6th Grade Reading Assessment Released and Sample Items and

Transcription

MSP
OF PUBL
IC
ST
PERINTEN
T
EN
IN
D
Measurements of Student Progress
SU
RU C T I O N
W
AS
HINGTO
N
Reading
Grade 6
Sample Reading Materials
Student Edition
Student’s Name
/
Date
NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
ACKNOWLEDGMENTS
“Every ‘Buddy’ Loves to Read!” Used by permission of the Office of Superintendent of
Public Instruction.
“Testing the Wheel” by Judy R. Reis, from Highlights for Children, February 1996,
copyright © by Highlights for Children, Inc., Columbus, Ohio. Used by permission.
Illustration of the Black Bicycle Corps map by Kit Wray, copyright © February 1996 by
Highlights for Children, Inc., Columbus, Ohio. Photo of U.S. Army Bicycle Corp.
Image # 730031, Archives and Special Collections, Mansfield Library, The University
of Montana. Used by permission.
The Office of Superintendent of Public Instruction is committed to equal opportunity in all
programs, activities and employment, and to full compliance with federal and state laws that
prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation,
religion, military status, age or disability.
Copyright © 2010.
All rights reserved. Educational institutions within the State of Washington have permission to reproduce
this document. All other individuals wishing to reproduce this document must contact OSPI.
Reading Assessment
Directions to the Student
There are several different types of questions on this assessment:
1. There are multiple-choice questions that require you to choose the best answer.
2. There are completion questions for which you will write a word, phrase, or short
sentence in the box or on the lines provided in your booklet.
3. There are short-answer questions for which you will write phrases or
sentences on the lines provided in your booklet.
4. There are stand-alone questions that are not connected to a passage. Stand-alone
questions may require you to choose the best answer or write a word or phrase.
Here are some important things to remember as you take this assessment:
1. Read each passage. You may look back at the reading passage as often as
you want.
2. The paragraphs are numbered for most reading passages. A question about a
particular paragraph will refer to the paragraph number.
3. Read each question carefully. When you write your answers, write them
neatly and clearly on the lines provided. You may use sentences, phrases,
paragraphs, lists, or charts to explain your ideas. Cross out or erase any
part of your work you do not want to include as part of your answer.
4. When you choose a multiple-choice answer, make sure you completely fill in
the circle next to the answer. Erase completely any marks that you want to
change on multiple-choice questions.
5. Use only a No. 2 pencil, not a mechanical pencil or pen, to write your
answers. If you do not have a No. 2 pencil, please raise your hand and I will give
you one.
6. You should have plenty of time to finish every question on the assessment. If
you do not know the answer to a question, go on to the next question. You can
come back to that question later.
7. If you finish early, you may check your work.
GO ON
Copyright © 2010.
1
Sample Questions
Sample questions have been included to show you the different types of questions
you will find in this assessment and how to mark or write your answers. These
sample questions do not relate to the passages you are about to read.
Multiple-Choice Sample Question
For this type of question, you will select the best answer and completely fill in the
circle next to it.
1
According to the bar graph, which of these planes flies the fastest?
` A. The Boeing 747
` B. The Concorde
` C. The DC-10
~ D. The SR-71
For this sample question, the correct answer was D; therefore, the circle next to D was
filled in.
GO ON
2
Copyright © 2010.
Completion Sample Questions
For this type of question, you will write a word, phrase, or short sentence in the box or on
the line or lines provided.
2
that there are many benefits to
The main idea of the story is
growing your own garden.
3
.
Read the chart. Provide another detail from the selection that supports the summary
statement.
Summary Statement:
Latika knew a storm was coming.
Detail 1:
Detail 2:
Sky turned dark
Clouds rolled in
Detail 3:
The wind started
to blow.
GO ON
Copyright © 2010.
3
Short-Answer Sample Question
For this type of question, you will write a short answer consisting of a few phrases or
sentences.
4
What are two similarities between Matt and LeShaun? Include
information from the story in your answer.
Both Matt and LeShaun like to read mystery
novels. Also, they both are helpful because they
both rescued the bird when it flew into the
abandoned shed.
GO ON
4
Copyright © 2010.
Directions: Read the selection and answer the questions.
Every “Buddy” Loves to Read!
Become a Ralston Reading Buddy
What does a Reading Buddy do?
