Benchmark Assessment
Language Arts
Quarter IV
5th Grade
1. Read this sentence:
The girl tried to jump into the boat, but she tripped and fell into the lake.
Which word from the sentence is a conjunction?
(a) tried
(b) jump
(c) boat
(d) but
2. Find the preposition in this sentence.
The Munchkins lived over the rainbow.
(a) The
(b) lived
(c) rainbow
(d) over
3. Read these paragraphs adapted from American Peoples by David Murdoch.
Before the Inca empire reached its peak in South America, many Andean cultures had
already laid the framework for its success. The Huari (A.D. 500-900) were neighbors of the
Tiahuanaco. Theirs was a highly organized state, with an advanced irrigation system and a
distinctive architectural style. It expanded by conquering neighboring areas.
Many Huari ideas, such as pottery techniques, were adopted by other Andean cultures.
The Huari had their own art style. A common theme is an "angel" figure with wings.
Which of these transitional words could be used between the two paragraphs?
(a) Also
(b) As a result
(c) First
(d) Although
4. Which of the following sentences is correctly punctuated?
(a) Until the bone heals he needs to keep the cast on his arm.
(b) Until the bone heals, he needs to keep the cast on his arm.
(c) Until, the bone heals he needs to keep the cast on his arm.
(d) Until the bone heals he needs to keep the cast, on his arm.
A Sappy Story
Fossils can be found in dry, rocky deserts. They can also be found in rain forests coated in mist
as thick as pea soup. Fossils can be found all around the world. Scientists study fossils to find out
what types of creatures lived in the past. Many of these creatures are now extinct. Scientists also
study fossils to see how animals and plants from long ago compare to those types
still living today.
One type of fossil is called an amber-preserved fossil. This is a fossil that has
been coated with tree sap. Tree sap, or amber, is a thick liquid that flows slowly
through plants. It is a fluid that contains sugars and
nutrients. If a tree is cut, its sap can leak out through its
bark. Sometimes, a small insect or a piece of a plant becomes trapped in
the thick sap. It can be stuck for thousands of years. The sap protects the
body of the insect or plant from being damaged over time. Without the
amber coating, the soft parts of the insect or plant would decay.
A similar fossil can be made at home. Here is how:
1. Gather clear-drying glue, two 6-inch-square sheets of plastic wrap, and a small leaf.
2. Lay one of the sheets of plastic wrap flat on a table.
3. Spread glue over the plastic wrap until it is evenly coated.
4. Place the small leaf in the glue on top of the plastic wrap.
Press it into the glue gently.
5. Spread a thin layer of glue on top of the leaf.
6. Place the second sheet of plastic wrap on top of the leaf. Press down so the two sheets of
plastic wrap are sealed together. Then, let the "fossil" dry overnight.
The plastic wrap and glue will protect the leaf over time. It will not decay unless there are gaps
in the plastic wrap that allow air to enter. This new fossil is like the amber-preserved fossils
made from tree sap many years ago. Maybe scientists will find it thousands of years from now!
5. How is the main idea of the first paragraph different from the main idea of the second
paragraph?
(a) The first paragraph tells why fossils are extinct; the second paragraph describes tree sap.
(b) The first paragraph describes scientists; the second paragraph tells about trees.
(c) The first paragraph describes the history of fossils; the second paragraph describes the amber
of fossils.
(d) The first paragraph tells why people study fossils; the second paragraph describes a specific
type of fossil.
6. What type of text is this passage?
(a) informational
(b) realistic fiction
(c) science fiction
(d) persuasion
7. Read the two passages and answer the question below.
Passage 1
As I reached the door, my grandfather said in a loud voice, "Say, it's been a long time since
you've had any candy, hasn't it?" I nodded my head. He asked, "How long?" I told him, "A long
time." "Well," he said, "we'll have to do something about that." Walking over behind the counter,
he reached out and got a sack. I noticed it wasn't one of the nickel sacks. It was one of the quarter
kind.
Passage 2
I knew the pups were mine, all mine, yet I couldn't move. My heart started acting like a . . .
grasshopper. I tried to swallow and couldn't. My Adam's apple wouldn't work. One pup started
my way. I held my breath. On he came until I felt a scratchy little foot on mine. The other pup
followed. A warm puppy tongue caressed my sore foot. I heard the stationmaster say, "They
already know you." I knelt down and gathered them in my arms. I buried my face between their
wiggling bodies and cried. The stationmaster, sensing something more than just two dogs and a
boy, waited in silence. Rising with the two pups held close to my chest, I asked if I owed
anything. He said, "There is a small feed bill, but I'll take care of it. It's not much anyway."
