Mastering the Reading TEKS F by Maria Rally

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Mastering D F the Reading TEKS Literary & Informational Texts Measured on the STAAR

N O I T A C I L B U P E Y P PR O C F O PRO

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ISBN 978-1-4204-8256-0 R 8256-0 Copyright ©2014 RALLY! EDUCATION. All rights reserved. No part of the material protected by this copyright may be reproduced in any form by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Printed in the U.S.A. The following selections Copyright © Highlights for Children, Inc., Columbus, Ohio: Carving Stories in Cedar © 2007; Raising Gorilla Babies © 2007; On Your Mark, Get Set, Pedal! © 2006; Matchstick Wonders © 2006; When Kids Hunt Fossils © 2008; When Jean Forgot to Say “When” © 2007; He Even Kissed a Pig © 2005; Why Do Cliff Swallows Live Together? © 2005; The Mystery of the Wet Lizards © 2006; The Spiders’ Gift © 2000; Building the Biggest Dinosaur © 2003; Waterhouse Hawkins: Dinosaur Artist © 2003; Rescuing Our Documents of Freedom © 2008; Nathan’s Pet Snails © 2007; Nakai’s Pangolin © 2007; Under My Bed © 2013; The Mysterious Egg © 2008; Peale’s Marvelous Parade © 2008; The Sea Turtle’s Built-In Compass © 2009; Why Birds Wear Bright Feathers © 2003; Cue the Carrots, Maestro © 2006; Sound Bites © 2008. Photo/Illustration credits: p. 10 Greater Ketchikan Chamber of Commerce; p. 11 Hulan Webb; p. 13 Greater Ketchikan Chamber of Commerce; p. 23 Donna Stackhouse; p. 33-35 Columbus Zoo and Aquarium; p. 45 Donna Stackhouse; p. 56, 57, & 59 Humboldt Kinetic Association, Arcata, CA; p. 60-62 Pat Acton; p. 70 & 73 Donna Stackhouse; p. 82-84 Gail Jarrow; p. 93 Donna Stackhouse; p. 104-105 David Galchutt; p. 114 Rob Holt; p. 115 George D. Williams; p. 127 http://www.forestwander.com; p. 135 (top right) John Rice; p. 135 (center right) Charles R. Brown/Mary B. Brown; p. 136 Leslie Alfred McGrath; p. 137 Charles R. Brown/ Mary B. Brown; p. 146 & 148 Wade C. Sherbrooke, Ph.D.; p. 158 & 160 Philip W. Smith; p. 169-171 Dinosaur Productions, Inc.; p. 172 & 173 Michael Gilbert, Replay Publishing Limited, Kent, England; p. 174 Brian Selznick; p. 183 National Archives and Records Administration; p. 185 Matt Faulkner; p. 194-196 Sarah C. Campbell; p. 197 & 198 Nigel Dennis Wildlife Photography; p. 199 Cecil Dzwowa; p. 208 Donna Stackhouse; p. 211 John Shroades; p. 220-221 Liisa Chauncy Guida; p. 230 Wikimedia Commons; p. 231-233 Mark Corcoran; p. 243 & 246 Donna Stackhouse; p. 256 (top right) liquidlibrary/Jupiterimages Unlimited; p. 256 (bottom right) Mark Conlin/Alamy; p. 257 & 258 Kenneth J. Lohmann, Ph.D.; p. 268 Kevin McGraw and Geoffrey Hill, Ph.D.; p. 269 Rocky Fuller; p. 272 Hans Hillewaert/CC-BY-SA-3.0/wikimedia.org; p. 281 picsfive/123rf.com; p. 282 Lyn Martin 1013.MAQ RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

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Contents Literary (L), Informational (I), and Paired Passages with Multiple Choice, Short Response, Extended Response, and Essay Questions Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 TEKS for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Part A: Looking at Content Informational Text: Main Idea, Supporting Details, Make Inferences, Use Textual Evidence, Identify Faulty Reasoning, Summarize Text Literary Text: Identify Theme, Make Inferences, Use Textual Evidence, Summarize Text, Explain Character Development, Identify Elements of Drama, Summarize Plot Development, Analyze Stylistic Elements, Identify Sensory Language

Carving Stories in Cedar (I) . . . . . . . . . . . . . . . . . .10 The Husband Who Was to Mind the House (L) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Raising Gorilla Babies (I) . . . . . . . . . . . . . . . . .33

Part C: Interpretation & Connections Informational Text: Media Literacy, Decipher Factual Reasoning, Make Connections, Interpret Visual and Quantitative Content, Compare/Contrast Literary Text: Identify Literary Language, Compare/Contrast Structure, Make Inferences About Author's Purpose, Media Literacy, Make Connections

The Mystery of the Wet Lizards (I) . . . . . . . . . .146 The Spiders’ Gift (L) . . . . . . . . . . . . . . . . . . . .157 Paired Passages: Building the Biggest Dinosaur (I) . . . . . . . . . . .169 Waterhouse Hawkins: Dinosaur Artist (I) . . . . . . . . . . . . . . . . . . . . . . . . . .172

Teddie, the Helper (L) . . . . . . . . . . . . . . . . . . . . . . .44

Rescuing Our Documents of Freedom (I) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183

Paired Passages: On Your Mark, Get Set, Pedal! (I) . . . . . . . . . . . . .56 Matchstick Wonders (I) . . . . . . . . . . . . . . . . . . . . .60

Paired Passages: Nathan’s Pet Snails (I) . . . . . . . . . . . . . . . . . .194 Nakai’s Pangolin (I) . . . . . . . . . . . . . . . . . . . . . . . .197

The Pine Tree (L) . . . . . . . . . . . . . . . . . . . . . . . . . . .70

Paired Passages: The Monster in the Garden (L) . . . . . . . . . . . . . .207 Under My Bed (L) . . . . . . . . . . . . . . . . . . . . . .211

Part B: Looking at Context Informational Text: Academic Vocabulary in Context, Identify Structure, Problem/Solution, Proposition/Support, Media Literacy, Summarize Text, Make Inferences, Use Textual Evidence Literary Text: Academic Vocabulary in Context, Identify Elements of Poetry, Summarize Plot Development, Point-ofView, Make Inferences, Use Textual Evidence, Paraphrase Text

Part D: All Together The Mysterious Egg (L) . . . . . . . . . . . . . . . . . . . .220 Peale’s Marvelous Parade (I) . . . . . . . . . . . . .230 Pocahontas Saves Jamestown (L) . . . . . . . . .242

When Kids Hunt Fossils (I) . . . . . . . . . . . . . . . . . .82

The Sea Turtle’s Built-In Compass (I) . . . . . . .256

The Goat’s Ears of the Emperor Trojan (L) . . . . . . . . . . . . . . . . . . . . . . . . .93

Paired Passages: Why Birds Wear Bright Feathers (I) . . . . . . . . .268 The Sandpiper’s Trick (L) . . . . . . . . . . . . . . . . . . .271

When Jean Forgot to Say “When” (L) . . . . . . . .104 He Even Kissed a Pig (I) . . . . . . . . . . . . . . . . .114 The Bear’s Night (L) . . . . . . . . . . . . . . . . . . . . . . . .125 Why Do Cliff Swallows Live Together? (I) . . . . . . . . . . . . . . . . . . . . . . . . . .135

Paired Passages: Cue the Carrots, Maestro (I) . . . . . . . . . . . . . . . .280 Sound Bites (I) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282

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Introduction Mastering the Reading TEKS: Literary and Informational Texts Measured on the STAAR helps students develop better reading comprehension skills. Throughout this book, students will learn about the different Texas Essential Knowledge and Skills (TEKS) as they read literary and informational passages, including paired passages, and complete the activities that follow. The passages are grouped into Parts, titled Looking at Content, Looking at Context, and Interpretation and Connections, requiring students to analyze, interpret, critique, and make connections. Each passage or paired passage is followed by a set of questions, including multiple-choice, short-response, extended-response, and essay questions. Part D is called All Together, and provides a section for the students to practice using all the different skills they have learned throughout the book. Listed below are the specific TEKS that are addressed in all the activities within the book.

Reporting Category 1: Understanding and Analysis Across Genres (1-2)

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. (1-2B)

(1-7)

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. (1-7A)

Students are expected to use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Readiness Standard

Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. Supporting Standard

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(1-9)

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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. (1-9A)

Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic. Supporting Standard

(1-11) 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. (1-11A) Students are expected to compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence. Supporting Standard (Figure1-19) 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 selfdirected, critical readers. (1-19F) The student is expected to make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Readiness Standard

Reporting Category 2: Understanding and Analysis of Literary Texts (2-3)

(2-4)

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. (2-3A)

Students are expected to infer the implicit theme of a work of fiction, distinguishing theme from the topic. Supporting Standard

(2-3B)

Students are expected to analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures. Supporting Standard

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. (2-4A)

Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. Supporting Standard

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(2-5)

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. Supporting Standard

(2-6)

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.

(2-8)

(2-6A)

Students are expected to summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction. Readiness Standard

(2-6B)

Students are expected to recognize dialect and conversational voice and explain how authors use dialect to convey character. Supporting Standard

(2-6C)

Students are expected to describe different forms of point-of-view, including first- and third-person. Supporting Standard

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. (2-8A)

Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. Readiness Standard

(2-13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. (2-13A) Students are expected to explain messages conveyed in various forms of media. Supporting Standard (2-13B) Students recognize how various techniques influence viewers' emotions. Supporting Standard (Figure 2-19) 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 selfdirected, critical readers. (2-19D) The student is expected to make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction)/ Supporting Standard (Literary Nonfiction, Poetry, Drama)

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(2-19E) The student is expected to summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction)/Supporting Standard (Literary Nonfiction, Poetry, Drama)

Reporting Category 3: Understanding and Analysis Of Informational Texts (3-10) 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. (3-10A) Students are expected to summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions. Readiness Standard (3-10B) Students are expected to explain whether facts included in an argument are used for or against an issue. Supporting Standard (3-10C) Students are expected to explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint. Readiness Standard (3-10D) Students are expected to synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. Readiness Standard (3-11) 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. (3-11B) Students are expected to identify simply faulty reasoning used in persuasive texts. Supporting Standard (3-12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. (3-12B) Students are expected to interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. Supporting Standard (3-13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. (3-13A) Students are expected to explain messages conveyed in various forms of media. Supporting Standard

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(3-13B) Students are expected to recognize how various techniques influence viewers' emotions. Supporting Standard (Figure 3-19) 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 selfdirected, critical readers. (3-19D) The student is expected to make inferences about text and use textual evidence to support understanding. Readiness Standard (Expository)/Supporting Standard (Persuasive) (3-19E) The student is expected to summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Expository)/Supporting Standard (Persuasive)

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Part A: Looking at Content Informational Text: • main idea • supporting details • make inferences • use textual evidence • identify faulty reasoning • summarize text Literary Text: • identify theme • make inferences • use textual evidence • summarize text • explain character development • identify elements of drama • summarize plot development • analyze stylistic elements • identify sensory language

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Directions: Read the passage. Then answer the questions that follow it.

Carving Stories in Cedar By Kristine F. Anderson 1

Everyone likes to hear family stories and legends. Many tales are passed down from generation to generation. The native people who lived along the northwest coast of the United States and Canada hundreds of years ago did not have a written language. These “First People” came up with a special way of preserving their stories and family histories.

Master carvers selected cedar trees from nearby forests. To record family histories and legends, they carved pictures and symbols into the soft wood. They also carved poles to honor their chiefs and important dead. These carvings have become known as totem poles.

“The poles helped us tell our stories,” says Israel Shotridge, a Tlingit (KLINK-it) carver from Ketchikan, Alaska. “They helped us preserve our culture and identity.” The carvers topped many totem poles, sometimes called silent books, with the animal each clan or family used as its name and crest. The First People placed the towering sculptures in front of their homes to identify their clans and near waterfront areas to welcome visitors to their villages.

Carving and Raising a Pole

Shotridge, who has been carving for twenty years, makes many of his own tools, including some of his knives and small adzes, or axes. “Tradition is an important part of what I do,” he says.

Before he begins carving, Shotridge finalizes the design by talking with the person who wants him to carve the pole. Some of the poles are reproductions of old poles; others are new designs that are used for businesses, government buildings, and schools.

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Next, Shotridge selects a tall straight cedar and sings special songs his mother—a tribal elder—taught him. He strips the bark off and draws the design on the wood with a special grease pencil. Sometimes he adds extra pieces of wood to show a bird’s wings or a fish’s fin.

An assistant or an apprentice may work with him on the larger poles. But even with a helper, it takes almost a year for Shotridge to complete some poles.

Shotridge paints his poles with traditional colors—red, teal blue, and black. Early carvers made their paints from local minerals, such as copper and iron ore, mixed with salmon eggs. But Shotridge, like most modern carvers, buys his paint.

When the pole is almost finished, plans are made to raise it. Cranes hoist big poles, which often weigh over a thousand pounds, into place. Smaller poles are raised by hand.

“We usually raise poles the old-fashioned way,” says Shotridge. “We use lots of manpower and ropes.”

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When the pole is raised, the person who commissioned the carving often hosts a big celebration called a potlatch. Everyone feasts, and sometimes gifts are exchanged. The bigger the pole, the bigger the celebration.

If the pole was commissioned by one of the First People, guests sing songs from their family clan.

Once the pole has been raised, another silent book stands to tell the story of the people of the Northwest.

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The Legend of Raven and Fog Woman The people of the Northwest felt a special connection to certain animals and figures. Some of the best-known legends involve Raven, a large black bird with magical powers. Many legends tell of Raven’s deeds and the gifts he brought to people on Earth. One legend focuses on the magical powers of Raven’s wife, Fog Woman. “The story of the Fog Woman tells of the return of the salmon—an important natural resource—in the summer and fall,” says master carver Israel Shotridge. With the help of an assistant, Shotridge carved a 55-foot reproduction of an old totem pole telling the story of Fog Woman. The 2,000-pound pole has a gidjuk (or mountain eagle) at the top, which represents a family crest, and several carefully carved figures below. According to the legend, Raven and his friends (shown in the middle of the pole) could only catch bony bullhead fish in the heavy fog. But when a woman (shown on the bottom of the pole with two salmon) suddenly appeared in her canoe, the fog lifted. She dipped her hand into the water, and salmon immediately appeared.

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Raven married Fog Woman, and she asked him to build a smokehouse for all of the salmon she caught. Raven built the small house, but he resented Fog Woman’s talent. He treated her with disrespect, and Fog Woman decided to leave his camp. When she walked toward the beach, Raven tried to hold her back. She disappeared into the mist, and all of the salmon followed her to the sea. But every year, Fog Woman returns to the same stream and brings the salmon back to the place of their birth to replenish the waters. “The legend,” says Shotridge, “reminds us that we must value the salmon and the gifts that others offer us.”

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

1 Which part of Shotridgeâ&#x20AC;&#x2122;s work most differs from traditional carving? A the tools that he uses B the colors he uses C the types of paint he uses D the types of trees he uses

2 Which statement best describes the main purpose of the article? A to explain the history of totem poles B to describe the work of a totem pole carver today C to encourage people to consider getting a totem pole carved D to help people understand what totem poles they see mean

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3 The start of the article describes how the “First People” carved totem poles. Complete the web below by listing four different purposes of the totem poles carved.

Purposes of the Totem Poles Carved by the First People

4 Many totem poles include carvings of animals. Give two reasons that animals were probably commonly featured on totem poles. Use details from the article to support your answer.

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5 How does the description of the totem pole described in “The Legend of Raven and Fog Woman” demonstrate the two main purposes for carving animals into totem poles? Use details from the section and from the main article to support your answer.

6 In paragraph 4, the author describes how totem poles are sometimes called silent books. Why is the phrase “silent books” a good description for totem poles? Use details from the article to support your answer.

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7 Read this sentence from paragraph 8. “But even with a helper, it takes almost a year for Shotridge to complete some poles.” What can you infer about Shotridge and his work from this detail? Explain your answer. Use details from the article to support your answer.

8 Is the raising of a totem pole best described as a time to reflect and remember or a time to rejoice? In what situation might this be different? Use details from the article to support your answer.

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9 Read this quote from Shotridge. “Tradition is an important part of what I do,” he says. How does the article show that Shotridge respects and follows traditions? Give at least three examples from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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10 The legend described about the Raven and Fog Woman demonstrates how a totem pole can tell a story. Summarize the story of Raven and Fog Woman. Describe how the carvings on the totem pole represent the main events in the story. Use details from “The Legend of Raven and Fog Woman” in your answer.

Planning Space You can complete the graphic organizer below to help plan your answer.

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Directions: Read the passage. Then answer the questions that follow it.

The Husband Who Was to Mind the House Adapted from a Story by George Webbe Dasent

Once upon a time there was a man so surly and cross he never thought his wife did anything right in the house. So one evening, in haymaking time, he came home, scolding and swearing, and showing his teeth and making a dust.

“Dear love, don’t be so angry; there’s a good man,” said his wife. “Tomorrow let’s change our work. I’ll go out with the mowers and mow, and you shall mind the house at home.”

Yes, the husband thought that would do very well. He was quite willing, he said.

So, early the next morning, his wife took a scythe over her neck, and went out into the hayfield with the mowers and began to mow; but the man was to mind the house, and do the work at home.

First of all he wanted to churn the butter; but when he had churned a while he got thirsty, and went down to the cellar to tap a barrel of ginger ale. So, just when he had knocked in the bung, and was putting the tap into the cask, he heard overhead the pig come into the kitchen. Then off he ran up the cellar steps, with the tap in his hand, as fast as he could, to look after the pig, lest it should upset the churn; but when he got up, and saw the pig had already knocked the churn over, and stood there, routing and grunting amongst the cream which was running all over the floor, he got so wild with rage that he quite forgot the ginger-ale barrel, and ran at the pig as hard as he could. He almost caught it, too, but it just managed to escape out the door. Then all at once he remembered he had the tap in his hand; but when he got down to the cellar, every drop of ginger ale had run out of the cask.

Then he went into the dairy and found enough cream left to fill the churn again, and so he began to churn, for butter they must have at dinner. When he had churned a bit, he remembered that their milking cow was still shut up in the stable, and hadn’t had a bit to eat or a drop

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to drink all the morning, though the sun was high. Then all at once he thought it was too far to take her down to the meadow, so he’d just get her up on the housetop—for the house, you must know, was thatched with sods, and a fine crop of grass was growing there. Now their house lay close up against a steep down, and he thought if he laid a plank across to the thatch at the back he’d easily get the cow up. 7

But still he couldn’t leave the churn, for there was the chance the pig would return and upset it again, and “if I leave it,” he thought, “the pig is sure to upset it.” So he took the churn on his back, and went out with it; but then he thought he’d better first water the cow before he turned her out on the thatch; so he took up a bucket to draw water out of the well; but, as he stooped down at the well’s brink, all the cream ran out of the churn over his shoulders, and so down into the well.

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Now it was near dinner-time, and he hadn’t even got the butter yet; so he thought he’d best boil the porridge, and filled the pot with water, and hung it over the fire. When he had done that, he thought the cow might perhaps fall off the thatch and break her legs or her neck. So he got up on the house to tie her up. One end of the rope he made fast to the cow’s neck, and the other he slipped down the chimney and tied round his own thigh. Then he had to make haste, for the water now began to boil in the pot, and he had still to grind the oatmeal.

So he began to grind away; but while he was hard at it, down fell the cow off the housetop after all, and as she fell she dragged the man up the chimney, by the rope. There he stuck fast; and as for the cow, she hung half-way down the wall, swinging between heaven and earth, for she could neither get down nor up.

And now the wife had waited seven lengths and seven breadths for her husband to come and call them home to dinner; but never a call they had. At last she thought she’d waited long enough, and went home. But when she got there and saw the cow hanging in such an ugly place, she ran up and cut the rope in two with her scythe. But as she did this, down came her husband out of the chimney; and so when the wife came inside the kitchen, there she found her husband standing on his head in the porridge-pot.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

11 The ending of the story is most likely meant to be A comical B alarming C solemn D romantic

12 Read this sentence from paragraph 8. “One end of the rope he made fast to the cow’s neck, and the other he slipped down the chimney and tied round his own thigh.” How does this decision most affect the events later in the story? A It gives the wife the idea to teach her husband a lesson by cutting the rope. B It slows down his work and stops him from getting any jobs finished. C It causes the man to get pulled up the chimney. D It makes the cow slip off the roof of the house.

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13 What important details are introduced in the first paragraph? Explain how the paragraph shows the main problem. Use details from the paragraph to support your answer.

14 The husband first begins having problems in paragraph 5. Complete the chart below to show the series of events that cause the first two problems.

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15 In paragraph 6, the husband decides to make his day easier by allowing the cow to graze on the roof of the house. Think about what happens because of this decision. In what way is the decision and its effect ironic? Use details from the story to explain your answer.

16 One reason the husband makes mistakes is that he tries to do too many things at once. Explain how the events in paragraph 7 highlight this. Use details from the story to support your answer.

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17 Describe the image of the husband and the cow created by the information in paragraph 9. How does the author show the humor of the situation? Use details from the paragraph to support your answer.

