Name
Minnesota Comprehensive
Assessments-Series II
Reading Item Sampler
Grade 5
Reading Test
General Directions to the Student
•
This test contains three segments. You will be told when to begin each segment.
•
Read each story, article, or poem and answer the questions. Mark your answers to
the questions in your answer document.
•
As you read each story, article, or poem, you may take notes and highlight in your
test book.
•
This test has multiple-choice questions.
Answer each multiple-choice question by filling in the circle in your answer
document that matches the answer you think is best. The circle must be filled in
completely for your answer to be scored. Look at the sample question that shows
how to do this.
Sample Question:
In the article, what does the word sprout mean?
A.
B.
C.
D.
To dig
To weed
To grow
To watch
Sample Answer:
•
A
B
C
D
When you finish a segment of the test, stop and check your answers. Then use the
sticker given to you to seal it. Once you seal a segment, you cannot go back to it.
Each segment must be sealed before you move on to the next segment.
NOTICE:
THESE TEST ITEMS ARE SECURE MATERIALS AND
MAY NOT BE COPIED OR DUPLICATED IN ANY WAY.
READING ITEM SAMPLER
Directions listed here reflect the actual test.
This Item Sampler may be reproduced.
3
4
Put sticker
here
Segment 1
Your teacher will tell you when to begin
this segment.
5
Reading Test — Segment 1
1
In this story, Denise and her grandmother help heal an injured bird. What will happen to
the bird? Read the story and then answer questions 1–10. Some questions may ask you
about certain paragraphs. The numbers are found on the left side of the paragraphs.
Sweet Magnolia
by Virginia Kroll
1
My sisters Iona and Geneva had gone long before me. I was impatient, waiting my turn.
One evening, I blew out the six candles on my birthday cake, and Mama said, “Baby Girl,
you are bayou-bound.” Mama still calls me Baby Girl sometimes, even though my name is
really Denise.
2
The bayou is where my Grandma lives, a place swamped in mystery to me. Now, I’d get to
see it for myself.
3
Two days later, on the train, I thought about the treasures Iona and Geneva had brought
back from Grandma’s. Iona had found a delicate snake skin that a diamond-backed water
snake had crawled right out of and left behind. Geneva had brought back a dragonfly
with a body like jewels and wings like lace.
6
Go on to the next page.
4
It seemed to me like I was on the train for a week full of hours before the conductor
finally said, “This is your stop, Miss.”
5
My suitcase and I got off and stood waiting. Suddenly Grandma was standing there
smiling at me. “My, my, my!” she exclaimed. Her eyes said even more than her words.
6
Outside Grandma’s house was the most beautiful tree I had ever seen. It had pinkishwhite flowers as wide as my open hand and it smelled as nice as Geneva does when she
goes out on a date. “Grandma, what is it?” I asked.
7
“That’s the sweet magnolia,” she told me. “In some places those blossoms can’t even wait
for the new leaves to come on. They just burst right out beforehand. They can’t wait to
get on with the springtime. Don’t last long at all, but they sure do leave an impression
while they’re here.”
8
I took another whiff. “Sure do,” I agreed.
9
“Let’s go see the bayou,” said Grandma, and we got into her boat. Soon we came to a
different sounding place. We got out of the boat, and I hushed so I could hear it all—tiny
tickings, gentle jigglings, ripplings, and rustlings—little life sounds all around.
10
“Talk about trees!” I gasped, looking up. They were hunched over like bent giants. Moss
was hanging in shaggy clumps from their branches like ragged curtains. “The bayou,” I
whispered.
11
Suddenly I heard a tiny cheeping. There was some pain and fear in it. “Over there,” said
Grandma, pointing.
12
I ran, then stopped short, so I wouldn’t step on the struggling bird. Grandma carefully
scooped it up. She shook her head.
13
“Can you fix it, Grandma?”
14
Grandma warned me, “Sometimes nature doesn’t see things our way.” But she looked in
my eyes, and we took the bird on home.
15
“What happened to it, Grandma?” I asked.
16
Grandma examined the panting bird. “Hmm. Broken leg. I reckon she was too impatient,
Denise. Burst right out of her nest ahead of schedule. Couldn’t wait to get on with the
springtime.”
7
Go on to the next page.
1
1
17
“What kind is she?” I asked.