Which of these accurately compares the events of the plot in these passages?
(a) In both passages, the narrator is trying to communicate his emotions, but he is unsuccessful.
(b) In both passages, the narrator is surprised when the other characters treat him like a hero.
(c) In both passages, the narrator receives a gift from a kindhearted character.
(d) In both passages, the narrator is irritated when the other characters refuse to treat him like an
adult.
8. Read the passage and answer the question.
Summer in the Theater, sponsored by the Flint Youth Arts Association, is a free theater
workshop for fifth and sixth graders. It will explore all aspects of acting and will be held at the
Hopkins Theater on Saturdays from June 14 through September 2. Participation is limited to 25
students, and registration closes on June 7. Forms are available at the Hopkins School of
Performing Arts. Please contact Ms. Harris of the Hopkins Theater or log on to
www.DiscoverHopkins.org for detailed information.
Which alternative offers all of the relevant details about the registration for the theater
workshop?
(a) Registration for Summer in the Theater closes on June 7. Contact Mrs. Harris of the Hopkins
Theater or log on to www.DiscoverHopkins.org
(b) Registration starts on June 6. Log on to www.summertheater.com. Mrs. Harris is the leader
for this course.
(c) Registration for Summer in the Theater is closed for the day. Please meet Mrs. Harris by 6:30
on June 7.
(d) Registration for 25 students will be done on June 7. Summer in the Theater is a workshop for
sixth-grade students
Read Business NOT as Usual and answer the following questions 9 and 10.
New business owners Kayla, Skylar, Benjie, Meredith, Laura, Jonathan, David, Keno, and Eli opened a
little place called the Blue Lagoon recently. It's already closed down, but you won't see tears or long faces in this
crowd. Their business made money in just three weeks of operation, thanks to the Creative Arts Program. The
summer school catalog description read, "Ever dreamed of owning your own business? Follow your dreams in this
three-week program. It's designed to jump-start a business." The program, which ran from June 14 through July 6,
was for middle school students only.
The Blue Lagoon offered a tropical experience and a break from long, hot days at the summer Creative Arts
Program. Campers could purchase snow cones, popcorn, soft drinks, and fruit candy. With two instructors and two
additional business advisors, the group created, ran, and analyzed its business. The program was intense but
enjoyable. For four to eight hours a day, their lives were the Blue Lagoon. These students used all of their skills and
learned new ones.
"I used to sell candy door-to-door," said 13-year-old Eli Trump. "I never realized how much more there was to
starting a real business." Eli speaks with the voice of experience. The other "owners" range from 11 to 14 years old.
The Blue Lagoon owners gathered recently at their after-camp picnic, and talked about their experiences.
"We learned about teamwork, commitment, and the importance of math in business," said Benjie Williams, 14.
"First we interviewed local business owners. Then we decided what we wanted to do. The snow cones and popcorn
immediately came to mind."
"The camp gave us an opportunity. They set up a bank to lend us money for the supplies and signs. Then we paid
them back, just like real life," according to Kayla Manz, 11. Paying back the loan wasn't easy. Each day these young
business owners calculated their profit or loss. They counted the days until they could repay the loan.
It was also an opportunity for the other campers. Every day that the Blue Lagoon operated, children, teens, and
adults lined up around the "lagoon," an inflatable pool built into a raised platform. The campers designed it, and an
instructor built it out of plywood. Handmade palm trees and an enormous stuffed monkey posed in a beach chair
created the mood. Beach music poured out of a portable CD player.
As it turned out, sales went through the roof. After the first four hours, the Blue Lagoon had taken in nearly $150.
"I've thought about going to business school after college," said David Warnecki, 14. "I love art, and I'd like to learn
how to make a living at it." David ran the craft section of the Blue Lagoon. He took orders for hand-painted hats and
visors.
"Middle schoolers are ideal candidates for learning business," said Susan Strong, lead instructor for the course.
"They are beginning to think about careers. They're willing to make an effort to learn more about themselves."
Ms. Strong started her own business in 1995. It grew from a staff of four to more than 90. She got the idea for the
summer program from her daughter, Laura, who took her mother's course this summer. "I felt I had outgrown the
typical summer camp, and it was time for something completely different," said the younger Ms. Strong.
