Student Weekly Assessment - Galena Park … Weekly Assessment Teacher Manual Administering the...

GRADE 5

Teacher’s Manual

StudentWeekly

Assessment

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Texas Weekly Assessment Teacher Manual

Introduction to the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T4

Administering the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5

Scoring the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6

Introduction to the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T7

Adminstering the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T8

Scoring the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Short-Answer Reading Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10

Answer Sheets

Selection Test Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T11Weekly Assessment Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13

Answer Keys

Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T15Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31

Texas Essential Knowledge and Skills for English Language Artsand Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T58

Contents

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T3Grade 5


Introduction to the Selection Tests

The Selection Tests are designed to assess

your students’ comprehension of the core

selections in the Texas Treasures reading

program. The test questions use formats

your students will encounter on your state

test for Grade 5.

Each Selection Test includes questions that

cover the following areas:

■ Reading Comprehension

■ Vocabulary Strategies

The results of the tests can be used to

monitor students’ progress in applying the

comprehension and vocabulary strategies

taught during the week.

Each test question is correlated to a

Texas Essential Knowledge and Skills

Student Expectation (TEKS). The

correlations are listed in the Answer Keys.

The full-text Grade 5 Texas Essential

Knowledge and Skills for English Language

Arts and Reading (TEKS) are listed on

pages T58–T64 for easy reference.

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T4 Grade 5


Administering the Selection Tests

Each Selection Test consists of nine

multiple-choice questions and one short-

answer question. The format of the test is

the same each week. You may want to

explain the test to students the first time

you administer it.

■ For the multiple-choice questions,

students should mark the oval next to

the best answer.

■ For the short-answer questions,

students should write their answers on

the lines provided.

■ Answer Sheets have been provided on

pages T11–T12 if you choose to use

them.

Sample Questions are included on

pages vii–viii of the Student Weekly

Assessment book to familiarize students

with the format of your state test items.

They should be used before the first

Selection Test; you may choose to review

them with the students again before each

test. Have students follow along as you read

the instructions aloud. Allow students time

to read the sample passage and then go

over the questions and answers with them,

answering any questions.

General Procedures

Before the test: Distribute copies of the

Selection Test and Answer Sheet, if you

choose to use one.

Directions: Say: Write your name at the top

of each page. (If you are using the separate

Answer Sheet, say: Write your name and the

date at the top of your Answer Sheet.) When

all students have finished, say: Read each

question carefully. For each multiple-choice

question, read all of the answer choices. To

answer a question, fill in the oval next to the

answer you have chosen. Mark only one oval

for each question. Make your marks dark and

neat. For each short-answer question, write

your answer on the lines provided on the page.

When you have finished the last question, put

your pencil down and look at me. You may

begin now.

During the test: Monitor students’ test-

taking behavior to make sure that each

student is following the directions and

writing responses in the correct places.

Answer questions about procedures and

materials, but do not help students answer

questions.

After the test: Before collecting the papers,

make sure that students have written their

names at the top of each page or at the top

of the Answer Sheet.

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T5Grade 5


Scoring the Selection Tests

Multiple-choice questions are worth one

point each. Short-answer questions are

worth three points each.

The Selection Answer Keys to score the

tests can be found on pages T15–T30.

Use the Short-Answer Reading Rubric on

page T10 to help you score the short-

answer items on the test.

Evaluating the Scores

Evaluating the results of this assessment

provides specific information about

students’ comprehension of the core Texas

Treasures reading selections. Use these

results for instructional planning and

reteaching opportunities. Compare these

results with your own observations of

students’ work and identify objectives that

still need reinforcement.

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T6 Grade 5


Introduction to the Weekly Assessment

The Weekly Assessment is designed to

assess your students’ mastery of the skills

taught in each week of the Texas Treasures

reading program. The test questions use

formats your students will encounter on

your state test for Grade 5.

Each Weekly Assessment includes questions

that cover the following areas:

■ Reading Comprehension

■ Vocabulary Strategies

■ Spelling

■ Grammar, Mechanics, and Usage

Purpose of the Weekly AssessmentEach week, there will be a new passage for

students to read. The passage will be either

fiction or expository, depending on the

genre of the core selection for the week. It

will be followed by 14 questions that cover

the skills for the week.

Providing students with a new read allows

you to assess how well they have mastered

the skills for the week. When students apply

what they have learned, you can evaluate

the degree of mastery they have achieved.

How to Use the Weekly Assessment

The Weekly Assessment is given at the

end of each week, after the fifth day of

instruction. The assessment includes a

fiction or an expository passage and

questions focusing on the main skills taught

throughout the week.

Sample Questions are included on

pages vii–viii of the Student Weekly

Assessment book to familiarize students

with the format of your state test items. They

may be used before the first Weekly

Assessment; you may choose to review them

with the students again before each test.

Have students follow along as you read these

pages aloud and answer any questions.

Using the Results to Inform Instruction

Each question is correlated to a Texas

Essential Knowledge and Skills Student

Expectation (TEKS). The correlations are

listed next to the Student Evaluation Chart

that follows each test. The full-text Grade 5

Texas Essential Knowledge Skills for

English Language Arts and Reading (TEKS)

are listed on pages T58–T64 for easy

reference.

Use the results of the Weekly Assessment as

a formative assessment tool to help monitor

each student’s progress. Information

gathered by evaluating the results of this

assessment also can be used to diagnose

specific strengths and weaknesses of your

students. If you use Weekly Assessment

scores to help determine report card grades,

then you can consider the tests to be

summative assessments as well.

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T7Grade 5


Administering the Weekly Assessment

Each Weekly Assessment consists of 13

multiple-choice questions, and one short-

answer question. The format and length of

the test is the same each week. You may

want to explain each section of the test to

the students the first time you administer it.

■ For the multiple-choice questions,

students should mark the oval next to

the best answer. Remind students to fill

in the oval completely for each answer

on the test.

■ For the short-answer questions,

students should write their answers on

the lines provided.

■ Answer Sheets have been provided

on pages T13–T14 if you choose to

use them.

General Procedures

Before the test: Distribute copies of the

Weekly Assessment and Answer Sheet, if

you choose to use one.

Directions: Say: Write your name on top of

each page. (If you are using the separate

Answer Sheet, say: Write your name and the

date at the top of your Answer Sheet.) When

all students are finished, say: Open the

booklet to page 2. You will read a passage.

Then carefully read the questions that follow.

For each multiple-choice question, read all of

the answer choices. To answer a question, fill

in the oval next to the answer you have

chosen. Mark only one oval for each question.

Make your marks dark and neat. For each

short-answer question, write your answer on

the lines provided on the page. When you

have finished the last question, put your pencil

down and look at me. You may begin now.

During the test: Monitor students’ test-

taking behavior to make sure that each

student is following the directions and

writing responses in the correct places.

Answer questions about procedures and

materials, but do not help students answer

questions.

After the test: Before collecting the papers,

make sure that students have written their

names at the top of each page or at the top

of the Answer Sheet.

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T8 Grade 5


Scoring the Weekly Assessment

Using the Student Evaluation Charts

After each Weekly Assessment there is a

Student Evaluation Chart. It lists all of the

skills covered and the number of the

question that assesses each skill.

■ In the column labeled “Number Correct,”

mark in the point value for the questions

answered correctly for each skill. Add

the total number of points for correct

responses and write the number for

each subtest next to the total possible

score.

■ Add the scores for each skill (point value

of the items answered correctly) to

determine the total test score.

■ To convert raw scores to percentages,

divide the number correct by the total

number of points.

■ The Weekly Answer Keys to score the

tests can be found on pages T31–T57.

Multiple-choice questions are worth one

point each. Short-answer questions are

worth three points each.

Use the Short-Answer Reading Rubric on

page 10 to help you score the short-answer

items on the test.

Evaluating the Scores

The primary focus of the Weekly Assessment

is to measure students’ progress toward

mastery of each skill. Scores that fall below

the 80th percentile suggest that students

require additional instruction before

mastery of that skill can be achieved.

Evaluating the results of this assessment

provides specific information about

students’ daily instructional needs. We

recommend that you use these results for

instructional planning and reteaching

opportunities. Compare these results with

your own observations of students’ work

and identify objectives that still need

reinforcement. Incorporate these into your

instructional plans for the coming week for

individual, small group, or whole group

instruction as indicated.

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T9Grade 5

Use the rubric below to score the short-answer items in the tests.

Score Description

3

An exemplary response must:

• be thoughtful and insightful

• be strongly supported with accurate/relevant textual evidence

• show depth of understanding and ability to effectively connect textual evidence to the idea, analysis, or evaluation

2A sufficient response must:

• be reasonable

• be supported with accurate/relevant textual evidence

• be clear and specific

1

A partially sufficient response may:

• be reasonable

• be supported by general, incomplete, partially accurate/relevant textual evidence, if any

• weakly connect textual evidence to the idea, analysis, or evaluation

• be somewhat unclear or vague

0

An insufficient response may:

• be too general or vague to determine whether it is reasonable or not reasonable

• not address the question or answer a different question than the one asked

• not be based on the selection

• incorrectly analyze or evaluate the text

• offer only incomplete or irrelevant textual evidence, if any

• lack clarity

Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis.

