Gr. 4 Reading Booklet - NESD Curriculum Corner

Assessment for Learning Program
Reading Assessment
Grade 4
Reading Booklet
April 2011
PRACTICE TEXT AND QUESTIONS
During this assessment, you will be asked to read and think about four (4) texts.
The following reading strategies will help you answer both the multiple choice questions and the
written response.
1. using clues from the text;
2. connecting the text to what you already know;
3. making, confirming, and adjusting predictions and inferences;
4. noting key ideas and what supports them;
5. recalling and paraphrasing, summarizing, synthesizing, or drawing conclusions;
6. evaluating the author’s message (including distinguishing fact from opinion), craft, and
technique; and,
7. extending and applying new understandings or strategies.
After reading each text, you will be asked to answer questions about it.
1. Some questions will ask you to identify (find) ideas and information that are directly
stated in the text. The answer is right there in the text.
2. Some questions will ask you to identify (find) ideas and information that are implied
(not directly stated) in the text. You need to make an inference. The answer is in the
text but you need to think about what the author intended.
3. Other questions will ask you to evaluate or make judgements about what was said or
implied by the text. You need to think about what is said in the text and what you
know already to answer the question.
i
Practice Text
Prairies are Home to Animals
The prairies can sustain a variety of wildlife. There are insects, such as grasshoppers, living in
the prairies. In addition, many kinds of birds live in these grasslands. Since there are usually
only a few trees to nest in, birds like meadowlarks make nests in the grass and prairie chickens
lay their eggs on the ground. Grasslands are also home to many large and small animals.
There are tiny deer mice that live alongside huge bison. The prairies are a good place to
observe many animals.
Source: Baldwin, C. (2003). Why are Prairies Important? Living in a Prairie (pp. 7). Chicago, Illinois:
Heinemann Library.
Practice Questions
1. What does ‘home’ mean in “Prairies are Home to Animals”?
A.
B.
C.
D.
A place where animals live
A place where there is grass
A place where there are trees
A place where meadows flourish
The words in the text do not tell us directly what ‘home’ means but the text says:
• “prairies can sustain a variety of wildlife”
• “insects…live in the prairies”
• “birds live in the prairies”
• “grasslands are home to many large and small animals”
We can see that ‘home’ refers to where many animals live (Answer A).
ii
2. According to this text, what small animals live alongside the huge bison?
A.
B.
C.
D.
Deer mice
Horned larks
Grasshoppers
Meadowlarks
The words in the text tell us that:
• “There are tiny deer mice that live alongside huge bison.”
The answer is right there in the text (Answer A).
3. What is the MAIN IDEA of this text?
A.
B.
C.
D.
Insects live on the prairies.
Birds live in the grasslands.
Animals of different species inhabit the prairies.
Prairie chickens always lay their eggs on the ground.
All the above statements are true but only one tells what the whole text is trying to tell
us. Three answers tell about only one animal that lives on the prairies. However, the text
tells us about many different kinds of animals that live on the prairies; therefore, the correct
answer is C.
Directions for Completing the Multiple Choice Section of the Answer Booklet
Shade in the circle beside the letter of the
BEST answer. Mark only one (1)
answer per question.
If you need to change an answer, erase
the incorrect answer thoroughly.
1. A  B  C  D 

2. A  B  C  D 

Not
Good
X 
Not
Good
3. A  B  C  D 
iii
Good
Day 1 Texts
Informational

1. “Cree Art and Symbols”
2. “Oh Brother!”
Literary

DIRECTIONS
1. Wait for your teacher’s instructions before beginning.
2. Today you will have about 1 hour to read texts 1 and 2, and to answer the multiple
choice questions and the written response question.
3. Use pencil to complete the multiple choice questions.
4. Read the text carefully and answer all of the questions. If you are not sure of an
answer, go back, reread the text, and use your best judgement to select an answer.