"Most camps in the area focus on younger and older students," says camp director Joan Hollis. They are missing the
energy and enthusiasm of middle school students. "Pre-teens and early teens aren't always ready for sports camp or
computer camp. They are beyond elementary school and want involvement. This program was an instant success.
We'd like to repeat it next year."
9. Read the following sentences from the article
"Middle schoolers are ideal candidates for learning business," said Susan Strong, lead instructor
for the course. "They are beginning to think about careers. They're willing to make an effort to
learn more about themselves."
"Most camps in the area focus on younger and older students," says camp director Joan Hollis.
"Pre-teens and early teens aren't always ready for sports camp or computer camp. They are
beyond elementary school and want involvement. This program was an instant success. We'd
like to repeat it next year."
How are the statements of Susan Strong and Joan Hollis DIFFERENT?
(a) Susan Strong's statement is much more flattering to middle school students.
(b) Joan Hollis focuses more on the camp than on characteristics of the campers.
(c) Susan Strong's statement shows a better understanding of business
(d) Joan Hollis would prefer to focus more on sports than on the business owner course.
10. What does the expression their lives were the Blue Lagoon mean?
(a) The Blue Lagoon owners became highly involved in the business.
(b) The Blue Lagoon owners could not enjoy the camp.
(c) The Blue Lagoon owners were successful in life.
(d) The Blue Lagoon owners lived at the camp.
Read this passage from Everyday Health Tips and answer the following questions 11, 12, and 13.
Passage1
A few years ago, a young American couple flew to Holland, taking an early evening flight from
New York. They dined on prime rib and red wine, watched the sun come up over the Azores, and
arrived in Amsterdam at 8:00 A.M. local time. Exhausted, they found a hotel, slept for six hours
and woke up at dusk feeling dazed, with vaguely flu-like symptoms. That night and for two
nights after, they couldn’t fall asleep. They were victims of the phenomenon known as jet lag. It
was five days before they got over it.
Passage2
Three years later, on a trip to London, the same couple again took an evening flight. This time,
they politely refused the in-flight dinner, ate two whole wheat muffins instead, closed their eyes,
ignored the other travelers, and napped during most of the flight. Then they arrived in London at
6:00 A.M. local time, they feasted on steak and eggs for breakfast and, despite their fatigue,
spent the day sightseeing before retiring at 8:00 P.M. The next morning, they felt great. This time
they beat jet lag, that drag-you-down reaction that includes insomnia, fatigue, and stomach
trouble.
11. Passage 1 and Passage 2 are both about jet lag.6
Which structure is common to the two passages?
(a) descriptive structure
(b) central idea and details
(c) cause and effect
(d) compare and contrast
12. What is the main difference between the two passages?
(a) In Passage 1 the couple are unaware of what causes jet lag. In Passage 2 they are aware of
methods to avoid jet lag.
(b) In Passage 1 the couple enjoy the flight to Amsterdam. In Passage 2 they do not enjoy the
flight to London.
(c) In Passage 1 the couple are hungry during the flight. In Passage 2 they are not hungry.
(d) In Passage 1 the couple find the other travelers likable. In Passage 2 they find the other
travelers annoying.
13. Arrange the following sentences to form a coherent paragraph.
A. Chatting with fellow travelers can also exhaust a person.
B. So, one should try and get as much sleep as possible on the flight.
C. These are simple steps you can take to avoid jet lag.
D. On a long flight, it is best to avoid a heavy meal.
(a) C,A,B,D
(b) A,B,C,D
(c) D,A,B,C
(d) B,D,C,A
14. Read the facts in the following paragraph modified from America’s Story.
1
President Wilson said that things such as the telegraph and the airplane had brought people on
one side of the world within reach of people on the other side, so that no nation could ignore
what other nations were doing. 2He felt that the way to stop any nation from doing what
Germany had done was for all nations to meet together in the League of Nations. 3Woodrow
Wilson never saw his dream come true. 4The Senate voted against the League of Nations. 5He
inspired people with the idea of a world at peace, and that idea grew throughout the years. 6The
United Nations is a similar world organization.
Which sentences best support the conclusion that President Wilson inspired the citizens of
America to form a world peace organization?
(a) sentences 1, 2
(b) sentences 2, 3, 4
(c) sentences 1, 2, 6
(d) sentences 5, 6