18 At the start of the story, the wife suggests that she and her husband swap roles for the day. Do you feel the wife expected things to turn out as they did? Explain why or why not. Use details from the story to support your conclusion.

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19 The events in the story suggest that the work at home requires patience and organization. How does the husbandâ&#x20AC;&#x2122;s experience in the story show this? Support your answer by describing three specific problems that occur in the story and explaining how they are caused by a lack of patience and organization.

Planning Space You can complete the graphic organizer below to help plan your answer.

The Work at Home Requires Patience and Organization

Problem 1

Problem 2

Problem 3

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20 Do you feel the husband has learned a lesson in the story? Explain whether or not you think his attitude toward his wife will change. Use details from the story to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the passage. Then answer the questions that follow it.

Raising Gorilla Babies By Nancy Roe Pimm 1

On December 22, 1956, a three-and-a-half-pound baby gorilla made history. At the Columbus Zoo in Ohio, she became the first gorilla in the world to be born in captivity.

The gorilla’s mother, Millie Christina, seemed as shocked as the zookeepers. She did not hold or clean her baby as a mother gorilla should. Instead, she left the infant on a cold concrete floor, struggling to stay alive.

As zookeeper Warren Thomas made his morning rounds, he noticed the helpless baby and raced into action. He put Millie Christina in another cage and scooped up the baby. While the newborn gasped for breath, the zookeeper began breathing into her mouth, hoping to get her to breathe on her own. Just when Thomas thought the baby was taking her last breath, she began to breathe normally.

News of the little miracle traveled quickly throughout the zoo, and then the world. But when the excitement settled down, the keepers realized they had a problem. Since the newborn’s own mother would not care for her, who would raise the baby?

Raised like a Human 5

Although some of the keepers were gorilla experts, not one had experience with a newborn gorilla. They did not know how to raise a baby gorilla. The keepers raised her the only way they knew how—as if she were a human baby.

They named the baby Colo and built a special nursery just for her. Family photos of her father, Macombo, and her mother hung on the walls by her crib.

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Colo bounded around on her changing table as the keepers wrestled to change her diapers. She wore cozy pajamas at night and a new outfit each day. After her bubble baths, the keepers rubbed her skin with baby oil to keep it moist. Then they would swaddle her in a soft blanket and feed her human infant formula from a bottle.

Gorilla Playtime In the wild, young gorillas climb trees, swing on vines, somersault, slide, and chase one another. They act silly by putting twigs and leaves on their heads and running around. They even use large, round fruit to play catch. Through play, they build strength and learn how to get along with others.

When Colo grew older, she had babies of her own. As soon as they were born, all three were taken to the nursery to be raised by the zookeepers. Emmy, Oscar, and Toni wore diapers and had closets full of clothes just as Colo had.

Over the years, the zookeepers saw that nursery-raised gorillas couldn’t, or wouldn’t, raise their own babies. But zookeepers and scientists kept learning by observing gorillas who raised their babies on their own.

Warren Thomas and many other animal-care experts feared that there would be no gorillas in zoos that knew how to be mothers. The keepers and researchers wanted to end the practice of raising baby gorillas in nurseries. They believed that gorillas that were born in zoos would have a better chance of raising their own babies if they were introduced to other gorillas at an early age.

Raised like a Gorilla 11

Keepers Barbara Jones and Maureen Casale tested this theory many times at the Columbus Zoo. When Dotty Mushavo was born on April 17, 2004, her nursery-raised mother, Nia, showed no interest in caring for Dotty. 12

Dotty never wore clothes or diapers, and the keepers did not raise her in a nursery. Instead, the keepers lived with her in a pen next to a family of

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gorillas so that she could smell the other gorillas, hear them, and watch them. 13

The keepers behaved like gorilla mothers. They paced around the pen on all fours with baby Dotty clinging to their backs. At feeding time, they grunted as they shared their food with the tiny infant. After lunch, the keepers rolled around with the little one, tickling and play-biting. If the baby misbehaved, they coughed in her face the way a real gorilla would.

When the day was done, the keepers slept with the tiny gorilla, holding her close through the night, just as a mother gorilla would. “The most natural thing for a baby gorilla is to be held,” says Barbara Jones. “It gives them security and confidence.”

Dotty’s New Family 15

When she was six months old, Dotty joined the gorilla family next door. Her surrogate mom (Pongi), dad (Mumbah), and her two new sisters (Jumoke and Cassie) happily welcomed her into the family. Excited by the new addition, Cassie took little Dotty by the arms and spun her until they were both dizzy.

“People can mimic gorilla behavior, but the best way for a gorilla to learn social behavior is from other gorillas,” says anthropologist and zookeeper Beth Armstrong. “The life of a gorilla family centers around their babies. The infant learns from the adults in the group. With a baby present, the juveniles learn how to behave with younger ones.”

The experts all hope that Dotty’s story will have a happy ending someday, when she will raise gorilla babies of her very own.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

21 The information in paragraph 2 is included mainly to A compare Millie Christina’s actions with what was expected B explain why Millie Christina acted the way she did C give an opinion about Millie Christina’s actions D show how the zookeepers felt about Millie Christina

22 Which sentence from the first section best shows the main idea of the article? A “On December 22, 1956, a three-and-a-half-pound baby gorilla made history.” B “At the Columbus Zoo in Ohio, she became the first gorilla in the world to be born in captivity.” C “News of the little miracle traveled quickly throughout the zoo, and then the world.” D “Since the newborn’s own mother would not care for her, who would raise the baby?”

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23 Read paragraph 3 closely. How does the author create a sense of panic in the paragraph? How does this help create a sense of relief at the end of the paragraph? Use details from the paragraph to support your answer.

24 The article explains that the keepers raised Colo “as if she were a human baby.” Complete the web below by listing four details that support the claim that she was raised like a human baby.

Colo Was Raised like a Human Baby

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25 Read this sentence from paragraph 9. “Over the years, the zookeepers saw that nursery-raised gorillas couldn’t, or wouldn’t, raise their own babies.” How does the information in “Dotty’s New Family” help explain why the gorillas wouldn’t raise their own babies? Use details from the article to support your conclusion.

26 Read the information in the section titled “Gorilla Playtime.” How does this information support the idea that young gorillas should play as normal gorillas do instead of playing with human zookeepers? Use details from the section and the main article to support your answer.

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27 In paragraph 15, the author explains how Dotty’s sister Cassie “took little Dotty by the arms and spun her until they were both dizzy.” Explain why this observation can be considered a sign of hope. Use details from the article to support your answer.

28 Predict what will happen when Dotty has babies. Will Dotty be likely to act like Colo’s mother? Use details from the article to support your prediction.

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29 In the section “Raised like a Gorilla,” the author explains how the zookeepers changed their treatment of baby gorillas when raising Dotty. Explain how the zookeepers changed their behavior and why they changed their behavior. Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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30 The article explains that the keepers in charge of Colo “did not know how to raise a baby gorilla.” How did this affect the choices they made when raising Colo? Explain how the choices made had an ongoing effect on the zoo’s gorillas. Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the passage. Then answer the questions that follow it.

Teddie, the Helper Adapted from a Story from Golden Moments: Bright Stories for Young Folks by Anonymous

“I’ll give you two sovereigns for the five. It’s a good price, but I mean it.”

“I’ve told you I can’t part with them,” was Teddie Braham’s reply to this offer of his schoolfellow, Gerald Keith, to buy his pet rabbits. “What, sell little Stripe, and Pickles, and old Brownie, and Spot, and Longears! I should be very badly off before I should do such a thing.”

“Perhaps you think I haven’t got the money. See for yourself,” and Gerald displayed three glittering sovereigns.

“Are they all yours?” Teddie asked in amazement.

“Yes. It was my birthday yesterday; mother and father each gave me one, and Uncle Dick the other. You’ve only to say the word and two of them are yours. You have such a lot of pets, you won’t miss your rabbits.”

But Teddie was not to be tempted. He shook his head, smiling a little scornfully. Almost instantly, however, the smile changed into a look of alarm. One of the coins slipped from its owner’s hand, rolled along the pathway, and before either of the boys could stop it, fell down the grating of a drain. For a moment Gerald, too, looked pale; then he broke into a laugh.

“It can’t be helped,” he said, “and there’s plenty more where that came from. The worst of it is, mother told me not to carry the money about with me; but she’ll give me another sovereign quick enough if I ask her. My father, you know, is one of the richest men about here.”

He said it boastingly, and Teddie, having left his schoolfellow where the road branched off to their respective homes, went on his way, on that sunshiny June afternoon, thinking, rather seriously, how pleasant it must be to be as rich as Gerald.

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On reaching home, Teddie went straight to the drawing-room to find his mother. But a visitor was with her, and he had to wait. He took up a book and sat down quietly. In a few minutes, however, his attention was caught by the conversation between the two ladies.

Mrs. Taylor, the visitor, told a sad story of a working-man, who, in consequence of an accident, had been unable to earn a penny for several weeks. His wife was also in bad health, and she and her seven young children were in great distress. Mrs. Taylor was trying to collect some money to relieve the poor woman till her husband was again able to work.

To Teddie’s surprise, his mother said, “I am sorry that I cannot help you in the matter.”

“But the smallest sum will be acceptable,” said Mrs. Taylor.

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“It pains me to refuse you, but I must,” he heard his mother say. Teddie’s quick ears heard his mother’s voice falter as she said the words. An uncomfortable silence followed. Mrs. Taylor rose to go, but Mrs. Braham motioned her to resume her seat.

“This must seem so strange to you,” she said, “that I feel I must explain. My husband has had a sudden and very serious loss. He is now a comparatively poor man, and it would not be right for me to give, as I have always been pleased and thankful to do.”

Teddie could not bear to see tears in his mother’s eyes. He went and stood by her side while Mrs. Taylor expressed her sympathy, and also her sorrow at having wounded Mrs. Braham’s feelings. After Mrs. Taylor left, she returned to the drawing-room, and took Teddie on her knee. Then suddenly she bent her head and burst into a fit of weeping. Wise Teddie only pressed his arms more closely round her neck, and said nothing till the tears began to stop. Then he whispered, “Won’t you tell me all about it, mother?”

“Dear, this is the first real trouble you have known,” she answered, “and I am so sorry that your young, happy life should be clouded. If we could keep the knowledge from you we would, but that is impossible.”

Then she told him how his father had become surety for a friend, and explained that this meant a promise to pay a certain sum of money in place of the friend, if that friend should find himself unable to pay it. Mr. Braham had made a promise to pay a large amount on this condition, and it had fallen on him to fulfill his word.

“Is father very poor now?” Teddie asked.

“We shall have to be very careful. In order to remain in the house we must let some of our rooms, and this year, at any rate, there will be no holiday for us at the seaside.”

“I don’t mind it for myself, mother,” said Teddie, “I only mind it for you.”

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“But, darling, do you think you know what it means?” she asked. “No presents, no treats, very few pleasures of any kind. Can you meet all this patiently and bravely?”

“I will try,” and though when Teddie raised his head from its resting-place his eyes were wet, his face still wore a look of brave resolve.

It was a promise which he at once began to carry out in deed. It would be hard to part with his rabbits, hard to go to Gerald and say he would accept his offer after the somewhat scornful way in which he had before refused it. But he did not know how much the sacrifice would cost until he opened the hutch, and out came the little animals for their evening meal. He took Stripe in his arms, and Brownie put her front paws on his knee, as if jealous of the caresses Stripe was getting. He felt he could not let them go. But the feeling only lasted a few minutes, and he hadn’t a single regret when he placed two sovereigns in his mother’s hand the next day.

She could only kiss him and thank him. Not on any account would she have told him that, and had she known his intention she should not have allowed him to carry it out.

I am glad to say that in a few years Mr. Braham fully regained the money he had lost. But in better circumstances Teddie did not cease those loving acts of kindness and unselfishness which he tried so hard to practice for his mother and father’s sake in their time of difficulty.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

31 The main theme of the story is about A being willing to work hard B not being too trusting C being thankful for simple things D making sacrifices

32 How would Teddieâ&#x20AC;&#x2122;s mother most likely have felt if she had known he sold his rabbits? A angry that he had sold them too cheaply B worried that Gerald would not appreciate them C proud that Teddie was willing to take action to help his family D relieved that the family would not have to spend money to care for them

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33 Read the second paragraph closely. Why does the author include the names of the rabbits and include the words “little” and “old”? Use details from the story to support your answer.

34 How do the events in paragraphs 6 and 7 show Gerald’s view of money? How does this compare to Teddie’s view of money? Use details from the story to support your answer.

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35 Explain why Teddie is not tempted by Gerald’s offer of two sovereigns at the start of the story. Do you think his decision would be different at the time if Gerald offered more money? Use details from the story to support your answer.

36 Read this sentence from paragraph 13. “Teddie’s quick ears heard his mother’s voice falter as she said the words.” What does this sentence reveal about how Teddie’s mother feels about saying no to Mrs. Taylor? How does what she says to Mrs. Taylor in paragraph 15 help show why she feels this way? Use details from the story to support your answer.

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37 What main quality of Teddie is shown by his actions in paragraph 16? Complete the chart below by stating the main quality and listing three specific details from the paragraph that show he has the quality.

38 Read this sentence from the end of paragraph 24. “But the feeling only lasted a few minutes, and he hadn’t a single regret when he placed two sovereigns in his mother’s hand the next day.” Explain why Teddie does not regret selling the rabbits to Gerald. Use details from the story to support your answer.

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39 The story is an example of one where a young main character has to grow up. Explain how the events of the story show Teddie facing the challenge of growing up. Use details from the story to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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40 Teddie can be described as someone who cares about other people more than himself. Explain how the story shows this. Give three examples of actions that show this to support your answer.

Planning Space You can complete the graphic organizer below to help plan your answer.

Teddie cares more about other people than himself.

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Directions: Read the following two passages. Then answer the questions that follow.

On Your Mark, Get Set, Pedal! By Natasha Wing 1

A giant shoe with blinking eyes and smiling lips. A fat-bellied goony bird. A two-story dinosaur skeleton. And a massive floating iguana! These are just a few of the amazing kinetic sculptures that have been seen during the annual Arcata to Ferndale World Championship Kinetic Sculpture Race.

The race is held every Memorial Day weekend, rain or shine, along a coastal stretch of Northern California. Contestants come from around the country to see if their machines—and legs—can hold up for three days.

Creative Engineering

Every entry in this amazing race must travel over land, sand, mud, and in water. And each machine must be powered by people—no engines allowed! The kinetic sculpture race is so grueling it has been called the “Triathlon of the Art World.”

Months before the race begins, artists work on their sculptures. They piece together bicycle parts, levers, propellers, and paddle wheels to

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make a basic skeleton. Their sculptures not only have to drive, turn, and brake, they must also balance and float. 5

Once the basic engineering is done, the kinetic sculptors add an artistic coating—dragon skin, for example, or fake horsehair. Meanwhile, a support team creates masks and costumes to be worn during the race. When it comes to these creative racing crafts, looks and humor are as important as speed.

They’re Off! 6

On race day, the sculptures are given a final brake test and safety check before being allowed to enter. Once given the go-ahead, racers line up around the plaza in Arcata. When the noon whistle blows, the people-powered machines make a mad dash three times around the square, then zoom off toward the beach. On the beach, the racers slog along the shoreline, then slide down a 40-foot sand dune called “Dead Man’s Drop.” They cross over a bridge, then pedal along miles of roads. And that’s just the first day! 7

On the second day, the racers enter the bay. They float and paddle their way to the exit point. If that wasn’t enough to tire them out, they then pedal another 15 miles to the designated campsite.

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Day three takes racers across a river and onto muddy farmland to a check-in at the fairgrounds. Then it’s an all-out sprint to the finish line—Main Street in Ferndale, where the race was first run more than 36 years ago.

For the Glory! 9

Randy Frost, a regular contestant, said, “I have been baked by the sun while pedaling on the dunes. I’ve been soaked by cold rains while on the road. The climbs can be brutal due to the weight of the vehicles. And the beach can drag you down to a crawl.” So why does he keep entering? “It challenges my creativity, and I like to make people laugh.” Who wouldn’t laugh at a man dressed like a chicken, pedaling a giant egg? Some people are in it for speed. Some for looks. There are rewards for the fastest course time, most creative craftsmanship, and best engineering. There are silly awards, such as “The Golden Dinosaur”—given to the first machine to break down after crossing the starting line.

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Racing Rules Here are a few of the official rules for the race. 1. Sculptures must be people-powered! 2. One toothbrush per pilot. 3. Pit crews must consist of humans only. 4. All pilots must sleep within spitting distance of their sculptures on the second night. 5. All sculpture pilots, pit crew, officials, spectators, law enforcers, communicators, volunteers, merchants, and even innocent bystanders must put great effort into having great fun.

But if you ask most contestants why they enter a grueling race that has no monetary prizes, they’ll tell you “For the Glory!”

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Kinetic Fever Begins In 1969, Hobart Brown, a metal-sculpture artist in Ferndale, California, wanted to make his son’s tricycle a little more interesting. He added two more wheels, and named it the “Pentacycle.” His friend Jack Mays saw it and said that he could build an even better human-powered sculpture. Mays challenged Brown to a race down Main Street. Word spread, and ten more racers showed up, along with thousands of people to watch the race. Twelve contestants raced down Main Street, battling for the glory of having the best sculpture. The race became an annual event. Over the years, more people entered. The sculptures got bigger and more wildly decorated. The course grew from one street to a 40-mile course. What was once a sprint down Main Street is now a three-day race across land, sand, mud, bay, and river.

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Matchstick Wonders By Barbara Kramer 1

Pat Acton has always enjoyed building things. As a kid, he built a fully enclosed tree house with glass windows and a stove for heat. His older brothers soon left their more traditional tree houses to hang out in Pat’s.

Back then, Acton used his father’s tools, and he sometimes got into trouble for not putting them back where they belonged. After he graduated from college, he had time for woodworking but little money to buy tools. That was when he remembered a news story that he had seen on television when he was young. It was about a man who used matchsticks to build a model of his farm.

Matchsticks, Glue, and Patience 3

Acton bought two boxes of wooden matchsticks and some glue. Then he began work on his first project—a small country church with a high steeple. Other models followed, including a stagecoach, a steamboat, and a 1930s-style locomotive. Each was carefully constructed with matchsticks that were only two inches long. The work was slow, and it took a lot of patience. “You just have to take your time doing this,” Acton says. “You can’t hurry.”

Acton enjoyed building the models, but he did not like cutting the sulfur head off each matchstick before he could use it. He contacted the manufacturer and learned that he could buy matchsticks without heads directly from the company. With that problem solved, Acton began making larger, more detailed models.

Details plus Imagination 5

Many of Acton’s pieces are of historical subjects, such as his model of the Challenger space shuttle. He uses the library and the Internet to find photos and other information to help him make sure the details are correct.

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Other projects come from his imagination. His model of a crooked house started with the nursery rhyme about the “crooked man” who lived “in a little crooked house.” But Acton wanted to create more than just a crooked house. He wanted something bigger and more interesting, like the haunted houses in the Hardy Boys books he’d read as a child. He combined the two ideas and let his imagination go to work. “That was fun because I could do whatever I wanted,” he recalls. The result was a crooked mansion complete with a leaning tower.

Because there are so few people who build with matchsticks, Acton has learned his art through trial and error. “I’m always learning new things,” he says. He was able to make his model of Pinocchio only after he learned to bend matchsticks.

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He uses needle-nosed pliers to pinch the matchstick, making small breaks in some of the wood fibers. Then he gently bends the matchstick into the curve he wants and glues it into place. When the glue is dry, he uses sandpaper to smooth the broken fibers.

Currently, Acton is working on a model of Hogwarts Castle, from the Harry Potter books. He says that he will never run out of ideas. He continues to explore this unique art form, turning matchsticks and imagination, glue and patience into wonderful creations.

Sneak Peek Hogwarts Castle

When completed, Actonâ&#x20AC;&#x2122;s version of Hogwarts will be his largest model to date, and will take more than a half-million matchsticks.

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Directions: Use “On Your Mark, Get Set, Pedal!” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

41 The opening paragraph of the article mainly makes the race seem A casual B competitive C lively D grueling

42 All of the following sentences from “Creative Engineering” support the idea that making an entry capable of completing the race is challenging EXCEPT A “Every entry in this amazing race must travel over land, sand, mud, and in water.” B “And each machine must be powered by people—no engines allowed!” C “Their sculptures not only have to drive, turn, and brake, they must also balance and float.” D “When it comes to these creative racing crafts, looks and humor are as important as speed.”

43 Which words from the second paragraph imply that the race is difficult for competitors? A “rain or shine” B “coastal stretch” C “around the country” D “can hold up”

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44 The race is not intended to be taken too seriously by competitors. How do the racing rules listed in the article show this? Use details from the rules to support your answer.

45 Read the information in the section “Kinetic Fever Begins.” Describe how the race changed over time. Include at least two ways the race changed and identify the important feature that remained unchanged in your answer. Use details from the section and from the main article to support your answer.