Short-Answer Reading Rubric


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STUDENT ANSWER SHEETSTUDENT ANSWER SHEET

SELECTION TEST

S-1 a b c d S-2 f g h j

1 a b c d 6 f g h j 2 f g h j 7 a b c d 3 a b c d 8 f g h j 4 f g h j 9 a b c d 5 a b c d 10 Write answer

Student Name


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T11Grade 5

10

Student Name

STUDENT ANSWER SHEET


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T12 Grade 5

WEEKLY ASSESSMENT

S-1 a b c d S-3 a b c d S-2 f g h j S-4 f g h j

1 a b c d 6 f g h j 11 a b c d 2 f g h j 7 a b c d 12 f g h j 3 a b c d 8 f g h j 13 a b c d 4 f g h j 9 Write answer 14 f g h j 5 a b c d 10 f g h j

Student Name



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T13Grade 5


Student Name

9


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T14 Grade 5

Selection Tests Answer Key


Sample QuestionsQuestion Answer Content Focus ELAR TEKS

S-1 C Cause and Effect 5.6 (B)

S-2 H Sequence 5.6 (A)

UNIT 1, Week 1: “Goin’ Someplace Special”

Question Answer Content Focus ELAR TEKS

1 B Character and Setting 5.6 (A)(B)

2 F Character 5.6 (A)(B)

3 D Cause and Effect 5.6 (A)

4 G Character 5.6 (A)(B)

5 A Character and Setting 5.6 (B)

6 J Character 5.6 (A)(B)

7 C Context Clues 5.2 (B)

8 G Context Clues: Homophones 5.2 (B)

9 A Context Clues 5.2 (B)

10 See sample answers below Character and Setting 5.6 (A)(B)

3-Point Answer: At the end of the story, ‘Tricia Ann feels that going Someplace Special means going to a place where everyone is welcome. Mama Frances calls the library doors “a doorway to freedom.” ’Tricia Ann sees the library as a place where she can be free.

2-Point Answer: ‘Tricia Ann feels that going Someplace Special means going to a place where everyone is welcome. ’Tricia Ann sees the library as a place where she can be free.

1-Point Answer: It’s a place to be free.

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T15Grade 5


UNIT 1, Week 2: “ Shiloh ”


1 C Make Inferences 5.6 (A),RC-5 (D)

2 H Cause and Effect 5.6 (B)

3 A Make Inferences 5.6 (A),RC-5 (D)

4 H Cause and Effect 5.6 (B)

5 C Make Inferences 5.6 (A),RC-5 (D)

6 F Make Inferences 5.6 (A),RC-5 (D)


8 G Dictionary : Idioms and Adages 5.2 (D)

9 D Context Clues 5.2 (B)

10 See sample answers below Make Inferences 5.6 (A),RC-5 (D)

3-Point Answer: Judd is angry and upset that Marty’s family is taking care of Shiloh. His pride may be hurt because he wants to take care of his own dog. He may act harshly toward the family because he knows he is guilty of mistreating Shiloh. He wants to hide that he has been hurting Shiloh.

2-Point Answer: Judd is upset that Marty’s family is taking care of Shiloh. He wants to take care of his own dog. He also wants to hide that he may have been mistreating Shiloh.

1-Point Answer: He is angry.

UNIT 1, Week 3: “Maya Lin, Architect of Memory”


1 D Draw Conclusions 5.11 (A)

2 J Main Idea and Details 5.11 (A)

3 C Main Idea and Details 5.11 (A)

4 G Main Idea and Details 5.11 (A)

5 D Main Idea and Details 5.11 (A)

6 H Main Idea and Details 5.11 (A)


8 H Word Parts: Inflectional Endings 5.2 (D)


10 See sample answers below Main Idea and Details 5.11 (A)

3-Point Answer: There are a lot of calculations and math involved in architecture. Lin was a good math student, and it led her to architecture. Today she uses math to think about her work. She likes working on problems and tries to solve them right away. Math helps her build things.

2-Point Answer: To be a great architect, you have to be good in math. Since Lin was a good math student, it helped her as an architect.

1-Point Answer: It helped her build.

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T16 Grade 5


UNIT 1, Week 4: “The Night of San Juan”


1 C Problem and Solution 5.6 (B)

2 F Make Inferences 5.6 (B)

3 B Problem and Solution 5.6 (B)

4 J Problem and Solution 5.6 (B)

5 A Cause and Effect 5.6 (B)

6 G Theme 5.3 (A)


8 H Word Parts: Suffixes 5.2 (D)

9 B Context Clues 5.2 (B)

10 See sample answers below Character 5.6 (B)

3-Point Answer: Amalia is a daring girl. She is the youngest sister, but she is not scared of anything. She ruffles the ladies’ skirts as they walk by to cause a little mischief. She is the only one who has the courage to speak to José Manuel’s grandma when the girls knock on the door.

2-Point Answer: Amalia is a daring girl. She is not scared of anything. She is the only one who courageously speaks to José Manuel’s grandma.

1-Point Answer: She is not scared.

UNIT 1, Week 5: “Sleds on Boston Common”



2 F Character 5.6 (B)

3 C Cause and Effect 5.6 (A)

4 J Draw Conclusions 5.6 (A)

5 C Make Inferences 5.6 (A)

6 G Draw Conclusions 5.6 (B)


8 H Word Parts: Word Families 5.2 (A)


10 See sample answers below Character 5.6 (A)(B)

3-Point Answer: Henry is a brave boy. He has the courage to go up to General Gage and talk to him about the sledding hill and skating ponds. Henry is also fair-minded and reasonable because he sees that General Gage is a good man. He knows that just because the General wears a red coat doesn’t mean he is evil.

2-Point Answer: Henry is a brave boy. He has the courage to go up to General Gage and talk to him about the sledding hill and skating ponds.

1-Point Answer: He is brave.

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T17Grade 5


UNIT 2, Week 1: “Hidden Worlds”


1 B Sequence 5.11 (C)

2 H Sequence 5.11 (C)

3 A Sequence 5.11 (C)

4 H Draw Conclusions 5.10

5 D Sequence 5.11 (C)

6 F Main Idea and Details 5.11 (A)


8 J Word Parts: Greek and Latin Roots 5.2 (A)


10 See sample answers below Draw Conclusions 5.10

3-Point Answer: It is important to explore hidden worlds so discoveries can be made. Information can be learned that was never known before, as when Dennis Kunkel found out what happens to the animals in a lake when a nearby volcano erupts. This information may be able to help us in the future.

2-Point Answer: It is important to explore hidden worlds so discoveries can be made. Dennis Kunkel found out what happens to the animals when volcanoes erupt. This information may be able to help us in the future.

1-Point Answer: It helped him make discoveries.

UNIT 2, Week 2: “Rattlers!”


1 D Draw Conclusions 5.7


3 C Draw Conclusions 5.11 (B)


5 B Main Idea and Details 5.11 (A)



8 H Context Clues 5.2 (B)



3-Point Answer: A rattlesnake uses its tongue to smell the prey. It pays attention to the ground to feel vibrations. It uses deep pits on its face to feel body heat. When the prey is close by, the rattlesnake attacks and bites the prey, pumping venom into its body. Then the snake grabs the prey and swallows it whole.

2-Point Answer: It uses its tongue to smell the prey, pays attention to vibrations, and senses body heat of other animals. When the prey is close, then the rattlesnake bites it and pumps venom into its body. Then he eats it.

1-Point Answer: It bites it and pumps venom into its body.

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T18 Grade 5


UNIT 2, Week 3: “These Robots Are Wild!”


1 A Author’s Purpose 5.10

2 J Author’s Purpose 5.10


4 F Cause and Effect 5.11 (C)


6 G Draw Conclusions 5.11 (A)


8 H Word Parts: Greek and Latin Roots 5.2 (A)


10 See sample answers below Draw Conclusions 5.11(A)

3-Point Answer: The new generation of robots are modeled on real creatures found in nature. Roy Ritzmann is building a robot that acts like a cockroach. Cockroaches are fast and good at running, jumping, and turning. Joseph Ayers is making a robot based on a lobster. The robot has a good sense of smell underwater, just like a lobster.

2-Point Answer: The new generation of robots imitate real creatures found in nature. Roy Ritzmann is building a robot that acts like a cockroach, and Joseph Ayers is making a robot based on a lobster.

1-Point Answer: They look like roaches.

UNIT 2, Week 4: “Up in the Air: The Story of Balloon Flight”


1 B Fact and Opinion 5.11 (B)


3 A Cause and Effect 5.11 (C)


5 D Fact and Opinion 5.11 (B)

6 F Text Features 5.11 (D)


8 J Word Parts: Greek and Latin Roots 5.2 (A)



3-Point Answer: Balloons of today use helium instead of hydrogen because helium is safer. Though, Hydrogen is the lightest gas and works well for flying balloons, it is also dangerous because it can burn and explode. Even though helium is slightly heavier than hydrogen, it does not burn or explode, so it is safer to use.

2-Point Answer: Balloons of today use helium instead of hydrogen because helium is safer. It does not burn and explode like hydrogen can.

1-Point Answer: It’s safer.

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T19Grade 5


UNIT 2, Week 5: “Hurricanes”


1 B Description 5.11 (C)

2 F Author’s Purpose 5.10

3 B Make Inferences 5.12 (A), RC-5 (D)

4 H Draw Conclusions 5.11 (A)

5 D Cause and Effect 5.11 (C)


7 B Synonyms 5.2 (C)

8 F Context Clues 5.2 (B)

9 C Dictionary: Multiple-Meaning Words

5.2 (B)

10 See sample answers below Description 5.11 (C)

3-Point Answer: Weather satellites orbit Earth and send images of clouds. This helps scientists find where a tropical storm may develop. Doppler radars show wind speeds and locations of the hurricanes. Then, meteorologists forecast the weather through radio, television, and the Internet.

2-Point Answer: Weather satellites help scientists find where a tropical storm may develop. Doppler radars show wind speeds and locations of hurricanes. Forecasts help people prepare for hurricanes.

1-Point Answer: It shows the locations of hurricanes.

UNIT 3, Week 1: “The Catch of the Day: A Trickster Play”


1 D Make Inferences 5.6 (B), RC-5 (D)

2 H Elements of Drama 5.5

3 A Character 5.6 (A)(B)

4 F Character 5.6 (A)(B)

5 C Plot 5.6 (A)

6 G Theme 5.3 (A)

7 C Analogies: Synonyms and Antonyms

5.2 (C)



10 See sample answers below Plot and Setting 5.6 (A)

3-Point Answer: The story takes place by a river. People use a log as a bridge to cross the river to get to town. This setting is important because the fisher uses this log to trick the other characters. He shakes the log to convince them that the bridge is not steady. He ends up tricking them so that they leave their loads and goods behind.

