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DeSoto County SchoolsFifth Grade Unit 1 – Reading Assessment 1

(RL.5.2, RL.5.4, RI.5.1, RI.5.4, RF.5.3a)

Read the passage below. Then answer questions 1 – 10.

Fly High, Bessie ColemanJane Sutcliffe

Two thousand people sat with their faces turned to the sky. High above the airfield, a pilot had just finished carving a crisp figure eight in the air. Suddenly, the plane seemed to stumble. Twisting and turning, it began to fall from the sky. The crowd watched in horror. Had something happened to the pilot? But the woman in the cockpit of the plane on October 15, 1922, was in perfect control. Only two hundred feet above the ground she straightened out the tumbling aircraft and soared back into the sky. By the time she landed her plane, the crowd was on its feet, roaring with delight. Everyone cheered for Bessie Coleman, the firstlicensed black pilot in the world.

Growing Up Bessie Coleman was born on January 26, 1892. She was a bright girl and a star pupil in school. In Waxahachie, Texas, where Bessie grew up, black children and white children attended different schools. Each year Bessie’s school closed for months at a time. Instead of studying, the children joined their parents picking cotton on big plantations. Bessie’s mother was proud of her daughter’s sharp mind. She didn’t want Bessie to spend her life picking cotton, and urged her to do something special with her life.

Learning to FlyIn 1915, when she was 23, Bessie Coleman moved to Chicago. She found a job as a manicurist in a men’s barbershop. Coleman loved her job and the interesting people she met there. After the United States entered World War I in 1917, soldiers returning from the war often came to the shop. Coleman was fascinated by their stories of daredevil pilots. She read everything she could about airplanes and flying. She later recalled, “All the articles I read finally convinced me I should be up there flying and not just reading about it.” Bessie Coleman asked some of Chicago’s pilots for lessons. They refused. No one thought that an African American woman could learn to fly.

In desperation, Coleman asked Robert Abbott for help. Abbott owned Chicago’s African American newspaper, The Chicago Defender. He had often promised to help members of the black community with their problems. Abbott told Coleman to forget about learning to fly in the United States. Go to France, he said to her, where no one would care if her skin was black or white. So she did. First Coleman learned to speak French. Then she applied to a French flying school and was accepted. On November 20, 1920, Coleman sailed for France, where she spent the next seven months taking flying lessons. She learned to fly straight and level, and to turn and bank the plane. She practiced making perfect landings. On a second trip to Europe, she spent months mastering rolls, loops, and spins. These were the tricks she would need if she planned to make her living as a performing pilot.

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Performing in AirshowsColeman returned to the United States in the summer of 1922. Wherever she performed, other African Americans wanted to know where they, too, could learn to fly. It was a question that made Coleman sad. She hoped that she could make enough money from her airshows to buy her own plane. Then she could open a school so everyone would have a chance to feel the freedom she felt in the sky. By early 1923, Coleman was close to her goal. She had saved her money and bought a plane. Then, as she was flying to an airshow in California, her engine stalled. The brand-new plane crashed to the ground. Coleman suffered a broken leg and three broken ribs. Still, she refused to quit. “Tell them all that as soon as I can walk I’m going to fly!” she wrote to friends and fans.

Many people, both black and white, were very impressed by Coleman’s determination. Awhite businessman helped her buy another plane. By 1926, Coleman was back where she had been before thecrash. She wrote to her sister, “I am right on the threshold of opening a school.” That spring, Bessie Coleman was invited to perform in Jacksonville, Florida. Early on the morning of April 30, 1926, Coleman and another pilot took off for a short flight around the airshow field. At first everything went smoothly. Then a wrench that had been lying loose in the plane slid into the control gears, jamming them. Suddenly, the plane flipped upside down. Coleman had not strapped herself in, and she fell to the ground. Moments later, the plane crashed, killing the other pilot. At 34, Bessie Coleman was dead, but her dream survived. In 1929, three years after her death, the Bessie Coleman Aero Clubs were formed. The clubs encouraged and trained African American pilots—just as Coleman had hoped to do. In 1931, the clubs sponsored the first All-African-American airshow. Bessie Coleman would have been proud.