18
“A painted bunting,” Grandma said.
19
She fed the bird with a tiny tube, then set the broken leg and taped it. I studied the soft
feathers and fluffy markings.
20
Grandma kept up the feedings day and night. I helped. The painted bunting grew bigger
and more colorful and got its flight feathers. Pretty soon she was pecking seeds right out
of my hand.
21
“Don’t feed her from your hand all the time,” Grandma said, “or she won’t learn how to
find seeds and insects on her own.”
22
The day she unwrapped the bunting’s leg, Grandma asked, “You gonna give this one a
name? She’s yours. You found her, after all.”
23
My heart skipped like a stone across a stream. Mine! Did Grandma mean it? Wait till Iona
and Geneva saw the treasure I was bringing home!
24
I looked at my bird. I thought about how she tried to fly too soon and how Grandma said
she was impatient, just like the sweet magnolia flowers.
25
“Sweet Magnolia!” I said. “That’s her name.”
26
“My, my,” Grandma sighed. “You sure do have a way with words.” I felt proud.
27
One morning after breakfast, Grandma said, “This is the big day. Come on.”
28
I followed, wondering what was so special. She went to Sweet Magnolia’s cage and
opened the door. Then she stopped. “You ought to do it, Denise. You found her, after
all.”
29
“Do what, Grandma?” I asked.
30
“Set her flying to the winds,” she answered.
31
“But Grandma, she’s MINE!” I shouted. “You even said so. She’s the treasure I’m taking
home.”
8
Go on to the next page.
32
Grandma half-smiled, half-frowned. “I’m sorry, Denise. Maybe you misunderstood. She’s
yours to help . . . yours to heal . . . yours to set free.”
33
I put my hands on my hips and stamped my foot. “No.”
34
“You love her, don’t you?” Grandma said.
35
I thought for a moment. I gulped. I blinked hard. I opened the cage and slowly put my
hand in.
36
Sweet Magnolia jumped onto my finger. She clung to me with her little claws as if she
didn’t want to let me go either. We boated to the bayou and went to the tree where we
had first found her. She flapped her wings once but stayed perched on my hand.
37
We stood listening to the little life sounds. Sweet Magnolia tipped her head as if she
heard something. Then she flapped her wings and said CHEE-UP and took off over the
trees where I couldn’t see her.
38
Grandma cupped her hand on my shoulder. “Don’t feel bad, Denise. We’ll find you
another Lagniappe,” she said.
39
“What’s a lan-yap?” I asked.
40
“It’s Cajun for a special bonus—something like a gift you get just for being you.”
41
During the next few days, I saw fireflies as big as nickels and a water rat with a tail as
long as my arm! Grandma and I spotted a huge, old alligator looking like a stiff, fallen log
sunning its bumpy body. At dusk, we got out of the bayou before the mosquitoes started
humming, and we listened to the bullfrogs croaking from the comfort of Grandma’s
house.
42
On my last day, I walked over to the cage where we had kept my painted bunting. I
sighed a lonely sigh. Then I saw something. I reached in and took it and held it against my
cheek. I showed it to Grandma and told her it was my lan-yap.
43
Grandma put me and my suitcase into her truck. I traveled back on the train. It seemed
like days till the conductor said it was my stop.
44
Mama squeezed me tight and called me Baby Girl as always.
9
Go on to the next page.
1
1
45
Iona and Geneva were happy to see me too. Right away they asked, “What’d you bring
back? Come on, let’s see.”
46
“A lan-yap,” I answered.
47
They looked at me as if I were crazy. I smiled. “A Sweet Magnolia feather. Tell you about
it later.”
48
First I needed to take my treasure out to look at it alone and put it in a safe, forever
place.
Sweet Magnolia
10
Go on to the next page.
1. What first caught Denise’s attention
at Grandma’s house?
A.
B.
C.
D.
3. What did the bird try to do too soon?
A.
B.
C.
D.
A painted bunting bird
Sounds of the bayou
A sweet magnolia tree
Nickel-size fireflies
Eat
Peck
Sing
Fly
1
0208-51389
0208-51395
2. In paragraph 10, the trees “were
hunched over like bent giants” means
the trees
A.
B.
C.
D.
4. What did Grandma and Denise do
right after finding the bird?
A.
B.
C.
D.
are strong and tall.
are large and crooked.
need a lot of space.
frighten children.