2-Point Answer: The story takes place by a log bridge at the river. The setting is important because this is the place that the trickster makes the people think the bridge is not steady. He tricks them into leaving their loads.

1-Point Answer: The story takes place by a river.

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T20 Grade 5


UNIT 3, Week 2: “The Golden Mare, the Firebird, and the Magic Ring”


1 B Sequence 5.6 (A)

2 H Character 5.6 (A)(B)

3 A Sequence 5.6 (A)

4 G Make Inferences 5.6 (A), RC-5 (D)

5 D Cause and Effect 5.6 (B)

6 G Plot 5.6 (A)


8 G Homophones 5.2 (B)



3-Point Answer: The Tsar treats Alexi very unfairly and badly. The Tsar is demanding and selfish. He wants the Golden Mare but cannot have her since she will listen only to Alexi. This makes him angry and he takes out his anger on Alexi and will not forgive him. He sends Alexi on many missions and threatens his life if Alexi does not agree to his wishes.

2-Point Answer: The Tsar treats Alexi very unfairly and badly. The Tsar is demanding and selfish. He sends Alexi on many missions, threatens his life, and does not forgive him.

1-Point Answer: He treats him badly.

UNIT 3, Week 3: “Tricky Tales”


1 D Compare and Contrast 5.11 (C)



4 F Compare and Contrast 5.11 (C)

5 B Literary Genre 5.3

6 G Compare and Contrast 5.11 (E)


8 G Context Clues 5.2 (B)

9 D Homographs 5.2 (B)

10 See sample answers below Author’s Purpose 5.10

3-Point Answer: The author’s purpose is to inform the reader about trickster tales, where they come from, and why they are important. The author tells the history of trickster tales and gives examples of how different cultures can have their very own trickster tales.

2-Point Answer: The author’s purpose is to inform the reader about trickster tales, where they come from, and why they are important.

1-Point Answer: He wants to tell about tricksters.

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T21Grade 5


UNIT 3, Week 4: “Blancaflor”


1 C Theme 5.3 (A)

2 J Make Inferences 5.6 (A), RC-5 (D)


4 F Cause and Effect 5.6 (B)

5 B Character 5.6 (A)(B)

6 G Theme 5.3 (A)



9 B Context Clues: Figurative Language 5.8

10 See sample answers below Plot 5.6 (A)

3-Point Answer: Blancaflor uses magic to help Prince Alfonso complete his three tasks. First, she helps the seeds grow into wheat overnight and makes an oven appear. Then, she helps him grow grapevines and turns the grapes into wine. Blancaflor then helps Prince Alfonso find the ring by dropping herself into the ocean.

2-Point Answer: Blancaflor magically creates wheat and wine for him overnight, and then helps him get the ring by dropping herself into the ocean.

1-Point Answer: She helps the seeds grow into wheat.

UNIT 3, Week 5: “The Unbreakable Code”


1 C Author’s Perspective 5.3 (C)


3 C Make Inferences 5.6 (A), RC-5 (D)


5 C Character 5.6 (A)(B)

6 J Make Inferences 5.6 (B), RC-5 (D)


8 J Context Clues 5.2 (B)


10 See sample answers below Make Inferences 5.6 (B), RC-5 (D)

3-Point Answer: Grandfather wanted to join the Marines because he wanted to speak his Navajo language again and be part of the Navajo culture, and escape from the boarding school. During boarding school, he was forced to speak English and had to abandon his Navajo language. The Marines were specifically looking for people who could speak Navajo, so he knew he would be able to use his language again.

2-Point Answer: Grandfather wanted to join the Marines because he wanted to speak his Navajo language again and be part of the Navajo culture, and escape from the boarding school.

1-Point Answer: He wanted to escape from boarding school.

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T22 Grade 5


UNIT 4, Week 1: “Spirit of Endurance”


1 C Problem and Solution 5.11 (C)


3 B Problem and Solution 5.11 (C)

4 H Sequence 5.11 (C)


6 J Literary Nonfiction 5.7


8 H Word Parts: Root, Prefix, Suffix 5.2 (A)

9 D Synonyms 5.2 (C)

10 See sample answers below Draw Conclusions 5.10

3-Point Answer: “Spirit of Endurance” is a good title because the word endurance means the power to keep going and never give up, and that’s exactly what Shackleton did. Even though he was faced with bad weather, a sinking ship, freezing conditions, little food, and bad equipment, he still was able to save all of his men. The title is also good because Endurance is the name of the ship they had to abandon.

2-Point Answer: “Spirit of Endurance” is a good title because the word endurance means the power to keep going and never give up. It is also the name of the ship they had to abandon.

1-Point Answer: It was the name of the ship they had to abandon.

UNIT 4, Week 2: “Ultimate Field Trip 5”


1 A Main Idea and Details 5.11 (A)







8 G Context Clues 5.2 (A)



3-Point Answer: Kids at the Space Academy learn about teamwork by working together in a pool. They have to build a cube underwater with their team as fast as they can. They need to learn how to communicate and listen to their leaders in order to build the cube.

2-Point Answer: Kids at the Space Academy learn about teamwork by working together in a pool. They have to build a cube underwater with their team as fast as they can.

1-Point Answer: They work together with their team.

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T23Grade 5


UNIT 4, Week 3: “Heroes in Time of Need”


1 A Draw Conclusions 5.10

2 H Fact and Opinion 5.11 (B)

3 B Author’s Purpose 5.10





8 J Word Parts: Greek and Latin Roots

5.2 (A)



3-Point Answer: There are many tragedies that occur when a natural disaster strikes. People can lose their homes, and entire villages can be destroyed. This occurred in Pakistan, India and Afghanistan during an earthquake in 2005. Thousands of people had no place to live. Floods can ruin city buildings. This happened during Hurricane Katrina in New Orleans. People may also lose family members, pets, or possessions.

2-Point Answer: People can lose their homes, and entire villages can be destroyed. This happened during the earthquakes in Pakistan, India and Afghanistan. Floods ruined city buildings in Hurricane Katrina. In addition to loss of human life, people can also lose their pets and possessions.

1-Point Answer: People can lose their homes.

UNIT 4, Week 4: “Zathura”


1 C Draw Conclusions 5.6 (A)

2 J Plot 5.6 (A)

3 D Sequence 5.6 (A)

4 G Sequence 5.6 (A)

5 A Draw Conclusions 5.6 (A)



8 F Analogies: Synonyms 5.2 (C)


10 See sample answers below Character 5.6 (B)

3-Point Answer: At first Walter is annoyed with Danny and does not want to play with him. He bullies him and chases him around. All Danny wants is to play with his brother. Once the boys start playing the game, they are forced to work together. Walter comes to see Danny as a friend and ally. He really cares about Danny because he asks him to play catch at the end of the story and puts his arm around him.

2-Point Answer: At first Walter is annoyed with Danny and does not want to play with him. He bullies him and chases him around. But after they play the game together, Walter and Danny become friendly with each other.

1-Point Answer: They become friends.

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T24 Grade 5


UNIT 4, Week 5: “Skunk Scout”


1 C Character and Setting 5.6 (A)(B)


3 D Character and Setting 5.6 (A)(B)

4 J Cause and Effect 5.6 (B)


6 F Character and Setting 5.6 (A)(B)



9 D Dictionary: Multiple-Meaning Words

5.2 (B)


3-Point Answer: Uncle Curtis is very upbeat and relaxed. Little things, such as missing freeway exits or not being able to eat, do not bother him. Teddy’s negative attitude does not bother him. He wants to have a good time.

2-Point Answer: Uncle Curtis is very upbeat and relaxed. Little things, such as missing freeway exits, not being able to eat, or Teddy’s negative attitude do not bother him.

1-Point Answer: He is relaxed.

UNIT 5, Week 1: “Valley of the Moon”



2 G Cause and Effect 5.6 (A)

3 A Plot 5.6 (A)

4 G Make Inferences 5.6 (B), RC-5 (D)


6 H Character and Setting 5.6 (B)


8 J Thesaurus: Synonyms 5.2 (C)

9 C Thesaurus: Synonyms 5.2 (C)


3-Point Answer: María Rosalia is very smart and sensitive. She learns how to read and write, even though the odds are against her and she hasn’t had much training. She is easily hurt by Miguela’s comments, and she likes people who do not order her around, like Señor Johnston.

2-Point Answer: María Rosalia is very smart. She learns how to read and write, even though she hasn’t had much training. She is also sensitive. She gets easily hurt by Miguela’s comments.

1-Point Answer: She is smart.

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T25Grade 5


UNIT 5, Week 2: “Black Cowboy Wild Horses”


1 C Make Inferences RC-5 (D)

2 H Cause and Effect 5.11 (C)

3 A Make Inferences RC-5 (D)

4 J Cause and Effect 5.11 (C)


6 F Make Inferences 5.7, RC-5 (D)



9 A Analogies: Antonyms 5.2 (C)


3-Point Answer: The author’s purpose was to tell a true story about a real person. He wanted to tell about a slave who knew so much about horses that he appeared to be one. He wants to inform the reader about a gentle man who never received schooling but was very good at what he did. Bob Lemmons never learned to read or write, but he learned from horses and other animals.

2-Point Answer: The author’s purpose was to tell a true story about Bob Lemmons, a slave who knew so much about horses. He never went to school, but he learned from horses and other animals.

1-Point Answer: He wanted to tell the story of a slave.

UNIT 5, Week 3: “A Historic Journey”



2 H Cause and Effect 5.11 (C)


4 J Cause and Effect 5.11 (C)


6 G Author’s Perspective 5.10

7 A Word Parts: Roots, Prefixes, Suffixes 5.2 (A)

8 G Thesaurus: Antonyms 5.2 (C)


10 See sample answers below Draw Conclusions 5.11 (A)

3-Point Answer: The most important result of Lewis and Clark’s expedition was the opening of the land west of the Mississippi River to other explorers and settlers. Lewis and Clark also provided excellent records so we can learn about and appreciate how the land looked when they first explored it.