5. Complete the multiple choice questions in the separate Answer Booklet. Fill in the
circle beside the letter of the BEST answer. Mark only one (1) answer per question.
6. If you need to change an answer, erase the incorrect answer thoroughly.
7. Use a pencil or a black or blue pen to complete the written response question.
8. Answer the written response question in the space provided in the Answer Booklet.
-1-
Page
2
7
How did First Nations people tell stories in the past? One way was through their art. Cree art included
symbols of the natural world. Those symbols are explained and used to tell a story in the text that follows.
Cree Art and Symbols
Adapted from an original text by Arnold J. Isbister
5
10
15
20
25
Did you know that every
culture has its own art?
Symbols in long ago Cree art
came from everyday life.
They started as pictures of
what was important to Cree
people. Symbols still can be
used to write or tell a story.
Many symbols came from the
buffalo. It had many uses in
the lives of long ago Cree
people. The hides were used
for clothing and tipis. Tools
were made from the bones.
The meat made many meals.
Buffalo symbols were put on
tipis, shields and hides.
There were symbols for other
animals, too. These included
the horse, elk, deer, bear,
eagle and fish.
Cree people also made
symbols to show the land
around them. They drew
shapes that showed their place
or world. They used the
circle, triangle, lines, stars,
dots, and waves.
-2-
30
35
40
The circle was used to show the sun or day. Triangles stood for trees, mountains and tipis. Dots
showed hail or rain and could mean power. Lines meant lightning, paths and speed. Waves
showed water or rolling hills. They could also mean distance or something gentle.
Cree people would use roots, bark, berries, different sands or mud to make colours. Colours
showed a connection to something in the natural world. For example, the sun was yellow and the
earth was green. Blood was red, and the sky was blue. Black showed strength and power because
it can cover all colours — just like the night can cover the whole world.
Many symbols could be put together to tell a story. Look at this picture of a four-day hunt. On a
tipi, you might see horse tracks in a line with a buffalo at the end. Above these are four suns and
arrows raining down on the buffalo. This tells the story of the person who lived in the tipi. This
person went hunting. After traveling
four days, he found buffalo. He shot
a buffalo with his arrows. He had
lots of meat for his family. He
painted this story so others would
admire his great hunting skills.
Here is another example of a Cree story:
Arnold Isbister is a noted author, writer, and visual artist who has exhibited his art nationally and
internationally. He officially presented HRH Prince Charles with a painting. Isbister was interviewed
on the internationally syndicated radio talk show, Native America Calling, out of Alburqurque, New
Mexico. His book, Stories Moshum & Kokum Told Me, was short-listed for Aboriginal Book of the
Year 2005. The book will be re-released this fall and he is currently working on another.
-3-
“Cree Art and Symbols”
MULTIPLE CHOICE QUESTIONS
1. What is the MAIN IDEA of this text?
A.
B.
C.
D.
Cree people use symbols to tell stories.
Cree people use symbols to give directions.
Cree people use symbols to tell how to hunt buffalo.
Cree people use things in nature to make different colours.
2. What does the word ‘symbol’ mean?
A.
B.
C.
D.
Places or animals
Culture or language
Pictures used to tell a story
Colours used to paint pictures
3. On page 3, why did the author place many symbols together?
A.
B.
C.
D.
To tell a story
To give directions for a hunt
To show there were animals in the area
To show the importance of colours to the Cree
4. In what school subject would you MOST LIKELY learn about Cree symbols?
A.
B.
C.
D.
Math
Science
Social Studies
Physical Education
5. What would the symbol + represent?
A.
B.
C.
D.
A star
Hail or rain
A medicine wheel
North, east, south, west
-4-
“Cree Art and Symbols”
6. Why did Cree culture from long ago have many symbols for buffalo?
A.
B.
C.
D.
Buffalo were important to the Cree.
Along with other animals, the buffalo has a hide.
The buffalo symbols came from tipis and shields.
The Cree liked animals that could go long distances.