A Reading Buddy is a Ralston Middle
School sixth-grade student who volunteers
to read with a first-grade student at
Hansen Elementary School. Being a
Reading Buddy is a fun way to practice
reading while encouraging a first-grade
student who is learning to read.
Who can become a Reading Buddy?
Any sixth-grade Ralston student who
wants to help others improve their reading
skills can become a Reading Buddy.
What books will I read?
Mrs. Thomas has selected a variety of
books for Reading Buddies. Help your
first-grade Reading Buddy choose a book
that he or she finds interesting. Then take
turns reading aloud to each other. While
you read, ask your buddy what he or she
thinks about the book. When you finish
one book, choose another!
after school. After the dismissal bell rings
on Tuesdays, Reading Buddies will board
the bus to the elementary school. Reading
Buddy activities will last approximately
one hour. A Reading Buddy bus will then
take students home.
If you would like to become a Reading
Buddy, please return the application and
permission slip to Mrs. Perez in the front
office no later than September 10.
Application:
Name:
Homeroom Teacher:
Explain why you want to be a Reading
Buddy:
When will Reading Buddies meet?
Ralston Reading Buddies will travel to
Hansen Elementary School every Tuesday
GO ON
Copyright © 2010.
5
Parent/Guardian Permission Slip
(Student’s name)
has my permission to participate in the
Ralston Reading Buddy program. I understand that he/she will travel to
Hansen Elementary School each Tuesday afternoon and will arrive home
approximately one hour later.
Parent/Guardian Signature
Phone Number
Parents/Guardians: If you have questions about the Ralston Reading Buddy
program, please contact Mrs. Thomas in the library.
GO ON
6
Copyright © 2010.
1
Which of these sources would probably give the best information about choosing a firstgrade book?
` A. Sixth-grade student
` B. Mrs. Thomas
` C. Mrs. Perez
` D. Parents
2
Which word best describes the author’s attitude about volunteering?
` A. Supportive
` B. Instructive
` C. Interested
` D. Pleading
GO ON
Copyright © 2010.
7
3
Based on the information in the selection, what is the most important concept the author
presents?
` A. Helping first graders gives volunteers an opportunity to visit Hansen
Elementary.
` B. Choosing interesting books to read is a benefit of spending time in the library.
` C. Volunteering is a rewarding experience for everyone involved.
` D. Being a Reading Buddy lets students meet new people.
4
In which section could information about the meeting time be found?
` A. Application
` B. What does a Reading Buddy do?
` C. Parent/Guardian Permission Slip
` D. Who can become a Reading Buddy?
GO ON
8
Copyright © 2010.
5
Another title for the selection might be “Reach Out With Reading.” Provide two details
from the selection that support this title.
GO ON
Copyright © 2010.
9
6
Read the chart below. Provide another detail from the selection that supports the
summarizing statement from the When will Reading Buddies meet? section.
Summarizing Statement:
Reading Buddies who have their parents’ approval
will be transported to and from the elementary school
on Tuesdays.
Detail 1:
Reading Buddy
activities will last
approximately one
hour.
Detail 2:
Return the
application and
permission slip to
Mrs. Perez in the
front office by
September 10.
Detail 3:
GO ON
10
Copyright © 2010.
Testing the Wheel
by Judy R. Reis
The U.S. Black Bicycle Corps traveled almost 2,000 miles.
Introduction:
The United States Army was not integrated until the 1940s. Before the 1940s
African Americans and Caucasians served in separate Army units. The
important job of the U.S. Army Black Bicycle Corps was to test new
equipment for possible use by the military. The U. S. Army Black Bicycle
Corps was comparable to modern military test pilots.
1
First it rained. Then it snowed. Later it was unbearably hot. And the roads
were always terrible.
2
A group of African-American soldiers known as the U.S. Black Bicycle Corps
was riding from Fort Missoula, Montana, to St. Louis, Missouri. It was a long
winding trip, almost two thousand miles. The soldiers were testing the use of
bicycles by the military.
3
The year was 1897, and bicycles were new and very popular. Many people
considered them better than horses. Bicycles didn’t have to be fed. They didn’t
make a mess. They didn’t run away. They were even cheaper than most horses.
GO ON
Copyright © 2010.
11
4
In those days, the military used horses for transportation. But General
Nelson Miles wondered if bicycles could replace horses. Lieutenant James A.