2-Point Answer: The most important result of Lewis and Clark’s expedition was the opening of the land west of the Mississippi River to other explorers and settlers.

1-Point Answer: They explored new land.

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T26 Grade 5


UNIT 5, Week 4: “Davy Crockett Saves the World”


1 C Plot and Setting 5.6 (A)

2 F Plot and Setting 5.6 (A)

3 D Plot and Setting 5.6 (A)

4 G Plot and Setting 5.6 (A)

5 C Plot and Setting 5.6 (A)

6 F Plot and Setting 5.6 (A)


8 H Word Parts: Compound Words 5.2 (B)

9 C Synonyms 5.2 (C)


3-Point Answer: Davy Crockett is very strong and brave, and he feels obliged to help others. The president asks him to help save the world, and he does. But Davy is also a little unusual and silly. He combs his hair with a rake and shaves with an ax and doesn’t read newspapers.

2-Point Answer: Davy Crockett is very strong and brave, and likes to help others. He helps the president. But he is also different and silly. He combs his hair with a rake.

1-Point Answer: He combs his hair with a rake.

UNIT 5, Week 5: “When Esther Morris Headed West”




3 A Make Inferences 5.11 (A), RC-5 (D)


5 C Cause and Effect 5.11 (C)



8 J Synonyms 5.2 (C)

9 A Dictionary: Word Origins 5.2 (A)


3-Point Answer: The author wrote this article to inform the reader about a woman who made a difference for women’s rights. The author wanted to show that you may have to fight hard for what you believe in, but you will eventually succeed, just as Esther Morris did when she became the first woman in the United States to hold public office.

2-Point Answer: The author wrote this article to inform the reader about a woman named Esther who made a difference for women’s rights. She became the first woman in the United States to hold public office.

1-Point Answer: She wanted to tell about Esther Morris.

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T27Grade 5


UNIT 6, Week 1: “Miss Alaineus”


1 B Character and Plot 5.6 (A)(B)

2 F Character and Plot 5.6 (A)(B)



5 D Character and Plot 5.6 (A)(B)

6 G Character and Plot 5.6 (A)(B)


8 H Context Clues: Synonyms 5.2 (B)

9 D Synonyms 5.2 (C)

10 See sample answers below Character and Plot 5.6 (A)

3-Point Answer: Sage’s definition of Miss Alaineus is an important event in the plot because she has made a mistake in front of the students in her class. Since Sage takes her schoolwork very seriously, she is embarrassed and feels foolish. However, in the end she wins an award for the most original use of a word. She realizes that she can learn from her mistakes and can recover from the embarrassment.

2-Point Answer: Sage’s definition of Miss Alaineus is an important event in the plot because she has made a mistake in front of the students in her class. Since Sage takes her schoolwork very seriously, she feels foolish. But in the end, she knows she can learn from her mistakes.

1-Point Answer: She made a mistake in front of the students in her class.

UNIT 6, Week 2: “Bravo, Tavo!”


1 D Problem and Solution 5.6 (B)

2 H Cause and Effect 5.6 (A)

3 A Character 5.6 (B)

4 G Cause and Effect 5.6 (A)

5 A Make Inferences 5.6 (B), RC-5 (D)

6 F Make Inferences 5.6 (B), RC-5 (D)




10 See sample answers below Problem and Solution 5.6 (B)

3-Point Answer: Tavo needs new sneakers because his are falling apart, and then he loses them in the mud. One morning, Tavo finds his sneakers at the edge of the field. The duct tape and holes are gone, and they have been beautifully patched. He realizes that Señora Rosa fixed his sneakers for him. Now he doesn’t need new ones.

2-Point Answer: Señora Rosa fixed his sneakers for him. The duct tape and holes are gone. Now he doesn’t need new ones.

1-Point Answer: She fixed them.

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T28 Grade 5


UNIT 6, Week 3: “A Dream Come True”


1 D Compare and Contrast 5.11 (C)

2 J Main Idea and Details 5.11 (A)

3 B Cause and Effect 5.11 (C)

4 F Draw Conclusions 5.12 (A)

5 B Persuasion 5.12 (A)

6 G Author’s Purpose 5.10





3-Point Answer: “A Dream Comes True” is a good title for this article because it describes a dream of many children with disabilities: to be able to play on a playground. Other children may take it for granted that they can play on a playground, but for children with disabilities, it is something they dream to do. Boundless Playgrounds make this a dream come true for children with disabilities.

2-Point Answer: “A Dream Comes True” is a good title for this article because it describes a dream of many children with disabilities: to be able to play on a playground.

1-Point Answer: It’s good because the children get to play on the playground.

UNIT 6, Week 4: “Weslandia”


1 B Plot 5.6 (A)


3 C Plot 5.6 (A)

4 J Character 5.6 (A)(B)

5 A Character 5.6 (A)(B)

6 F Theme 5.3 (A)


8 F Dictionary: Word Origins 5.2 (A)

9 B Synonyms 5.2 (C)

10 See sample answers below Theme 5.3 (A)

3-Point Answer: The theme of this story suggests that it’s okay to be different from everyone else. Wesley does not like to do the typical things that kids his age like to do, such as watch football and eat pizza. But Wesley has more fun being himself, and in the end, others want to be like him, too.

2-Point Answer: The theme of this story suggests that it’s okay to be different from everyone else. Wesley does not like to do the typical things that kids his age like to do. He has more fun being himself.

1-Point Answer: The theme is that it’s okay to be different.

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T29Grade 5


UNIT 6, Week 5: “The Gri Gri Tree”


1 B Character 5.6 (A)(B)

2 G Cause and Effect 5.6 (B)

3 D Plot 5.6 (A)

4 G Make Inferences 5.6 (B)

5 C Plot 5.6 (A)

6 G Make Inferences 5.6 (B)

7 B Word Parts: Latin Roots 5.2 (A)



10 See sample answers below Summarize 5.6 (A)

3-Point Answer: Ana Rosa, the narrator, likes to sit up in a gri gri tree. One day, she sees a sea monster while sittingin her tree, but nobody believes her. Then the people in her village see it, too. They decide that the narrator should write a story about it. Ana Rosa writes an excellent story, and everyone recognizes how talented she is.

2-Point Answer: One day, Ana Rosa sees a sea monster while sitting in a gri gri tree. But nobody in her village believes her until they see it for themselves. Anna ends up writing an amazing story about the whole thing.

1-Point Answer: She writes a story.

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T30 Grade 5

Weekly Assessment Answer Key


Sample QuestionsQuestion Answer Content Focus ELAR TEKS

S-1 C Cause and Effect 5.11 (C)

S-2 H Sequence 5.11 (C)

S-3 A Commas in Appositives 5.21 (B)

S-4 H Combining Sentences 5.20 (C)

UNIT 1, Week 1Question Answer Content Focus ELAR TEKS


2 J Character and Setting 5.6 (A)

3 C Character and Setting 5.6 (A)(B)

4 J Character and Setting 5.6 (A)(B)


6 G Context Clues: Homophones 5.2 (B)




10 F Punctuate Sentences 5.21 (B)(i)

11 C Sentences 5.20 (C)

12 H Spelling: Short Vowels 5.22 (D)

13 C Sentences 5.20 (C)

14 G Spelling: Short Vowels 5.22 (D)

3-Point Answer: The protesters react the way they do because they do not think African American students should go to school with white students. They throw rotten fruit and yell at the students as they try to enter the school. They think that white and black students should have separate schools.

2-Point Answer: The protesters react the way they do because they do not think African American students should go to school with white students. They think that white and black students should have separate schools.

1-Point Answer: They act this way because they don’t want them to be in the same schools.© M

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T31Grade 5Grade 5



1 C Make Inferences 5.6 (A), RC-5(D)

2 H Make Inferences 5.6 (A), RC-5(D)

3 C Make Inferences 5.6 (A), RC-5(D)

4 H Make Inferences 5.6 (A), RC-5(D)



7 D Dictionary: Idioms and Adages 5.2 (D)

8 G Dictionary: Idioms and Adages 5.2 (D)

9 See sample answers below Make Inferences 5.6 (A),RC-5(D)

10 G Spelling: Long Vowels 5.22 (D)

11 C Commas in Appositives 5.21 (B)(i)

12 H Subject and Predicate 5.20 (B)

13 A Spelling: Long Vowels 5.22 (D)

14 H Commas in a Series 5.21 (B)(i)

3-Point Answer: Mr. Jackson influences Kyle in a positive way by making him realize that it is important to help people in need. Mr. Jackson helps Kyle realize that there are people in his building that do need help, even though the building seems very fancy. Mr. Jackson explains that sometimes people just don’t have much money, or they are elderly and injured. Since they cannot afford to pay, Mr. Jackson encourages Kyle tohelp for free.

2-Point Answer: Mr. Jackson helps Kyle realize that sometimes elderly or injured people need help, but can’t afford to pay for the services. He influences Kyle to help out the neighbors for free.

1-Point Answer: He tells him to help out the elderly.



2 J Word Parts: Inflectional Endings 5.2 (B)







9 See sample answers Main Idea and Details 5.11 (A)

10 J Spelling: Words with /ū/, /ů/, /ü/ 5.22 (D)

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T32 Grade 5


UNIT 1, Week 3 continued

11 B Sentence Combining 5.20 (C)

12 G Spelling: Words with /ū/, /ů/, /ü/ 5.22 (D)

13 A Punctuating Compound Sentences 5.21 (B)(i)

14 H Punctuating Compound Sentences 5.21 (B)(i)

3-Point Answer: Historians have learned so much about the Middle Ages through studying the writing, art, and artifacts from this time period. People in the Middle Ages made things like tools, household items, and clothing, and they also made drawings and paintings, so historians look at these to determine how life and people were during the Middle Ages.

2-Point Answer: Historians know a lot about the Middle Ages because they study the writing, clothing, paintings, tools, and artifacts from this time period.

1- Point Answer: They studied the artifacts.