Gave it a name
Fixed its broken leg
Fed it with a tube
Studied its markings
0208-51396
0208-51401
11
Go on to the next page.
5. It was hard for Denise to let go of the
bird because she
1
A.
B.
C.
D.
7. Denise thought the bird was like the
Sweet Magnolia because of its
felt the bayou was too
dangerous.
wanted to keep it as her own.
felt it needed more time to heal.
wanted to give it a name.
A.
B.
C.
D.
wings.
color.
smell.
impatience.
0208-51405
0208-51408
6. In paragraph 23, the statement, “My
heart skipped like a stone across a
stream” means Denise was
A.
B.
C.
D.
8. Denise’s lan-yap is a
A.
B.
C.
D.
happy.
scared.
proud.
tired.
snake skin.
magnolia flower.
bird feather.
dragonfly wing.
0208-51391
0208-51402
12
Go on to the next page.
9. Denise and Grandma took the bird
home to
A.
B.
C.
D.
10. What did Denise find right before she
left Grandma’s house?
care for its broken leg.
admire its feathers.
keep it as a pet.
listen to it sing.
A.
B.
C.
D.
0208-51388
A big firefly
A water snake
A magnolia flower
A bird feather
0208-51393
13
Go on to the next page.
1
1
If you have a competitive nature, this is a sport for you. Read this article to see if you
would want to compete in the Iditasport. Then answer questions 11–20. Some questions
may ask you about certain paragraphs. The numbers are found on the left side of the
paragraphs.
Racing at 40° Below Zero
by Laura Daily
It’s cold. It’s dark. Wild animals—even wolves—may be nearby.
But the race goes on!
Who has the right stuff to run the Iditasport?
IDITASPORT ROUTE
DELIA’S
CABIN
Skwentna
checkpoint
G
ON
S
t
R
VE E in
RI ODG kpo
L hec
c
RA
ch LA BBIT
ec KE
kp
AL
oin
EX
A
t
ch CRE ND
ec EK ER
kp
oin
t
TNA
YEN ION
STAT kpoint
chec
START
FINISH
t
n
SU oi
G kp
BI hec
c
LITTLE SU
checkpoint
1
Darkness surrounds Fred Bull. Just minutes before, his headlamp went out. Now he is
alone in the frozen wilderness. His legs ache. His fingers are cold. A wolf howls . . . and it
sounds close. Fred may have to wait until morning to find his way. Suddenly he hears an
engine in the distance. The noise gets closer. It’s someone riding a snowmobile. Do they
have a spare battery? Yes! He’s saved. Now Fred Bull, 16, of Anchorage, Alaska, can
continue toward his goal—to finish the race.
2
Fred is competing in the Iditasport, and it’s one tough race. It has been held every
February for 14 years on the same trail as the world-famous Iditarod sled dog race in
Alaska. But in this race competitors rely on their own strength, not that of dogs. They can
14
Go on to the next page.
run, snowshoe, ski, or ride bicycles over the rough terrain. Bicyclists and skiers travel the
entire length of the course, which is 160 miles. Runners and snowshoers fly to the
Skwentna checkpoint and race 85 miles to the finish line (see map). There are checkpoints
for eating and resting along the way, but deep snow, steep hills, and frozen rivers and
lakes also await racers. The record time for completing the race is 15 hours, 17 minutes,
set by a bicyclist in 1993.
3
Only the hardiest athletes enter. Fred and his friend, Thad Fitzgerald, also 16 and from
Anchorage, were the two youngest racers in 1996. It was Fred’s fourth Iditasport! He
began competing when he was 13 years old. There is no minimum age to enter the race,
but kids under 18 must have an adult’s permission.
4
At first Fred considered riding his mountain bike. But he changed his mind because there
was new snow, which he thought would be too deep for his bike to plow through.
Instead he chose cross-country skis. Thad had planned to snowshoe, but the soft snow
turned icy and hard. So running the race on foot was the fastest method for him. There’s
very little winter sunshine this far north. No matter. Racers are on the go day and night,
often all alone, and they get little or no sleep. The temperature can dip as low as minus
40°F. But Thad and Fred say they didn’t mind the dark or the cold. “I like racing in the
dark. The only light comes from your headlamp so you can really see the stars,” says Thad.