Moss was eager to test the idea.
5
Moss convinced the army to let him form a bicycle corps. At first it consisted
of eight volunteers from his troop. Later it expanded to twenty volunteers. All
were experienced cyclists, and one, Private John Findley, was a skilled
mechanic.
6
The trip to St. Louis wasn’t their first long ride. They’d gone to Lake
McDonald and Yellowstone National Park the previous summer. But this was
the big test.
7
On June 14, the corps left Fort Missoula, their bicycles loaded down with
rations, clothing, and bicycle repair kits. They hadn’t pedaled far when they got
caught in a terrific rainstorm. Next they crossed the Rocky Mountains in the
snow. When they reached the Great Plains, the temperature was more than
100 degrees.
8
It was so hot that they could ride only in the morning and late in the day.
They rode at night, too, if the moon was out. During the middle of the day,
they rested.
9
Everywhere they went, the roads were awful. Mudholes, deep sand, fallen
trees, and streams without bridges were only some of the problems. In places
they even rode on the railroad tracks. Those bumpy ties made for rough riding,
but it was better than the road.
The U.S. Army Black Bicycle Corps on top of the Mammoth Hot Springs
Terraces in Yellowstone National Park
GO ON
12
Copyright © 2010.
10
Despite all the difficulties, the corps made excellent time. They arrived in
St. Louis in less than six weeks. They had averaged fifty-two miles a day.
11
As they entered the city, a group of St. Louis residents rode bicycles out to
meet them. Later, people visited their camp. They wanted to hear about the
trip and inspect the equipment. The men were treated like heroes. Then, after a
week, the soldiers took a train back to Montana.
12
The Black Bicycle Corps never rode again. The army decided bicycles
weren’t practical in a big country with such bad roads, so the corps was
disbanded. Civilians, though, were interested in what the soldiers had
accomplished. The team’s experiences helped bicycle manufacturers build better
bikes. And the news of their two-thousand-mile trip made bicycles more popular
than ever.
GO ON
Copyright © 2010.
13
7
According to the selection, what is the reason that the military decided to
test the use of bicycles?
` A. There were more bicycles than horses.
` B. Bicycles were faster in snow than horses.
` C. Bicycles could carry more supplies than horses.
` D. They wondered if bicycles could replace horses.
8
Is this statement a reasonable conclusion that the reader may draw from
the selection?
The Black Bicycle Corps was a successful experiment.
Provide two details from the selection to support your answer.
GO ON
14
Copyright © 2010.
9
Which sentence best explains why the Black Bicycle Corps rode only in the
morning, late in the day or at night?
` A. Bicycles were heavily loaded down with rations.
` B. Daytime temperatures reached 100 degrees.
` C. Soldiers could study the nighttime sky.
` D. Bumpy ties made for rough riding.
10
Based on the information in the selection, why were the soldiers in the
Black Bicycle Corps treated like heroes when they reached St. Louis?
` A. They made bicycle riding even more popular than it
was previously.
` B. They completed a difficult 2000-mile trip in less than
six weeks.
` C. They proved that horses could be replaced in the military.
` D. They helped bicycle manufacturers build better bicycles.
GO ON
Copyright © 2010.
15
11
What are two differences the author shows between horses and bicycles?
Provide information from the selection in your answer.
12
What is the purpose of the map?
` A. To help readers understand the Black Bicycle Corps trails
` B. To help readers understand the mountain ranges in the U.S.
` C. To help readers understand the different regions of the U.S.
` D. To help readers understand the distance the soldiers traveled
GO ON
16
Copyright © 2010.
13
What is most likely the author’s purpose for writing this selection?
` A. To inform the reader about road conditions in the late 1800s
` B. To describe the journey made by the Black Bicycle Corps
` C. To entertain the reader with a story about the military
` D. To persuade readers to ride bicycles instead of horses
Questions 14 and 15 are not connected to a passage.
14
Use the sentence in the box below to answer the question.
When I started taking sewing lessons I felt ignorant, but by
the end of one month I had learned many skills.
What does ignorant mean as it is used in the sentence?
` A. Without guilt or blame
` B. Without caution or care
` C. Without patience or calmness
` D. Without knowledge or education
GO ON
Copyright © 2010.