7. Why did the author include the symbols in the text boxes?
A.
B.
C.
D.
To help the reader draw the symbols
To help the reader write or tell a story
To help the reader learn about the buffalo
To help the reader better understand the text
8. How does night reflect strength?
A.
B.
C.
D.
The night sky is black.
The night sky has stars.
The night sky has the moon.
The night sky has no sunlight.
9. Look at the thunderbird symbol in the diagram. What tells you that it is a strong and
powerful animal?
A.
B.
C.
D.
A thunderbird is a bird of prey.
Its colour symbolizes strength and power.
It was a respected animal in the Cree culture.
The story is about a thunderbird and a buffalo.
10. Why would a hunter be proud of a successful buffalo hunt?
A.
B.
C.
D.
He could paint his story.
Buffalo were his enemies.
He would be able to feed his family.
Buffalo were very difficult animals to track.
-5-
“Cree Art and Symbols”
11. According to the text, which of the following statements is FALSE?
A.
B.
C.
D.
Cree symbols are based
Cree symbols are based
Cree symbols are based
Cree symbols are based
on the people.
on the landscape.
on many animals.
on important things.
12. What FACT is presented in this text?
A.
B.
C.
D.
All Cree people like art.
Cree people used symbols.
Colour comes from buffalo fur.
Colour was not important in Cree art.
13. What proof is there that Cree people created their own art form?
A.
B.
C.
D.
Tools were found at old campsites.
It was discovered that they loved nature.
Symbols were found painted on their tipis.
It was discovered that they were good hunters.
14. Why did the author write this text?
A.
B.
C.
D.
He wanted us to learn to draw symbols.
He wanted us to learn how to make colours.
He wanted us to learn about traditional Cree art.
He wanted us to learn about traditional Cree hunting.
15. Why would the Cree choose the triangle to represent trees, mountains, or tipis?
A.
B.
C.
D.
Triangles have a shape like those items.
Triangles represent strength and power.
Triangles are symbols that help to tell a story.
Triangles have special importance to the Cree.
-6-
The elder brother in this poem shares his feelings about his little brother. He sees him as a pest. However,
the big brother changes his mind when he is alone in the dark late at night.
Oh Brother!
Adapted from an original text
by Beverley Brenna
I have a little brother
I often call The Worst.
He bugs me and he bothers me
Until I think I’ll burst!
5
10
15
20
He pokes me and he pinches me.
He takes my private stuff.
He chases me all over, and
If that is not enough —
He hides my clothes and boots and things.
This really makes me mad!
And almost nearly all the time
My brother’s really BAD!
At night, when we’re supposed to sleep,
He jumps, is never calm.
But I have found a foolproof way
To make him sleep with Mom.
I whisper, “Oh, dear Brother!
You really aren’t The Worst.
‘Cause monsters like the freshest best,
And so they’ll eat you first!”
Then, later, when it’s very dark,
And noises make me shudder,
I bring him back to our own room —
It’s good to have a brother.
http://www.flickr.com/photos/nickatkins/249968691/
Beverley Brenna is a Saskatchewan author who has published six books for children and young adults.
She also writes poetry and short prose for adults and young people, and is currently doing a doctorate
in Language and Literacy at the University of Alberta.
-7-
“Oh Brother!”
MULTIPLE CHOICE QUESTIONS
1. What does “The Worst” refer to in the text?
A.
B.
C.
D.
Noises
Monsters
Big brother
Little brother
2. Who annoys whom in this text?
A.
B.
C.
D.
The big brother annoys the mother.
The little brother annoys the mother.
The big brother annoys the little brother.
The little brother annoys the big brother.
3. Who is the little brother MOST LIKE?
A.
B.
C.
D.
Someone who likes to run outside
Someone who likes getting attention
Someone who likes bothering adults
Someone who likes hearing monster stories
4. Why does the big brother bring his little brother back to their room during the night?
A.
B.
C.
D.
The big brother is afraid of noises.