2 F Problem and Solution 5.6 (B)

3 D Problem and Solution 5.6 (B)

4 H Problem and Solution 5.6 (B)

5 B Word Parts: Suffixes 5.2 (A)


7 A Word Parts: Suffixes 5.2 (A)



10 F Commas, Colons, and Capital Letters 5.21 (A)(i)

11 A Spelling: Words with r-controlled vowels /är/, /âr/, /ôr/

5.22 (A)

12 J Spelling: Words with r-controlled vowels /är/, /âr/, /ôr/

5.22 (A)

13 D Sentence Combining/Complex Sentences

5.20 (C)

14 F Sentence Combining/Complex Sentences

5.20 (C)

3-Point Answer: Marisol and Nicolette are good problem solvers because when they can’t sew the dress themselves, they ask Nicolette’s grandmother for help. But Nicolette’s grandmother says no because she is too busy. So, the girls try to solve the problem again by offering to run errands, clean the store, and do anything the grandmother needs. This way, Nicolette’s grandmother can have free time to make Marisol’s costume. The girls work together to come up with great ideas to solve their problem.

2- Point Answer: Marisol and Nicolette are good problem solvers because they realize that if they clean the store and run errands, then Nicolette’s grandmother can have time to make Marisol’s costume.

1- Point Answer: They run errands so she has time to make her costume.

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T33Grade 5



1 C Draw Conclusions 5.6 (A)

2 J Draw Conclusions 5.6 (A)

3 A Make Inferences 5.6 (B), RC-5(D)



6 G Word Families 5.2 (B)

7 A Word Parts: Suffixes 5.2 (A)

8 G Word Families 5.2 (B)


10 H Spelling: Words with r-controlled vowels er, ir, ur

5.22 (A)

11 A Correcting Fragments 5.20 (B)

12 H Run-on Sentences 5.20 (C)

13 D Spelling: Words with r-controlled vowels er, ir, ur

5.22 (A)

14 G Run-on Sentences 5.20 (C)

3-Point Answer: The reader can tell William is proud of his role in the American Revolution because years later, he loves sharing the stories of his daring and important missions with his grandchildren. William received a compliment from his father and a medal from the governor, so he has a lot to be proud of.

2-Point Answer: The reader can tell William is proud of his role in the American Revolution, because he loves to tell his grandchildren about it.

1-Point Answer: He tells his grandchildren about it.


1 C Sequence 5.11 (C)

2 G Sequence 5.11 (C)

3 D Sequence 5.11 (C)

4 F Draw Conclusions 5.10



7 C Word Parts: Greek and Latin Roots/Affixes

5.2 (A)

8 J Word Parts: Greek and Latin Roots/Affixes

5.2 (A)

9 See sample answers Sequence 5.11 (C)

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T34 Grade 5



10 H Common and Proper Nouns 5.20 (A)(i)

11 C Capitalize Proper Nouns 5.21 (A)(i)

12 G Spelling : Words with the Variant vowel /ô/

5.22 (D)

13 D Common and Proper Nouns 5.20 (A)(i)

14 G Spelling : Words with the Variant vowel /ô/

5.22 (D)

3-Point Answer: Sacagawea used the bark of the chokecherry tree to create a healing tea. This healing tea helped cure stomach problems, colds, coughs, and sore throats. First, she removed the bark from the tree. Then, she dried the bark. Last, she boiled the dried bark to make the special tea.

2-Point Answer: To make the healing tea, first she removed the bark from the tree. Then she dried it. Last, she boiled the dried bark to make tea. This tea helped cure colds and stomach problems.

1-Point Answer: She would dry it and then boil it.


1 D Main Idea and Details 5.11(A)


3 B Main Idea and Details 5.11(A)

4 H Main Idea and Details 5.11(A)

5 D Main Idea and Details 5.11(A)




9 See sample answers below Main Idea and Details 5.11(A)

10 G Spelling: Plurals 5.22 (D)

11 C Spelling: Plurals 5.22 (D)

12 G Singular and Plural Nouns 5.20 (A)(ii)

13 C Singular and Plural Nouns 5.20 (A)(ii)

14 J Capitalization and Abbreviations in Letters

5.21 (A)(i)

3-Point Answer: The snake uses its tongue as a sense organ. There is a special organ on the roof of its mouth. The snake uses this organ to smell prey or to find a mate. Snakes also use their colors and patterns to help them hide from predators. Snakes that live on the ground are often the color of earth. Snakes that climb trees may be bright green to match the leaves.

2-Point Answer: The snake uses its body to help it survive. It uses its tongue and a special organ in its mouth to sense its prey and to find a mate. The snake uses its muscles to move from place to place, which helps it to survive. The snake’s color helps it fit in to its surroundings.

1-Point Answer: The snake uses its mouth to sense prey, and its muscles to move.

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T35Grade 5



1 A Main Idea and Details 5.11(A)


3 A Author’s Purpose 5.10





8 J Greek and Latin Roots 5.2 (A)


10 H Appositives 5.21 (B)(i)

11 A Spelling: Words With Inflectional Endings

5.22 (D)

12 J Spelling: Words With Inflectional Endings

5.22 (D)

13 C Plural Forms 5.20 (A)(ii)

14 H More Plural Nouns 5.20 (A)(ii)

3-Point Answer: The author wrote this passage to inform readers about how bug robots are used. The authoralso wants to tell readers that insects are important in developing bug robots because the robots are modeled on how the insects move. Bug robots are important tools for science—they have even been used to investigate the soil on Mars.

2 Point Answer: The author wrote this article to inform readers about tiny robots based on insects. They areused as tools for scientists to investigate many things.

1-Point Answer: The author wrote this article to tell readers about tiny bug-robots.




3 B Fact and Opinion 5.11(B)

4 F Fact and Opinion 5.11(B)

5 C Fact and Opinion 5.11(B)

6 J Greek Root 5.2 (A)


8 F Fact and Opinion 5.11(B)

9 See sample answers Fact and Opinion 5.11(B)

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T36 Grade 5



10 G Adding s or ’s 5.20 (A)(ii)

11 D Adding s or ’s 5.20 (A)(ii)

12 G Spelling: Contractions 5.22 (D)

13 C Possessive Nouns 5.21 (B)(ii)

14 F Spelling: Contractions 5.22 (D)

3-Point Answer: The author explains that balloons were used for military purposes, such as delivering messages across long distances. In World War II, wires were strung between balloons, forming a trap to stop enemy airplanes. Today, balloons are used to measure the weather conditions.

2-Point Answer: The author shows that hot-air balloons can be used for purposes other than adventure by explaining that they can be used to deliver messages, and that they can be used in wars and to measure weather.

1-Point Answer: The author shows that hot-air balloons can be used for purposes other than adventure by saying that they can be used for serious purposes, too.


1 C Description 5.11(C)

2 J Description 5.11(C)

3 B Sequence 5.11(C)

4 F Description 5.11(C)


6 G Dictionary: Multiple-Meaning Words 5.2 (E)


8 H Dictionary: Multiple-Meaning Words 5.2 (E)

9 See sample answers below Description 5.11(C)

10 H Plurals and Possessives 5.20 (A)(ii)

11 B Punctuating Titles 5.21 (C)

12 G Spelling: Closed Syllables 5.22 (D)

13 D Spelling: Closed Syllables 5.22 (D)

14 F Plurals and Possessives 5.20 (A)(ii)

3–Point Answer: Hurricanes form over the ocean in warm areas. Winds move heat and evaporated water high into the atmosphere. Then Earth rotates against the easterly winds. This forms a cylinder called an eye. Thunderstorms develop when the hot air meets the cooler air that is higher up in the atmosphere. This creates a lot of rain. The winds get strong as a hurricane moves.

2-Point Answer: Hurricanes form when winds move heat and evaporated water into the atmosphere. Thunderstorms develop when the hot air meets the cooler air. This creates a lot of rain.

1-Point Answer: Hurricanes form when heat, moisture, and easterly winds are mixed together.

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T37Grade 5



1 A Theme 5.3 (A)

2 J Plot 5.6 (A)

3 D Character 5.6 (B)

4 G Theme 5.3 (A)

5 A Analogies 5.2 (C)

6 G Analogies 5.2 (C)


8 G Synonyms 5.2 (C)


10 H Spelling: Words with Open Syllables 5.22 (D)

11 B Subject-Verb Agreement 5.20 (C)

12 H Action Verbs 5.20 (A)(i)

13 A Subject-Verb Agreement 5.20 (C)

14 J Spelling: Words with Open Syllables 5.22 (D)

3-Point Answer: Fish Hawk leaves his own home at the end of the story because he is trying to teach Raven a lesson. He realizes that Raven will never change and will continue to live in his house without helping to clean or cook. Fish Hawk is tired of being around this greedy and lazy guest, so he decides to leave. This way, Raven will have to fend for himself instead of taking advantage of Fish Hawk.

2-Point Answer: Fish Hawk leaves his own home at the end of the story because he is tired of the lazy Raven,and wants Raven to find his own food.

1-Point Answer: He leaves because he is tired of Raven’s ways.

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T38 Grade 5



1 B Sequence 5.6 (A)


3 C Sequence 5.6 (A)

4 J Sequence 5.6 (A)


6 G Homophones 5.2 (B)



9 See sample answers below Sequence 5.6 (A)

10 F Verb Tenses 5.20 (A)(i)

11 B Spelling: Open Syllables (V/V) 5.22 (D)

12 H Spelling: Open Syllables (V/V) 5.22 (D)

13 C Capitalization and Punctuation in Poetry

5.21 (C)

14 F Capitalization and Punctuation in Poetry

5.21 (C)

3-Point Answer: After Hans trades his goose for the grinding stone, the grinding stone gets too heavy to carry. Hans lays it by the side of a stream, stoops to get a drink, and the stone falls into the water. Hans is happy and says he is “the luckiest man alive” because he doesn’t have any burdens or belongings to worry about.

2-Point Answer: After Hans trades his goose for the grinding stone, the heavy grind stone ends up falling into the water. Hans feels happy that he no longer has burdens to carry.