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46 Read the quotes by Randy Frost in the section “For the Glory!” What main idea about the race do these quotes support? Explain your answer. Use details from the article to support your answer.

Directions: Use “Matchstick Wonders” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

47 Read this sentence from the first paragraph. “His older brothers soon left their more traditional tree houses to hang out in Pat’s.” What point about Pat is this sentence included to make? Explain how the point relates to the main idea. Use details from the article to support your answer.

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48 The article describes how Pat wanted to enjoy woodworking after he finished college. Complete the chart below by describing two problems Pat came across as he began woodworking and how he solved each one.

Problem

Solution

Problem

Solution

49 The last sentence of the article states that Pat uses both patience and imagination to produce his creations. Which of these do you think is most important to his ability to produce impressive artworks? Use details from the article to support your answer.

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Directions: Use both “On Your Mark, Get Set, Pedal!” and “Matchstick Wonders” to answer the following question.

50 Both articles describe people making art for the enjoyment of it rather than for reward. Write an essay in which you describe how creating art can be both challenging and rewarding. Explain how the challenge of creating art can make it a rewarding process. Use information from both articles to support your answer.

Planning Space You can complete the chart below to help plan your answer. The Challenge and Reward of Producing Art

Challenges

Rewards

Kinetic Sculptures

Matchstick Art

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Directions: Read the passage. Then answer the questions that follow it.

The Pine Tree By Mabel R. Goodlander Characters The Pine Tree Two Goats The Fairy Queen Fairies A Robber

Pine Tree (swaying and sighing): Oh, dear! Ah, me! Oh, dear! Ah, me! I’m tired of being a little pine tree. Oh, dear! Ah, me! Oh, dear! Ah, me! I’m tired of being a little pine tree.

Fairy Queen (entering as tree speaks): Little pine tree, why do you cry? You should always be happy. Your beautiful needles are green all the year round. Everyone loves to see them in the cold winter when the other trees are bare.

Tree: Oh, I don’t like my stiff green needles. They are dark and ugly. I want beautiful leaves.

Fairy: What kind of leaves do you wish?

Tree: Oh, I wish to have beautiful golden leaves which will glisten in the sunshine.

Fairy Queen: You shall have your wish, little tree. I hope the gold leaves will make you happy. (She waves her wand). Come, fairy folk! Come at my call. Come bring your gold. Come, one and all.

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[Fairies enter, bringing branches of golden leaves and wreath of gold. They bow before the queen.]

Fairy Queen: Now dance around in fairy ring and deck the tree with the gold you bring.

[Fairies dance around the tree, strip off its fine needles, give it golden leaves, then dance off.]

Fairy Queen: How do you like your new dress, little tree?

Tree: Oh, it is too beautiful for words, Fairy Queen! See how the leaves shine in the sun!

Fairy Queen: Now I hope you will be happy, little tree. (She runs out.)

Tree (singing): Oh, I am happy as happy can be, For now I am a golden tree. Oh, I am happy as happy can be, For I am a beautiful, golden tree.

[Man with a bag enters, sees tree, and runs to it.]

Man: A golden tree! Am I dreaming? (He touches it.) No; the leaves are gold. This is a lucky day for me. Ha, ha! I’ll fill my bag with gold. Not one leaf will I leave.

[Man puts wreath and branches of gold in his bag, then goes out.]

Tree (weeping): Oh, dear! Ah, me! Oh, dear! Ah, me! I’m such an unhappy little tree. Oh, dear! Ah, me! Oh, dear! Ah, me! I’m such an unhappy little tree.

Fairy Queen (entering as tree speaks): What, crying again, little tree! Why are you so unhappy now?

Tree: Oh, Fairy Queen, my golden leaves were stolen. Not one leaf is left.

Fairy Queen: What shall I do for you, little tree? Shall I give you your pine needles again?

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Tree: No, no; I do not want my needles. Oh, please give me fresh green leaves like the other trees. Men will not steal them.

Fairy Queen: You shall have your wish, little tree. I hope the green leaves will make you happy. (She waves her wand.) Come, fairy folk! Come at my call. Come bring green leaves. Come, one and all.

[Fairies enter, bringing wreath and branches of green leaves. They bow before the queen.]

Fairy Queen: Now dance around in fairy ring and deck the tree with the leaves you bring.

[Fairies dance round the tree. They give it green leaves, then dance off.]

Fairy Queen: How do you like your new dress, little tree?

Tree: It is beautiful, Fairy Queen. See how the leaves flutter in the breeze!

Fairy Queen: Now, I hope you will be happy, little tree. (She runs out.)

Tree (singing to himself): Oh, I am happy as happy can be, For my leaves are green, as all can see. Yes, I am happy as happy can be, For I am a beautiful, green-leaf tree.

[As he sings, two goats enter.]

Goats: Baa, baa! Baa, baa! (They eat the grass. One goat finds the tree, and the other runs to it.) Baa, baa! Baa, baa!

[The goats pull off branches and wreath of leaves, and carry them out.]

Tree (swaying and weeping): Oh, dear! Ah, me! Oh, dear! Ah, me! I’m such an unhappy little tree. Oh, dear! Ah, me! Oh, dear! Ah, me! I’m such an unhappy little tree.

Fairy Queen (entering as he speaks): Crying again, little tree? (She crosses her arms and shakes her head.) Why are you so unhappy now?

Tree: Oh, Fairy Queen, the goats ate my beautiful, fresh, green leaves.

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Fairy Queen (angrily): What shall I do for you now, little tree? Shall I give you your pine needles again?

Tree: Oh, yes, yes; please give me my green needles again. They are best for a little pine tree.

Fairy Queen (smiling): You shall have your wish, little tree. The green needles will make you happy again. Needles are better for a little pine tree than leaves of gold or leaves of green. (She waves her wand.) Come, fairy folk! Come at my call. Come bring your pine. Come, one and all.

[Fairies enter, bringing pine branches and wreath of pine. They bow before the queen.]

Fairy Queen: Now dance around in fairy ring and deck the tree with the pine you bring.

[Fairies dance round the tree. They give it the pine again, then all dance off.]

Fairy Queen: How do you like your old dress now, little tree?

Tree: It is beautiful, Fairy Queen. I had forgotten how beautiful my green pine needles were. See how they shine!

Fairy Queen: I hope now you will always be happy and contented, little tree. (She runs out.)

Tree (singing): Oh, I am happy as happy can be, For I am again a little pine tree. Oh, I am happy as happy can be, For Iâ&#x20AC;&#x2122;m a beautiful, green pine tree.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

51 In the first line of the play, the pine tree is mainly described as swaying to show A why he wants new leaves B how much he enjoys singing C his feelings of sadness D how strong the wind is

52 Read this line from the play. “Fairy Queen (entering as he speaks): Crying again, little tree? (She crosses her arms and shakes her head.) Why are you so unhappy now?” What are the Fairy Queen’s actions used to show? A She is getting frustrated with the tree. B She feels sorry for the tree. C She is not going to help the tree anymore. D She wants the tree to feel better.

53 Read these sentences spoken by the Fairy Queen at the start of the play. “You should always be happy. Your beautiful needles are green all the year round. Everyone loves to see them in the cold winter when the other trees are bare.” Which statement describes how these sentences relate to the main idea? A They suggest that the pine tree is being selfish. B They tell why the pine tree should be happy just the way he is. C They show that the Fairy Queen cares about all living things. D They describe how being different from others can lead to feeling left out.

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54 In the play, the changes to the pine treeâ&#x20AC;&#x2122;s leaves have effects he does not expect. Think about what causes the problems with each set of new leaves. Complete the graphic organizer below by describing the cause and effect of the two changes that cause problems for him.

Cause

Effect

Cause

Effect

55 When the Fairy Queen changes the leaves to golden leaves and then green leaves, she says that she hopes the leaves will make the tree happy. Does the Fairy Queen really expect the tree to be happy with the new leaves? Use details from the play to support your conclusion.

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56 How do the actions described in the play make the changing of the tree’s leaves an event? How would this most likely affect how the audience sees the changes as significant? Use details from the play to support your answer.

57 In lines 36 to 38, the Fairy Queen changes from speaking angrily to the pine tree to speaking happily. Explain why the Fairy Queen’s feelings change so suddenly. Use details from the play to support your answer.

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58 At the end of the play, the pine tree has the same needles he started with. Compare how the pine tree feels about the needles at the start and end of the play. Explain why the pine tree’s feelings have changed. Use details from the play to support your answer.

59 During the play, the pine tree sings songs. How are the songs used to represent the pine tree’s feelings and mood? Use details from the play to support your answer.

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60 A main theme of the play is about being happy with who you are. Explain how the pine treeâ&#x20AC;&#x2122;s experience teaches him a lesson about accepting who he is. In your answer, describe the role of the Fairy Queen in allowing the pine tree to learn the lesson for himself. Why do you think it was necessary for the pine tree to experience the events to learn the lesson? Use information from the play to support your answer.

Planning Space You can complete the graphic organizer below to help plan your answer.

How the Pine Tree Learns a Lesson

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Part B: Looking at Context Informational Text: • academic vocabulary in context • identify structure • problem/solution • proposition/support • media literacy • summarize text • make inferences • use textual evidence Literary Text: • academic vocabulary in context • identify elements of poetry • summarize plot development • point-of-view • make inferences • use textual evidence • paraphrase text

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Directions: Read the passage. Then answer the questions that follow it.

When Kids Hunt Fossils By Gail Jarrow 1

The third-graders eagerly stick their hands into piles of gray and brown dirt on their desks. These kids aren’t playing. They’re doing scientific research. The dirt isn’t ordinary soil. It’s from the grave of a mastodon, an extinct cousin of modern elephants.

Mastodons roamed North America before they went extinct at the end of the last Ice Age. Scientists think that the dirt holds answers to important questions about this prehistoric time. The third-graders are helping to find those answers. The dirt comes from a backyard pond in Hyde Park, New York. In 1999, a bulldozer was enlarging the pond. It dug up an object that looked like a log. The “log” was a mastodon’s front leg bone. Scientists believe that a mastodon died there about 13,300 years ago. Its body sank to the bottom of an ancient lake. There, sediment gradually covered the bones as the lake filled in. 3

The year after the leg bone was found, scientists from the Paleontological Research Institution (PRI) in Ithaca, New York, organized a team to dig up the rest of the skeleton. For six weeks, the team carefully worked to remove the bones from the pond’s muddy bottom.

They also collected eight hundred buckets of sediment surrounding the mastodon. In the sediment, which is called matrix, scientists hoped to find fossils of other animals and plants that had lived at the same time as the mastodon. ©RALLY! EDUCATION. No part of this document may be reproduced without written permission from the publisher.

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Call in the Kids! 6

The scientists at PRI knew it could take them many years to sift through several tons of matrix. They decided to ask schools for help. Kids turned out to be first-rate fossil hunters.

PRI now sends bags of the mastodon matrix to classroom teachers throughout the United States. Students examine the dirt using small brushes, toothpicks, tweezers, and magnifying glasses. These kids have sharp eyes and have spotted fossils that at first glance look like pieces of sand.

What Kids Discovered 8

In a third-grade classroom in Levittown, New York, Kevin found a tiny snail shell in perfect condition. Brianna found an evergreen cone that had fallen into the prehistoric lake and sunk to the bottom. “It amazed me,” she said, “because a pinecone is very delicate, and I could not believe that it was not broken.”

Their classmate Kaitlin discovered a hair. “I was surprised that hair wouldn’t decay,” she said. Scientists know that the hair belonged to a mammal living about 13,000 years ago, but they haven’t yet determined if it is from the mastodon.

Some parts of Ice Age animals and plants have decayed, such as the mastodon’s skin and muscles. But many of the harder materials—bone, shells, hair, seeds, leaves, and wood—have barely changed. Spruce and cedar twigs even show signs of chewing.

“Many of the twigs that kids find in the matrix are about the same length,” said Dr. Robert Ross, who directs the Mastodon Matrix project. “We think they are branch tips that were bitten off and eaten by the mastodon.” He explained that the chewed twigs traveled through the mastodon’s digestive system. In mastodon droppings, the twigs ended up in the pond mud, where scientists collected them thousands of years later.

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“At first I thought the matrix was just dirt,” said Allysha, a fifth-grader from Ithaca, New York. “But then I found out some of it was old mastodon poop.”

That hasn’t stopped Allysha and the other students from digging in the matrix and collecting fossils. They know that any germs in the mastodon droppings are long gone.

The fossil hunters have discovered pieces of mastodon tusk, parts of beetles, seeds from a variety of plants, and shells of freshwater snails and clams that lived in the ancient lake. They have even found small pieces of charcoal from trees burned in a prehistoric forest fire. The kids separate their finds into plastic bags and return them to PRI. The fossils are stored so that scientists can study them later.

Stories from the Dirt

The fossils tell a story about life and climate at the end of the Ice Age as the last ice sheets were melting from the area where the mastodon lived. When scientists learn what kinds of plants and animals lived then, they learn something about the past rainfall and temperature of that place. Scientists know that a living thing can thrive only in a particular climate, and an ancient living thing of the same type must have lived in a similar climate.

For example, tree parts in the matrix match the same kinds of trees that are now growing in northern Canada. That means that the climate in New York was probably much colder during the mastodon’s lifetime than it is today.

The young scientists enjoy discovering fossils of plants and animals that lived long ago. “It’s fun to dig through the matrix because we find stuff from the past,” said Maurice, a fifth-grader from Ithaca, New York. “It’s like digging through nature.”

It’s also fun to get a little dirty.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

61 The students sorting through the dirt would most likely describe the task as A disgusting B fascinating C tiresome D difficult

62 Based on your answer to question 61, all of the following quotes from students support the answer EXCEPT A “It amazed me,” she said, “because a pinecone is very delicate, and I could not believe that it was not broken.” B “I was surprised that hair wouldn’t decay,” she said. C “At first I thought the matrix was just dirt,” said Allysha, a fifth-grader from Ithaca, New York. “But then I found out some of it was old mastodon poop.” D “It’s fun to dig through the matrix because we find stuff from the past,” said Maurice, a fifth-grader from Ithaca, New York. “It’s like digging through nature.”

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63 Describe how the author presents the information in the first paragraph. How does the way the information is presented create interest in the topic of the article? Use details from the first paragraph to support your answer.

64 The article explains that scientists send bags of “mastodon matrix” to teachers. Explain what the term “mastodon matrix” means. Use details from the article to support your answer.

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65 Use details from the section titled “What Kids Discovered” to list six different items that students have found while searching through the dirt.

Items Kids Discovered

66 Paragraph 7 states that kids have “sharp eyes.” Which two examples of items found best show that students have sharp eyes? Explain why you chose those items. Use details from the article to support your answer.

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67 Read paragraph 3 of the article. Why are the events described in the paragraph important? Explain how they relate to the main idea of the article. Use details from the article to support your answer.

68 In paragraph 11, Dr. Robert Ross describes an observation made about the twigs that students found. How does this example help show that the work being done by the kids is providing valuable information? Use details from the article to support your answer.

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69 The last section of the article is titled “Stories from the Dirt.” Explain what this title means and how the fossils “tell a story.” Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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70 The kids that are sorting through the dirt are helping scientists. How does having the kids sort through the dirt benefit scientists? Describe at least two benefits in your answer. What do you think the kids gain from the activity? Describe at least two benefits in your answer. Use details from the article to support your answer.

Planning Space You can complete the chart below to help plan your answer.

Benefits of the Activity Benefits for the Scientists

Benefits for the Students

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Directions: Read the passage. Then answer the questions that follow it.

The Goat’s Ears of the Emperor Trojan A Story from Folktales of the Serbs by Anonymous 1

Once upon a time there lived an emperor whose name was Trojan, and he had ears like a goat. Every morning, when he was shaved, he asked if the man saw anything odd about him, and as each fresh barber always replied that the emperor had goat’s ears, he was at once ordered to be put to death.

Now after this state of things had lasted a good while, there was hardly a barber left in the town that could shave the emperor, and it came to be the turn of the Master of the Company of Barbers to go up to the palace. But, unluckily, at the very moment that he should have set out, the master fell suddenly ill, and told one of his apprentices that he must go instead.

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When the youth was taken to the emperor’s bedroom, he was asked why he had come and not his master. The young man replied that the master was ill, and there was no one but himself who could be trusted with the honor. The emperor was satisfied with the answer, and sat down, and let a sheet of fine linen be put round him. Directly the young barber began his work, and he, like the rest, noticed the goat’s ears of the emperor, but when he had finished and the emperor asked his usual question as to whether the youth had noticed anything odd about him, the young man replied calmly, “No, nothing at all.” This pleased the emperor so much that he gave him twelve ducats, and said, “Henceforth you shall come every day to shave me.”

So when the apprentice returned home, and the master inquired how he had got on with the emperor, the young man answered, “Oh, very well, and he says I am to shave him every day, and he has given me these twelve ducats”; but he said nothing about the goat’s ears of the emperor.

From this time the apprentice went regularly up to the palace, receiving each morning twelve ducats in payment. But after a while, his secret, which he had carefully kept, burnt within him, and he longed to tell it to somebody. His master saw there was something on his mind, and asked what it was. The youth replied that he had been tormenting himself for some months, and should never feel easy until someone shared his secret.

“Well, trust me,” said the master, “I will keep it to myself; or, if you do not like to do that, confess it to your pastor, or go into some field outside the town and dig a hole, and, after you have dug it, kneel down and whisper your secret three times into the hole. Then put back the earth and come away.”

The apprentice thought that this seemed the best plan, and that very afternoon went to a meadow outside the town, dug a deep hole, then knelt and whispered to it three times over, “The Emperor Trojan has goat’s ears.” And as he said so a great burden seemed to roll off him, and he shoveled the earth carefully back and ran lightly home.

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Weeks passed away, and there sprang up in the hole an elder tree which had three stems, all as straight as poplars. Some shepherds, tending their flocks nearby, noticed the tree growing there, and one of them cut down a stem to make flutes of; but, when he began to play, the flute would do nothing but sing: “The Emperor Trojan has goat’s ears.” Of course, it was not long before the whole town knew of this wonderful flute and what it said; and, at last, the news reached the emperor in his palace. He instantly sent for the apprentice and said to him: “What have you been saying about me to all my people?”

The culprit tried to defend himself by saying that he had never told anyone what he had noticed; but the emperor, instead of listening, only drew his sword from its sheath, which so frightened the poor fellow that he confessed exactly what he had done, and how he had whispered the truth three times to the earth, and how in that very place an elder tree had sprung up, and flutes had been cut from it, which would only repeat the words he had said.

Then the emperor commanded his coach to be made ready, and he took the youth with him, and they drove to the spot, for he wished to see for himself whether the young man’s confession was true; but when they reached the place only one stem was left. So the emperor ordered his attendants to cut him a flute from the remaining stem at once, and, when it was ready, he ordered his chamberlain to play on it. But no tune could the chamberlain play, though he was the best flute player about the court—nothing came but the words, “The Emperor Trojan has goat’s ears.” Then the emperor knew that even the earth gave up its secrets, and he granted the young man his life, but he never allowed him to be his barber anymore.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

71 Read this sentence from the end of the story. “Then the emperor knew that even the earth gave up its secrets, and he granted the young man his life, but he never allowed him to be his barber anymore.” This sentence reveals that the theme of the story is about A how the truth will eventually come out B how people should accept their differences C how lying to people in power can have serious consequences D how a person’s character is more important than a person’s appearance

72 Paragraph 3 is most important to the plot of the story because it shows A why the young barber was sent in the master’s place B why the emperor was embarrassed by his appearance C how the young barber is different from the others D how the emperor is generous to those who are kind to him

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73 Why does the young barber tell the emperor that he has not noticed anything odd about him? How does this lie influence how the emperor treats him? Use details from the story to support your answer.

74 Paragraph 5 describes how the young barber’s secret “burnt within him.” What does this phrase mean? Is it an effective way to show how the young barber feels? Use details from the story to support your answer.

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75 Read this sentence from paragraph 7. “And as he said so a great burden seemed to roll off him, and he shoveled the earth carefully back and ran lightly home.” What does the word lightly suggest about how the young barber’s mood has changed? Use details from the story to support your answer.

76 Paragraph 7 describes how the young barber tells his secret to the earth. The young barber expects that his secret will be safe. Explain whether or not this seems like a reasonable belief at the time. Use details from the story to support your answer.

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77 How does the emperor react when the young barber explains how he told his secret to the earth? How can you tell that the emperor suspects that the young barber is lying but is not certain? Use details from the story to support your answer.

78 What would have most likely happened at the end of the story if the flute made had played a tune? Use details from the story to support your prediction.

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79 Read this sentence from the start of the story. “Once upon a time there lived an emperor whose name was Trojan, and he had ears like a goat.” How do the emperor’s feelings about his ears influence the events of the story? In your answer, describe the main events in the plot and show how each event is influenced by how the emperor feels about his ears. Use details from the story to support your answer.

Planning Space You can complete the graphic organizer below to help plan your answer.

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80 What is the main lesson the emperor learns in the story? Explain how the emperor learns this lesson. Use details from the story to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the passage. Then answer the questions that follow it.