“I didn’t get too cold because I dressed in lots of layers.”
5
Every competitor must carry a survival kit. It includes matches, stove, fuel, a pot (to melt
snow for drinking water), cold-weather sleeping bag, tent, matches, insulated water
bottle, headlamp, and at least one day’s supply of food. Fred’s supply included bagels and
a bar of high-energy food. Thad scarfed down four boxes of toaster pastries.
6
Both boys agree it takes physical and mental endurance to finish the Iditasport race. “You
keep going no matter how tired you get,” says Fred. He finished skiing 160 miles in
60 hours, 48 minutes. Thad finished running the 85-mile course in 35 hours, 40 minutes.
Will they do it again? Definitely! Fred hopes to ride a bike and finish in the top ten. Thad
wants to race on cross-country skis. About winning the race, Thad says, “It doesn’t really
matter. The whole point is to challenge yourself. If you do that, you win.”
04-1-AIM
15
Go on to the next page.
1
11. In the first paragraph of this article,
the author interests readers by
1
A.
B.
C.
D.
13. How is the Iditasport like the
Iditarod?
describing a dramatic moment
from the Iditasport race.
explaining the rules of the
Iditasport.
recalling the history of the race.
inviting them to compete in the
race.
A.
B.
C.
D.
Both take place in the summer.
Both rely on animals for
transportation.
Both take place on the same
course.
Both let competitors choose how
they will travel.
05.R.00.11.54.IP-146.IE.05.M.IN
05.R.00.11.54.IP-147.IE.04.M.MI
12. Which phrase is an opinion from the
article?
14. In paragraph 2, the word terrain
means
A.
B.
C.
D.
“The finish line” (paragraph 2)
“Frozen wilderness” (paragraph 1)
“Steep hills” (paragraph 2)
“One tough race” (paragraph 2)
A.
B.
C.
D.
05.R.00.11.54.IP-143.IE.01.M.AN
ground.
fear.
snowshoe.
checkpoint.
05.R.00.11.54.IP-150.LC.04.M.IP
16
Go on to the next page.
15. Which competitors in the Iditasport
travel the entire length of the course?
A.
B.
C.
D.
17. In 1996, Fred Bull decided against
riding his mountain bike because
Runners and snowshoers
Bicyclists and skiers
Skiers and snowshoers
Bicyclists and runners
A.
B.
C.
D.
the snow was too icy.
the snow was too deep.
the hills were too steep.
the rivers had thawed.
05.R.00.11.54.IP-149.LC.01.M.MI
05.R.00.11.54.IP-144.LC.01.M.MI
16. In paragraph 6, the word endurance
means
18. What was special about the two boys
described in this article?
A.
B.
C.
D.
natural talent.
a difficult problem.
a long distance.
strength to keep going.
A.
B.
C.
05.R.00.11.54.IP-151.LC.04.M.IP
D.
They were the youngest racers in
the 1996 Iditasport.
Each won a division of the race.
Each competed in spite of their
disabilities.
Both also raced with sled dogs in
the Iditarod.
05.R.00.11.54.IP-145.LC.01.M.MI
17
Go on to the next page.
1
1
19. In the Iditasport, how do the
distances traveled by a runner and a
bicyclist compare?
A.
B.
C.
D.
20. Which of these is an opinion from the
article?
A.
A runner travels farther than a
bicyclist.
A bicyclist travels farther than a
runner.
Both travel the same distance.
The distance each travels
depends on their ages.
B.
C.
D.
05.R.00.11.54.IP-148.IE.04.M.CC
“‘The whole point is to challenge
yourself.’” (paragraph 6)
“[I]n this race, competitors rely
on their own strength, not that
of dogs.” (paragraph 2)
“There are checkpoints for eating
and resting along the way . . . .”
(paragraph 2)
“Every competitor must carry a
survival kit.” (paragraph 5)
05.R.00.11.54.IP-142.IE.01.M.AN
18
Go on to the next page.
1
There is no test material on this page.
19
Put sticker
here
This is the end of Segment 1.
Check your work, then
SEAL Segment 1.
20
Put sticker
here
Segment 2
Your teacher will tell you when to begin
this segment.
21
Reading Test — Segment 2
Cats are curious, playful animals; it is always fun to watch them explore. Read this poem.