1-Point Answer: The grinding stone falls into the water.

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T39Grade 5



1 C Compare and Contrast 5.11 (C)

2 G Compare and Contrast 5.11 (C)

3 A Compare and Contrast 5.11 (C)



6 G Homographs 5.2 (B)


8 G Homographs 5.2 (B)

9 See sample answers below Compare and Contrast 5.11 (C)

10 H Main and Helping Verbs 5.20 (A)

11 A Spelling: Vowel Team Syllables 5.22 (D)

12 G Main and Helping Verbs 5.20 (A)

13 B Contractions 5.21 (B)

14 F Spelling: Vowel Team Syllables 5.22 (D)

3-Point Answer: Corridos are similar to ballads written in Europe and the United States because they tellstories about events and were written hundreds of years ago. Both corridos and ballads tell stories about heroes and are always sung. Corridos are different from ballads written in Europe and the United States because they are almost always sad, and they follow a set pattern.

2-Point Answer: Corridos are similar to ballads written in Europe and the United States because they areall stories that are sung about past events and heroes.

1-Point Answer: They are the same because they are songs about heroes from long ago.

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T40 Grade 5



1 C Theme 5.3 (A)

2 F Theme 5.3 (A)

3 A Theme 5.3 (A)

4 J Sequence 5.6 (A)

5 B Figurative Language 5.8



8 H Figurative Language 5.8


10 J Linking Verbs 5.20 (A)(i)

11 A Spelling: Words with Consonants +-le Syllables

5.22 (D)

12 G Spelling: Words with Consonants +-le Syllables

5.22 (D)

13 C Linking Verbs 5.20 (A)(i)

14 G Quotation Marks in Dialogue 5.21 (B)(ii)

3-Point Answer: The elephant does not have any of the body parts he needs to survive, so he has to be resourceful and use the things around him to make them himself. He uses shadows for legs, his extra skin for ears, and pieces of the moon for tusks. It was important for him to be resourceful so that he could survive.

2-Point Answer: The elephant has to use the things around him to make his own body parts. He uses shadows, his own skin, and the moon to make what he needs. He is being resourceful.

1-Point Answer: The elephant used things around him to make what he needed.

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T41Grade 5



1 B Author’s Perspective 5.3 (C)

2 G Author’s Perspective 5.3 (C)

3 A Author’s Perspective 5.3 (C)

4 F Author’s Perspective 5.3 (C)






10 G Irregular Verbs 5.20 (A)(i)

11 B Correct Verb Usage 5.20 (A)(i)

12 H Spelling: Words with r-Controlled Vowel Syllables

5.22 (D)

13 D Spelling: Words with r-Controlled Vowel Syllables

5.22 (D)

14 G Correct Verb Usage 5.20 (A)(i)

3-Point Answer: The Code Talkers were important because they played a key role in victory in World War II. They sent and received coded messages about troop actions and orders. They sent important information about each battle location so the Allies could position themselves in battle. No member of the enemy forces could break the Navajo Code during the Battle of Iwo Jima.

2-Point Answer: The Code Talkers were important because they sent and received coded messages during World War II. They sent information about each battle to the Allies. No enemies could break the Navajo Code.

1-Point Answer: The Code Talkers were important because they sent messages to the Allies during World War II that the enemies could not decode.

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T42 Grade 5



1 B Problem and Solution 5.11 (C)

2 J Problem and Solution 5.11 (C)


4 H Word Parts: Suffixes 5.2 (A)


6 F Word Parts: Suffixes 5.2 (A)

7 D Problem and Solution 5.11 (C)

8 H Problem and Solution 5.11 (C)

9 See sample answers below Problem and Solution 5.11 (C)

10 H Pronoun-Antecedent Agreement 5.20 (A)(vi)

11 A Pronouns and Antecedents 5.20 (A)(vi)

12 G Spelling: Words with final /әl/ and /әn/

5.22 (D)

13 D Pronouns and Antecedents 5.20 (A)(vi)

14 F Spelling: Words with final /әl/ and /әn/

5.22 (D)

3-Point Answer: The men set up depots between base camp and their destination because they wanted to save time. They knew that the team members would need supplies and shelter along the route to the South Pole. So they used the depots to place supplies they would need.

2-Point Answer: The men set up depots with all their supplies between base camp and their destination because they wanted to save time.

1-Point Answer: They wanted to save time.

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T43Grade 5



1 D Main Idea and Details 5.11 (A)









10 G Appositives 5.21 (B)

11 D Spelling: Words with Prefixes 5.22 (D)

12 H Subject and Object Pronouns 5.20 (A)(vi)

13 B Spelling: Words with Prefixes 5.22 (D)

14 H Subject and Object Pronouns 5.20 (A)(vi)

3-Point Answer: Gravity is a force that pulls objects toward the center of Earth. Gravity is important because if we didn’t have gravity, Earth would not be like it is today. Gravity holds the air and water we need to live near Earth, and allows Earth to have plants and animals.

2-Point Answer: Gravity is important because it pulls objects toward Earth’s center, and helps plants, animals and humans survive on Earth.

1-Point Answer: It pulls things to the center of Earth.

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T44 Grade 5



1 A Fact and Opinion 5.11 (B)




5 A Greek and Latin Roots 5.2 (A)

6 G Greek and Latin Roots 5.2 (A)



9 See sample answers below Fact and Opinion 5.11 (B)

10 H Abbreviations 5.21 (A)(i)

11 B Spelling: Homographs 5.22 (D)

12 J Pronoun-Verb Agreement 5.20 (A)(vi)

13 A Pronoun-Verb Agreement 5.20 (A)(vi)

14 F Spelling: Homographs 5.22 (D)

3-Point Answer: The judicial branch of government includes the Supreme Court, which has nine justices. These judges explain the laws and decide when people have broken laws. Judges must understand the Constitution to do their jobs. They must decide how the laws of the Constitution apply to certain situations.

2-Point Answer: The judicial branch involves the Supreme Court. It has nine judges who explain the laws and decide if anyone has broken them.

1-Point Answer: It explains the laws.

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T45Grade 5



1 B Draw Conclusions 5.6 (A)(B)

2 F Draw Conclusions 5.6 (A)(B)

3 D Sequence 5.6 (A)

4 F Draw Conclusions 5.6 (B)

5 C Analogies: Synonyms 5.2 (C)


7 B Analogies: Synonyms 5.2 (C)


9 See sample answers below Draw Conclusions 5.6 (A)(B)

10 G Use Hyphens 5.21 (B)

11 D Spelling: Words with /chәr/ and /zhәr/

5.22 (A)

12 G Spelling: Words with /chәr/ and /zhәr/

5.22 (A)

13 B Possessive Pronouns 5.20 (A)

14 H Possessive Pronouns 5.20 (A)

3-Point Answer: Rasheed seems to be less of a risk-taker than Jami. She likes the excitement and deals with emergencies calmly, but he does not. When he notices the enemies coming toward him, he screams. He also suggests playing laser-bowling instead of video games because the video games make him too anxious.

2-Point Answer: Rasheed seems to be a person who is more careful, and doesn’t like to take risks. He gets scared and anxious easily.

1-Point Answer: He screams when he sees enemies coming toward him.

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T46 Grade 5



1 B Multiple Meaning Words 5.2 (B)



4 G Character and Setting 5.6 (A)(B)

5 A Character and Setting 5.6 (A)(B)

6 F Character and Setting 5.6 (A)(B)


8 F Multiple Meaning Words 5.2 (B)

9 See sample answers below Character and Setting 5.6 (A)B)

10 H Spelling: Words with -ance and -ence

5.22 (D)

11 C Apostrophes and Possessives 5.20 (A)

12 J Spelling: Words with -ance and -ence

5.22 (D)

13 B Pronouns 5.20 (A)

14 F Contractions 5.22 (C)

3-Point Answer: Camping is an unpleasant experience for Randall because he feels nervous when he is in nature. He is very tense and has a hard time putting together the tent because he is so anxious. He gets upset very easily and is unable to relax and enjoy himself.

2-Point Answer: Camping is an unpleasant experience for Randall because he feels nervous when he is in nature. He has a real hard time setting up the tent.

1-Point Answer: He feels frustrated.

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T47Grade 5




2 J Cause and Effect 5.6 (A)

3 D Cause and Effect 5.6 (A)


5 C Thesaurus: Synonyms 5.2 (E)

6 J Thesaurus: Synonyms 5.2 (E)

7 B Thesaurus: Synonyms 5.2 (E)


9 See sample answers below Cause and Effect 5.6 (A)

10 H Appositives 5.21 (B)

11 A Spelling: Words with Suffixes 5.22 (B)

12 G Spelling: Words with Suffixes 5.22 (B)

13 D Independent and Dependent Clauses

5.20 (A)(vii)

14 G Independent and Dependent Clauses

5.20 (A)(vii)

3-Point Answer: Through the Chumash man and the boy, the narrator learned a lot about the Chumash people and how they lived. He learned how the tomol is built and made seaworthy. He learned about the bailer, and he learned what it was like to live off the land.

2-Point Answer: The narrator learned a lot about the tomols, the Chumash people, and the bailer. He learned how people lived off the land.

1- Point Answer: He learned about the Chumash people.

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T48 Grade 5



1 D Make Inferences RC-5 (D)

2 J Plot and Setting 5.6 (A)

3 D Make Inferences RC-5 (D)

4 H Make Inferences RC-5 (D)


6 G Analogies: Antonyms 5.2 (C)


8 J Analogies: Antonyms 5.2 (C)

9 See sample answers below Make Inferences RC-5 (D)

10 G Independent and Dependent Clauses

5.20 (A)(vii)

11 A Independent and Dependent Clauses

5.20 (A)(vii)

12 H Spelling: Homophones 5.22 (C)

13 B Spelling: Homophones 5.22 (C)

14 G Use Colons 5.21 (B)

3-Point Answer: When Raymond says, “Nothing in life is certain except change,” he means that you can’t rely on something staying the same. Everything in life will change at some point. It is certain that things will change in the future. In the story, Carlton thinks that the cowboys may be replaced someday. Using horses to run a ranch can’t last forever.