1. Which of the following identifies the genre of the passage?

A legend

B fantasy

C biography

D autobiography

2. Which of the following best summarizes the passage?

F Bessie Coleman bought her own plane in hopes of having a career as a pilot.

G Bessie Coleman became a pilot and wanted to help others achieve the same goal.

H Bessie Coleman died from falling out of a plane, even though she was an awesome pilot.

J Bessie Coleman wanted to become a pilot after hearing the soldiers’ stories about daredevilpilots.

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3. Which of the following best concludes Bessie Coleman’s reason to open a flying school for African Americans?

A The French schools were full and could not train any more Americans.

B Everyone would have a chance to feel the freedom she felt in the sky.

C With a flying school, she could make money to buy her own plane.

D She planned to make her living as a performing stunt pilot.

4. Based on text evidence, which rule might have prevented the airplane crash that killed Bessie Coleman?

F Always fly with another pilot.

G Never use a wrench on an airplane.

H Check out the engine before you fly.

J Secure all loose items inside the plane.

5. Infer what Bessie Coleman meant in paragraph 11 when she wrote to her sister, “I am right on the threshold of opening a school”?

A The new school would have an opening.

B She was standing in the doorway of a new school.

C She was very close to being able to start a new school.

D The threshold would be a part of the opening of a school.

6. Which of the following best identifies why the author used the word desperation to describe Bessie Coleman’s action in paragraph 6?

F to show Bessie’s fear of flying

G to cause the reader to want to take flying lessons

H to emphasize how serious Bessie was about learning to fly

J to explain that Bessie did not have money for flying lessons

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7 – 10. Citing evidence from the text, complete the graphic organizer by listing four examples from the passage that show how Bessie Coleman demonstrated determination in becoming a pilot.

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Read the passage below. Then answer questions 11 – 12.

Crack in the Liberty Bellby Charlotte Foltz Jones

Before radio, TV, and daily newspapers, bells were an important part of a community. They warned of attacks by enemies; announced births and deaths; and called people to meetings, to worship, and to school. In 1751 the Pennsylvania Province Assembly ordered a bell to be made and hung in the new State House. Unfortunately, the bell they received in September 1752 cracked the first time it was tested. The bell was recast twice before it was hung in the State House steeple in 1753. It rang on important national occasions and to mark the birthdays and deaths of important people. In 1835 the bell cracked again while tolling the death of Chief Justice John Marshall. It was muffled and rung several times after that, but in 1846 it was permanently silenced. There is still debate about whether the bell’s crack was caused by a casting error or improper handling during shipping. Whatever mistake was responsible, the resulting crack has made the Liberty Bell the most famous bell in the world. A cracked bell that can’t be rung has become a symbol of America. Today the bell stands in Independence Hall in Philadelphia. More than 1.8 million visitors see and touch it each year.

Flabbergasting Facts_ The Liberty Bell weighs about 2,080 pounds._ It contains 70 percent copper, 25 percent tin, and small amounts of lead, zinc, arsenic, gold, and silver._ The name “Liberty Bell” came in 1839 from a Boston antislavery group called the Friends of Freedom. “Liberty” does not refer to America’s religious or political liberty, but to African Americans’ liberation from slavery._ Another mistake: On the bell the word “Pennsylvania” is spelled “Pensylvania.” When the bell was recast, the spelling error was kept for sentimental reasons.

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11. Identify which of the following statements is the main idea of the selection?

A The Liberty Bell was last rung in 1846.

B The Liberty Bell is an American symbol.

C The Liberty Bell was recast after it cracked in 1752.

D The Liberty Bell is one of the largest bells in America.

12. Read the sentence below.

“Liberty” does not refer to America’s religious or political liberty, but to African Americans’ liberation from slavery.