When Jean Forgot to Say “When” By Catherine Stier 1

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“Please say ‘When,’” said the Queen, “When you have enough cream,” And she poured cream in Jean’s cup of tea. But breathless with awe At the wonders she saw, Little Jean forgot to say ... “WHEN!” For Jean never had been To the palace till then, And although her cup filled to the brim, Jean drank in sights Of the castle’s delights, And never once thought to say ... “WHEN!”

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Soon the tea tarts and cakes Were drowning in lakes Of the sweet, sticky, slippery cream. But the riches untold Of fine jewels, silks, and gold Had left Jean too stunned to say ... “WHEN!”

Cream splashed to the floor. Still the Queen let it pour From the pitcher she clasped daintily. For the Queen, prim and proper, Would let nothing stop her Till someone correctly said ... “WHEN!”

Cream gushed far and wide, Taking Jean for a ride On a white wave that crashed down the door! Lost in dreamy distraction, Miss Jean took no action And did not—No!—did not say ... “WHEN!”

Through the streets traveled Jean On a frothy white stream With the good Queen afloat by her side. Still the Queen didn’t stop, Didn’t hold back one drop, While waiting for Jean to say ... “WHEN!”

When the pair neared the edge Of a very steep ledge, Jean finally awoke from her daze. And with no time to spare, Leaping onto her chair, She took a deep breath and cried, ... “WHEN!!!!!!”

The Queen then smiled sweetly, Set the pitcher down neatly, And picked up her silvery tongs. “May I offer you, Jean, Sugar cubes?” asked the Queen. “And remember, dear, do tell me ... ‘WHEN!’”

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

81 Read these lines from the fifth stanza. “Lost in dreamy distraction, Miss Jean took no action” What does the word distraction mean? A something that amuses and entertains someone B something that causes serious problems C something that has unexpected effects D something that takes attention away from something else

82 According to the poem, why does Jean forget to say “when"? A She feels too nervous to speak to the Queen. B She is too busy admiring everything. C She is having too much fun. D She has never learned good manners.

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83 The second stanza states that Jean “drank in sights.” Explain what this phrase means. How does it help show how Jean feels about what she is seeing? Use details from the poem to support your answer.

84 How does the information in the fourth stanza show why the Queen does not stop pouring the cream? What quality of the Queen is emphasized by this stanza? Use details from the poem to support your answer.

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85 Read this line from the fifth stanza. “And did not—No!—did not say ... ‘WHEN!’” Why do you think the poet punctuated the line like this? Explain how the punctuation affects how it sounds and its meaning.

86 In stanzas 4, 5, and 6, the poet describes the cream pouring everywhere. Explain how the language used to describe the cream shows that the problem is getting worse. Include the language used in each stanza to support your answer.

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87 In the seventh stanza, Jean is described taking action “with no time to spare.” How does this phrase emphasize the importance of Jean finally taking action? Use details from the poem to support your answer.

88 The seventh stanza is the turning point of the poem. Explain how the poet creates a sense of urgency in the stanza. How does this make the turning point more effective? Use details from the stanza to support your answer.

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89 The poet includes the Queen’s dialogue in the first and last stanzas. Compare the Queen’s politeness in the first and last stanzas. In what way is the dialogue in the last stanza surprising? Use details from the poem to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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90 During the poem, the events build until the Queen finally stops pouring in the seventh stanza. Explain how the events build during stanzas 3 through 6 and how this creates suspense. Use details from the poem to support your answer.

Planning Space You can complete the chart below to help plan your answer.

Stanza

Main Events

How Suspense Builds

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Directions: Read the passage. Then answer the questions that follow it.

He Even Kissed a Pig By Ann Volk Cullinan would do almost anything to cure diabetes. 1

Eleven-year-old Cullinan Williams has done some amazing things. He’s spoken with members of Congress and former President Bill Clinton. He’s raised more than $40,000 going door-to-door. He’s even kissed a pig!

It hasn’t always been easy.

“Let’s just say the pig’s nose wasn’t too dry,” recalls Cullinan. So why does he do it? Since he was six, Cullinan Williams has had a disease called type I diabetes. His goal is to help find a cure.

Living with Diabetes

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In people with type 1 diabetes, the body does not make enough of an important chemical called insulin. Most of these people have had diabetes since they were kids. So at a young age, they had to learn how to give themselves the insulin they need. Many people do this by giving themselves shots. Others may have a small pump with a soft tube that goes through the skin to give insulin when it’s needed.

They must also give themselves a test several times each day to find out how much of a special sugar called glucose they have in their blood. To do this test, they must prick their finger or forearm.

These tests and shots are sometimes painful, but very important. Too much or too little glucose in the blood can make a person with diabetes very sick.

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Cullinan’s Mission 8

Cullinan had to learn the skills he would need to keep himself healthy. At age eight, he went to a camp sponsored by the American Diabetes Association. What he learned there changed his life.

At camp, Cullinan learned how to check his own blood sugar and how to give himself shots of insulin. He also learned to be an advocate— someone who speaks out and works to support a cause.

Cullinan decided to raise money to support scientists who are trying to cure diabetes. When he came home from the camp, Cullinan and his dad went door-to-door to collect money for diabetes research.

The first year, he raised $3,800.

A year later he raised $12,000. The next year, $25,000. He has been the top fund-raiser in New York State.

Because of his abilities as a speaker and fund-raiser, Cullinan was named National Youth Advocate by the American Diabetes Association for 2001-2002. At that time, Cullinan met with his senators, Hillary Rodham Clinton and Charles Schumer, and with members of Congress to talk about diabetes and the need for a cure.

Cullinan has also worked to pass laws in New York State that increase money for research and help people with diabetes to get needed medical supplies. For his work, Cullinan was given the Central New York Citizen of the Year award. He was the first young person to receive this honor.

Searching for a Cure 15

There is no cure for diabetes ... yet! But there is hope. Scientists have succeeded in putting cells from a healthy pancreas into people with diabetes. Many people who received these cells did not need insulin shots for more than a year.

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While the research continues, people with diabetes have to find a way to overcome the daily challenges posed by this disease.

“What gets me through every day is knowing that this is about more than me,” says Cullinan. “No one should have to fight this disease alone.” Cullinan encourages kids at diabetes camps to become advocates and to begin their own search for a cure.

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Researchers are also working to create a device that will work almost as well as a healthy pancreas. The machine is being designed to give insulin and to check the person’s blood glucose. Then it should be able to deliver insulin whenever the body needs it.

Cullinan’s work continues. He plans to take his message all the way to the White House. Cullinan says he would love to meet the President. “I’d share what it’s like to have diabetes—and how important finding a cure is to people affected by this disease.”

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What Is Diabetes? Diabetes is a disease that affects how the body turns food into energy. The body changes part of the food we eat into a sugar called glucose. Cells throughout the body use glucose for energy. A chemical called insulin acts as a key to let glucose into the cells. Insulin is made by special cells, which are found in the pancreas. Sometimes the body’s defense system, the immune system, does not work the way it should. In addition to fighting the bacteria and viruses that can cause diseases, the immune system tags the cells that make insulin as harmful. It begins to destroy them. When too many of the cells have been destroyed, the body can’t make enough insulin. This process causes most cases of type 1 diabetes.

People with diabetes and their families look forward to a day when the disease can be cured. Because of the work of Cullinan and his fellow youth advocates, their dream may become a reality.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

91 What is the main purpose of the first paragraph in “Searching for a Cure”? A to show the importance of finding a cure for diabetes B to show the progress that has been made toward finding a cure for diabetes C to show how finding a cure will affect people with diabetes D to show that more funding is needed if a cure for diabetes is to be found

92 An advocate is best defined as someone who A raises money for a cause B speaks in favor of something C struggles with a health problem D receives awards from the government

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93 Read the first paragraph closely. Describe which sentence states the main idea and how the other sentences support the main idea. Explain whether or not you feel this is an effective way to introduce Cullinan Williams to readers. Use details from the paragraph to support your answer.

94 Use the information in the section titled “What Is Diabetes?” to define each of the technical terms below.

Term

Meaning

glucose

insulin

pancreas

immune system

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95 How does the author show that living with diabetes is difficult? Use at least two specific examples of the difficulties faced to support your answer.

96 Think about how the title of the section “Cullinan’s Mission” is suited to what the section describes. Explain why the word mission is a good choice for describing what Cullinan is doing. Use details from the section to support your answer.

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97 The article explains that Cullinan learned two things at the camp he attended. One was about looking after his health and the other was about being an advocate. Which of these do you feel most changed Cullinan’s life? Use details from the article to support your answer.

98 Read this paragraph from the end of the article. “People with diabetes and their families look forward to a day when the disease can be cured. Because of the work of Cullinan and his fellow youth advocates, their dream may become a reality.” What is the tone of this paragraph? Why do you think the author ended the article with this tone? Use details from the article to support your answer.

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99 Think about how Cullinan responds to the challenges of having diabetes. How would you describe Cullinanâ&#x20AC;&#x2122;s attitude? In what way would Cullinan inspire all people? Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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100 The article states that “Cullinan would do almost anything to cure diabetes.” Describe what Cullinan has done to try to cure diabetes and how you can tell that his actions have been effective. Include three examples in your answer. Use details from the article to support your answer.

Planning Space You can complete the chart below to help plan your answer.

Cullinan’s Actions Action

Effect or Result of the Action

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Directions: Read the following passage. Then answer the questions that follow.

The Bear’s Night Adapted from Finn and Samoyad by Lavinia Edna Walter 1

It would seem that within or near the Arctic Circle, Nature gives a big yawn at the end of her energetic summer, and settles down to her long winter sleep. Certainly some of her children prepare for sleep with plenty of care, especially Bruin, the big brown bear of Finland.

Even in the summer he goes sniffing round in the strong marshlands of the north or in the forests to the east. “That will make a good couch for me,” he thinks, as he spies a cozy nook among some big boulders. He makes a note of the place, and goes on to look at other possible sites. He decides nothing then, but waits till the snow comes. Then the house-hunting must be undertaken seriously, and he tramps through the soft white carpet, leaving a well-marked spoor, or trail, to tell the tale of his journeys. He is very fat after his summer feast of berries and roots, and his heavy body ploughs a deep furrow along the snow.

When once he has fixed on his boulders or tree trunks, he becomes very suspicious, and spends several days walking round and round his lodgings, on the watch for an enemy. He wants to be quite sure that no one can see him go to rest, and by going all round in a ring he catches the wind whichever way it may be blowing. If he scents danger he is off, and so fleet of foot is he that no hunter can catch him. In short, Master Bruin is so much on the alert that it takes a very wary hunter to catch him before he goes to rest.

Bruin is a good weather-prophet, and can sniff the signs of a coming snowstorm better than most; so when at last he has chosen his couch he arranges to nestle down in it just as a heavy fall of snow is coming which will, he knows, cover up both his trail and himself, and so conceal all his traces from the curious. Sometimes he is a little out in his calculations, for his furrows are so deep that nothing short of a gale, with its heavy drifts of snow, will quite obliterate them.

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The hunter Finn, however, has been watching, and has marked Bruin in his quest. He finds the spoor before it is lost, and travels along it till it enters some wood or hiding place. Then on his skis, or snowshoes, he starts across it and describes a big circle. If he cuts the spoor again farther on, he knows that Bruin has not yet halted, so another circle must be described. But if the skier comes back to the first line of spoor without having crossed it again, then “honey paws” must be within his circuit.

The hunter keeps his secret to himself and tells no one, because he will get the money for the skin, and also a reward from the Government.

There is no hurry, for the bear, when once settled in his snug quarters, will doze away quite comfortably through the winter. His ears and nose, however, seem to keep awake, even though his eyes are shut, and a scent of danger will cause him to move quickly and silently away to a new couch.

As spring approaches, Finn tells a few of his chosen friends about the matter, and together they go off to hunt “Flatnose,” as they often call him, before he wakes up, thin and hungry, after his six months’ fast. Warily they search, till they see a mass of snow covering a heap of rocks or a pile of fallen pine-trees. Then they whisper:

“The bear is sleeping under that heap of snow.” They fire a few guns, the dogs bark, the men shout; altogether the bear receives a very effective morning call. He is very easily awakened, but he is in no haste to show himself, and waits while he thinks over matters, and prepares for a strategic and rapid retreat, for he has met danger before, and found his fleetness his greatest defense. In the meantime the hunters have fired a few shots into his retreat in the hope of stinging him into action, but they probably hit only his protective stones. Then they gather twigs and branches together and light a bonfire at his very door, or what they guess to be his door, trusting that the wind will carry the smoke to his nostrils.

Some of their efforts succeed in their object; there is an upheaval of the snow; Flatnose pushes out his head. Then follow the shoulders and front paws, and soon the huge brown body rises as he sits upright on his haunches. He gives a terrific growl, which shows he is not to be

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trifled with; and, indeed, this is his most dangerous time, for he is very hungry after his long foodless sleep, and ready to attack anythingâ&#x20AC;&#x201D;cow, reindeer, or man.

The dogs are much too frightened to go near him. They bark at a distance. One man fires a shot. The bear shows his teeth and hisses as he makes a rush forward. Another shot makes him look round, and the dogs grow bolder. Then wild with fury, he rushes away. He manages to reach the trees and disappears in a way that is almost uncanny.

It is not without danger, this bear-hunt, neither is it certain of success. So when a man has once been on a bear-hunt and brought his prey safely home, he becomes a hero in his village. This time, the bear is the victor. The men return to the village empty-handed, but quietly thankful their adversary has left them unharmed and ready to return to the hunt another day.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

101 Read this sentence from paragraph 4. “Sometimes he is a little out in his calculations, for his furrows are so deep that nothing short of a gale, with its heavy drifts of snow, will quite obliterate them.” What does the word obliterate mean? A hide B destroy C uncover D change

102 Based on the information in paragraphs 2 and 3, which word best describes the bear? A lazy B greedy C cautious D cross

103 Which sentence from the paragraphs best supports your answer to question 102? A “‘That will make a good couch for me,’ he thinks, as he spies a cozy nook among some big boulders.” B “He is very fat after his summer feast of berries and roots, and his heavy body ploughs a deep furrow along the snow.” C “When once he has fixed on his boulders or tree trunks, he becomes very suspicious, and spends several days walking round and round his lodgings, on the watch for an enemy.” D “If he scents danger he is off, and so fleet of foot is he that no hunter can catch him.”

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104 How does the opening paragraph of the story establish the setting? Explain how the opening paragraph establishes the atmosphere of the setting. In your answer, give three examples of phrases used that show the atmosphere.

105 In the opening paragraphs, the author makes the bear seem more like a human character than an animal by describing how he feels and what he is thinking. How does this affect how readers feel about the bear? Use details from the story to support your answer.

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106 How does the author show that Finn is a patient hunter? Describe at least two specific actions that show his patience.

107 The story has a third-person point of view. Explain why this is a good choice for the story. How does it allow the author to develop the characters of the bear and Finn? Use details from the story to support your answer.

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108 In paragraph 10, the author describes the bear exiting his den. Complete the table below by listing three phrases from the paragraph that are included to show that the bear is dangerous. For each phrase listed, briefly describe what the phrase tells that helps show that he is dangerous.

Phrase

What the Phrase Tells

109 In paragraph 9, the author states that the bear has “found his fleetness his greatest defense.” How do the events in the rest of the story support the idea that his fleetness is effective? Use details from the story to support your answer.

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110 The story describes a battle between a man and an animal. Explain how the author shows that the battle between Finn and the bear is a battle of both intelligence and strength or power. How does this show that the battle is both close and fair? Use details from the story to support your answer.

Planning Space You can complete the chart below to help plan your answer.

Bear

Finn

Details that show the use of intelligence

Details that show the use of strength and power

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Directions: Read the passage. Then answer the questions that follow it.

Why Do Cliff Swallows Live Together? By Jack Myers, Ph.D. 1

Most of the birds we see build their nests in lonely, hard-to-find places. Most birdsongs are really bird language that says: “Stay away. This place is mine.” So there’s a surprise in thinking about cliff swallows because they nest close together.

Cliff swallows get part of their name from a habit of attaching their mud nests to the faces of rock cliffs. They have found that many man-made sites are even better than rock cliffs— wooden barns, stucco houses, and (best of all) highway bridges. Even with all the room at those nesting sites, they choose to build their nests so close together that they form bird cities, or colonies. Some of these colonies have thousands of nests.

Cliff-Swallow Experts 3

Dr. Charles Brown and his wife, Mary, have found cliff swallows so interesting that they have been studying them for more than 22 years. They and their students have a great study site in southern Nebraska, with more than 150 colonies that vary in size from 2 nests to 6,000 nests. The research has centered on a question that Dr. Brown puts very simply: “Why do cliff swallows live in colonies?”

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Answering that question has taken a lot of work that is still going on. The scientists use ladders to get up close to the nests. Then they look inside, using flashlights and little mirrors like the ones dentists use to look at your teeth. They put leg bands on the adult birds for identification, and they use marker pens to keep track of nestlings. So they have learned a bookful of information about the private lives of cliff swallows through the stages of mating, nest building, egg laying, and bringing up nestlings.

A key to why these birds live in colonies has to do with their food. Cliff swallows make their living by catching flying insects, especially tiny insects like mosquitoes that often fly close together in swarms. So an important part of hunting for food is to find an insect swarm. Some swarms can be as far as a mile from the nest.

Once eggs have hatched in late spring, bringing food for the usual three or four nestlings is almost more than a full-time job for the parents. By watching individual birds, scientists found that most parents were making a hunting trip and food delivery about once every four minutes most of the day.

A parent may have a hard time finding that much food. To do it, birds watch their neighbors. The scientists noticed that a bird that came home from a hunting trip without finding food seemed to know what to do. It watched neighbors to see who had been successful. Then it followed the lucky neighbor on its next flight. In larger colonies it is even easier because there is usually a steady stream of birds watching others and finding their way to the best hunting site. Thinking of the big advantage the swallows get by living close together, Dr. Brown called the colony an information center because it allows birds to pool information to help everyone.

How About Us? Like cliff swallows, many people live close to one another. What do you think are the disadvantages of living in a city? What are the advantages?

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Blood-Sucking Bugs 8

The Browns also found some disadvantages of colony living. Cliff swallows have a problem with a blood-sucking parasite called a swallow bug. It has no wings, but travels by clinging to the feet of adult swallows. It has long needlelike mouth parts and uses them to take blood from tender nestlings.

Scientists studied the effect of the swallow bugs by counting them—sometimes as many as 2,000 in a nest. Then they weighed the nestlings. Nests with the most bugs had the smallest nestlings. Some of the babies were so puny they would not survive their loss of blood to the parasites.

One other important result came out when the scientists checked their records. Close-packed colonies with the most nests also had the most bugs per nest. So the effects of parasites give a disadvantage to colony living but not enough to outweigh the advantages.

By showing these (and other) advantages and disadvantages of nesting close together, the Browns make it understandable why cliff swallows choose colonies of different sizes for their nests. Each time a bird picks a nest site, it must choose between a big colony (with lots of information but lots of swallow bugs) or a small colony (with fewer bugs but less information). Not all birds make the same choice.

It even looks as if a bird’s choice of where to live is inherited from its parents. Each bird prefers to nest in a colony that’s about the same size as its birth colony.

Most importantly, Dr. Brown has shown that most cliff swallows nest close together because of the big advantage of the colony as an information center that helps everyone.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

111 Based on the first two paragraphs, the author probably thinks that cliff swallows living close to each other is A interesting B worrying C foolish D comical

112 Read this sentence from the article. “Some of the babies were so puny they would not survive their loss of blood to the parasites.” What does the word puny mean? A scared B ill C frail D young

113 In paragraph 2, the author describes how cliff swallows build their nests close together “even with all the room at those nesting sites.” What is the main purpose of including this detail? A to explain that the number of cliff swallow nests will continue to grow B to suggest that cliff swallows can become pests C to imply that the cliff swallows are making poor decisions D to show that the cliff swallows must want their nests close to others

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114 In the second paragraph, the author describes colonies as “bird cities.” Is this a good description of a colony? Is it an effective way to help readers understand what a colony is? Use details from the article to support your answer.

115 Using details from “Cliff-Swallow Experts,” complete the chart by listing three tools the scientists use to gather information about cliff swallows and stating the purpose of each tool.

Tool

Purpose

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116 The article describes how cliff swallows hunt for insects. Why is it important that cliff swallows do not waste time when looking for insects? Give two reasons in your answer. Use details from the article to support your answer.

117 Read the first paragraph of the section “Blood-Sucking Bugs.” What language does the author use to make the swallow bug seem vicious or nasty? Give three specific examples from the paragraph to support your answer.

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118 Why do you think the author includes the section “How About Us?” in the article. How would it help readers understand the choices that cliff swallows make? Use details from the section and the main article to support your answer.

119 In the article, Dr. Brown refers to the colony as an “information center.” Explain what Dr. Brown means by this. Use details from the article to support your answer.

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120 Write an essay in which you describe the main advantage and disadvantage for cliff swallows of nesting close together in colonies. How can you tell that the advantages of living together outweigh the disadvantages? Use information from the article to support your answer.