Then answer questions 21–30. Some questions may ask you about certain lines in this
poem. The numbers are found on the left side of the poem.
Every Cat Had a Story
by Naomi Shihab Nye
1
2
5
10
The yellow one from the bakery
smelled like a cream puff—
she followed us home.
We buried our faces
in her sweet fur.
One cat hid her head
while I practiced violin.
But she came out for piano.
At night she played sonatas
on my quilt.
One cat built a secret nest
in my socks.
15
One sat in the window
staring up the street all day
while we were at school.
One cat loved
the radio dial.
One cat almost
smiled.
UIN
22
Go on to the next page.
21. What is the main idea of the poem?
A.
B.
C.
D.
23. The yellow cat is special because of
her
All cats like people.
Each cat likes different things.
Cats enjoy various musical
instruments.
Cats can be compared to
bakeries.
A.
B.
C.
D.
loyalty.
music.
slyness.
smell.
0308-51049
0308-51043
2
22. Using the word “one” several times in
the poem helps readers understand
that each cat
A.
B.
C.
D.
24. The cat that hid her head seems to
A.
B.
C.
D.
likes to be alone.
is an individual.
is part of the family.
enjoys time with its owner.
like being alone.
like listening to the piano.
play hide-and-seek.
smell like a cream puff.
0308-51052
0308-51050
23
Go on to the next page.
25. What does one cat do when the
piano is played?
A.
B.
C.
D.
27. One cat hides her head when she
hears the
Climbs on the bed
Plays hide-and-seek
Listens to the music
Falls fast asleep
A.
B.
C.
D.
children.
radio.
piano.
violin.
0308-51045
0308-51048
26. Based on the poem, the cat in the
window probably
28. What does the cat in the window
seem to be doing?
2
A.
B.
C.
D.
loves its owners.
enjoys hiding.
wants to be indoors.
dislikes other cats.
A.
B.
C.
D.
0308-51057
Hiding
Spying
Waiting
Playing
0308-51044
24
Go on to the next page.
29. In lines 18–19, “One cat almost
smiled” means that the cat was
probably
A.
B.
C.
D.
30. The poet believes that each cat has its
own
A.
B.
C.
D.
foolish.
content.
selfish.
timid.
personality.
taste in music.
favorite game.
secrets.
0308-51058
0308-51054
2
25
Go on to the next page.
Put sticker
here
This is the end of Segment 2.
Check your work, then
SEAL Segment 2.
26
Segment 3
Put sticker
here
Your teacher will tell you when to begin
this segment.
27
Reading Test — Segment 3
Read the article below to learn how Blanche Leathers finally got the nickname she had
always wanted. Then answer questions 31–37.
Captain Blanche
by Margaret S. Frezon
Ever since she was a young girl, Blanche Douglas loved to watch steamboats travel the
great Mississippi River. The boats were huge mammoths carrying everything from pins to
pianos. Each boat had a paddlewheel that turned around, pushing the heavy boat
through the water. A smokestack puffed clouds of smoke into the air. On deck, passengers
leaned over the railings to see the river.
Blanche watched the steamboats whenever she could. She hitched rides on the boats
when she got the chance. She even married a steamboat captain named Bowling Leathers
when she was older. Their first home was a steamboat, the Natchez. Blanche and Captain
Leathers had fancy dinners with live music on the Natchez. There were always new people
to meet and interesting places to go. Life on the Natchez was like a dream come true, but
Blanche felt there was something missing.
3
Her happiest times were the days she took her husband’s place on the boat. When
Captain Leathers had to go ashore for business, Blanche took over. She had watched
steamboats for so long that she knew what to do. She had spent a lot of time with her
husband while he worked in the pilothouse. She had asked many questions about how to
pilot the boat, and Captain Leathers never discouraged her. The captain thought his wife
would be a fine steamboat captain.
Blanche also learned to “read” the river. “The river is like a book,” Captain Leathers
always said. If a captain did not know what lay ahead on the river, the boat could become
stuck. It could even crash on the sharp, pointed rocks. Soon Blanche knew every twist and
turn of the river.
After several years Blanche felt ready to take a test to become a steamboat captain. She
went to New Orleans for the test. She was not surprised that the people who tested her
thought she would fail. There were not many female steamboat captains in the late
1800s. Blanche knew, however, that she could prove to the testers that she could pass the
test.