Based upon the understanding of affixes, what does -ious mean in the word religious?

F of or relating to

G without

H full of

J one who

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Read the poem below. Then answer questions 13 – 17.

Walter the Wet

Magnificent, marvelous Walter the WetWas not the average family pet.Slimy, squirmy, soft and cold,

He’s not the pet you’d like to hold.

He’s long and lean. He’s strong and slim.He loves to play. He loves to swim.

Through his tank he moves like lightning.He bares his teeth; it’s a little frightening.

He can’t fly in the air, nor walk upon land.If you wanted to pet him, he’d slip through your hand.

He’s quick and he’s slick, with moves like a snake.He jumped in our boat one day, out on the lake.

Not a dog, not a bird, not a hamster, nor cat.Our family’s too strange for a pet such as that.He’s charming, alarming, with lots of appeal.

He’s Walter the Wet. He’s our family eel.

13. Which of the following phrases contains an example of figurative language?

A he’s our family eel

B he’d slip through your hand

C he moves like lightning

D he loves to play

14. Which of the following best identifies the rhyme pattern of each stanza?

F ABAB

G ABBA

H ABCB

J AABB

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15. Infer the author’s reasoning for most likely waiting to the end of the poem to reveal what kind of animal Walter is?

A to give the reader information

B to keep the reader guessing

C to confuse the reader

D to frighten the reader

16. Read the line from the poem below.

He’s long and lean; he’s strong and slim

In which of the following does lean have the same meaning as in the line?

F Exercise helps keep our bodies lean.

G We always lean on Michael for help.

H Should he lean the tank to empty it?

J Do you lean towards having a cat for a pet?

17. Which of the following cannot be inferred from reading “Walter the Wet”?

A Eels live in the water.

B Eels are playful.

C Many people own eels.

D It is not easy to pet an eel.

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Read the passages below. Then answer questions 18 – 24.

In the SpotlightThe Full-Time Star

Many kids earn spending money by babysitting or mowing lawns. But one young person does much more than work for spending money. He has a full-time job that requires training, hard work, imagination, and most importantly, a love of performing. This 11-year-old, Aaron Conley, is a child actor.

Aaron has performed various roles more than 300 times. He currently plays the part of Young Simba in the musical The Lion King. Several other children are in this production, and like Aaron, many have taken years of acting, dance, and singing lessons. These young actors audition, or try out, for parts in plays, television commercials, and movies. If chosen for a part, the children must work hard. For instance, Aaron, a sixth grader, must juggle the demands of both his acting career and his schoolwork. It’s not easy keeping up with the demands of two very time-consuming activities.

In fact, going to school became difficult when Aaron began receiving acting jobs in New York City. Many child actors are enrolled in private schools that allow them to have flexible schedules. These schools are expensive, though, so Aaron’s mother signed him up to attend public school. But the regular school schedule was difficult to follow since Aaron sometimes needed to leave in the middle of the school day for play practices or afternoon performances. Eventually his mother decided to teach Aaron at home. He still must complete assignments just like any other student his age. But now he has a flexible schedule and often completes his lessons before and after rehearsals, auditions, and performances.

Aaron arrives at the theater early to prepare for his performances. He dresses in his costume. Then special makeup is applied to make him look like the young lion cub he plays. Aaron, who shares the role of Young Simba with another child actor, acts in at least half of the eight shows every week. Aaron takes his job as seriously as the adult actors he works with in this professional theater environment. His acting job is not limited to stage performances, though. Sometimes he also has to attend cast parties, auditions, or events where he signs autographs.

Child actors and their families make many sacrifices. One of the biggest sacrifices that Aaron’s family has made was moving from Mississippi to New York City. Aaron needed to live close to his acting jobs. This meant leaving behind family and friends. Also, because of his busy acting schedule, Aaron isn’t always able to participate in activities, which makes it difficult to make friends in a new place. Night after night, show after show, Aaron Conley is reminded of the difficulties of his job, but he loves what he does. And that makes it worth the effort.