Planning Space You can complete the graphic organizers below to help plan your answer.

Main Advantage of Cliff Swallows Nesting Close Together

Supporting Detail 1

Supporting Detail 2

Supporting Detail 3

Main Disadvantage of Cliff Swallows Nesting Close Together

Supporting Detail 1

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Supporting Detail 2

Supporting Detail 3

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Part C: Interpretation and Connections Informational Text: • media literacy • decipher factual reasoning • make connections • interpret visual and quantitative content • compare/contrast Literary Text: • identify literary language • compare/contrast structure • make inferences about author's purpose • media literacy • make connections

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Directions: Read the passage. Then answer the questions that follow it.

The Mystery of the Wet Lizards By Charline Profiri and Wade C. Sherbrooke, Ph.D. 1

One rainy afternoon in Arizona, Wade Sherbrooke saw a strange sight. Outside, in a wire cage, his two Texas horned lizards were standing in an unusual way.

“Both lizards stood with their legs extended and spread far apart,” he says. “Their backs arched up, and their tails and heads pointed down. They were slowly and rhythmically opening and closing their jaws, ever so slightly.”

He thought the lizards might be drinking rainwater that collected on their wide backs and flowed to their mouths. He got this idea from reading about another lizard, the Australian thorny devil.

The thorny devil can be placed in a bowl with only its underside touching a shallow pool of water in the bottom. Then water creeps up the lizard’s skin and across its surface. (See “How Water Flows Up.") When the water reaches the head, the lizard opens and closes its jaws as it drinks. Scientists thought that thorny devils drank this way during rainstorms, but no one had seen them do it.

“Did I just see horned lizards drinking in a similar way?” Wade wondered. He set out to answer that question.

A Texas horned lizard standing in its rain-drinking posture. This magnified view shows a channel between two scales. Water in the channel will stick to the sides and move along the channel.

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Experiments with Lizards 6

First, he wet his lizards with a lawn sprinkler. He recalls, “My lizards watched me, and never took up the body stance or moved their jaws. They seemed too concerned to move, probably considering me a predator.” 7

How Water Flows Up Gravity makes water flow down. But in narrow spaces, water can go in any direction—across a horned lizard’s back or even up the side of a thorny lizard. Water is made up of tiny units called molecules. Water molecules act like magnets, sticking to one another and to some surfaces. Water can rise through a narrow channel as molecules at the top stick to the channel surface and pull other molecules up from below. To see this effect, touch the tip of a narrow tube, such as a straw from a boxed juice drink, to the surface of some water. The water will rise into the straw.

Next, Wade dripped harmless colored water from a syringe onto the lizards’ backs. “The dark blue water spread through the channels between their scales to form a lace-like pattern,” he says. “As the water moved outward and up to cover each lizard’s head, the lizards began opening and closing their mouths, swallowing the water.”

Off to Australia 8

Did the Australian thorny devil drink in a similar way? No one had reported seeing a thorny devil drinking, except in a bowl. Wade wondered how they drank in their desert habitat. He traveled to Australia to try to find thorny devils and rain at the same time. Amazingly, in nine weeks, he found both three times.

“An Australian biologist and I drove to a remote location in the southwestern part of the continent,” he recalls. “We soon located ten thorny devils. To find them again after release, we taped a thread bobbin to their tails and tied the free end to a shrub. As the lizards walked away, they left a thread trail.”

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The scientists checked up on the lizards daily. When rain fell, Wade stooped and crawled through vegetation, following thread trails. His reward was the sight of thorny devils standing in the rain. None of these lizards had the rain-harvesting posture that Wade had observed in horned lizards. But they did open and close their mouths slightly to drink.

After a light rain, Wade found each thorny devil again. Next to some of the lizards, he saw smooth, circular areas of sand where the lizards had rubbed their bellies.

“What a surprise!” he says. “By rubbing their bellies in the damp sand, they used the channels between their scales to pull water from the sand onto their skin.”

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Were Horned Lizards Drinking?

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Back in the United States, Wade tested to see if horned lizards really were drinking the rainwater that flowed across their backs.

He built an experimental box for releasing drops of water onto the reptiles. He weighed the lizards before and after dripping water on them. The amount of weight they gained depended on how fast the drops fell and the number of times they opened and closed their jaws. This result showed that the animals really were drinking.

Observing two horned lizards in his yard led Wade Sherbrooke to discover how some lizards harvest water from rare desert rainfall. Proving his idea took years and helped him earn a doctoral degree in the science of reptiles (such as lizards) and amphibians (such as frogs and salamanders).

He says, “When I see a horned lizard standing in the rain, I’m now convinced that it uses its back and scales to harvest water. I hope you are, too.”

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

121 What observation about the lizards in the second paragraph is most important to the main idea? A how their legs were extended and spread far apart B how their backs were arched C how their tails and heads pointed down D how their jaws opened and closed

122 Which quote from “Experiments with Lizards” describes an assumption rather than an observation? A “My lizards watched me, and never took up the body stance or moved their jaws.” B “They seemed too concerned to move, probably considering me a predator.” C “The dark blue water spread through the channels between their scales to form a lace-like pattern.” D “As the water moved outward and up to cover each lizard’s head, the lizards began opening and closing their mouths, swallowing the water.”

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123 In the section “Experiments with Lizards,” the author describes how Wade dripped colored water onto the lizards. What is the most likely reason colored water was used? Use details from the article to support your answer.

124 Look closely at the photograph of the Australian thorny devil on page 148. Describe how the photograph shows how the researchers solved a problem. Use details from the article to support your answer.

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125 The article describes what Texas horned lizards do when it rains and what Australian thorny devils do when it rains. Complete the Venn diagram below using observations described in the article. Give one action shared by the two animals and one action unique to each animal. Texas Horned Lizards

Australian Thorny Devils

126 The photograph of the Texas horned lizard shows a magnified view. What does the magnified view show? How does it help explain how the lizard drinks? Use details from the article to support your answer.

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127 Read this quote by Wade from the section “Off to Australia.” “By rubbing their bellies in the damp sand, they used the channels between their scales to pull water from the sand onto their skin.” Is enough evidence included to prove that this is what the Australian thorny devils were doing? Use details from the article to support your answer.

128 The section titled “Were Horned Lizards Drinking?” describes how Wade completed an experiment to answer that question. Describe the relationship between the weight gained and the speed of the falling drops. How did this show that the animals were drinking? Use details from the article to support your answer.

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129 Explain how the section titled “How Water Flows Up” relates to the main article. How would completing the exercise described help readers understand the article? Use details from the section and from the main article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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130 How did Wade’s knowledge of the Australian thorny devil affect his research on the Texas horned lizard? How did Wade’s trip to Australia to observe Australian thorny devils affect his research? Use details from the article to support your answer.

Planning Space You can complete the charts below to help plan your answer.

Cause Wade knew about the Australian thorny devil.

Effect

Cause Wade observed the Australian thorny devil in Australia.

Effect

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Directions: Read the passage. Then answer the questions that follow it.

In Ukraine today, spiders are associated with Christmas. Spiders’ webs and spider decorations are often hung on Christmas trees. There are a number of Ukrainian folktales that help show why spiders are considered special. Each one features spiders using their unique talents.

The Spiders’ Gift A Christmas Story Based on a Ukrainian Folktale By Diana Childress 1

Long ago, in a forest clearing not far from a small Ukrainian village, an old woman lived alone. She had no companions except the spiders who wove their lacy webs in the dark corners of her cabin and feasted on the fat flies they caught.

She had few possessions: a straw-stuffed mattress to sleep on, an earthenware pot for cooking, and a rough-hewn table and bench where she ate and worked. But she did not think of herself as poor, for she owned a fine steel needle and she earned her living with it.

Every morning she would climb down from her warm bed atop the clay oven, eat a breakfast of bran porridge, and sweep out her one room with a broom made of sticks from the forest.

If the weather was fine, she would take her work outside to a bench in front of her cabin. There she would embroider red and black flowers and leaves on white linen blouses while the birds sang and small forest creatures scurried through the ferns outside her door.

On rainy days, she worked indoors near the spiders, who were just as busy as she was.

On market days, the woman walked to the village, where she caught up on news and visited friends as she traded needlework for such items as cheese, oats, flour for bread, carrots and onions for soup, and more plain garments and thread.

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In the spring she picked sorrel for salad; in the summer she had berries for dessert; and in autumn she found mushrooms to flavor her soup, and walnuts to save for Christmas. But in winter, snow covered all the wild things that the forest provided.

One summer it rained almost every day. The old woman and the spiders worked hard indoors. That fall the wind blew, and she huddled near her warm stove. The spiders moved boldly out of their corners and built their webs close to the fire.

When villagers dropped in to visit after gathering mushrooms, they wondered about the webs. But the old woman said, “The spiders do their work and I do mine. We live peacefully together.”

That winter the snow fell early and long. Soon it was too deep for the woman to walk all the way to the village. That had never happened before. So each day she ate a little and embroidered a little and ventured into the forest for fallen branches to burn.

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When Christmas Eve came, the snow was still very deep. Cold and hungry, the woman went to look for wood and found the broken-off top of a large pine tree lying green and beautiful in the snow. “A Christmas tree!” she exclaimed.

The tree filled the cabin with its wonderful scent. But it also made her sad, for it reminded her that she could not celebrate the holy day in the candle-filled wooden church in the village.

“This tree is as bare and empty as my cooking pot,” she thought. “I am too poor even to decorate it.”

With a heavy heart, the woman climbed into bed. The spiders listened as she said her prayers.

That night the wind blew and sleet drummed against the wooden walls of the cabin. The woman slept, but the spiders stayed up spinning.

When the pink and yellow fingers of dawn pried their way through the shutters, the old woman awoke to see her little tree transformed. Gossamer strands looping from branch to branch caught the light and shimmered with a silvery gleam. Her heart lightened as she admired the decorations the spiders had spun. How could she be sad amidst such beauty?

A jingling startled her. The ice storm had formed a crust hard enough to support a sleigh, and the villagers had remembered her. They bustled in, bringing beets, potatoes, cabbage, and freshly baked poppy-seed buns.

“How horrid it must have been for you,” said a villager, “snowbound out here all alone.”

But the old woman smiled. “My spiders kept me company,” she said. “Look at their lovely gift.”

The villagers gazed in awe at the sparkling tree.

Winter eventually eased its grip on the Ukrainian highlands. The ferns of spring uncurled on the forest floor; summer sunshine brought rich harvests. That fall the old woman gathered many walnuts.

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When winter returned with gentle snows, she brought a small pine tree into her cabin. The aroma stirred memories of the glittering decorations the spiders had given her the year before. “This year,” she thought, “I shall honor them for their kindness.”

On the last market day before Christmas, when she had sold her blouses and bought her week’s provisions, she kept a few coins to purchase some colored glass beads.

That evening she made decorations by stringing the beads on pieces of straw and anchoring them to walnut shells: eight spangly legs radiating from each round hump. She hung the nutshell spiders on the tree in tribute to the busy creatures who had woven magic and hope into her Christmas the year before.

She also gave decorations to the villagers as thanks for their thoughtfulness. They, too, hung the nutshell spiders on their trees. And to this day, Ukrainian children make jeweled spiders to decorate their Christmas trees, and small spiders smile to see their dazzling likenesses dangling from the branches.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

131 Read this sentence from the end of the story. “And to this day, Ukrainian children make jeweled spiders to decorate their Christmas trees, and small spiders smile to see their dazzling likenesses dangling from the branches.” This sentence indicates that the main purpose of the story is A to teach readers how to make Christmas spiders B to show the importance of showing kindness to others C to tell how a Christmas tradition got started D to encourage readers to appreciate what nature has to offer

132 Which of these is an example of nature being described as if it has human qualities? A “That winter the snow fell early and long.” B “the wind blew and sleet drummed against the wooden walls of the cabin.” C “When the pink and yellow fingers of dawn pried their way through the shutters,” D “The ice storm had formed a crust hard enough to support a sleigh,”

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133 What do the first two paragraphs suggest about the woman’s life? Is it surprising that the woman does not complain about her life? Use details from the story to explain your answer.

134 Read this sentence from paragraph 8. “The spiders moved boldly out of their corners and built their webs close to the fire.” How does the woman’s reaction to this help establish her character? Use details from the story to support your answer.

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135 Read the description of the Christmas tree in paragraph 16. How does the description emphasize the beauty of the tree? Explain how this helps the reader imagine how the woman feels. Use details from the story to support your answer.

136 Look closely at the illustration of the villagers arriving on Christmas morning. How does the illustration help demonstrate their sense of community spirit? Use details from the illustration and the story to support your answer.

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137 An important feature in the story is how the woman is thankful for everything she has. Complete the chart below by listing three examples of the woman being thankful for simple things.

The Woman Is Thankful for Simple Things

138 The article includes an illustration of the decoration the woman made. One purpose of the illustration is to show the reader what the decoration looked like. Describe one other reason the author included the illustration. Describe how this purpose is related to the purpose of the folktale. Use details from the story to support your answer.

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139 In the story, the spiders are given human qualities. Explain how the thoughts and feelings of the spiders affect the events of the story. Use details from the story to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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140 The introduction at the start of the story describes how spiders are associated with Christmas in Ukraine today. Based on the folktale, what do spiders most likely mean to people? Use details from the story to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the following two passages. Then answer the questions that follow.

Building the Biggest Dinosaur By Don Lessem Two years ago, the dream of a five-year-old dinosaur fan came true. I was that young dreamer—many years ago. My dream was to make the largest dinosaur skeleton ever. With the help of a team of talented people, I rebuilt the skeleton of Argentinosaurus (ARE-jen-TIN-uh-SAW-rus), the largest dinosaur known. In March of 2001, this plant eater—as long as three school buses—went on display at the Fernbank Museum of Natural History in Atlanta, Georgia. 1 The story began in Argentina. A rancher discovered the first bone. Dinosaur scientist Rodolfo Coria (shown in the white jacket) and his team dug up the fossils. The biggest find was this giant piece of the backbone—the largest vertebra ever found. Scientists needed jackhammers, a winch, and a tow truck to remove the five-foot-high, two-ton bone. My daughter Rebecca and I helped the team dig. Rebecca, who was twelve years old, found another one of the giant spine bones. The exhausted Professor Coria laughed and said, “Now we have to do this all over again!”

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2 A sculptor named Hall Train made a model of the skeleton. We used a computer to create a three-dimensional picture of each bone in the model. Then we cut up each computerized “bone,” as if we were slicing a watermelon lengthwise. We made a full-sized picture of each slice and used those images as patterns to cut out sheets of light plastic foam. Then we glued the big sheets together. That process gave us giant lightweight forms made of layer cakes of plastic, including the one I’m holding over my head in this picture.

3 We covered these bone-like forms with clay and made the outside match the feel of the dinosaur’s real fossils.

4 These lightweight shapes were not the final “bones” for our display. Instead, we used them to create molds. We poured huge amounts of molding material over the clay bones. After the material hardened, we removed the bone casts. Then we had hollow shapes with the exact details that we wanted. We poured a liquid mixture containing fiberglass into these molds to create hard lightweight bones of just the right size, shape, and texture. 170

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5 No real fossils were mounted as part of the exhibit. To hold all the fiberglass pieces in place, we built metal supports to fit inside the dinosaur skeleton, then supported the whole skeleton using two high-strength cables attached to the roof. 6 When the dinosaur was unveiled, thousands of people saw a scene the world has not witnessed in one hundred million years. In this display, Argentinosaurus is frozen in a tail-swinging, head-turning lunge. It was enough to make some five-year-old dinosaur fans open their mouths in awe, as I had done years ago. And thatâ&#x20AC;&#x2122;s just what I was hoping for.

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Waterhouse Hawkins: Dinosaur Artist By Barbara Kerley 1

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Once, almost no one knew what a dinosaur looked like. Then, in 1852, an amazing artist named Waterhouse Hawkins teamed up with Sir Richard Owen, the scientist who created the word “dinosaur.” Working together, they gave the world its first look at these extinct animals.

Waterhouse Hawkins loved making models of animals. He had made a jaguar for the queen of England and a group of bison for the emperor of Russia. He was the perfect artist to make the world’s first life-size dinosaur models. They would stand in a park in England.

At that time, scientists had found scattered dinosaur fossils but never a complete skeleton. Scientists, including Owen, had written about these fossils, but no one knew what the dinosaurs looked like. To most people, Hawkins said, the fossils looked like “dry bones or oddly-shaped stones.” Hawkins’ models would change our view of dinosaurs.

First, Hawkins read the scientific reports. Then he studied the fossils, measuring carefully to learn just how big the dinosaurs were. Next, he compared the fossils to the skeletons of living animals believed at the time to be close relatives of dinosaurs. For example, he looked at the skeleton of an iguana for his Iguanodon (ig-WAHN-uh-don) design. Working with Owen, he filled in the blanks for any missing bones. Hawkins studied living animals to decide how the dinosaurs might have stood and to determine details such as the shape of the dinosaurs’ nails and the color of their skin. Owen gave the final approval for Hawkins’ designs from nose to toes.

Hawkins was then ready to build. For each dinosaur, he made a small clay model. Then, with the help of his assistants, he made a life-size clay figure and took a mold of it.

Next, Hawkins built a huge iron “skeleton.” It had to be strong because the model would be heavy. He covered the skeleton with a ©RALLY! EDUCATION. No part of this document may be reproduced without written permission from the publisher.

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cement casting from the dinosaur-shaped mold. Finally, he painted his dinosaur. Hawkins said the modeling process was like “building a house upon four columns.” 7

Hawkins spent almost two years building his dinosaurs—two Iguanodon, a Megalosaurus (MEG-uh-low-SAW-rus), and a Hylaeosaurus (high-LAY-uh-SAW-rus)—plus other ancient animals. Before he showed his work to the public, he held a dinner party for a group of scientists inside the mold of an Iguanodon!

On June 10, 1854, Queen Victoria opened the Crystal Palace Park to visitors. Around 40,000 visitors came to see the first life-size models of dinosaurs ever to appear in public. Visitors were amazed by Hawkins’ dinosaurs. Some children were even frightened by the huge lifelike creations. They thought that the dinosaurs’ eyes followed them wherever they went.

Though the models seemed true to life back in 1854, over time, scientists have discovered more fossils and learned more about dinosaurs. We now know that Hawkins’ models were not completely accurate. For

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example, Iguanodon is not a cousin of the modern iguana, and the “horn” placed on the dinosaur’s nose was actually a thumb spike. Megalosaurus and Iguanodon walked on two feet, not four. The spikes on Hylaeosaurus probably ran from shoulder to hip instead of down the spine. 10

These new discoveries do not lessen the contribution Hawkins made to science. His work with Owen represents our first attempt to model these ancient animals. As scientists continue to learn more about dinosaurs, other artists will continue to follow in the footsteps of the first “dinosaur artist.”

Another Dinosaur Artist In 1999, almost 150 years after the first dinosaur exhibit opened, artist Brian Selznick was asked to illustrate a children’s book about Hawkins’ dinosaurs. He was excited because he loved making dinosaurs. As a child, he’d made tiny dinosaurs out of aluminum foil. In fifth grade, he’d made a prehistoric scene of dinosaurs and volcanoes out of clay, twigs, and plaster. “I entered it in the county fair and got an honorable mention,” Selznick said. To illustrate the children’s book, Selznick went to England to see Hawkins’ models up close. “The dinosaurs loomed larger and more magnificent than I could have imagined,” he said. For the next three days, he drew pictures and took photographs of the models. He even climbed inside an Iguanodon! Selznick’s art in The Dinosaurs of Waterhouse Hawkins introduces a new generation of dinosaur fans to the first dinosaur models. The models still stand in England today.

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Directions: Use “Building the Biggest Dinosaur” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

141 The text and the photographs are mainly included to show A how the author felt about making the dinosaur B how realistic the completed dinosaur looked C the steps taken to create the model of the dinosaur D the scientific knowledge gained from building the dinosaur

142 In step 2, what is the main reason the author includes a photograph of himself holding a bone? A to show how large each bone was B to show the light weight of each bone C to show what each bone was made of D to show how proud he felt about the work

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143 Read these sentences from the end of the article. “It was enough to make some five-year-old dinosaur fans open their mouths in awe, as I had done years ago. And that’s just what I was hoping for.” How do these sentences help explain why the project was important to the author? Use details from the article to support your answer.

Directions: Use “Waterhouse Hawkins: Dinosaur Artist” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

144 Why did Waterhouse Hawkins work with Sir Richard Owen to make the dinosaur models? Explain how working with Owen would have improved the models. Use details from the article to support your answer.

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145 Explain how Hawkins used living animals to help create the dinosaur models. Why did Hawkins most likely need to examine living animals to create lifelike models? Use details from the article to support your answer.

146 The author of the article states that Hawkins’ models “were not completely accurate.” Explain why his work is still considered important today even though they were not accurate. Use details from the article to support your answer.

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147 How does the photograph on page 173 emphasize the hard work it took for Hawkins to create each model dinosaur? Use details from the photograph to support your answer.

148 Read the section titled “Another Dinosaur Artist.” Describe two ways the information in the section supports the idea that Hawkins’ work was significant. Use details from the section to support your answer.