2-Point Answer: When Raymond says, “Nothing in life is certain except change,” he means that you can’t rely on something staying the same. Everything in life will change at some point.

1-Point Answer: He means that things change.

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T49Grade 5



1 B Cause and Effect 5.11 (C)


3 C Cause and Effect 5.11 (C)


5 A Thesaurus: Antonyms 5.2 (E)


7 C Thesaurus: Antonyms 5.2 (E)

8 J Thesaurus: Antonyms 5.2 (E)

9 See sample answers below Cause and Effect 5.11 (C)

10 G Adjectives That Compare 5.20 (A)(iii)

11 C Punctuation 5.21 (B)(i)

12 H Adjectives That Compare 5.20 (A)(iii)

13 B Spelling: Words with Prefixes 5.22 (D)

14 J Spelling: Words with Prefixes 5.22 (D)

3-Point Answer: People and many kinds of animals live and work together to survive. They work together to find food, to protect themselves, and to raise their young. For example, baboons and antelopes protect each other by eating together. The baboons have excellent eyesight and the antelopes have a keen sense of smell; together they create a warning system.

2-Point Answer: People and many kinds of animals live and work together to survive. They work together to find food, to protect themselves, and to raise their young.

1-Point Answer: They work together to survive.

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T50 Grade 5



1 B Plot and Setting 5.6 (A)

2 G Plot and Setting 5.6 (A)

3 D Plot and Setting 5.6 (A)


5 B Compound Words 5.2 (E)



8 J Plot and Setting 5.6 (A)


10 G Using More and Most 5.20 (A)(iii)

11 B Using More and Most 5.20 (A)(iii)

12 H Spelling: Words with -less and –ness 5.22 (D)

13 A Using More and Most 5.20 (A)(iii)

14 J Spelling: Words with -less and –ness 5.22 (D)

3-Point Answer: Paul’s golf course is unusual because it is unlike any other golf course. His golf course is 30 miles wide. The sand trap is really big, like a desert. There is a huge lake in the middle. And Paul hits cannonballs on the course instead of golf balls.

2-Point Answer: Paul’s golf course is unusual because it is 30 miles wide, and has huge lakes and sand traps.

1-Point Answer: It is really big.

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T51Grade 5





3 B Sequence 5.11 (C)

4 H Dictionary: Word Origins 5.2 (E)


6 F Synonyms 5.2 (C)


8 F Fact and Opinion 5.11 (B)

9 See sample answers below Fact and Opinion 5.11 (B)

10 H Spelling: Words with –ion 5.20 (D)

11 C Comparing with Good and Bad 5.20 (A)(iii)

12 H Irregular Comparative Forms 5.20 (C)

13 B Comparing with Good and Bad 5.20 (A)(iii)

14 J Spelling: Words with –ion 5.22 (D)

3-Point Answer: The statement “women struggled for many years to win the right to vote” is a fact because it can be proven true. The article gives examples of the women’s struggles and accomplishments. Their struggle began in July 1848, when a group of women met in Seneca Falls, New York, for the Women’s Rights Convention. They had to march, give speeches, and protest. Finally, in 1919, women were allowed to vote.

2-Point Answer: The statement “women struggled for many years to win the right to vote” is a fact because it can be proven true. The article gives examples of the women’s struggles and accomplishments.

1-Point Answer: It is a fact because it can be proven.

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T52 Grade 5




2 F Character and Plot 5.6 (A)(B)

3 D Character and Plot 5.6 (A)(B)

4 J Character and Plot 5.6 (A)(B)

5 D Context Clues: Synonyms 5.2 (C)



8 H Context Clues: Synonyms 5.2 (C)

9 See sample answers below Character and Plot 5.6 (B)

10 G Spelling: Words with Greek Roots 5.22 (B)(i)

11 C Adverbs 5.20 (A)(iv)

12 G Using Good and Well 5.20 (A)(iv)

13 D Spelling: Words with Greek Roots 5.22 (B)(i)

14 G Adverbs 5.20 (A)(iv)

3-Point Answer: José is a very confident person. He always seems to have an idea that he thinks will work. He does a good job at making his plan sound like the best plan. He makes Aisha realize that they really can win by saying that they know how to follow directions. He comes up with the idea to make a huge cake, and he says he never doubts that they would win.

2-Point Answer: José is a very confident person, who likes to come up with new ideas that he thinks will work.

1-Point Answer: He is confident.

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T53Grade 5






4 F Problem and Solution 5.6 (B)




8 H Problem and Solution 5.6 (B)


10 H Spelling: Words with Latin Roots 5.22 (B)(ii)

11 B Adverbs That Compare 5.20 (A)(iv)

12 F Using More and Most 5.20 (A)(iv)

13 D Spelling: Words with Latin Roots 5.22 (B)(ii)

14 F Adverbs That Compare 5.20 (A)(iv)

3-Point Answer: Will and the jackrabbit share a similar problem because both get overpowered and scared by someone that is stronger than them. Will feels upset about the bully in his schoolyard. The jackrabbit also seems very frightened by the hawk. Will and the jackrabbit also share a similar solution because they both run away in order to protect themselves from their enemies.

2-Point Answer: Will and the jackrabbit share a similar problem because both get overpowered and scared by someone that is stronger than them. They share a similar solution when they both run away from their enemies.

1-Point Answer: They are both scared of their bullies.

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T54 Grade 5



1 A Persuasion 5.12 (A)

2 H Persuasion 5.12 (A)

3 B Persuasion 5.12 (A)

4 F Persuasion 5.12 (A)

5 C Synonyms 5.2 (C)



8 F Synonyms 5.2 (C)

9 See sample answers below Persuasion 5.12 (A)

10 G Correct Double Negatives 5.20 (A)(iv)

11 B Spelling: Words from Mythology 5.22 (D)

12 G Spelling: Words from Mythology 5.22 (D)

13 B Negatives 5.20 (A)(iv)

14 F Correct Double Negatives 5.20 (A)(iv)

3-Point Answer: The author wants readers to think that inventions are very important. He wants them to realize that without them, life wouldn’t exist as it does today. He says that inventions improve people’s lives, and he describes a few inventions that affect a large number of people: cars, phones, computers, and wheelchairs. Inventions are very helpful, and make life better and easier for all people.

2-Point Answer: The author wants readers to think that inventions are very important because they improve people’s lives. Inventions like cars, phones, computers and wheelchairs are very helpful.

1-Point Answer: Inventions help people.

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T55Grade 5



1 B Theme 5.3 (A)

2 J Word Origins 5.2 (E)

3 C Theme 5.3 (A)

4 F Word Origins 5.2 (E)


6 H Theme 5.3 (A)


8 H Character 5.6 (A)(B)


10 G Prepositional Phrases 5.20 (A)(v)

11 D Spelling: Words with Number Prefixes uni-, bi-, tri-, cent

5.22 (D)

12 F Prepositional Phrases 5.20 (A)(v)

13 B Spelling: Words with Number Prefixes uni-, bi-, tri-, cent

5.22 (D)

14 J Commas with Appositives 5.21 (B)(i)

3-Point Answer: The important message about life in this story is to be open-minded about trying or doing things you think are different. Just because something is different does not mean it is weird or odd. You may learn a lot by trying something new. Claudia dreams of all these different foods, but doesn’t get to try them just yet. But when she wakes up, she realizes that she should give them a try, because they may end up being tasty after all.

2-Point Answer: The important message about life in this story is to be open-minded about trying or doing things you think are different. Claudia dreams about different kinds of food. When she wakes up, she starts wanting to try new things.

1-Point Answer: She wants to try new things now.

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T56 Grade 5





3 B Summarize 5.6 (A)

4 H Sequence 5.6 (A)

5 A Word Parts: Latin Roots 5.2 (A)

6 J Word Parts: Latin Roots 5.2 (A)

7 A Summarize 5.6 (A)

8 H Summarize 5.6 (A)


10 J Sentence Combining 5.20 (C)

11 B Sentence Combining 5.20 (C)

12 H Using Colons 5.15 (D)

13 B Spelling: Words with -ible and -able 5.22 (B)(iv)

14 J Spelling: Words with -ible and -able 5.22 (B)(iv)

3-Point Answer: The setting is important to the story because it helps Anita learn more about whales. She is on a boat in the ocean on a whale-watching trip. Because of where she is, she learns about whales and becomes interested in oceanography.

2-Point Answer: The setting is important to the story because it helps Anita learn more about whales. She is on a boat in the ocean on a whale-watching trip.

1-Point Answer: It’s important because the whales live in the ocean.

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T57Grade 5


Texas Essential Knowledge and Skills

for English Language Arts and Reading, Grade 5

(1) Reading/Fluency. Students read grade-level text with fluency and comprehension.

Students are expected to read aloud grade-level stories with fluency (rate, accuracy,

expression, appropriate phrasing) and comprehension.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it

when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek,

or other linguistic roots and affixes;

(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of

unfamiliar or multiple meaning words;

(C) produce analogies with known antonyms and synonyms;

(D) identify and explain the meaning of common idioms, adages, and other sayings; and

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings,

syllabication, pronunciations, alternate word choices, and parts of speech of words.

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make

inferences and draw conclusions about theme and genre in different cultural, historical, and

contemporary contexts and provide evidence from the text to support their understanding.

Students are expected to:

(A) compare and contrast the themes or moral lessons of several works of fiction from various

cultures;

(B) describe the phenomena explained in origin myths from various cultures; and

(C) explain the effect of a historical event or movement on the theme of a work of literature.

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make

inferences and draw conclusions about the structure and elements of poetry and provide

evidence from text to support their understanding. Students are expected to analyze how

poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to

reinforce meaning in poems.

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make

inferences and draw conclusions about the structure and elements of drama and provide

evidence from text to support their understanding. Students are expected to analyze the

similarities and differences between an original text and its dramatic adaptation.