The little brother is afraid of noises.
The big brother is afraid of monsters.
The little brother is afraid of monsters.
5. Which sentence BEST describes how the big brother really feels about his little brother?
A.
B.
C.
D.
“I often call The Worst.” (line 2)
“This really makes me mad!” (line 10)
“My brother’s really BAD!” (line 12)
“It’s good to have a brother.” (line 24)
-8-
“Oh Brother!”
6. What adjective BEST describes the little brother?
A.
B.
C.
D.
Angry
Annoying
Calm
Cheerful
7. Predict how the brothers will act the next day.
A.
B.
C.
D.
The brothers will be mean to each other.
The brothers will continue the same way.
The big brother will become “The Worst.”
The little brother will be nice to the mother.
8. What does the little brother do to show that he is a pest?
A.
B.
C.
D.
He bothers his brother.
He plays all of the time.
He sleeps in his mom’s room.
He sleeps in his brother’s room.
9. Where in the text does the author give clues that the big brother is scared of the dark?
A.
B.
C.
D.
Lines 9 to 12
Lines 13 to 16
Lines 17 to 20
Lines 21 to 24
10. What word from the text means ‘guaranteed’?
A.
B.
C.
D.
Burst (line 4)
Foolproof (line 15)
Freshest (line 19)
Supposed (line 13)
-9-
“Oh Brother!”
11. Who is Beverly Brenna?
A.
B.
C.
D.
The author
The brother
The mother
The teacher
12. Where would you MOST LIKELY find a text like "Oh Brother!"?
A.
B.
C.
D.
Comic book
Adventure novel
Poetry collection
Science fiction novel
13. Which of the following sentences expresses an OPINION?
A.
B.
C.
D.
“I have a little brother.” (line 1)
“He takes my private stuff.” (line 6)
“It's good to have a brother.” (line 24)
“He pokes me and he pinches me.” (line 5)
14. Who is speaking in this text?
A.
B.
C.
D.
The reader
The author
The big brother
The little brother
15. What is the author’s MAIN message in this poem?
A.
B.
C.
D.
Sometimes brothers like to be noisy.
Sometimes brothers like to be together.
Sometimes brothers enjoy monster stories.
Sometimes brothers want to be with their mother.
- 10 -
“Oh Brother!”
WRITTEN RESPONSE
Think about the following things when you write your response.
1. Read the question carefully.
2. Answer using your own ideas and examples from the text.
3. You should consider the following points when writing your answer.
• Does your answer show that you understood the text?
• Have you answered all parts of the question?
• Have you provided ideas from the text to support your answer?
• Have you connected this reading to your own experience, background knowledge or previous
reading/viewing?
4. Your answer should be complete and insightful. Go beyond listing the main points or retelling the
text.
READER RESPONSE RUBRIC
This rubric will be used to assess the written response question.
This response
is…
Understanding of
the text
Addressing the
prompt
Providing
support from the
text to justify
response
Making
connections
between text and
self (background
knowledge
and/or
experiences)
insightful
thoughtful
generalized
simplistic
inadequate
Demonstrates a
thorough
understanding
of the text,
offering an
insightful
response
All parts of the
prompt are
addressed
thoroughly
Demonstrates
insightful
support with
full details
Demonstrates a
strong
understanding
of the text,
offering a
thoughtful
response
All parts of the
prompt are
addressed
Demonstrates an
adequate
understanding of
the text, offering a
generalized
response
Demonstrates a
limited
understanding
of the text,
offering a
simplistic
response
Some parts of
the prompt are
addressed
Demonstrates
an inadequate
understanding
of the text,
offering an
irrelevant
response
No parts of the
prompt are
addressed
Demonstrates
thoughtful
support with
considerable
details
Demonstrates
logical,
thoughtful
connections to
background
knowledge
and/or
experience
Demonstrates
generalized support
with some details
Demonstrates
vague support
with minimal
details
Demonstrates
irrelevant
support with no
details
Demonstrates
obvious,
straightforward
connections to
background
knowledge and/or
experience
Demonstrates
vague, limited
connections to
background
knowledge
and/or
experience
Demonstrates
no pertinent
connections to
background
knowledge
and/or
experience
Demonstrates
perceptive,
sophisticated
connections to
background
knowledge
and/or
experience
Most parts of the
prompt are
addressed
- 11 -
“Oh Brother!”