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Directions: Use both “Building the Biggest Dinosaur” and “Waterhouse Hawkins: Dinosaur Artist” to answer the following questions.

149 Both articles describe a person involved in creating models of dinosaurs. One article is written as a third-person biography and the other is written as a first-person account. Describe three ways this affects the information presented. Use details from both articles to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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150 Both articles describe children viewing the model dinosaurs. Explain how the descriptions of children viewing the dinosaurs are similar. What do both descriptions suggest about the dinosaur models? Explain why you feel both authors included this information. Use details from both articles to support your answer.

Planning Space You can complete the chart below to help plan your answer.

Building the Biggest Dinosaur

Waterhouse Hawkins: Dinosaur Artist

What information is included about children viewing the dinosaurs?

What does the information suggest about the dinosaur models?

Why did the author include the information?

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Directions: Read the passage. Then answer the questions that follow it.

Rescuing Our Documents of Freedom By Sharlene P. Nelson 1

In the summer of 1814, Stephen Pleasonton served as a senior clerk for Secretary of State James Monroe. Pleasonton worked with other clerks in the State Department offices in Washington City, the nation’s young capital. Eight thousand people lived in the city where new government buildings stood along dirt streets.

These were the final days of the War of 1812, when United States soldiers and sailors defended the nation against the British. Some people thought the British might attack Washington. Others thought the city was safe, including Secretary of War John Armstrong. He declared, “... they certainly will not come here! What the devil will they do here?” The British, however, intended to capture Washington. Admiral George Cockburn said that taking a country’s capital is “always so great a blow to the government of a country.”

Messages began arriving in Washington saying that the British were coming. James Monroe volunteered to scout their movement. He mounted his horse and rode nearly fifty miles southeast of the city. On Saturday, August 20, Monroe spied the British commanded by Admiral Cockburn. He watched their ships sailing up the Patuxent River in Maryland and their troops marching overland toward Washington.

Monroe quickly scribbled a note to Pleasonton and gave it to a messenger. As the messenger rode into Washington, dust clouds filled the hot, humid air. Horses and oxen pulled wagons filled

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Every year more than a million people visit the National Archives in Washington, D.C. They come to see the Declaration of Independence and the U.S. Constitution. Signed more than two hundred years ago, the documents are sealed behind thick glass, where visitors can see the faded signatures of our Founding Fathers. After the

documents were signed, the U.S. Congress placed them in the care of the State Department.

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with the household goods of people fleeing the city. The messenger hurried through the crowd, found Pleasonton, and gave him the note.

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Pleasonton read Monroe’s note. It ordered him to find a safe place for the Declaration of Independence and the Constitution. “I proceeded to purchase coarse linen and cause it to be made into bags of convenient size,” Pleasonton later wrote. He, with the other clerks, began placing department records, George Washington’s letters, the Declaration of Independence, and the Constitution in the linen bags. As they worked, Secretary of War John Armstrong walked by on the way to his office.

His voice rising in anger, Armstrong told Pleasonton he was foolish. Armstrong still believed the British would not attack Washington. “I replied that we were under a different belief,” wrote Pleasonton, “... it was the part of prudence to preserve the valuable papers of the Revolutionary Government.” He finished packing, then loaded the valuable cargo onto carts.

Pleasonton and other clerks drove the horse-drawn carts across a Potomac River bridge and continued upriver a few miles to an abandoned mill. Pleasonton hid the linen bags in the mill. Then he changed his mind. The thirteen American He noticed that the mill was near a foundry where colonies wanted to be cannons were made. He was afraid that the British free and independent of might find the foundry and destroy it, the mill, Great Britain. In 1776, and the valuable documents. representatives from

The next day, Pleasonton obtained wagons from nearby farmers. After loading the linen bags into the wagons, he and the men drove thirty-five miles to Leesburg, Virginia. They arrived on the evening of August 24. Pleasonton found an empty house, stored the documents, locked the doors, and gave the key to the sheriff. Exhausted, Pleasonton checked into a hotel. That night while he slept, Leesburg townspeople watched a distant, bright glow in the night sky. The British had set fire to Washington. Homes and government buildings were burned, including the State Department offices.

the colonies signed the Declaration of Independence declaring their freedom. After winning freedom in the American Revolution, representatives created and signed the U.S. Constitution. In 1789, the Constitution became the law for the new nation of the United States of America.

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A month later, the United States defeated the British at Baltimore, Maryland. People began returning to Washington to rebuild the city. The Declaration of Independence and the Constitution were also returned to the capital.

In 1820, Stephen Pleasonton was appointed superintendent of the nationâ&#x20AC;&#x2122;s lighthouse establishment, a position he held for thirty-two years. Many remember him as the superintendent who established more than 260 U.S. lighthouses. Few remember him as the clerk who rescued our documents of freedom.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

151 Which sentence best supports the idea that removing the documents was the right thing to do? A “Pleasonton found an empty house, stored the documents, locked the doors, and gave the key to the sheriff.” B “Homes and government buildings were burned, including the State Department offices.” C “A month later, the United States defeated the British at Baltimore, Maryland.” D “The Declaration of Independence and the Constitution were also returned to the capital.”

152 Read these sentences about Pleasonton from the end of the article. “Many remember him as the superintendent who established more than 260 U.S. lighthouses. Few remember him as the clerk who rescued our documents of freedom.” These sentences are mainly included to A show that Pleasonton was rewarded for his efforts B suggest that Pleasonton is an unsung hero C remind readers to appreciate viewing the Declaration of Independence D persuade readers to believe that every single person can make a difference

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153 The sidebar on page 184 gives background information on the Declaration of Independence and the U.S. Constitution. How do these details help show the importance of the documents at the time and why it was important to protect them? Use details from the article to support your answer.

154 John Armstrong can be described as stubborn and short-sighted. How does the information given about John Armstrong emphasize that he was stubborn and short-sighted? How does comparing him to Pleasonton make these traits clearer? Use details from the article to support your answer.

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155 The article explains that there were only 8,000 people living in Washington City in 1812. Why did the British most likely decide to invade the small city? Use details from the article to support your conclusion.

156 Read the sidebar on page 183. How does this information emphasize the importance of Pleasontonâ&#x20AC;&#x2122;s actions? Use at least two specific details from the sidebar to support your answer.

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157 Paragraph 4 describes the messenger arriving in Washington with the note for Pleasonton. What details does the author include to help the reader imagine the scene in Washington? What atmosphere do the details included suggest? Use at least two specific examples from the paragraph to support your answer.

158 Look closely at the illustration in the article. Do you feel that the illustration helps show the importance of what Pleasonton did? Explain why or why not.

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159 Pleasontonâ&#x20AC;&#x2122;s character is shown by the quotes included in the article and by his actions. How do the quotes and his actions show that he was calm under pressure? Use three quotes or actions described in the article to support your answer.

Planning Space You can complete the graphic organizer below to help plan your answer.

Quotes or Actions That Show Pleasonton Is Calm under Pressure

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160 Predict what might have happened if Pleasonton had not received the note from Monroe. Explain how things today might be different if Pleasonton had not taken action. Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the following two passages. Then answer the questions that follow.

Nathan’s Pet Snails By Sarah C. Campbell 1

Some things about Nathan’s pet snails seemed strange right from the start. 2

First, they were fast. They could travel the length of Nathan’s forearm—from his thumb to his elbow—before he could say their names: Soldier and Ephenie.

Second, they were big. With bodies fully extended from their narrow tube-like shells, these snails stretched as long as Nathan’s index finger. The garden snails he usually found were about the size of his thumbnail. 3

And finally, Nathan’s pet snails weren’t much interested in lettuce or other green leaves, the usual snail food.

The Mystery Solved 5

By the time Nathan decided to investigate, he had adopted his fourth snail. He took Soldier III in a plastic container with dirt, leaves, and a water dish to the Mississippi Museum of Natural Science.

There, he showed the snail to Dr. Bob Jones, the curator of invertebrates. Invertebrates are animals with no backbones, including snails. Dr. Jones said Soldier was a rosy wolfsnail. He was a predatory snail, which means a snail that eats animals—in this case, other snails or slugs.

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“Rosy wolfsnails are native to the Southeast region,” Dr. Jones told Nathan. “They’re great to have in your garden because they keep the other snail and slug populations down.” At home, Nathan searched his yard for snails to feed Soldier. He turned over rocks, the wooden sandbox lid, and all the pathway stones. He

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found seven snails and put them on a plastic lid with Soldier to see what would happen. 9

Soldier waved his tentacles this way and that and started cruising along the lid. When he reached one of the larger snails, he pushed his head into the other snail’s shell, squeezing almost his entire body into it. When he pulled his body out a few minutes later, the other snail shell was empty.

A snail’s mouth is on the underside of its head. Like other snails, wolfsnails eat by sticking out a tongue-like organ called a radula. The semi-circular row of tiny teeth on the radula move in and out to pull in a small snail or to shred pieces from a larger snail. You can see a snail’s teeth by looking through a magnifying glass at its extended radula. The teeth are sharp enough to feel like pin pricks against a finger.

How Snails Hunt Snails 11

Since most wolfsnails are not pets, they must find their own food. This is one reason they move faster, as much as three times faster, than leaf-eating snails. Scientists think wolfsnails track their prey by following the slime trails of those smaller snails.

Wolfsnails use their lips, which stretch and move like another pair of tentacles, to test the trails they find. They can tell a wolfsnail trail from a trail left by a snail they might like to eat.

After Nathan learned the name for his snails, he read more about them. He found out that Dr. Melissa Harrington, a scientist at Delaware State University, is studying how wolfsnails track food and mates. She studies this snail’s simple brain to learn how all brains work, including humans’.

Big Eaters People took wolfsnails to Hawaii in 1955 to try to control another invader, the giant African snail. But wolfsnails ate native Hawaiian snails instead. On the island of Oahu, the wolfsnail has hunted nearly 20 species of snails to extinction.

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In an e-mail message, Dr. Harrington told Nathan she could not find new wolfsnails for her laboratory in Delaware because they live only in the Southeast. She asked if he would send some from his yard.

Nathan used an overnight service to send the next snail he found, Soldier IV, from Jackson, Mississippi, to Dover, Delaware. He put the snail into a plastic container with a damp paper towel and some garden snails for food. Dr. Harrington wrote back that Soldier IV arrived “cool and happy.”

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Their Favorite Food

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Dr. Harrington also wrote that the prey snails Nathan had sent were flatcoils, the favorite food of wolfsnails. “If you find flatcoils, there will usually be wolfsnails nearby,” Dr. Harrington said.

Flatcoils eat decaying leaves, and they especially like leaves from magnolia trees, like the ones in Nathan’s yard. Although Nathan can find seven to fifteen flatcoils in a 15-minute search of the yard, he had seen fewer than a dozen wolfsnails in two years. Wolfsnails are active mainly at night. That helps them avoid birds, which eat wolfsnails.

But down in the leaves, they are the kings of the slimy beasts.

“Wolfsnails relate to prey snails in the same way that lions relate to zebras,” Dr. Harrington said. “They are bigger, faster, smarter, and rarer.”

In fact, when Nathan found his first wolfsnails at the age of four, he ran into the house shouting, “Mama, Mama, baby lions!” He did not know it then, but he had indeed found the lions of his backyard snail habitat.

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Nakai’s Pangolin By Cecil Dzwowa 1

When I was in Murehwa in northern Zimbabwe, I witnessed the capture of a unique animal—a pangolin.

The creature was spotted by a 12-year-old boy named Nakai. He was watching over his family’s cattle when he saw the animal. At first he did not know what type of creature it was. “I thought it was a porcupine, but it did not have quills,” he said. “I had never seen such a creature, even in a picture.”

In fact, many people in his village had never seen such a creature. From a distance, the Cape pangolin looks like something from the age of dinosaurs. But it’s a mammal. Its body is almost completely covered with sharp overlapping scales. This armor has earned the pangolin the nickname “scaly anteater,” even though it is not closely related to anteaters.

The pangolin has no teeth, but if a predator attacks, it rolls itself into a ball, protecting its belly and head. Its sharp-edged scales rise a little. If anyone sticks a finger between the scales, the powerful muscles clamp the scales together and give a hard pinch.

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Exciting News 5

Fortunately, Nakai didn’t have the chance to find out about the pangolin’s pinch. After spotting the creature, he rushed home to tell the other villagers. Once he had described it, several others realized that the animal was a pangolin.

This was big news. Pangolins are rare and have been listed as an endangered species. They are endangered because people have hunted them illegally for their meat and scales. Some people believe parts of the pangolin have medicinal properties—a popular belief that has also harmed the pangolin. Of the pangolins that are left, not many are seen because they are shy.

Anyone who captures a pangolin is encouraged to alert game wardens, who take the pangolin and its discoverer to the local governors or chiefs. The discoverer’s name is entered into a Pangolin Finders Hall of Fame, and he or she may even be featured on television. Then the pangolin is taken to a wildlife sanctuary.

Coming across a pangolin was once considered good luck. In Zimbabwe, the Department of National Parks and Wildlife Management is now bringing back this idea to encourage people to conserve the pangolin.

A Long Search

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Nakai had luck the day he spotted the pangolin, but by the time he and a group of villagers returned, the pangolin was nowhere to be seen. He and the others began searching. Some looked for it from treetops while others searched in the grass. I also joined the 20-person search team. We were all eager to capture the animal.

We grew hot and tired as we searched the grasslands. Where could the pangolin have gone in such a short time? Was Nakai playing a trick on us?

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Nakai insisted that he had seen the pangolin, and he pointed out the spot. “It moved quickly into the grass as soon as it saw me,” he said.

Nakai’s Luck 13

About 50 meters away, a dog began barking. One of the villagers rushed over to the dog. He then whistled to us to join him.

There by the dog was a full-grown pangolin. It had been trying to enter a small unused burrow and had become stuck.

Manoka, the villager who was the first to arrive at the burrow, pulled the pangolin out slowly, avoiding the sharp scales. When the other villagers received word, they stopped what they were doing and rushed to join the excitement. Two game wardens soon arrived.

An elderly villager jostled through the crowd. “I am lucky to finally see an animal that I failed to see for the past seventy years,” he said.

Hall of Fame 17

The big question now was who would be named as the discoverer of the pangolin. Would it be Nakai, the boy who spotted it first, or Manoka, the man who picked it up?

“The credit belongs to the young man,” Manoka said. He handed the pangolin to the game wardens.

The wardens assured an excited Nakai that they would come back in a couple of days to pick up Nakai and take him to a ceremony, where he would personally hand the pangolin to the governor.

“Pangolins are rare and endangered creatures that need our protection,” one warden said. “I hope the discovery of this pangolin will bring luck not only to Nakai but also to the rest of this village.”

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Directions: Use “Nathan’s Pet Snails” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

161 The photograph on page 195 shows Nathan looking under a rock. What is the most likely reason Nathan is doing this? A to locate more wolfsnails to keep as pets B to observe and understand how wolfsnails find their prey C to try to protect flatcoil snails from the wolfsnails D to find flatcoil snails to feed to his pet snails

162 What is the main purpose of including the section titled “Big Eaters”? A to warn that Nathan should not have sent the wolfsnails to Delaware B to give related information about a problem caused by wolfsnails C to suggest that wolfsnails do not need help finding food D to show that wolfsnails should not be kept as pets

163 Read this sentence from paragraph 4. “And finally, Nathan’s pet snails weren’t much interested in lettuce or other green leaves, the usual snail food.” Which fact given about wolfsnails best explains this observation? A They are predatory snails. B They are native to the Southeast region of America. C They eat using a tongue-like organ called a radula. D They are active mainly at night.

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164 The article describes how the snails Nathan found were different from regular snails. Complete the web below by listing four differences that Nathan observed.

Differences Observed

165 The article does not state Nathanâ&#x20AC;&#x2122;s feelings about his pet wolfsnails, but his actions show he cares about them more than regular snails. Give two specific examples of actions that show he cares about his wolfsnails. Explain how each action shows that he cares.

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166 The last line states that Nathan “had indeed found the lions of his backyard snail habitat.” Explain why wolfsnails can be described as lions. Use at least two details from the article to support your answer.

Directions: Use “Nakai’s Pangolin” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

167 The article states that pangolins are an endangered species. Use details from the article to describe what actions are being taken to protect pangolins. Include the role that the people of Zimbabwe play and how they are influenced.

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168 In the section titled “Hall of Fame,” Manoka is quoted stating that the credit for finding the pangolin belongs to Nakai. Explain why this was the right decision to make. Use details from the article to support your answer.

169 Consider how the section titled “A Long Search” would be different if the information was given from the point of view of Nakai. Describe whether you feel the section would be more interesting if told from Nakai’s point of view. Use details from the article to support your answer.

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Directions: Use both “Nathan’s Pet Snails” and “Nakai’s Pangolin” to answer the following question.

170 Both articles describe a young person who spots an animal that is not able to be identified at first. Compare the findings of Nathan and Nakai. Explain which animal spotted is the most rare and which finding has the most importance. Use information from both articles to support your answer.

Planning Space You can complete the chart below to help plan your answer.

The Findings of Nathan and Nakai Nathan

Nakai

What animal is found?

Is the finding rare?

Is the finding important?

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Directions: Read the following two passages. Then answer the questions that follow.

The Monster in the Garden By Lady Bell Characters Jack Mabel Janet Aunt Mary 1

JANET: Come, I want to go into the garden.

MABEL: We must have Tiny with us.

JANET: Of course, where is he, I wonder? Tiny! Tiny!

MABEL: Tiny! Tiny! Stupid little dog! He is always away when one wants him.

JANET: Perhaps he is in the garden already.

MABEL: Perhaps he is. We’ll go and see.

JANET: Ah! Here is Jack, perhaps he has seen Tiny. [Enter JACK.]

MABEL: Have you seen Tiny?

JACK: Tiny? No, I haven’t, indeed. Oh dear me! I am so frightened.

JANET: What’s the matter?

JACK: I’ve seen the most terrible monster in the garden.

MABEL and JANET: A monster!

JACK: A monster, in the garden.

JANET: Oh, Mabel, hold my hand. What did the monster look like, Jack?

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JACK: Well, I did not see him exactly, because he was inside that clump of laurels, but I certainly heard him growl.

MABEL (getting very close to JANET): Growl? Oh dear!

JACK: Then I believe I saw two great eyes looking at me.

MABEL: Two great eyes?

JACK: Then I am certain I saw the point of a hairy ear, the sort of point that a great monster’s ear would be sure to have.

MABEL: Then, of course, now we won’t go into the garden.

JANET: I’ve just thought of the most terrible thing.

JACK: What is it?

MABEL: What is it?

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JANET (covering her face): That Tiny is in the garden!

MABEL: And he will be eaten alive! (Covering her face with her hands, and sobbing loudly.)

JANET: What shall we do? We can’t leave him to die.

JACK (valiantly): No, we can’t. I will go and save him.

MABEL: Oh, you brave boy! We’ll come too.

JACK: Come, then! I’ve got my knife. (Pulls his knife out of his pocket.)

JANET: And I’ll take my new scissors.

MABEL: And what shall I have? Oh, I’ll take two large hairpins to stab him with.

JACK: That’s right. We’ll stab him through the heart. [Enter AUNT MARY.]

AUNT MARY: Why, my dear children! How warlike you look!

JACK: And well we may! We’re going into the garden to kill the most terrible monster.

AUNT MARY: Oh, I see, you are pretending to be warriors.

JANET: No, indeed! We are not. It is a real monster in the garden. Jack has seen him—part of him, at least.

AUNT MARY: And what was he like?

JACK: He’s an enormous animal, with great flaring eyes, and long hairy ears.

JANET: And probably horns and tusks, but we’re not quite sure, because he was behind the bushes.

MABEL: And we are so dreadfully afraid he will kill Tiny.

AUNT MARY: Oh no! He won’t find Tiny. Tiny is hidden behind the laurels near the conservatory, eating a mouse which he has just caught.

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JACK: Behind the laurels near the conservatory! Then he will certainly be killed! The monster is there too! That is where the growls came from!

AUNT MARY: Ha! Ha! Now I see it all! Why, the monster that Jack saw and heard, is simply Tiny, who was growling because he feared his mouse would be taken away from him.

JACK: Are you sure?

JANET: Was the monster Tiny?

AUNT MARY: Evidently. I’ve just seen him there myself.

MABEL: Oh, how delightful! Let us go and tell Tiny there is no monster in the garden!

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[JACK, JANET, and MABEL exit running, followed by AUNT MARY.]

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Under My Bed By Patricia S. Baker There’s a monster underneath my bed. He’s slimy green; his name is Fred. I used to think him quite a fright Until I heard him beg one night. “Please turn on the night-light, Mark— I feel afraid when it’s too dark. And close that closet door real tight, So nightmares won’t come out tonight! And, maybe, could I have a drink? My sippy cup is by your sink.” He seemed so scared, I had to do All those things he asked me to. So now before I go to bed, Each night I have to tuck in Fred.