The test was long and difficult. Blanche had to show how well she knew the Mississippi
River, but she wasn’t worried. She had spent all of her life watching the Mississippi River.
She could describe it very well. She knew its bends and curves. She could tell where it was
wide and where it was narrow.
28
Go on to the next page.
Next, she had to show that she could steer a boat. Some men came aboard the Natchez
with Blanche, who marched up to the wheel. She knew that a steamboat captain had to
be both intelligent and courageous. Even though the people who were testing her
thought a woman could not steer a steamboat, Blanche knew that she could. The night
was very dark, and it was difficult to see. Blanche steered the boat down the jagged
coast. She steered around rocks. She gave orders to her deck and engine crew. She knew
that a captain had to show who was in charge of the boat.
When she returned to shore, Blanche knew she had done a good job. She had passed the
demanding test. As one of the first female steamboat captains, Blanche had many
nicknames. She was called “Little Captain” and “Queen of the Mississippi.” But her
favorite nickname of all was probably the name her crew called her. It was the name she
had always dreamed of—Captain Blanche.
3
04-1-CB
29
Go on to the next page.
31. Captain Bowling Leathers says the
river is like a
A.
B.
C.
D.
33. In the last paragraph of this article,
the word demanding means
coast to be cleared.
book to be read.
test to be taken.
boat to be steered.
A.
B.
C.
D.
hard.
simple.
impossible.
plain.
3159703
3159692
32. Which is the best summary for this
article?
34. How did Blanche feel when she took
the wheel of the Natchez during her
test?
A.
B.
3
C.
D.
Blanche Leathers was always
fascinated with steamboats. She
would catch rides on steamboats
whenever possible. She enjoyed
meeting interesting passengers
on board these large boats.
Blanche Leathers loved to watch
steamboats on the Mississippi
River. She spent years studying
and learning to fulfill her dream.
Blanche took the test and
became one of the first female
steamboat captains.
Blanche Leathers married a
steamboat captain. They lived on
a steamboat called the Natchez.
They enjoyed fancy dinners, live
music and visiting interesting
places.
Captain Bowling Leathers taught
his wife to read the Mississippi
River. Blanche Leathers learned
all of the twists and turns of the
river. Captain Bowling Leathers
knew she would make a good
steamboat captain.
A.
B.
C.
D.
Doubtful
Curious
Afraid
Strong
3159698
3159701
30
Go on to the next page.
35. The people thought that Blanche
would fail the test because
A.
B.
C.
D.
37. What is the main idea of this article?
A.
she could not describe the
Mississippi River very well.
she would not be able to see the
river at night.
her husband thought that she
would not pass the test.
there were not many other
female steamboat captains.
B.
C.
D.
3159695
Blanche Leathers’s first home was
on a steamboat called the
Natchez.
Blanche Leathers learned
everything she knew about
steamboats from her husband.
Blanche Leathers became one of
the first female steamboat
captains on the Mississippi.
Blanche Leathers missed her
husband when he left the
steamboat to go ashore.
3159699
36. Blanche’s favorite nickname was
A.
B.
C.
D.
Captain Bowling Leathers.
Captain Blanche.
Queen of the Mississippi.
Little Captain.
3
3159694
31
Go on to the next page.
This is the end of Segment 3.
Put sticker
here
Check your work, then
SEAL Segment 3.
32
ACKNOWLEDGMENTS
Reproduction of these passages was granted by permission from the following:
“Sweet Magnolia” by Virginia Kroll. Text copyright © 1995 by Virginia Kroll.
Illustrations © 1995 by Laura Jacques. Used with permission by Charlesbridge
Publishing, Inc. All rights reserved.
“Racing at 40° Below Zero” by Laura Daily. Map by Barbara Gibson. National
Geographic World, National Geographic Society, © 1997.
“Every Cat Had a Story” by Naomi Shihab Nye. Reprinted by permission of
the author, Naomi Shihab Nye, © 2005.
“Captain Blanche” by Margaret S. Frezon, text. Used by permission of the
Minnesota Department of Education.