WRITTEN RESPONSE QUESTION
Answer ALL PARTS of the following question in the space provided in the Answer Booklet.
Answer in COMPLETE SENTENCES. DOUBLE SPACE. Use as much space as you need to
fully and thoughtfully answer the question.
How a person gets along with someone else is a relationship. The two brothers in this poem have
good and bad feelings about each other.
1. Give three (3) examples from the text that show why the older brother calls the younger
brother “The Worst.”
2. How does the older brother really feel about his younger brother? How can you tell?
3. Name a relationship that you have with a family member, friend, or pet. Is your relationship
the same as or different from the relationship of the two brothers in “Oh Brother!”? How?
4. How could you and the brothers in the poem make your relationships better? Give two (2)
examples and explain.
STOP.
Day 1 is
complete.
- 12 -
Day 2 Texts
Informational

3. “Playing Spoons”
4. “Mountain Bike Adventure”
Literary

DIRECTIONS
1. Wait for your teacher’s instructions before beginning.
2. Today you will have about 1 hour to read texts 3 and 4, and to answer the multiple
choice questions.
3. Use pencil to complete the multiple choice questions.
4. Read the text carefully and answer all of the questions. If you are not sure of an
answer, go back, reread the text, and use your best judgement to select an answer.
5. Complete the multiple choice questions on the separate Answer Booklet. Fill in the
circle beside the letter of the BEST answer. Mark only one (1) answer per question.
6. If you need to change an answer, erase the incorrect answer thoroughly.
- 13 -
Page
14
19
Did you know that spoons are musical instruments? Playing spoons is one Métis cultural tradition.
It is also a fun way to keep time with fiddle music. This text teaches how to play the spoons.
Playing Spoons
Adapted from an original text by Lisa Wilson
5
Music is one of the great traditions of the Métis. In past times, there was no television or video
games. Instead, gathering, visiting, and music were important forms of fun in Métis people’s lives.
At Métis gatherings someone brought a fiddle or a guitar. The kitchen table was pushed out of the
way to make room for musicians and dancers. Men, women, and children moved their feet in time
with a Métis jig. Spoons were played to keep time with the other musical instruments. It is easy to
learn to play the spoons. Anyone can do it with a little practice. Here’s how:
1. Get two spoons that are the same size.
10
15
20
25
30
2. Hold the bottom spoon between your
pointer finger and your middle finger.
Let the handle of the spoon rest on the
middle joint of the middle finger. Wrap
your middle finger tightly around the
bottom of the handle. The edge of the
bottom of the spoon should press into
your palm.
3. Hold the top spoon between your thumb
and pointer finger. Let the handle of the
spoon rest on the middle joint of the
pointer finger. Grasp it with your
thumb. Wrap your pointer finger tightly
around the bottom of the handle. The
edge of the bottom of the spoon handle
should press into your palm. Grip
tightly!
How to play the spoons. (2002). Retrieved March 7, 2009,
from David Holt: Music and Stories from the Appalachian
Mountains Website: http://www.davidholt.com/music
/playspoons.htm
4. The bowls of the spoons should be back
to back. They should be one to two
centimetres apart. (If your hands are
small you might have to adjust by
putting two fingers between the spoon
handles instead of one.)
- 14 -
35
5. With your fist wrapped around the
spoons, hold them tightly so that when
you tap them they clack together and
then spring back apart. The trick is in
the grip.