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Directions: Use “The Monster in the Garden” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

171 Which line best shows that Jack is making assumptions based on what he saw? A “JACK: Well, I did not see him exactly, because he was inside that clump of laurels, but I certainly heard him growl.” B “JACK: Then I believe I saw two great eyes looking at me.” C “JACK: Then I am certain I saw the point of a hairy ear, the sort of point that a great monster’s ear would be sure to have.” D “JACK (valiantly): No, we can’t. I will go and save him.”

172 What is the most likely reason the author chose the name Tiny for the dog? A It makes the reader fear more for the dog’s safety. B It makes the idea that the dog is a monster more amusing. C It helps the reader understand how the dog was mistaken for a monster. D It helps show that the characters in the story care about the dog.

173 In which line would the character be most likely to sound concerned? A “MABEL: Tiny! Tiny! Stupid little dog! He is always away when one wants him.” B “MABEL: Then, of course, now we won’t go into the garden.” C “JANET: What shall we do? We can’t leave him to die.” D “JANET: And I’ll take my new scissors.”

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174 The author describes the actions of the characters to help show how they feel. Complete the chart below by listing two actions described for Mabel. For each action, describe how she is feeling and why.

Mabelâ&#x20AC;&#x2122;s Actions

How She Feels and Why

175 How would the children most likely look as they prepare to enter the garden to kill the monster? Explain how the tools they have chosen would affect how they look to the audience. Use details from the play to support your answer.

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176 The play is similar to a story because it has a rising action that leads to a climax. The climax of a story is the turning point and the point at which the conflict is resolved. Identify the climax of the play. Explain how the events of the play build up to the climax. Use details from the play to support your answer.

Directions: Use “Under My Bed” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

177 The poem reveals what the monster is like by including his dialogue. Explain what the dialogue suggests about what the monster is like. Include in your answer how you might expect the monster to sound if you were actually listening to him speak. Use details from the poem to support your answer.

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178 The poem makes reference to some common fears of children. Describe two common fears referenced in the poem and explain how the poet plays with these fears. Use details from the poem to support your answer.

179 Look closely at the illustration. How does the illustration emphasize that the monster is harmless? Use at least two specific details from the illustration to support your answer.

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Directions: Use both “The Monster in the Garden” and “Under My Bed” to answer the following question.

180 The play and the poem have a common theme. They both demonstrate that things are not always what they seem. Explain how the two passages communicate the theme by describing a similar set of events. In your answer, include how the characters’ views change during the passage. Use information from both the play and the poem to support your answer.

Planning Space You can complete the chart below to help plan your answer.

How the Play and the Poem Show That Things Are Not What They Seem

The Monster in the Garden

Under My Bed

What do the characters think at first?

Why do the characters make assumptions?

How do the characters learn they are wrong?

What do the characters learn in the end?

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Part D: All Together

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The Mysterious Egg By Jennifer Mann 1

The farm slept through the gusty storm all tucked away inside and warm, while rafters shook and hinges squeaked, shutters banged and branches creaked.

The night was dark. The wind blew strong. A little egg was blown along. Small and silent, round and white, it rolled up to the barn that night.

Bright sky, pink clouds, the rising sun— Rooster called, “The morning’s come.” But then he noticed things amiss. He crowed, surprised, “Whose egg is this?”

The chickens cackled from their pens, “If there’s an egg, it’s from us hens.” “Don’t be so quick,” said Goose and Duck. “Perhaps that egg is mine,” they clucked.

Cow yawned and stretched and rolled from bed. “I might have lost an egg,” she said. Then Rooster crowed, “Whose egg are you?” The little egg gave not a clue.

The chickens ran to clean the roost. “I’ll dig up tasty slugs,” said Goose, while Duck fixed up a bed of reeds. Cow polished, vacuumed, dusted, sneezed. Then all raced back to wait and see, each wondering, “Will it look like me?” Small and silent, round and white, the egg held to its secret tight.

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“I think the egg looks very goosey,” Goose declared. “I’ll name it Lucy.”

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But Duck believed the shape so neat was just the space for two webbed feet. 9

The chickens fluttered in a snit. “That egg says hen all over it.” Cow, unsure of what to do, said she thought she heard it moo.

They huddled up all close together. No one moved beak, hoof, or feather. Small and silent, round and white, that egg was watched all through the night.

Then clunk, then crunch, then crackle-crack. Then wiggle, waggle, woggle, whack. And then a snap—the eggshell spread. Out popped a baby turtle’s head. 12

They clapped and hugged and named her Sue. She loved her roost, and learned to moo. She found those slugs the best to eat, and thought her bed of reeds a treat.

The mystery’s solved; the story’s done. The egg belonged to everyone!

Who’s egg is this?

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

181 In the second line, what tone is created by the phrase “tucked away”? A cramped B uneasy C cozy D joyful

182 Which statement best describes what made the egg mysterious? A The egg took a long time to hatch. B Nobody knew where the egg came from. C Cows do not lay eggs. D The egg was round and white.

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183 Why are the first two stanzas important to the rest of the poem? What do they show about who owns the egg? Use details from the poem to support your answer.

184 The sixth stanza describes how everyone prepares for the egg to hatch as if the egg is their own. How do the events later in the poem show that none of the characters waste their time by doing this? Use details from the poem to support your answer.

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185 Read these lines from stanza 7. “Small and silent, round and white, the egg held to its secret tight.” Explain what the phrase “held to its secret tight” means. How does this phrase help create a sense of mystery? Use details from the poem to support your answer.

186 Read stanza 11 of the poem. What words does the author use to help readers imagine the egg hatching? Explain how the words show both the sights and the sounds observed. Use details from the stanza to support your answer.

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187 The illustration shows the animals watching the egg. What does the illustration suggest about the feelings of the characters? Explain your answer. Use at least two specific details from the illustration to support your answer.

188 The events are described in the form of a poem, but “The Mysterious Egg” also has features that make it like a fable. Describe at least two features of the poem that make it like a fable.

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189 The author does not reveal that the egg came from a turtle until the third-to-last stanza of the poem. Explain how this affects the readerâ&#x20AC;&#x2122;s experience as the poem is read. Describe three ways it affects the reader in your answer. Do you feel this is an effective way to structure the poem? Use details from the poem to support your answer.

Planning Space You can complete the chart below to help plan your answer.

How does the structure affect the reader?

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Is the structure effective?

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190 The poem can be described as one with a happy ending. Explain how the ending is positive for the animals that were waiting for the egg to hatch and for the baby turtle. Use details from the poem to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the passage. Then answer the questions that follow it.

Peale’s Marvelous Parade By Barbara Kerley In 1794, Philadelphians witnessed an amazing sight—a line of boys carrying specimens of wildcats, foxes, racoons, birds, rabbits, and even a baby alligator parading down the street! It was moving day for Peale’s museum, the first natural history museum in America, and the crowds had never seen anything like it. 1

Artist Charles Willson Peale began his museum in 1784 with a single specimen—a four-foot-long paddlefish. He hoped to collect animals from around the world and house them in a museum where Americans could see the wonders of nature.

Peale’s friends jumped in to help. When his French Angora cat died, Benjamin Franklin sent it to Peale, as did George Washington when two pheasants died at his Mount Vernon estate.

If Peale was going to display specimens of animals, his first task would be learning how to preserve them. He experimented with turpentine but settled on arsenic and mercury. Unfortunately, these poisons sometimes made Peale ill, and he had to dose himself with castor oil, sulfur, milk, and soapy water.

A Family Business 4

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Because the museum adjoined his home, Peale’s sons Raphaelle, Titian, and Rubens helped out. They collected birds, snakes, and insects,

This self-portrait shows Peale revealing his museum.

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then preserved the specimens in the garden and even the kitchen. Poor Mrs. Peale had to work around her husband’s taxidermy projects when she wanted to cook dinner. 5

Peale worked “by day and by night,” as long as he could keep his eyes open. Through his care and hard work, Peale’s museum took shape. He displayed the specimens in natural poses, painting background scenes from nature to create “a world in miniature.” 6

Word of the museum spread, and Peale received more donations. He set a stuffed buffalo at the entryway and created artificial ponds for specimens of turtles, frogs, lizards, geese, and herons. He arranged birds in a display of trees and placed bears, foxes, panthers, raccoons, and rabbits nearby.

Peale also kept live animals. He housed rattlesnakes in a cave he’d built inside the museum. Outside, on the museum grounds, lived owls, wildcats, and even monkeys. He had a baboon that caught and ate apples, an eagle that greeted Peale with loud cries, and a five-legged, six-footed, two-tailed cow that also provided milk for the family.

Growing Pains 8

His collection grew until it took over his entire house and yard. Peale didn’t want to stop collecting, but how could he expand when the museum was already bursting at the seams?

There was only one thing to do: move the collection to a larger, more visible site. Luckily, in 1794, future Presidents Thomas Jefferson and James Madison, and other members of the American Philosophical Society, said Peale could use Philosophical Hall, a grand building right by the State House.

Peale was delighted. But moving the collection would be a job of “considerable magnitude.”

Thousands of specimens would need to be carried by wheelbarrow or by hand for a distance of six blocks. How could he accomplish the task?

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Peale estimated that the entire move would take two weeks. But why not include a day showcasing the museum’s most impressive specimens in an event worthy of the whole city’s attention? And so he hired workmen, rounded up the neighborhood boys, and set his plan in motion—a marvelous parade!

Moving Day

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He lined up his marchers—tall to small. The parade kicked off with the buffalo, carried on the men’s shoulders. “Then followed the Panthers, Tyger Catts and a long string of animals of smaller size carried by the boys,” Peale later wrote.

Down the street, block after block, marched boys carrying one curiosity after another. “The parade … brought all the inhabitants to their doors and windows to see the cavalcade,” Peale noted with pleasure.

In spite of the jostling excitement, only one glass case was broken. Peale declared, “It was fine fun for the boys.”

The museum settled into its new home. Just as Peale had hoped, it soon became a national treasure. For more than fifty years, it inspired future scientists such as Joseph Henry, who later became the first director of the Smithsonian Institution, and ornithologist John James Audubon.

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The museum eventually closed. Many of Peale’s displays were sold to institutions in America and Europe. Some specimens were destroyed in two great fires. But a collection of birds remains today at Harvard University.

Still, Peale’s museum has left its mark. Born in the back room of his home, nurtured by him and his sons, it fostered the growth of science in America.

A Bird Museum Charles Willson Peale was not the only artist to start his own museum. John James Audubon was an artist and an ornithologist (someone who studies birds). He became well-known when he published a book featuring his detailed drawings of birds. The Birds of America is still considered a great work of both science and art. His study of birds and his realistic illustrations greatly advanced what was known about birds. He learned taxidermy and started his own museum featuring birds, bird eggs, and other animals.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

191 Read this sentence from the end of the article. “Still, Peale’s museum has left its mark.” The phrase “left its mark” means that the museum A had an influence B created problems C is now forgotten D was moved again

192 Which sentence from “A Family Business” creates a humorous image? A “They collected birds, snakes, and insects, then preserved the specimens in the garden and even the kitchen.” B “Poor Mrs. Peale had to work around her husband’s taxidermy projects when she wanted to cook dinner.” C “He set a stuffed buffalo at the entryway and created artificial ponds for specimens of turtles, frogs, lizards, geese, and herons.” D “He housed rattlesnakes in a cave he’d built inside the museum.”

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193 How does the portrait in the article help establish the setting for the events? Give two examples of things it helps the reader understand about the setting. Use details from the article to support your answer.

194 The article ends by stating that Peale’s museum “fostered the growth of science in America.” Complete the chart below by giving two examples of scientists who were influenced by the museum and stating their main achievement. Scientist

Main Achievement

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195 Read this sentence from paragraph 8. “Peale didn’t want to stop collecting, but how could he expand when the museum was already bursting at the seams?” Why does the author include the phrase “bursting at the seams”? What does the phrase show about Peale’s problem? Use details from the article to support your answer.

196 In paragraph 9, the author explains that members of the American Philosophical Society allowed Peale to use Philosophical Hall to house his collection. What does this detail suggest about their view of Peale’s collection? Use details from the article to support your answer.

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197 Peale’s focus on his museum can be seen by his willingness to make sacrifices. Describe two sacrifices Peale made when starting his museum. Explain how they show his dedication. Use details from the article to support your answer.

198 The article states that Peale displayed the animals in natural poses and painted background scenes from nature. How did these choices support Peale’s purpose for starting the museum? Use details from the article to support your answer.

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199 Explain why the parade was a clever solution to Pealeâ&#x20AC;&#x2122;s problem. Describe the two main benefits of the parade in your answer. Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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200 The article includes an illustration representing the parade. What details from the article does the illustration show? Include in your answer details about what the parade was like, what the animals were like, and who took part in the parade. Use details from the article to support your answer.

Planning Space You can complete the chart below to help plan your answer.

Detail from the Illustration

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What the Detail Shows

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Directions: Read the passage. Then answer the questions that follow it.

This play is set in Virginia in the early 1600s. At this time, the English were establishing colonies in the area, including the colony of Jamestown. The new English colonies often clashed with the Indian populations. The main character of the play is Pocahontas, who was the daughter of the Indian chief Powhatan. A famous story about Pocahontas tells how she placed her head on the chopping block to save the life of an English settler named Captain John Smith. This play tells about another well-known incident where she saved Smith and his colony from a surprise attack.

Pocahontas Saves Jamestown By Augusta Stevenson SCENE I TIME: one evening; about four hundred years ago PLACE: Indian camp near Jamestown, Virginia

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[POWHATAN, MEDICINE MAN, and BRAVES sit around the fire in council. The WOMEN and CHILDREN, POCAHONTAS among them, are near.]

POWHATAN: I speak, my children.

BRAVES: We hear, great chief.

POWHATAN: Who among you loves the white man? (There is silence.) Again I ask, who among you loves the white man? (There is silence.)

MEDICINE MAN: The white men are not our friends, Chief Powhatan.

A BRAVE: They take our land from us.

SECOND BRAVE: They take our corn from us.

THIRD BRAVE: They will not let us fish in our own rivers.

MEDICINE MAN: They are too wise for Powhatan’s children.

POWHATAN: They are too wise for Powhatan.

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MEDICINE MAN: Not one should live in our great forests!

A BRAVE: We should not leave one white man in their village!

SECOND BRAVE: Nor a white woman!

THIRD BRAVE: Nor a white child!

POWHATAN: I think with you, my children. Your words are my words.

MEDICINE MAN: This night we should creep upon them!

BRAVES: Yes! Yes! Yes!

POWHATAN: This night it shall be done! Lie here and sleep, my braves, till midnight. Then we will rise and creep upon them. Women, take the children to the wigwams. Pocahontas, fill my quiver full of arrows. You may do this while I sleep. And now, silence.

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SCENE II TIME: midnight of same day PLACE: Jamestown

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[POCAHONTAS enters, running. She knocks at the door of Captain Smith’s cabin.]

SMITH (within.): Who knocks?

POCAHONTAS: Pocahontas!

[CAPTAIN JOHN SMITH comes from the cabin.]

POCAHONTAS: Powhatan is coming! He is coming with his braves! They come creeping while you sleep!

SMITH: What is this?

POCAHONTAS: They come to kill you and the women and the children!

SMITH: Rolfe, Rolfe, do you hear that?

[ROLFE comes from the cabin.]

ROLFE: I heard! I’ll go and warn the people!

SMITH: Tell them to run quickly to the fort!

ROLFE: I’ll tell them!

[He goes, running.]

SMITH: It is brave of you to warn us, Pocahontas.

POCAHONTAS: I could not bear to have the little children killed.

SMITH: You have saved them and their mothers and their fathers. Me, you have saved twice.

[Pocahontas starts to go.]

POCAHONTAS: Goodbye, white chief. I go now to my wigwam.

SMITH: Girl! Girl! You must not go! The braves will know you warned us!

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POCAHONTAS: They will not know, white chief. At midnight they were to leave the camp. I will get back by that time.

SMITH: It is midnight now. They have missed you by this time, Pocahontas.

POCAHONTAS: What shall I do? What shall I do?

SMITH: You must stay with us.

POCAHONTAS: I cannot leave my father, white chief.

[She starts to go.]

SMITH: You must not go! The braves will not let you live! I fear your father could not save you from them!

[Enter ROLFE, running.]

ROLFE: To the fort! To the fort! The Indians are upon us! To the fort!

SMITH: Come, Pocahontas! There is our fort across the road. You will be safe in there.

POCAHONTAS: How can I leave my father!

[Enter MEN, WOMEN, and CHILDREN, running. They enter the fort.]

SMITH: Come, Pocahontas! Come!

[He leads her into the fort just as the INDIANS creep in from the forest. They see Pocahontas and rush at her, but Rolfe shuts the gates.]

BRAVES: Pocahontas! Pocahontas!

MEDICINE MAN: ’Tis Pocahontas who has warned them!

BRAVES: Yes, yes! ’Tis Pocahontas!

MEDICINE MAN: Do you hear that, Chief Powhatan?

POWHATAN: I hear.

A BRAVE: She has betrayed her own people!

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SECOND BRAVE: We should never take her back to us!

THIRD BRAVE: We should not let her live!

MEDICINE MAN: Aye, braves, aye! We should not let her live! We will demand her from the white men!

BRAVES: Yes, yes!

MEDICINE MAN: Shall we offer them peace in return for Pocahontas?

BRAVES: Yes, yes, yes!

MEDICINE MAN: Do you hear that, Chief Powhatan?

[There is a long pause.]

POWHATAN: Go, take the peace flag to them, and ask for Pocahontas.

[The MEDICINE MAN raises a white flag and goes to the fort. Captain Smith and many men come out.]

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SMITH: Do you come to offer peace?

MEDICINE MAN: We offer peace, great chief, if you will give up Pocahontas.

SMITH: And what if we will not give her up?

MEDICINE MAN: We will make war upon you.

SMITH: We will not give her up.

MEDICINE MAN: Then not a man of you shall live! Nor a woman! Nor a child!

SMITH: Pocahontas is our friend. We will not give her up to you.

MEDICINE MAN: Shoot them, braves! Shoot them, as they stand there!

POWHATAN: Do not dare to shoot one arrow! I, Powhatan, speak. (To Smith.) I see you are my daughter’s friend, white chief.

SMITH: I am, and would be yours, if you would let me.

POWHATAN: Your white braves take our land from us.

SMITH: They shall pay you. As I am chief here, they shall pay you.

POWHATAN: Your white braves take our corn from us. They will not let us fish in our own rivers.

SMITH: I did not know such wrongs were done you. My braves shall pay for everything in full.

POWHATAN: Then there shall be peace between us.

SMITH: And Pocahontas will be pardoned? You will take her back as your own daughter?

POWHATAN: Pocahontas will be pardoned, white chief. She shall come and go, as she may please, between our wigwams and yours, my brother.

SMITH: ’Tis for eternal peace between us!

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

201 Read line 15 from the play. “POWHATAN: I think with you, my children. Your words are my words.” What is Powhatan saying in this line? A I agree with you. B I hope you are right. C I will talk to you again later. D I think you are mistaken.

202 Which line from Scene II best shows that Pocahontas is still loyal to her family? A “POCAHONTAS: Powhatan is coming! He is coming with his braves! They come creeping while you sleep!” B “POCAHONTAS: I could not bear to have the little children killed.” C “POCAHONTAS: Goodbye, white chief. I go now to my wigwam.” D “POCAHONTAS: I cannot leave my father, white chief.”

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203 In Scene I, how do the braves seem to encourage each other? What does this suggest about how hard it could be to change how they feel about the white men? Use details from the play to support your answer.

204 In Scene I, why does Powhatan decide to “creep upon” the white men? Explain why he feels like this is the right thing to do. Use details from the play to support your answer.

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205 Read line 23 from the play. “POCAHONTAS: Powhatan is coming! He is coming with his braves! They come creeping while you sleep!” How would Pocahontas sound when saying this line? Use details from the play to support your answer.

206 The start of Scene II reveals that the events take place at midnight. Why is this detail important to the events of the play? Use details from the play to support your answer.

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207 Captain Smith seems to care about Pocahontas. Complete the chart below by listing three details from the play that show that he cares about Pocahontas.

Actions That Show Captain Smith Cares About Pocahontas

208 Read line 44 of the play. “SMITH: You must not go! The braves will not let you live! I fear your father could not save you from them!” Is Captain Smith right to fear this? Explain your answer. Use details from the play to support your answer.

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209 Pocahontas was a real person who is often praised for her bravery. The story of how Pocahontas saved Jamestown is often used as an example of her bravery. What detail in the play suggests that Pocahontasâ&#x20AC;&#x2122;s action was not as brave as people think? Use details from the play to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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210 Read this line from the end of the play. “POWHATAN: Pocahontas will be pardoned, white chief. She shall come and go, as she may please, between our wigwams and yours, my brother.” How does Pocahontas being allowed to come and go between her camp and the colony represent the role that she plays for Powhatan and Captain Smith? Use details from the play to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the passage. Then answer the questions that follow it.

The Sea Turtle’s Built-In Compass By Sudipta Bardhan 1

If you were bringing friends home to visit, you could show them the way. You know the landmarks—a big red house, a bus-stop sign, or even a pothole in front of your driveway. But what if you were swimming in the middle of the Atlantic Ocean, where everything looks almost the same? Could you find your way home?

