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Sample Short/Extended
Response Prompts and
Graphic Organizer
GRADE 5
POUGHKEEPSIE CITY SCHOOL DISTRICT 2014/2015
Poughkeepsie City School District
Grade 5
Introduction:
The following short and extended response prompts were compiled for the Poughkeepsie City
School District Staff. They are aligned to various Common Core standards, and were retrieved
from Engage NY assessment sample items, as well as PARCC, Smarter Balanced, and
Massachusetts’ MCAS sample items.
According to NY State Department of Education, “The released questions do not represent the
full spectrum of standards assessed on the State tests, nor do they represent the full spectrum
of how the Common Core should be taught and assessed in the classroom.” Utilizing prompts
from multiple locations provides educators the opportunity to see various representations of the
Common Core standards.
The original resource packets titled, “Poughkeepsie City Elementary Schools Literacy Plan
Active Reading & Writing Strategies Open-ended & Extended Response Prompts” have some
limitations as the resource can be quickly exhausted. With that understanding, the following
prompts create a sustainable resource that an educator can use because it can align to
authentic work.
Educators can simply copy and paste any prompt into any document or program. The prompts
were left in their original format to provide insight into cognitive demand, yet, have components
underlined that may be changed to suit the authentic work being done in each class.
Example 1: Grade 5 class is reading “Esperanza Rising” chapter 8, and utilizing text
dependent questions. The original sample prompt is noted below. It can simply be
changed to authentically address the needs.
Sample Prompt CCSS 5.1

Explain why the young fireflies complain about the older fireflies. Use two details from
the passage to support your answer.
Prompt Changed to Address Authentic Work CCSS 5.1

Explain what is the surprise that Alfonso and Miguel have for Isabel and Mama? Use two
details from the passage to support your answer.
Example 2: Grade 5 class is reading “Esperanza Rising” chapter 8 and utilizing text
dependent questions. The original sample prompt is noted below. It can simply be
changed to authentically address the needs.
Sample Prompt CCSS 5.2

Based on the selection, explain a lesson that can be learned from the actions of Wangari
Maathai. Use two details from the passage to support your answer.
Prompt Changed to Address Authentic Work CCSS 5.2, 5.4

Based on page 128, explain how the almond is a metaphor for Esperanza? Use two
details from the passage to support your answer.
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Poughkeepsie City School District
Grade 5
Sample Short and Extended Response Prompts
Short Constructed Response Prompts
Grade 5
CCSS 5.1
What makes Gustahote lonely while he’s an Earth creature? Use two details or
examples from the passage to support why Gustahote is lonely
Explain why the young fireflies complain about the older fireflies. Use two details from
the passage to support your answer.
Peter decided to “tick” to get aboard the ship. Name two characters that were tricked by
Peter’s ticking. What are two ways that you know that those characters got tricked?
Write your answer in complete sentences.
How were the journeys of John Cabot successful for England? Use at least two details
from the passage to support your answer.
CCSS 5.2
According to the author, what is the value of being a smart risk-taker? Use two details
from the article to support your answer.
In “The Young Man and the Sea,” what lesson can be learned from the author’s trip
around the world? Use two details from the article to support your response.
What makes Gustahote lonely while he’s an Earth creature? Use two details or
examples from the passage to support why Gustahote is lonely
Explain why the young fireflies complain about the older fireflies. Use two details from
the passage to support your answer.
Based on the selection, explain a lesson that can be learned from the actions of
Wangari Maathai. Support your answer with important details from the selection.
Based on the selection, explain how fire can be both friend and foe. Support your
answer with important details from the selection.
CCSS 5.3
How did the author’s reasons for making the voyage change over the course of his
adventure? Use two details from the article to support your response.
What makes Gustahote lonely while he’s an Earth creature? Use two details or
examples from the passage to support why Gustahote is lonely
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Poughkeepsie City School District
Grade 5
Explain why the young fireflies complain about the older fireflies. Use two details from
the passage to support your answer.
Based on the selection, describe Brenda’s feelings about the Great TV Turn-Off.
Support your answer with important details from the selection.
Based on the poem, explain how both the dog and the squirrel show confidence.
Support your answer with important details from the poem.
CCSS 5.5
How does paragraph 1 prepare the reader for the rest of the story? Use two details from
the story to support your response.
The poet organizes the poem into stanzas. Explain why the poet most likely divides the
poem in this way. Support your answer with details from the poem
CCSS 5.6
How does the narrator’s point of view contribute to the mood of the story? Use two
details from the story to support your response.
CCSS 5.8
How does the author support the idea that John Cabot was a determined explorer? Use
at least two details from the passage in your answer.
How does the author support the idea that the temperature of the planet is rising? Use
at least two details from the passage in your answer.
CCSS 5.9
John Cabot probably sailed many nights at sea. Using evidence from the poem, what is
one characteristic that the Moon has that could have helped John Cabot sail at night?
What is one way that Captain Hook and John Cabot are the same? What is one way
that Captain Hook and John Cabot are different?
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Poughkeepsie City School District
Grade 5
Extended Response Prompts Paired Passage
Grade 5
How does Zac Sunderland from “The Young Man and the Sea” demonstrate the ideas
described in “How to be a Smart Risk-Taker”? Use details from both articles to support
your response.
In your response, be sure to


explain how Zac Sunderland from “The Young Man and the Sea” demonstrates
the ideas described in “How to be a Smart Risk-Taker”
use details from both articles to support your response
In the beginning of each passage, both Gustahote and the Fireflies believe something
about themselves that is not true. Write a response comparing and contrasting what the
characters believe at the beginning of the passages. Explain when the lessons are
learned and how the characters have changed. Use details from both passages to
support your answer.
In your response, be sure to




compare and contrast what the characters believe at the beginning of passages
explain when the lessons are learned
describe how the characters change
use details from both passages to support your answer
Think about how Peter acts in “Peter Pan” and how the Moon acts in the poem “The
Moon”. In what ways are their actions the same? In what ways do their actions help
them resolve conflict? Use details from both the story and the poem in your answer.
In your answer be sure to include



Discuss how their action are related
Discuss how their action help them resolve conflict
Use details from both the story and the poem in your answer
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Poughkeepsie City School District
Grade 5
Name _____________________________________________ Date_______________________
Active Strategies for Answering Extended Response Prompts/Tasks
Stage
Unpack
(look in the task)
Unpack
(look in the task)
Unpack
(look in the task)
Unpack
(look in the task)
Directive
1. Read the prompt/task.
2. Circle key direction words.
3. Underline important information.
4. Restate the prompt/task in your own words.
(use all direction and important words)
Read, Annotate, Write
(look in the text)
5. Read and annotate/underline the evidence in the passage. (only
underline evidence that applies to important information, step 3)
Read, Annotate, Write
(look in the text)
6. Invert prompt/task as a topic sentence. (refer to your restated
prompt/task)
Read, Annotate, Write
(look in the text)
Actual prompt/Task:
Accountability
7. Write a response and support with your annotated/underlined
evidence. Use some of your own words.
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Restated prompt/task: (Create a focus target by using most of the circled and underlined words and use as little
words as possible)
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Final response:
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