard for me now, and Max needs his exercise.”

Kia went to a few more houses, and five people hired her too walk there pets. Every

morning and afternoon, she walked the dogs. By the end of the vacation, Kia had saved

enough money to buy her skates. She even had money to spare for a new helmet.


Assessment 1 53

Go On

50

Read these sentences from the story.

Kia wanted to buy a new pair of inline skates. Her mom said they were too expensiv.

What is the correct spelling of the underlined word?

A ecspensive

B ekspensiv

C expensive

D ecspensiev

51

Read these sentences from the story.

Disappointed, Kia sat down and began to think. She will be trying to think of a way to earn money during her summer vacation.

Which word or words should replace the underlined part to make the sentence correct?

A was

B is

C will have been

D will had been


Assessment 154

52

Read this sentence from the story.

That gave Kia an idea maybe she could earn money by walking dogs in the neighborhood.

Which of the following should replace the underlined words in the sentence?

A idea and maybe

B idea. Maybe

C idea, maybe

D idea but maybe

53


He had one furry big sheepdog.

What is the correct way to write this sentence?

A He had furry big one sheepdog.

B He had big one furry sheepdog.

C He had one big furry sheepdog.

D He had furry one big sheepdog.


Assessment 1 55

54


“That sounds great he said.”

Which of the following correctly replaces the underlined part of the sentence?

A great, he said.

B great” he said.

C great, he said.”

D great,” he said.

55


Kia went to a few more houses, and five people hired her too walk there pets.

Which of the following should replace the underlined part to make the sentence correct?

A too walk they’re

B to walk their

C two walk their

D to walk there

STOP


Assessment 156

Session 3: Text-Based WritingQuestion #56

Read the passages. Then complete the task that follows.

Save the Penny!by Jeanette Leardi

1 There is a lot of talk these days about getting rid of the penny. Many

people believe that we don’t really use pennies that much anymore when we buy

things. But here are some reasons why we should keep this important part of

our money.

2 We do use pennies. We use pennies when we want to pay the exact

price of something and do not want to get any coins in return. For example, if

you want to buy something that costs $1.53 and you already have three pennies

to spend, it’s quite possible that you would use them to pay for it.

3 Getting rid of the penny will make things cost more. If we have no

pennies, then people who sell goods will raise their prices to the nearest nickel.

So, something that used to cost $1.53 would now cost $1.55. Stores wouldn’t

lower the price to $1.50. They wouldn’t want to lose money.

4 Pennies help charities raise money for their causes. How many

times have you seen a penny jar at a store’s checkout counter? It’s there to

collect pennies that people want to give to a charity to help others. Without

pennies, people would be asked to give nickels, which they are less likely to

want to do. And so charities would not raise as much money as before.

5 If pennies no longer existed, the government would have to make

more nickels. It costs money to make coins. Believe it or not, it costs about

2 cents to make a penny and 8 cents to make a nickel! We shouldn’t have to get

rid of pennies and make the government spend more money to make nickels.


Assessment 1 57

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6 Making pennies puts people to work. It takes time and skill to

produce pennies. People are needed to run the machines that dig the metals

from the ground, melt the metals into coins, and stamp the coins with the

penny’s images. If we got rid of pennies, the people who make them would lose

their jobs.

7 People feel good about pennies. The coins have been around for a

long time and are a part of our history. People who collected coins as children

usually started by collecting pennies. Also, most Americans admire President

Abraham Lincoln. His image is on the penny, and we wouldn’t want to stop

honoring him in this way.

8 With pennies gone, other coins might be next. Getting rid of the

penny might open the way to getting rid of the nickel, then the dime, then the

quarter. Would we really want to see our coins go away?


Assessment 158

Saving Pennies Makes No Senseby Martin Harper

9 When was the last time you bought anything for a penny? Buying things

for one cent, such as chewing gum, candy, or a post office stamp, hasn’t

happened for many, many years. There’s a reason for this. Nothing these days

can be made that cheaply. But we keep carrying pennies around as if they are

worth, well, a penny.

10 Actually, a penny costs more than a penny to make—about twice as

much, in fact. The U.S. Mint, which makes our money, turns out more than 20

million new pennies each day! That means that our country loses about $370

million a year keeping pennies around. Are we getting our money’s worth by

using them? The facts tell us that we’re not.

2.52.01.51.00.5

02005 2006 2007 2008 2009 2010 2011 2012

Cost to Produce a Penny

In cents

11 For one thing, time costs money. One group that wants to stop making

pennies has figured out that each of us wastes about 2.4 hours each year

looking in our pockets or purses for pennies or waiting for them to be handed to

us by others. That’s time that could be better spent on traveling, working,

learning, and other important things.


Assessment 1 59

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12 Many people don’t even seem to care about pennies. If they drop one by

accident or see a stray one on the street, they don’t bother to pick it up. And

while pennies might remind older people of their childhood days of playing

games with them or putting them in gumball machines, younger people don’t

have such fond memories. They don’t feel as connected to them.

13 People who want to keep the penny have made the case that without

pennies, the cost of goods would increase to the nearest nickel. But one study

done in small stores in North Carolina showed that half the time store owners

rounded the cost down rather than up to the nearest nickel. So in the long run,

things really came out even and no one lost money.

14 We shouldn’t be afraid to stop making pennies. In 2012, Canada got rid of

its penny, and the cost of goods didn’t increase. And nothing changed the way in

which Canadians handled money. And that country saved lots of money, too. We

Americans can do the same thing.

15 Not making cents makes lots of sense.


Assessment 160

56

The readings talked about the costs and benefits of making pennies. Write an essay in which you give your opinion: Should America stop making pennies, or should the nation keep making them? Use the information from the passages in your essay.

Manage your time carefully so that you can • read the passages; • plan your essay; • write your essay; and • revise and edit your essay.

Be sure to include • an introduction; • support for your opinion using information from the passages; and • a conclusion that is related to your opinion.

Your writing should be in the form of a well-organized, multiparagraph essay.

You have 90 minutes to read the passages and plan, write, revise, and edit your essay.

Write your essay on the lines provided.


Assessment 162

Go On


Assessment 1 63

STOP

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123

Ready® FSA ELA Assessments, Level 4 Answer Form

Name

Teacher Grade

School City

1. A B C D

2A. A B C D

2B. A B C D E

3. A B C D

4. A B C D

5. A B C D

6. See page 10 .

7. See page 10 .

8A. A B C D

8B. A B C D E F

9A. A B C D

9B. A B C D E

10. A B C D

11. A B C D

12A. A B C D

12B. A B C D

13. A B C D

14. See page 16 .

15. See page 16 .

16. A B C D

17. See page 17 .

18. A B C D

19. A B C D

20. A B C D

21A. A B C D

21B. A B C D E F

22. A B C D

23. A B C D E

24. See page 26 .

25A. A B C D

25B. A B C D

26. A B C D

27. A B C D

28. A B C D

29. A B C D E

30. See page 32 .

31. A B C D E

32. A B C D

33. A B C D

34. A B C D

35A. A B C D

35B. A B C D

36. See page 40 .

37A. A B C D

37B. See page 41 .

38. A B C D

39. A B C D

40. A B C D

41. A B C D

42A. A B C D

42B. A B C D

43. A B C D E

44. See page 47 .

45A. A B C D

45B. A B C D

46. A B C D

47. A B C D E

48. A B C D

49. See page 51 .

50. A B C D

51. A B C D

52. A B C D

53. A B C D

54. A B C D

55. A B C D

56. See pages 61–63 .

Assessment 1

session 1: reading passages...6 first experiment: fill a soup bowl 1} 2 full of water and set it...

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