A loggerhead sea turtle could. It’s born with a magnetic sense that tells it how to find its way from any place on Earth.

These big turtles swim thousands of miles each year. But somehow, they know which way to turn to stay in warm waters where there is a lot of food.

Loggerheads also seem to have a good memory for places, even for places they have seen just once before. Each female will lay eggs only on the beach where she was born, even if she hasn’t returned since she hatched. Each year, she goes back to the same beach. That means a baby loggerhead must figure out exactly where it is from the moment it hatches.

A Magnetic Sense 5

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“We think that loggerhead turtles have a globalpositioning system of sorts,” explains Dr. Ken Lohmann, “and that it is somehow based on Earth’s magnetic field.”

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This global-positioning system, or magnetic sense, is important. It helps the turtles locate what they need to live—from the best spots for finding food to their home beaches. Understanding the turtles’ magnetic sense will help researchers figure out which areas are important for the survival of this endangered species.

It isn’t such a stretch to think that loggerheads may have a magnetic sense. Scientists already know of several animals that can detect magnetic fields. Whales, honeybees, birds, fish, and even some bacteria use Earth’s magnetic field to find their way. Many of these animals, including loggerheads, have a substance called magnetite in their bodies. That’s what may give them their magnetic sense.

A difference between other animals and loggerheads, though, is the way they learn to use their magnetic sense. Young whales, honeybees, and birds can learn from adults. Loggerheads are abandoned as eggs.

With no adults to learn from, how do hatchlings figure out how to use their magnetic sense? Lohmann thinks they use cues from the environment. One of the cues he tested was light on the horizon.

How do hatchlings set their magnetic compasses without their parents to show them?

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The Turtles’ First Swim

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Baby loggerheads hatch only at night. However, a small amount of light reflects off the ocean. The light makes that region brighter than the rest of the sky. Heading toward the light helps loggerheads get quickly out to sea, where they can find food.

Turtles hatching in eastern Florida first swim east, since that is the direction of the light. Lohmann tested whether hatchlings use this light source to set their magnetic compasses.

“We outfitted each hatchling with a cloth bathing suit that was attached to a fishing line and set them free in the tank,” says Lohmann. The fishing line was connected to a tracking system so a computer could record which way the turtles swam.

Around the tank, the scientists set up electrical coils to create a magnetic field that matched Earth’s. They set a dim light to either the “east” or the “west” of the magnetic field. Then they let the hatchlings go.

At first, the hatchlings swam toward the light, no matter where it was. After the scientists turned off the light, the turtles that had seen the light in the “east” always swam toward “east.” When the researchers reversed the magnetic field, these turtles turned around and swam toward the new “east.” They had learned how to use their built-in compass.

Turtles that had seen the light in the “west” swam toward “west.” In the wild, swimming west would take them the wrong way—away from the ocean. So the light helped set the built-in compass, even if it gave the wrong direction.

Turtles that had their first swim in total darkness swam in random directions.

These experiments showed that loggerheads use cues from the outside world to set their magnetic sense. Loggerheads can detect magnetic fields

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from birth, but at first they don’t know what they mean. After they follow the cues from their surroundings, they remember the “correct” magnetic direction. 18

Lohmann’s work has led others to protect the loggerheads’ habitat. For example, if a turtle hatches on a beach with a bright boardwalk, the turtle may be confused about which light to follow. If it turns the wrong way, its magnetic sense may be warped forever. That would make survival hard for the turtle.

Lohmann is working to find other factors that are important in helping sea turtles find their way around the world. Many questions about these beautiful ocean creatures have still not been answered, so researchers have a lot of ideas to study.

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Directions: Answer the following questions. If you need more space to write an answer, write your answer on your own paper.

211 Read this sentence from paragraph 7. “Whales, honeybees, birds, fish, and even some bacteria use Earth’s magnetic field to find their way.” This sentence is mainly included to A show that most animals with a magnetic sense need to navigate through the ocean B support the idea that it is reasonable to think that the turtles may have a magnetic sense C explain why many animals need a magnetic sense to survive D suggest that turtles could learn to use their magnetic sense from other animals

212 In paragraph 8, the author explains that loggerhead turtles are “abandoned as eggs.” How does this detail relate to the main idea? A It emphasizes the need for action to be taken to protect loggerhead turtles. B It explains why loggerhead turtles quickly go out to sea after hatching. C It shows that the turtles have to learn to use their magnetic sense on their own. D It suggests that the mother knows that the loggerhead turtle will find her.

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213 Why does the author begin the article by describing using landmarks to find your way? How does this help readers understand the topic of the article? Use details from the article to support your answer.

214 Read this quote from Dr. Ken Lohmann. “We think that loggerhead turtles have a global-positioning system of sorts,” explains Dr. Ken Lohmann, “and that it is somehow based on Earth’s magnetic field.” What phrases used in the quote suggest that he is not completely sure of how loggerhead turtles find their way? Give two examples in your answer.

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215 Loggerhead turtles are an endangered species. How does this fact make the research described in the article seem more important? Use details from the article to support your answer.

216 In paragraph 9, Lohmann refers to how the hatchlings use “cues from the environment.” Use details from the article to explain the meaning of the word cue. Give an example of a cue to support your answer.

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217 In the experiment described in the article, the turtles could have three different light conditions. Complete the chart below by listing the three light conditions and what was observed in each case.

Light Condition

What the Hatchlings Did

218 Read these sentences from the article. “For example, if a turtle hatches on a beach with a bright boardwalk, the turtle may be confused about which light to follow. If it turns the wrong way, its magnetic sense may be warped forever.” Describe the two important things the turtle might be unable to do if its magnetic sense is warped forever. Use details from the article to support your answer.

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219 Read the caption below the photograph of the hatchlings. Explain whether or not the article answers this question. Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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220 Summarize the research Lohmann did with loggerhead turtles. Explain how Lohmann mimicked the conditions for turtles hatching on beaches in the laboratory and what his research showed. Use details from the article to support your answer.

Planning Space You can write notes, make a list, or draw a chart to help plan your answer.

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Directions: Read the following two passages. Then answer the questions that follow.

Why Birds Wear Bright Feathers By Kevin McGraw and Geoffrey Hill, Ph.D. 1

Have you seen any colorful birds lately? Common backyard visitors such as cardinals, blue jays, and orioles make a parade of color. For years, scientists have wondered why little creatures, like songbirds, are so brightly colored, especially when their colors might make them more obvious to their predators.

Usually, the colorful birds we see are the males. For instance, in the familiar house finch, males are bright red, but females are brown. It turns out that female birds are attracted to the bright colors and prefer to mate with the most colorful male house finch they can find.

But why do females choose the brightest male? What does a male’s color tell a female about him?

In many species, male and female birds work together to raise the young. Each female wants to choose the best male to help her. Might the colors of a male bird’s feathers tell something about whether he’ll be a good father?

Yellower Is Better

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We are scientists who study how animals communicate with one another. We reasoned that a healthier male would make a better father. So we wanted to see if the feather colors of male birds say something about their health.

We studied the American goldfinch, a species in which females form pairs with the brightest-colored males. The neat thing about these birds is that the males display two different types of color in their feathers. Most of the body of a male goldfinch is covered in lemon-yellow feathers. These feathers have this color because they contain yellow carotenoid (kah-RAW-tin-oid) pigments, which also make carrots orange and autumn leaves colorful. ©RALLY! EDUCATION. No part of this document may be reproduced without written permission from the publisher.

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A Black Cap 7

The male goldfinch also has a nice round cap of black feathers on his head. These feathers are full of melanin (MEL-uh-nin) pigments, like the ones that color our hair and skin. Unlike males, females grow only a small patch of yellow feathers on their bodies and do not have black caps.

The difference between carotenoid pigments and melanin pigments is that animals can’t make their own carotenoids. Birds can make their own melanin pigments. But to grow red, orange, or yellow feathers, birds must eat fruits, berries, and seeds that have carotenoid pigments.

So, do these two types of color—carotenoid and melanin—tell how healthy a male goldfinch is?

To find out, we studied a stomach parasite that can make these birds sick as they are growing their colorful feathers. Growing new feathers requires a lot of energy, so males that are sick with parasites may not be able to put as many colorful pigments into their growing feathers.

To run our experiment, we kept two groups of birds in cages when they were growing their bright feathers. In one group, we treated the birds with medicine to get rid of their parasites so that the birds could be healthy. In the other group, we did not protect the birds from parasites.

When the finches had finished growing their feathers, we compared the colors of the two groups of males. We found that the males in the parasite-free group had grown brighter-yellow feathers than the males that weren’t as healthy. So, by choosing the yellowest males, females get the healthiest mates.

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Is Blacker Better?

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When we looked at the black feather patches, we discovered something very different. The healthiest males didn’t grow the largest or blackest caps. The black feathers didn’t tell anything about how sick the parasites made the birds.

What are the black feathers for, then? Well, in many birds, these melanin patches are related to how aggressive males are and how willing they are to compete for territories or mates. The bigger the black patch, the better fighters they are. So it seems that the black (melanin) feathers may say something entirely different from the carotenoid feathers. In fact, the black cap may tell other males: “Stay out of my territory!”

Now that scientists know that birds can send different messages to one another with different types of color, what’s next? Birds have a third type of color—“structural” color—which makes feathers blue or iridescent. Naturally, now we wonder: “What messages do structural colors send?”

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The Sandpiperâ&#x20AC;&#x2122;s Trick By Celia Thaxter 1

One lovely afternoon in May I had been wandering up and down, through rocky gorges, by little swampy bits of ground, and on the tops of windy headlands, looking for flowers, and had found many: large blue violets, the like of which you never saw; white violets, too, creamy and fragrant; gentle little houstonias; dancing erythroniums, and wind-flowers delicately tinted, blue, straw-color, pink, and purple. I never found such in the mainland valleys; the salt air of the sea deepens the colors of all flowers. I stopped by a swamp which the recent rains had filled and turned to a little lake. Light green iris-leaves cut the water like sharp and slender swords, and, in the low sunshine that streamed across, threw long shadows over the shining surface.

Some blackbirds were calling sweetly in a clump of bushes, and song-sparrows sang as if they had but one hour in which to crowd the whole raptures of the spring. As I pressed through the budding bayberry bushes to reach some milk-white sprays of shadbush which grew by the water-side, I startled three curfews. They flew away, trailing their long legs, and whistling fine and clear. I stood still to watch them out of sight. How full the air was of pleasant sounds! The very waves made a glad noise about the rocks, and the whole sea seemed to roar afar off, as if half asleep and murmuring in a kind of gentle dream. The flock of sheep was scattered here and there, all washed as white as snow by the plenteous rains, and nibbling the new grass eagerly; and from near and far came the tender and plaintive cries of the young lambs.

Going on again, I came to the edge of a little beach, and presently I was startled by a sound of such terror and distress that it went to my heart at once.

In a moment a poor little sandpiper emerged from the bushes, dragging itself along in such a way that, had you seen it, you would have concluded that every bone in its body had been broken. Such a dilapidated bird! Its wings drooped and its legs hung as if almost lifeless. It uttered continually a shrill cry of pain, and kept just out of the reach of my hand, fluttering hither and thither, as if sore wounded

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and weary. At first I was amazed, and cried out, “Why, friend and gossip! What is the matter?” and then stood watching it in mute dismay.

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Suddenly it flashed across me that this was only my sandpiper’s way of concealing from me a nest; and I remembered reading about this little trick of hers in a book of natural history. The object was to make me follow her by pretending that she could not fly, and so lead me away from her treasure. So I stood perfectly still, lest I should tread on the precious habitation, and quietly observed my deceitful little friend.

Her apparently desperate and hopeless condition grew so comical when I reflected that it was only trickery, that I could not help laughing, loud and long. “Dear gossip,” I called to her, “pray don’t give yourself so much unnecessary trouble! You might know I wouldn’t hurt you or your nest for the world, you most absurd of birds!”

As if she understood me, and as if she could not bear being ridiculed, up she rose at once, strong and graceful, and flew off with a full, round, clear note, delicious to hear.

Then I cautiously looked for the nest, and found it quite close to my feet, near the stem of a stunted bayberry bush. Mrs. Sandpiper had only drawn together a few bayberry leaves, brown and glossy, a little pale green lichen, and a twig or two, and that was a pretty enough house for her. Four eggs, about as large as robins’, were within, all laid evenly with the small ends together, as is the tidy fashion of the sandpiper family. No wonder I did not see them; for they were pale green like the lichen, with brown spots the color of the leaves and twigs, and they seemed a part of the ground, with its confusion of soft neutral tints. I couldn’t admire them enough, but, to relieve my little friend’s anxiety, I came very soon away; and as I came, I marveled much that so very small a head should contain such an amount of cunning.

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Directions: Use “Why Birds Wear Bright Feathers” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

221 The illustration of the birds is used to indicate that the amount of black feathers influences A how aggressive the bird is B how healthy the bird is C how beautiful the bird is D how mature the bird is

222 In paragraph 5, the authors introduce themselves as “scientists who study how animals communicate with one another.” Why is this detail most important? A It shows that animal color is linked to communication. B It emphasizes that bird behavior is not simple to understand. C It suggests that the information given can be trusted. D It explains why studying birds is interesting and worthwhile.

223 In the first paragraph, what does the word parade suggest? A The colors change with the seasons. B The colors are usually bright. C The birds of one color group together. D The birds with strong colors are also louder.

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224 Why did the scientists use stomach parasites in their experiments with the birds? Explain how stomach parasites are related to how bright the feathers are. Use details from the article to support your answer.

225 The article describes the two pigments melanin and carotenoid. Describe two ways the pigments are different. Use details from the article to support your answer.

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Directions: Use “The Sandpiper’s Trick” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

226 Identify two similes the author uses to describe the scenery in the first and second paragraphs. Explain what each simile is used to describe and what it helps the reader imagine.

227 In paragraph 4, the author describes the bird as dilapidated. How do the details in the paragraph help show the meaning of this word? Use details from the paragraph to support your answer.

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228 In paragraph 6, the narrator starts laughing at the bird. Is it cruel for the narrator to laugh at the bird? Explain why or why not. Use details from the story to support your answer.

Directions: Use both “Why Birds Wear Bright Feathers” and “The Sandpiper’s Trick” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

229 Think about how both passages describe the purpose of the behaviors and characteristics of animals. In which passage is the information most credible? Explain how the source of the information about animal behaviors and characteristics explains this. Use details from both passages to support your answer.

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230 Both the article and the story show an appreciation and a curiosity about animals and their actions. Compare how these views of animals are expressed in the two passages. How does the genre of the two passages influence how the views are presented? Use information from both passages to support your answer.

Planning Space You can complete the chart below to help plan your answer.

Why Birds Wear Bright Feathers

The Sandpiperâ&#x20AC;&#x2122;s Trick

What is the genre of the passage?

How is the information presented?

How are views about appreciating and being curious about animals expressed?

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Directions: Read the following two passages. Then answer the questions that follow.

Cue the Carrots, Maestro By Christin Aitchison 1

Has your mom or dad ever told you to stop playing with your food? No one says that to members of the Vienna Vegetable Orchestra. They’re serious about playing with their food. This group of ten musicians and one sound technician make music by playing instruments made from fresh vegetables.

This flavorful orchestra was founded in 1998. Its talented musicians are not musicians by trade. “We all have musical experience in different projects, but none of us finished a classical musical training,” said Ernst Reitermaier, one of the group’s members.

In fact, group members have other careers that include medicine, sound engineering, computing, and art.

Tuning the Tomato 4

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Members of the Vienna Vegetable Orchestra are quite inventive. They create and carve their own instruments just before each performance. Veggie instruments sound best when they’re fresh! “You can’t play on a rotten cucumber,” one group member said. Ernst estimates that the musicians use about sixty pounds of vegetables during each performance. The vegetables are prepared just as your mom or dad would at home, with a basic kitchen knife, though sometimes the musicians use a hand drill. But you wouldn’t find these special veggie instruments on your dinner plate.

Not Just Carrots! Members of the orchestra develop new instruments all the time. Here are just a few of their creative veggie instruments: Vegetable Carrot Pumpkin Pepper Leek Radish Eggplant

Instrument Flute Bass Drum Bell Violin Marimba Cymbals

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The simplest instrument is a plain tomato, which can be squashed and squeezed together to make a musical splat! More complicated instruments include the cucumberphone. Made from a hollowed-out cucumber with finger holes, this unique instrument has a mouthpiece carved from a carrot, and a pepper on the end.

The Vegetable Melody 7

It’s hard to imagine that instruments carved out of vegetables could actually make music, but they do. They make sounds that can’t be easily produced by other instruments. Sometimes they sound like animals. At other times, the vegetables make abstract sounds—squeaks, whirrs, clicks, shoops, and beeps that sound like music of the future.

Audiences all over Europe come to hear the “Veggies” play. The orchestra tours in Belgium, the Netherlands, Sweden, and the United Kingdom. They have two CDs (automate and gemise), and a third in the works. They’re also experimenting with a video.

According to Ernst, the group’s music is contemporary. “Our program automate sounds like electronic music,” he said. Onion skins are the key.

“We use them for that digital, glitching sound,” said Nikolaus, another group member.

Eat Your Veggies 11

What happens to all those vegetables when the show is over? The “Veggies” employ a cook. At the end of the show, the cook makes a delicious soup that the audience and musicians enjoy together. It’s the perfect ending to an entertaining performance.

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Sound Bites By Holly D. Yount

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The next time someone makes popcorn, close your eyes and listen carefully. Pop. Pop. What does that sound like? Keep listening. Ping. Pop. Poing. Could those be the sounds of a fireworks show?

The world is full of sound. We hear some sounds so often that we may not notice them anymore. When was the last time you paid close attention to the sound of footsteps or snoring? Or to the crunch and crackle of food?

For fun, listen to some noises and imagine that they’re something else. One place that sounds abound: the kitchen! With a parent’s permission, start your sound search there.

Chomp off a bite from a fresh, clean carrot. Hold your hands over your ears and chew. What do you hear? Chomp, chomp, chomp. Tromp, tromp, tromp. Maybe that’s the sound of a carrot-stick marching band that was hiding in your refrigerator.

Pour a small amount of milk into a cup. Using a straw, slowly blow

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air into the milk. Is that funny gurgling sound a witch’s brew bubbling in a hot kettle? 6

Try a box of cereal. Be sure that the box top is closed, then turn the box flat and shake it. It’s an applauding audience! Take a bow. They’re clapping for you!

Try this activity with friends, too. Together you can crush crackers, chew cashews, or shake a bag of beans. How many things can you imagine each sound to be?

After you play around with sounds, you might want to use some of them as sound effects for a skit or for storytelling.

Remember to clean up (or eat up!) when you’re done. Hmmm… What will that sound like?

More Things to Do with Sounds 10

• Make ten sounds, then challenge a friend (or yourself) to string them together into a story.

• Create a musical rhythm number with different sounds you and your friends make at different beats. Include solos and a grand finale.

• Record your experiments, then challenge your family or friends to figure out how you made each one.

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Directions: Use “Cue the Carrots, Maestro” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

231 Which instrument listed in the section “Not Just Carrots!” is probably simplest to make? A Bass Drum B Cymbals C Flute D Violin

232 Paragraph 7 describes how some vegetables make “abstract sounds.” The word abstract means that the sounds are A amusing B unusual C loud D echoing

233 Which section best shows that the food is not wasted? A Tuning the Tomato B The Vegetable Melody C Not Just Carrots! D Eat Your Veggies

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234 The author states that members of the Vienna Vegetable Orchestra are “quite inventive.” How does the author support this statement? Use details from the article to support your answer.

235 Complete the chart below by listing three facts given in the article that support the conclusion that the Vienna Vegetable Orchestra is successful.

The Vienna Vegetable Orchestra is successful.

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Directions: Use “Sound Bites” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

236 A “sound bite” is a short piece of speech used to summarize what a speaker is saying. Is this the meaning of the term the author uses in the article’s title? Explain your answer. Use details from the article to support your answer.

237 Look closely at the illustration in the article. How does the illustration represent the main idea of the article? Use details from the article to support your answer.

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Directions: Use both “Cue the Carrots, Maestro” and “Sound Bites” to answer the following questions. If you need more space to write an answer, write your answer on your own paper.

238 Paragraph 4 of “Sound Bites” describes the sound made by carrots. How is the way the sound is produced different from the way carrots are used in “Cue the Carrots, Maestro”? How is the purpose of the sound made different in the two articles? Use details from both articles to support your answer.

239 What central ideas about food are shared by both “Cue the Carrots, Maestro” and “Sound Bites”? Give two examples of ideas common in both texts in your answer.

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240 “Cue the Carrots, Maestro” and “Sound Bites” have related topics, but the two articles have different purposes. Compare the purposes of the two articles by explaining what the author of each article wants to achieve. Describe how the different purposes affect how the information is presented. Use information from both articles to support your answer.

Planning Space You can complete the charts below to help plan your answer.

Cue the Carrots, Maestro Author’s Purpose

Sound Bites Author’s Purpose

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