1
2
40
45
50
6. Once you get a good grip on the
spoons, try making some sounds with
them. Hold your free hand over the
spoons and hit the spoons down on your
leg, up onto your hand, down onto your
leg, up onto your hand. Repeat this
motion until you have a nice rhythm
going.
3
4
7. If your spoons are slipping or won’t
stay in line, your grip needs to be
tighter. Remember to press the edges
of the spoon handles into your palms
using your middle and pointer fingers.
Note: Put on Métis jigging music and
practice playing along with the music.
It’s guaranteed to get your toes tapping!
For Métis jigging songs visit:
http://www.gdins.org/home.html
How to play the spoons: Making music with two spoons.
(2009). Retrieved March 7, 2009, from Mother Earth News:
The Original Guide to Living Wisely Website:
http://www.motherearthnews./Do-It-Yourself/1980-0701/How-To-Play-The-Spoons.aspx
Lisa Wilson is a Métis writer who lives in Saskatoon. She works for the Gabriel Dumont Institute
and writes fiction part-time. Her writing has appeared in the magazines Grain, The Dalhousie
Review, Spring, and New Breed, and in an anthology of Aboriginal love stories. Lisa won first
place in the 2008 Saskatchewan Writers Guild Short Manuscript Awards in the fiction category.
She has been nominated for the Journey Prize competition and National Magazine Awards. She is
currently at work on two projects: a collection of short stories and a book for young adults that
centres on Métis culture and the folklore of Rougarou.
- 15 -
“Playing Spoons”
MULTIPLE CHOICE QUESTIONS
1. What does the first picture show us?
A.
B.
C.
D.
How to tap the spoons
How to hold the spoons
How to move your hand
How to keep time with the music
2. According to the text, where do you hold the TOP spoon?
A.
B.
C.
D.
Between your middle and third finger
Between your thumb and middle finger
Between your thumb and pointer finger
Between your pointer finger and middle finger
3. Which step tells you how to make music with the spoons?
A.
B.
C.
D.
Step 4
Step 5
Step 6
Step 7
4. According to this text, which of the following statements about playing spoons
is FALSE?
A.
B.
C.
D.
You need to practice a little to play the spoons.
You need to be musically talented to play the spoons.
You need to have a tight grip when holding the spoons.
You need to place the bowls of the spoons back-to-back.
5. What is the first thing that MOST people would do if they wanted to learn to
play the spoons?
A.
B.
C.
D.
Learn to read music
Learn to play drums
Practise foot-tapping to music
Learn to hold the spoons correctly
- 16 -
“Playing Spoons”
6. Which step tells you HOW to get a good grip if the spoons are loose?
A.
B.
C.
D.
Step 3
Step 4
Step 6
Step 7
7. According to the text, why is it important to grip the spoons firmly in your hand?
A.
B.
C.
D.
So the spoons slip easily
So the spoons don't make too much noise
So the spoons clack together and then spring apart
So the spoons do not move in the palm of your hand
8. What is the MAIN IDEA of the first paragraph (lines 1 to 6)?
A.
B.
C.
D.
Playing spoons is complicated.
Anyone can learn to play spoons.
Playing spoons is just for Métis people.
A popular pastime for everyone is playing spoons.
9. What might happen if the spoons are not back-to-back?
A.
B.
C.
D.
They will clack together.
They will sound too loud.
They will sound too sharp.
They will not clack together.
10. Why does the author number steps in explaining how to play the spoons?
A.
B.
C.
D.
To show that all the steps are important
To show that there is only one way to learn
To show that there are several steps to learn
To show that the steps have to be followed in order
- 17 -
“Playing Spoons”
11. Which word BEST describes Métis gatherings?
A.
B.
C.
D.
Fun
Noisy
Quiet
Restful
12. For whom did the author write this text?
A.
B.
C.
D.
For people who want to learn Métis jigging
For people who want to learn to make spoons
For people who want to learn to play the spoons
For people who want to learn to play a musical instrument
13. Which sentence BEST shows the author’s ATTITUDE about learning to play the
spoons?