33
555272-10517010016
SERIAL#
STUDENT'S FIRST NAME
M
` OA
` TD
` AT
` SC
0000000000000
1111111111111
2222222222222
3333333333333
4444444444444
5555555555555
6666666666666
7777777777777
8888888888888
9999999999999
` BR
` MT
0000000000
1111111111
2222222222
3333333333
4444444444
5555555555
6666666666
7777777777
8888888888
9999999999
` 18
` 24
RESPONSE
MARSS NUMBER
` REF
PRESENTATION
ACCOMMODATIONS
MARSS LOC DIST DATA
` ABS ` ME
` INV ` NE
TEST CODES
` Male
` Home Schooled
` New-to-Country
` Significant Gap in Enrollment
` Female
GENDER
1 2
READING FORM #
Spring 2012
SCHOOL USE ONLY
BIRTH DATE
MONTH DAY
YEAR
` JAN
` FEB
` MAR 00 000
` APR 111 11
` MAY 222
2
` JUN 33
3
4
4
` JUL
5
5
` AUG
` SEP
6
6
` OCT
7
77
` NOV
8
88
9 999
` DEC
Grade 5 Reading Answer Document
Minnesota Comprehensive Assessments—
Series II
``````````````````````````````
```````````
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAA
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBB
CCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
CCCCCCCCCCC
DDDDDDDDDDDDDDDDDDDDDDDDDDDDDD
DDDDDDDDDDD
EEEEEEEEEEEEEEEEEEEEEEEEEEEEEE
EEEEEEEEEEE
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
FFFFFFFFFFF
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
GGGGGGGGGGG
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHH
IIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIII
JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
JJJJJJJJJJJ
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKK
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLL
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMM
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
NNNNNNNNNNN
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOO
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPP
QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ
QQQQQQQQQQQ
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRR
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
SSSSSSSSSSS
TTTTTTTTTTTTTTTTTTTTTTTTTTTTTT
TTTTTTTTTTT
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
UUUUUUUUUUU
VVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
VVVVVVVVVVV
WWWWWWWWWWWWWWWWWWWWWWWWWWWWWW
WWWWWWWWWWW
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXX
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
YYYYYYYYYYY
ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ
ZZZZZZZZZZZ
---------------------------------------,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
,,,,,,,,,,,
STUDENT'S LAST NAME
ALIGN TOP OF LABEL HERE
Grade 5 Answer Document
Reading Test — Segment 1
1.
2.
3.
4.
A
A
A
A
B
B
B
B
C
C
C
C
D
D
D
D
5.
6.
7.
8.
11.
12.
13.
14.
A
A
A
A
B
B
B
B
C
C
C
C
D
D
D
D
15.
16.
17.
18.
A
A
A
A
B
B
B
B
C
C
C
C
D
D
D
D
A B C D
A B C D
A B C D
A B C D
9.
10.
A
A
B
B
C
C
D
D
19.
20.
A
A
B
B
C
C
D
D
29.
30.
A
A
B
B
C
C
D
D
37.
A
B
C
D
Reading Test — Segment 2
21.
22.
23.
24.
A
A
A
A
B
B
B
B
C
C
C
C
D
D
D
D
25.
26.
27.
28.
A
A
A
A
B
B
B
B
C
C
C
C
D
D
D
D
Reading Test — Segment 3
31.
32.
33.
A
A
A
B
B
B
C
C
C
D
D
D
34.
35.
36.
A
A
A
B
B
B
2
C
C
C
D
D
D
Grade 5 Teacher’s Guide
MCA-II Item Sampler
Teacher’s Guide
mde.testing@state.mn.us
An Introduction to the MCA-IIs
The Minnesota Comprehensive Assessments are reading, mathematics and
science tests that help schools and districts measure student progress toward
the state’s academic standards. In 2006, the reading and mathematics tests
were aligned to the 2003 Minnesota Academic Standards and were named the
Minnesota Comprehensive Assessment-Series II (MCS-II). The Science MCA-IIs
became operational in 2008 and are aligned to the 2003 Minnesota Academic
Standards. The grades 3–8 mathematics assessments will be operational in
2011 as the Minnesota Comprehensive Assessments-Series III (MCA-III) and
are aligned to the 2007 Minnesota Academic Standards.
The Purpose of the MCA-II Item Samplers
An item sampler is not a complete test. It contains a smaller number of the
items that students will see on a full-length test in the spring. The MCA-II Item
Samplers were developed to familiarize students and teachers with the format
of the MCA-IIs and the kinds of items that will appear on them.