17
15
What information would you find on a timeline about the Lewis and Clark
expedition to the Pacific Ocean?
` A. The date Lewis and Clark completed their journey
` B. The places where Lewis and Clark were born
` C. An entry from Lewis and Clark’s journal
` D. A list of Lewis and Clark’s supplies
18
Copyright © 2010.
WCAP
OF PUBL
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ST
PERINTEN
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EN
IN
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WASHINGTON COMPREHENSIVE
ASSESSMENT PROGRAM
SU
RU C T I O N
W
AS
HINGTO
N
Reading
Grade 6
Sample Items
Student Materials
Student’s Name
/
Date
ACKNOWLEDGMENTS
“Skunks! Could we help these little stinkers?” by David Sloan, photo of skunk (courtesy of
PhotoDisc) from Highlights for Children, Aug. 2001, copyright © 2001 by Highlights for Children,
Inc., Columbus, Ohio. Used by permission. Photo of Litter of baby striped skunks © All Canada
Photos/Alamy # B19C05.
“The Tailor’s Wish” by Dorothy Leon, illustration by Philip Smith from Highlights for Children,
May 2002, copyright © 2002 by Highlights for Children, Inc., Columbus, Ohio. Used by permission.
The Office of the Superintendent for Public Instruction is committed to equal opportunity in all
Copyright © 2009.
Reading Assessment
Directions to the Student
Today you will take the Reading WCAP Sample Items. The Sample Items consist of
two passages. The actual Reading WCAP will have six passages. The Sample Items
are used to find out how well you understand what you read.
You will read passages and answer some questions. You may look back at the
passage when you are answering the questions. There are two different types of
questions, multiple-choice questions that require you to choose the best answer and
short-answer questions for which you will write phrases or sentences on the lines
provided in your booklet.
Sample questions have been included. These sample questions do not relate to the
passages you are about to read. They have been included to show you the different
types of questions you will find in the booklet and how to mark or write your
answers.
There are several important things to remember:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Read each passage. You may look back at the reading passage as often as
you want.
The paragraphs in the reading passages are numbered. A question about a
particular paragraph will refer to the paragraph number.
Read each question carefully. Then choose or write the answer that you
think is best.
When you are supposed to write your answers, write them neatly and clearly
on the lines provided. Cross out or erase any part of your work you do not
want to include as part of your answer.
For short-answer questions, you may have more space than you need. You do
not need to fill the whole space. Be sure to write complete answers.
When you are suppose to choose a multiple-choice answer, make sure you fill
in the circle next to the answer.
Use only a No. 2 pencil, not a mechanical pencil or pen, to write or mark
your answers directly in the space provided in your booklet. If you do not
have a No. 2 pencil, ask your teacher to give you one.
The Reading WCAP Sample Items are un-timed, so be sure to take your time
and give your best answer for each question. If you do not know the answer
to a question, go to the next question. You can come back to that question
later.
If you finish early, you may check over your work.
Now turn to the next page and we will look at some sample questions.
GO ON
Copyright © 2009.
1
Multiple-Choice Sample Question
For this type of question you will select the best answer and completely fill in the
circle next to it.
1
According to the bar graph, which of these planes flies the fastest?
` A. The Boeing 747
` B. The Concorde
` C. The DC-10
~ D. The SR-71
For this sample question, the correct answer was D. Therefore, the circle next to D
was filled in.
Short-Answer Sample Question
For this type of question you will write a short answer consisting of a few phrases
or sentences.
2
What are two similarities between Matt and LeShaun? Include
information from the story in your answer.
Both Matt and LeShaun like to read mystery
novels. Also, they both are helpful because they
both rescued the bird when it flew into the
abandoned shed.
GO ON
2
Copyright © 2009.
Skunks!
by David Sloan
1
“Did you say six baby skunks?” I said into the telephone.
2
“Yes,” the caller said. While walking near a housing development, the caller
had seen six baby skunks that appeared to be orphaned.
3
I climbed into my truck and drove to where the caller had seen the skunks.
Sure enough, in the empty field there were six baby skunks.
4
I was working for the Kentucky Department of Fish and Wildlife. As a
summer conservation officer, I dealt with many interesting situations involving
animals. But I could tell that this one was going to stand out from the rest.