A.
B.
C.
D.
“Anyone can do it with a little practice.” (line 6)
“Get two spoons that are the same size.” (line 7)
“Music is one of the great traditions of the Métis.” (line 1)
“Repeat this motion until you have a nice rhythm going.” (lines 41 to 43)
14. What is the MAIN IDEA of this text?
A.
B.
C.
D.
The spoons should be held back-to-back.
Follow these steps to learn to play spoons.
Spoons are played to keep time with the music.
At Métis gatherings someone brought a fiddle or guitar.
15. Where would you MOST LIKELY find a text like this?
A.
B.
C.
D.
In a school newsletter
In a science magazine
In an online Métis journal
In community announcements
- 18 -
Do you like surprises and adventures? The two children in this story plan a fun adventure but
they get a big surprise.
Mountain Bike Adventure
5
by Léo-James Lévesque
The sun had just begun to rise as Lucas
and Samantha arrived at the Cypress
Hills outdoor centre. The two friends
were going mountain biking for the first
time in their lives!
Patricia, the director of the outdoor centre, wasn't surprised to see the children
arrive early that morning. Patricia was tall and heavyset. When she spoke, it
sounded more like she was shouting. But under her tough outside was a kind
woman who cared for others.
10
"Here are two helmets for you," Patricia said. "Wear them all the time with the
face guard down to protect your eyes from branches. Wear these gloves to
protect your hands, and take along some water. Your body can lose up to two
litres of water per hour when you’re mountain biking. Follow your map. Don’t
stray from the marked trails and make sure you return before nightfall!”
15
"Don't worry," Lucas answered. "We've been biking before and we're not
afraid of anything. We know what we're doing, don't we Samantha?"
"That's right. I'm not afraid of anything," Samantha agreed.
20
20
The two children pedalled off swiftly in the
direction of the hills. Lucas and Samantha
admired the forest around them as they rode.
They thought the pine trees were beautiful.
From time to time, Samantha stopped to
listen to the birds singing. Lucas, who liked
photography, took one picture after another.
- 19 -
25
When they got to the place where the trails crossed, Lucas read the signs with interest.
"Let's take the Rollercoaster Trail," Lucas suggested. "It must have big
hills."
30
"Are you crazy?" Samantha replied. "I’ve only been mountain biking
for twenty minutes. I'm not ready for any roller coasters. Let's try the
one called Panorama Trail."
"O.K.," Lucas said, setting off at top speed.
Samantha followed right behind him.
35
Without thinking about how dangerous it might be, Lucas rode his bike through the
narrow gap between two big rocks. Suddenly, his wheel struck a stump. Lucas flew
off his bike and into the bushes. Samantha arrived quickly to help him.
"Are you O.K.?" Samantha asked. "Did you break anything?"
"No, I bruised my shoulder a little, that's all," Lucas answered. He was calm but his
scarlet face indicated that he had gotten a scare.
"Drink some of this water," Samantha said. "It will make you feel better."
40
45
A few minutes later, the two outdoor
enthusiasts got back on their bikes. They
climbed the long, steep path until they
reached the top of the biggest hill. The
view was superb. They could see the
forest, hills, and lakes.
Samantha admired the sight for a long
time. While she looked at the scenery,
Lucas ate the bread and cheese they had
brought along for their snack.
50
Suddenly, Samantha's eyes grew as big as saucers.
"Hey! What's the matter?" Lucas asked. "Did you get bitten by some
insect?"
"Stay calm," Samantha whispered. "I see a black bear near that pine
tree over there."
- 20 -
55
60
Lucas let out a shriek that shattered the silence of the forest. As he did, the two
cyclists jumped onto their bikes and pedaled furiously toward the outdoor centre.
"Well, it didn’t take you long to return," Patricia said when she spotted
the two breathless adventurers. "Did you enjoy yourselves? Stay there;
I want to take a picture of the two of you. It will make a nice
souvenir."