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The Shepherd

Luke is giving up a Saturday to help his grandfather. Unlike many of his friends in Pinedale, Wyoming, who will be watching TV or playing video games today, Luke will be herding sheep. A few of his friends are also sheepherders, but they don’t take their sheep to a meadow like Luke does. They just move their sheep from one area of their pasture to another. Also, some of Luke’s friends take care of small flocks with fewer than 10 sheep,so they have more time for other activities. Luke, however, tends dozens of sheep. He follows in the footsteps of many family members who have herded sheep before him.On this chilly morning Luke steps out of his grandfather’s house and walks quickly to the pen where the sheep are held. The denim fabric of his jeans rustles with each step he takes. Approaching the large pen, Luke is greeted by a chorus of bleating sheep. As he swings open the gate, he is careful to avoid the mass of sheep that push their way through.

At first, the sheep seem out of control. Luke takes a staff, or a long stick, that is leaning against the fence and gently taps and prods the sheep, herding them close to one another. He then takes a quick count. Satisfied that all the sheep are present, Luke whistles to them. Moving as a unit, the woolly white animals start walking together up a well-worn path. Luke strolls behind the sheep.

Despite his easy gait, Luke isn’t relaxed. His pace is slow, but he is alert as he makes sure that the sheep don’t stray too close to the edge of a rocky ledge. Although bear and wolf attacks are rare, they still happen. A lone sheep would be easy prey for these animals.

Luke walks a mile or so to the nearest meadow. He has made this trek on several Saturdays, bringing his lunch and some snacks for the long day ahead.

When his sheep reach the meadow, Luke whistles again, and the sheep spread out in the field and graze. Luke circles them and scans the area for danger. A couple of sheep wander too far from the flock, so Luke uses his staff to nudge them toward the rest of the animals. Finally, he sits on a rock to watch them.

Luke enjoys the freedom he has been given. There are many jobs he isn’t old enough to do, but sheepherding makes him feel grown up. He is proud that he has earned his grandfather’s trust, and Luke will stop at nothing to do a good job—even on a Saturday.

“I’ll take sheepherding over video games any old day,” he thinks. “Keeping up with the sheep’s tricks and watching out for wild animals is much more interesting than sitting in front of the television.”

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18. Which of the following is probably the most difficult part of Aaron’s lifestyle?

F Trying out for musical performances

G Putting on costumes for each performance

H Finding time to complete both school assignments and acting work

J Attending cast parties and other events

19. Based on the passage, “Lights! Camera! Action!” what does the word juggle mean?

A have an idea

B study carefully for a part

C dance onstage

D do several things at once

20. Based on the evidence in the text, which sentence shows that Aaron is dedicated to his work?

F These young actors audition, or try out, for parts in plays, television commercials, and movies.

G In fact, going to school became difficult when Aaron began receiving acting jobs in New York City.

H Aaron needed to live close to his acting jobs.

J Night after night, show after show, Aaron Conley is reminded

of the difficulties of his job, but he loves what he does.

21. Based on the evidence in the text, why does Luke’s grandfather allow Luke to take care of a large herd of sheep?

A He has no one else to do the job.

B Luke has not shown interest in any activities besides sheepherding.

C He believes Luke will learn as he works.

D Luke has proved that he is skilled at the work.

22. Based on the passage, the reader can infer which of the following about Luke’s whistling?

F Luke whistles to keep himself from getting bored

G Luke whistles to prevent other animals from approaching

H Luke whistles to give commands to the sheep

J Luke whistles to signal that he needs help

23. Drawing inferences from both text, which word best characterizes how both Luke and Aaron feel about their work?

A surprising

B rewarding

C puzzling

D tiring

24. Citing evidence found in the text, identify the main theme in “Lights! Camera! Action!” and “The Shepherd.”

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