5
6
Orphans
Mother skunks are protective of their young, but there was no mother in
sight. Skunks are usually nocturnal, only coming out at night. But these
youngsters were moving about in broad daylight. It was obvious that they
were orphans.
But what could a person do with them? They appeared to be four to five
weeks of age. They were old enough to leave the den on their own, but were
they old enough to take care of themselves? Looking at the tiny black-and-white
figures, I doubted it.
GO ON
Copyright © 2009.
3
7
8
I had been taught not to interfere with wild animals unless it was
absolutely necessary. After some discussion, my co-workers and I agreed that
the baby skunks needed limited help. Limited help means keeping an animal in
the wild while giving some assistance.
But what should you feed six hungry baby skunks?
9
Skunks are omnivorous. Like us, they eat both meats and plants. But
skunks eat some very different kinds of meats and plants than we do. Although
they eat strawberries and apples, they also eat grasshoppers, frogs, bees, and
mice. Not a very appealing diet to most of us!
10
A skunk’s favorite food is grubs. These tiny insect larvae are like ice cream
and cookies to a skunk. So with grubs in hand, we drove back to the vacant field.
11
Warning!
The skunks seemed to pay little attention to us as we approached. This was
probably because skunks can’t see as well as we do. If you are more than four
feet away from a skunk you are almost invisible to it.
12
But skunks are far from defenseless. If threatened, they have a very
powerful spray that they can shoot out from their rear end. This liquid is stored
in two grape-sized sacs under the skin below the tail. Skunks can accurately
shoot this spray up to ten feet. And skunks are “fully loaded” and ready to
spray by the time they’re a month old.
13
We stood about twenty feet away and tossed grubs toward the skunks. The
skunks seemed to have no idea there were grubs nearby. Unless we did
something else, the skunks would starve, even though there was plenty of food.
14
With some reluctance, we moved closer
until we were less than four feet away. The
skunks “froze” as they stared at us. Their
tails were pointing straight up. This is a
skunk’s first warning for intruders to beware.
The next step would be to bend the tail until
it touches the back and to bend the body into
a U-shape so that the rear end faces the
intruder. This gets the skunk set for the next
step: Fire!
15
Slowly we reached into the bag and pulled
out some grubs. The skunks’ tails seemed to
Skunks have a powerful
defense—spray
GO ON
4
Copyright © 2009.
twitch. Were they preparing to spray us? We tossed some grubs on the ground
in front of them, and a few tails twitched again. But one brave skunk stepped
forward. Soon the others did, too, and a feast was under way.
16
Wild, Not Mild
We had to be careful. We wanted to help the baby skunks survive, but we
didn’t want to tame them. If they became used to us, they would lose their fear
of humans. Since they were living near a housing development, that would
mean trouble. If these skunks began to raid garbage containers, make dens
under houses, or stray into neighborhoods, they would have to be removed or
destroyed. So our job was a tricky one.
17
One thing made the job a little easier. Skunks normally live in abandoned
groundhog dens or other ready-made nesting places. They usually stay in a den
for only a few weeks before moving on to another one. But since these skunks
were without their mother, they continued living in the same den. We easily
found the orphans each day, and they didn’t roam into the housing development.
18
Over the next four weeks we gradually stopped feeding the skunks. If they
were to survive in the wild, they would have to learn to find their food. Soon
the skunks stopped coming out in the daytime. They had become nocturnal.
19
A follow-up study showed that they had moved into the nearby woods.
20
In a way, I was sad to see them go, but I was also happy. They had made it.
They were still wild creatures, and in a year or two would probably have young
ones of their own.
GO ON
Copyright © 2009.
5
1
Based on the information in the selection, what would most likely happen
if the baby skunks were left alone?
` A. The baby skunks would move from den to den.
` B. The baby skunks would raid garbage containers.
` C. The baby skunks would be unable to care for themselves.
` D. The baby skunks would stray into housing developments.
2
What are two differences between orphaned skunks and skunks raised by
mother skunks? Include information from the selection in your answer.
GO ON
6
Copyright © 2009.
3
Which idea is included in the section titled Orphans?
` A. Skunks eat ice cream and cookies.
` B. Skunks usually come out only at night.
` C. Skunks normally live in abandoned dens.
` D. Skunks shoot a powerful spray for protection.
4
What kinds of problems are associated with helping orphaned baby
skunks? Include two examples from the selection in your answer.