"Please don’t bother," Samantha assured her. "I will remember
this day for the rest of my life."
Lucas and Samantha grinned at each other. They would never forget their exciting
adventure … even if they didn't have a picture!
Léo-James Lévesque has been writing since he was 11 years old. He gets this talent from
his father who told him bedtime stories every night. Léo-James likes telling and writing
stories. That is why he has written several children's books. At school, Léo-James was a
good student. His sense of humour made up for much of his awkwardness. He loves
reading, movies, gardening and cooking. His dream is to take a backpacking trip some day
to explore the world. As well as writing children's books, Léo-James has edited some book
collections.
- 21 -
“Mountain Bike Adventure”
MULTIPLE CHOICE QUESTIONS
1. Who wrote this text?
A.
B.
C.
D.
Lucas
Samantha
Léo-James Lévesque
Ministry of Education
2. What does “The sun had just begun to rise” (line 1) mean?
A.
B.
C.
D.
It is summer.
It is morning.
It is afternoon.
It is not going to rain.
3. Why did Samantha say, “Are you crazy?” to Lucas (line 28)?
A.
B.
C.
D.
Lucas wanted to ride at top speed.
Lucas said that he wasn’t afraid of anything.
Lucas said that he had only bruised his shoulder a little.
Lucas wanted to take a trail for experienced mountain bikers.
4. What would MOST people do if they were biking and came to a narrow space
between two rocks?
A.
B.
C.
D.
Shout for help.
Ring the bike bell.
Go around the rocks.
Return to the beginning.
5. Why did Lucas get hurt?
A.
B.
C.
D.
He did not think of the possible danger.
He did not wear gloves to protect his hands.
He did not wear his helmet to protect his eyes.
He did not consider the chances of running into a bear.
- 22 -
“Mountain Bike Adventure”
6. What SHOULD people do if they see a bear while hiking?
A.
B.
C.
D.
Climb a tree
Remain calm
Throw rocks
Hide in the bushes
7. Why did Samantha’s eyes grow “as big as saucers” (line 50)?
A.
B.
C.
D.
She was angry.
She was bored.
She was scared.
She was frustrated.
8. When Patricia tells the children to wear helmets and gloves, what message is
she trying to get across?
A.
B.
C.
D.
Mountain biking is a safe sport.
Mountain biking can be dangerous.
You will feel safe if you wear them.
You will have more fun if you wear them.
9. What did the author write to show that Lucas was afraid of the bear?
A.
B.
C.
D.
His eyes grew as big as saucers.
His shriek broke the silence of the forest.
He stayed calm but his face turned scarlet.
He did not want to take a picture of the bear.
10. What is the BEST word to describe Samantha?
A.
B.
C.
D.
Kind
Funny
Popular
Careless
- 23 -
“Mountain Bike Adventure”
11. What conclusion can you draw from lines 55 to 56?
A.
B.
C.
D.
They pedalled furiously to return early.
They pedalled furiously to race each other.
They pedalled furiously to get more exercise.
They pedalled furiously to get away from danger.
12. Which of the following BEST describes how much experience Lucas and
Samantha have with mountain biking?
A.
B.
C.
D.
They have gone many times.
This is the last time they will go.
They plan to go again many times.
This is the first time they have gone.
13. Why has the author used photographs in the text?
A.
B.
C.
D.
To illustrate his life
Because he doesn't like drawing
Because he likes taking photographs
To help readers understand the story
14. Why don’t Lucas and Samantha need to have their picture taken at the end of
their adventure?
A.
B.
C.
D.
They will always remember their ride.
They did not remember to bring a camera.
They need permission to take photos in this area.
They took a picture with Patricia before they left.
15. What is the purpose of the text box at the end of the story?
A.
B.
C.
D.
To give readers information about writing stories
To give readers information about bedtime stories
To give readers information about mountain biking
To give readers information about the story’s author
- 24 -