This MCA-II Item Sampler is not a real test. It should not be used to predict
how well students will do on the tests. However, students may feel more
comfortable with the tests if they have reviewed the Item Samplers prior to
the test.
How the MCA-II Item Samplers Were Created
The Item Samplers mirror the format of the MCA-IIs. The
student directions, segment layouts, and answer sheet each
reflect the way the test will look in the spring, except that the
Item Sampler is shorter than the actual test. As with all MCAIIs, the reading passages and the math and reading questions
have been thoroughly reviewed by Minnesota teachers prior to
testing. Minnesota students have answered these questions on
previous tests.
The distribution of question types and their aligned content
selected for the Item Sampler generally reflects a range of
items from each strand in the Minnesota Academic Standards.
Whenever possible, the Item Samplers have the following
designs:
1a
Grade 5 Teacher’s Guide
Reading:
• Three segments
o The actual MCA-II has four segments.
• Four passages
o Fiction, nonfiction and poetry will be used if available and aligned
to the test specifications for that grade level.
• Eight to ten multiple-choice items per passage
• Appropriate Degree of Reading Power (DRP) and word length of
passages for the test specifications of the grade
The Contents of This Teacher’s Guide
The Answer Key identifies the answers and solutions to the questions. It
also identifies the strand/sub-strand/benchmark from the Minnesota
Academic Standards for the question.
State Standards & Test Specifications
The Item Samplers are primarily intended to familiarize teachers and students
with the format of the MCA-IIs. The best preparation for the content of the
MCA-IIs is done as a part of your curriculum planning. When doing that,
reference the Minnesota Academic Standards and the test specifications for the
MCA-IIs. For further questions about the MCA-IIs, email us at
mde.testing@state.mn.us.
2a
Grade 5 Teacher’s Guide
MCA-II Item Sampler Answer Key
Grade 5 Reading
Item #
Correct Answer
Item
Type
Strand
SubStrand
Benchmark
Cognitive
Level
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
C
B
D
C
B
A
D
C
A
D
A
D
C
A
B
D
B
A
B
A
B
B
D
B
C
A
D
C
B
A
B
B
A
D
D
B
C
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
MC
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
C
D
C
C
C
D
C
C
C
C
C
C
C
B
C
B
C
C
C
C
C
D
D
D
D
D
D
D
D
D
D
C
B
D
C
C
C
4
7
7
13
3
7
7
4
7
13
11
8
5
4
5
4
9
5
7
8
4
2
8
8
8
2
8
2
8
8
7
3
4
2
9
4
4
A
B
A
A
B
B
A
A
B
B
B
B
B
B
A
A
B
A
B
B
B
B
B
B
B
B
A
B
B
B
B
B
B
B
B
A
B
Type
DRP
Word Count
F
NF
P
NF
48
54
NA
52
1144
567
81
591
Passage Characteristics
Segment
1
1
2
3
Title
Sweet Magnolia
Racing at 40° Below Zero
Every Cat Had a Story
Captain Blanche
3a
Grade 5 Teacher’s Guide
Legend:
Item # — The number of the question in the Item Sampler.
Correct Answer — Answers to multiple-choice items are listed.
Item Type — Multiple Choice (MC).
Strand — In reading, the entire MCA-II measures Strand I: Reading and
Literature.
Sub-strand — A segment of a strand. The sub-strands for Reading and Literature
are the following:
A: Word Recognition, Analysis, and Fluency (not assessed on MCA-IIs)
B: Vocabulary Expansion
C: Comprehension
D: Literature
Benchmark — A segment of a sub-strand. See the test specifications for an
explanation of a specific number.
Cognitive Level — A classification of the complexity of an item type based on
Bloom’s Taxonomy. See the test specifications for an explanation of
cognitive levels. The cognitive levels for items on the MCA-IIs are the
following:
Level A: Knowledge
Level B: Understanding
Level C: Application, Analysis, Synthesis and Evaluation
Passage Characteristics — Each passage has several characteristics that are
used when constructing the MCA-IIs.
Type: The reading MCA-IIs use fiction, nonfiction and poetry texts.
DRP: The Degree of Reading Power is a readability measure used on the
MCA-IIs to determine text difficulty. (The DRP formula is not applied
to poems.)
Word Count: This is the total number of words in the passage, not including
the introduction contained before the title.
4a