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make

inferences and draw conclusions about the structure and elements of fiction and provide

evidence from text to support their understanding. Students are expected to:

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T58 Grade 5


(A) describe incidents that advance the story or novel, explaining how each incident gives

rise to or foreshadows future events;

(B) explain the roles and functions of characters in various plots, including their relationships

and conflicts; and

(C) explain different forms of third-person points of view in stories.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand,

make inferences and draw conclusions about the varied structural patterns and features of

literary nonfiction and provide evidence from text to support their understanding. Students

are expected to identify the literary language and devices used in biographies and

autobiographies, including how authors present major events in a person’s life.

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand,

make inferences and draw conclusions about how an author’s sensory language creates

imagery in literary text and provide evidence from text to support their understanding.

Students are expected to evaluate the impact of sensory details, imagery, and figurative

language in literary text.

(9) Reading/Comprehension of Text/Independent Reading. Students read independently

for sustained periods of time and produce evidence of their reading. Students are expected to

read independently for a sustained period of time and summarize or paraphrase what the

reading was about, maintaining meaning and logical order (e.g., generate a reading log or

journal; participate in book talks).

(10) Reading/Comprehension of Informational Text/Culture and History. Students

analyze, make inferences and draw conclusions about the author’s purpose in cultural,

historical, and contemporary contexts and provide evidence from the text to support their

understanding. Students are expected to draw conclusions from the information presented

by an author and evaluate how well the author’s purpose was achieved.

(11) Reading/Comprehension of Informational Text/Expository Text. Students analyze,

make inferences and draw conclusions about expository text and provide evidence from text

to support their understanding. Students are expected to:

(A) summarize the main ideas and supporting details in a text in ways that maintain meaning

and logical order;

(B) determine the facts in text and verify them through established methods;

(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-

contrast, sequential order, logical order, classification schemes) influences the

relationships among the ideas;

(D) use multiple text features and graphics to gain an overview of the contents of text and to

locate information; and

(E) synthesize and make logical connections between ideas within a text and across two or

three texts representing similar or different genres.

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T59Grade 5


(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze,

make inferences and draw conclusions about persuasive text and provide evidence from text

to support their analysis. Students are expected to:

(A) identify the author’s viewpoint or position and explain the basic relationships among

ideas (e.g., parallelism, comparison, causality) in the argument; and

(B) recognize exaggerated, contradictory, or misleading statements in text.

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students

understand how to glean and use information in procedural texts and documents. Students

are expected to:

(A) interpret details from procedural text to complete a task, solve a problem, or perform

procedures; and

(B) interpret factual or quantitative information presented in maps, charts, illustrations,

graphs, timelines, tables, and diagrams.

(14) Reading/Media Literacy. Students use comprehension skills to analyze how words,

images, graphics, and sounds work together in various forms to impact meaning. Students

continue to apply earlier standards with greater depth in increasingly more complex texts.

Students are expected to:

(A) explain how messages conveyed in various forms of media are presented differently (e.g.,

documentaries, online information, televised news);

(B) consider the difference in techniques used in media (e.g., commercials, documentaries,

news);

(C) identify the point of view of media presentations; and

(D) analyze various digital media venues for levels of formality and informality.

(15) Writing/Writing Process. Students use elements of the writing process (planning,

drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to

an audience, determining appropriate topics through a range of strategies (e.g.,

discussion, background reading, personal interests, interviews), and developing a thesis

or controlling idea;

(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of

events, cause-effect, compare-contrast) and building on ideas to create a focused,

organized, and coherent piece of writing;

(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences,

and improve transitions by adding, deleting, combining, and rearranging sentences or

larger units of text after rethinking how well questions of purpose, audience, and genre

have been addressed;

(D) edit drafts for grammar, mechanics, and spelling; and

(E) revise final draft in response to feedback from peers and teacher and publish written work

for appropriate audiences.

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T60 Grade 5


(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings

about real or imagined people, events, and ideas. Students are expected to:

(A) write imaginative stories that include:

(i) a clearly defined focus, plot, and point of view;

(ii) a specific, believable setting created through the use of sensory details; and

(iii) dialogue that develops the story; and

(B) write poems using:

(i) poetic techniques (e.g., alliteration, onomatopoeia);

(ii) figurative language (e.g., similes, metaphors); and

(iii) graphic elements (e.g., capital letters, line length).

(17) Writing. Students write about their own experiences. Students are expected to write

a personal narrative that conveys thoughts and feelings about an experience.

(18) Writing/Expository and Procedural Texts. Students write expository and procedural or

work-related texts to communicate ideas and information to specific audiences for specific

purposes. Students are expected to:

(A) create multi-paragraph essays to convey information about the topic that:

(i) present effective introductions and concluding paragraphs;

(ii) guide and inform the reader’s understanding of key ideas and evidence;

(iii) include specific facts, details, and examples in an appropriately organized structure;

and

(iv) use a variety of sentence structures and transitions to link paragraphs;

(B) write formal and informal letters that convey ideas, include important information,

demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation,

closing); and

(C) write responses to literary or expository texts and provide evidence from the text to

demonstrate understanding.

(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or

actions of a specific audience on specific issues. Students are expected to write persuasive

essays for appropriate audiences that establish a position and include sound reasoning,

detailed and relevant evidence, and consideration of alternatives.

(20) Oral and Written Conventions/Conventions. Students understand the function of and

use the conventions of academic language when speaking and writing. Students continue to

apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of the following parts of speech in the context of

reading, writing, and speaking:

(i) verbs (irregular verbs and active voice);

(ii) collective nouns (e.g., class, public);

(iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their

comparative and superlative forms (e.g., good, better, best);

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(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide

details;

(vi) indefinite pronouns (e.g., all, both, nothing, anything);

(vii) subordinating conjunctions (e.g., while, because, although, if ); and

(viii) transitional words (e.g., also, therefore);

(B) use the complete subject and the complete predicate in a sentence; and

(C) use complete simple and compound sentences with correct subject-verb agreement.

(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

Students write legibly and use appropriate capitalization and punctuation conventions in

their compositions. Students are expected to:

(A) use capitalization for:

(i) abbreviations;

(ii) initials and acronyms; and

(iii) organizations;

(B) recognize and use punctuation marks including:

(i) commas in compound sentences; and

(ii) proper punctuation and spacing for quotations; and

(C) use proper mechanics including italics and underlining for titles and emphasis.

(22) Oral and Written Conventions/Spelling. Students spell correctly. Students are

expected to:

(A) spell words with more advanced orthographic patterns and rules:

(i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);

(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition;

short to schwa in legality, legal); and

(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn,

condemnation);

(B) spell words with:

(i) Greek Roots (e.g., tele, photo, graph, meter);

(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);

(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and

(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);

(C) differentiate between commonly confused terms (e.g., its, it’s; affect, effect);

(D) use spelling patterns and rules and print and electronic resources to determine and check

correct spellings; and

(E) know how to use the spell-check function in word processing while understanding its

limitations.


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(23) Research/Research Plan. Students ask open-ended research questions and develop a

plan for answering them. Students are expected to:

(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended

questions to address the major research topic; and

(B) generate a research plan for gathering relevant information about the major research

question.

(24) Research/Gathering Sources. Students determine, locate, and explore the full range of

relevant sources addressing a research question and systematically record the information

they gather. Students are expected to:

(A) follow the research plan to collect data from a range of print and electronic resources

(e.g., reference texts, periodicals, web pages, online sources) and data from experts;

(B) differentiate between primary and secondary sources;

(C) record data, utilizing available technology (e.g., word processors) in order to see the

relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams,

timelines) into written notes;

(D) identify the source of notes (e.g., author, title, page number) and record bibliographic

information concerning those sources according to a standard format; and

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing

valid and reliable sources.

(25) Research/Synthesizing Information. Students clarify research questions and evaluate

and synthesize collected information. Students are expected to:

(A) refine the major research question, if necessary, guided by the answers to a secondary set

of questions; and

(B) evaluate the relevance, validity, and reliability of sources for the research.

(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas

and information according to the purpose of the research and their audience. Students are

expected to synthesize the research into a written or an oral presentation that:

(A) compiles important information from multiple sources;

(B) develops a topic sentence, summarizes findings, and uses evidence to support

conclusions;

(C) presents the findings in a consistent format; and

(D) uses quotations to support ideas and an appropriate form of documentation to

acknowledge sources (e.g., bibliography, works cited).


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(27) Listening and Speaking/Listening. Students use comprehension skills to listen

attentively to others in formal and informal settings. Students continue to apply earlier

standards with greater complexity. Students are expected to:

(A) listen to and interpret a speaker’s messages (both verbal and nonverbal) and ask

questions to clarify the speaker’s purpose or perspective;

(B) follow, restate, and give oral instructions that include multiple action steps; and

(C) determine both main and supporting ideas in the speaker’s message.

(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the

conventions of language. Students continue to apply earlier standards with greater

complexity. Students are expected to give organized presentations employing eye contact,

speaking rate, volume, enunciation, natural gestures, and conventions of language to

communicate ideas effectively.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams.

Students continue to apply earlier standards with greater complexity. Students are expected

to participate in student-led discussions by eliciting and considering suggestions from other

group members and by identifying points of agreement and disagreement.

(RC-5) Reading Comprehension Skills. Students use a flexible range of metacognitive

reading skills in both assigned and independent reading to understand an author’s message.

Students will continue to apply earlier standards with greater depth in increasingly more

complex texts as they become self-directed, critical readers. The student is expected to:

(A) establish purposes for reading selected texts based upon own or others’ desired outcome

to enhance comprehension;

(B) ask literal, interpretive, evaluative, and universal questions of text;

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory

images, rereading a portion aloud, generating questions);

(D) make inferences about text and use textual evidence to support understanding;

(E) summarize and paraphrase texts in ways that maintain meaning and logical order within a

text and across texts; and

(F) make connections (e.g., thematic links, author analysis) between and across multiple texts

of various genres and provide textual evidence.

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