GO ON
Copyright © 2009.
7
5
Which sentence best summarizes the selection?
` A. Conservation officers want skunks to live near neighborhoods.
` B. Skunks shoot a powerful spray when they are threatened.
` C. Conservation officers help orphaned skunks to survive.
` D. Skunks are nocturnal animals and they eat grubs.
GO ON
8
Copyright © 2009.
Directions: Read the story and answer the questions.
The Tailor’s Wish
Retold by Dorothy Leon
1
Once, in a small village in Russia, there lived a svitnik—a tailor—who was
very poor. But he felt he had the wealth of the world because he had a devoted
wife who always praised him and spoke loving words to him.
2
The tailor wished for nothing more than to make her happy. And so he
toiled day and night making svita, or clothing, in the hope of earning enough
money to buy lovely gifts for her.
3
One day, while making a woman’s coat and matching hat, the tailor had a
joyful thought. When he finished the clothes, he showed them to his wife. “For
you,” he said.
4
“For me? For me, Josef ? They are too fine for me. They are fit for the wife of
the tsar, not me.”
5
Josef took his wife’s hand into his and said, “Svetlana, my love, nothing is
too fine for you. But I shall listen to your wisdom. I shall take them to the
tsar—the country’s ruler— for his wife. Then, upon my return, I shall make a
coat and hat for you exactly to your bidding.”
6
And so Josef placed the coat and hat in a large clean cloth, mounted his
horse, and rode many miles to the tsar’s palace. He arrived tired, but jubilant
in the thought that he had the finest gift in the land for the tsarina—the
ruler’s wife.
GO ON
Copyright © 2009.
9
7
He approached the guard at the gate to the palace grounds. “I have a
handsome coat and hat for the tsar’s wife, and I wish entry, please,” Josef said.
8
“A gift for the tsarina?” With a greedy look in his eye, the guard said,
“Remain here. I will deliver it for you.”
9
“I need to deliver it myself to determine if she’ll need any changes,” Josef
replied, surprised at his own daring.
10
The guard thought for a moment, then said, “Very well. I will let you pass.
But you must know that whoever gives the tsar a gift will be granted one wish,
and I want one-third of whatever the tsar gives you.”
11
Reluctantly, Josef agreed. “I shall give you one-third of whatever the tsar
gives me.” Then he continued on his way to the palace. He went past the
orchard in full bloom and past the field of growing vegetables. Suddenly a
second guard approached him.
12
“Stop,” ordered the guard. “What is in that package?”
13
“A handmade coat and hat for the tsarina,” replied Josef.
14
The guard eyed the valuable parcel. “You need not go farther. I shall deliver
it for you. You may stay here and wait.”
15
“I wish to deliver it myself.” Josef spoke more sternly than he had ever
dared to speak to anyone.
16
The guard paused in thought. “Surely you know that whoever gives the tsar
a gift will be granted one wish. I will let you deliver it, but I want one-third of
whatever the tsar gives you.”
17
Josef sighed. “I promise to give you that.” Then he continued past the
stables, past the meadow filled with grazing horses, cows, and bulls, past the
chicken house. At last he was near the palace doors. But before he could enter,
he was met by a third guard.
18
19
“And where do you think you are going?” said the guard.
“I am going to see the tsar,” replied Josef. “I have a handmade coat and hat
for the tsarina.”
GO ON
10
Copyright © 2009.
20
The guard smiled greedily. “I am the chief guard. I’ll be happy to deliver
them for you.”
21
“I must deliver them myself,” Josef said firmly. “The tsarina may need
changes made.”
22
Sensing Josef ’s determination, the guard said, “I will permit you to do that.
But you may know that the tsar offers one wish to the giver of a gift, and if I let
you enter the palace, I want one-third of whatever the tsar gives you.”
23
Josef had expected this reply. He nodded, for he now had a plan. “You shall
have one-third.”
24
At last Josef entered the palace and presented his gift to the gracious
tsarina. As she tried on the new coat and hat, the tsar looked on admiringly.
25
“Thank you, Josef,” the tsarina said. “This is a most elegant coat and hat.
They fit me well. I shall wear them with pride.”
26
The tsar turned to Josef and said, “What fine gifts you have made for my
tsarina. As thanks, I shall grant any request you make.”
27
Josef had already decided what he would wish for. “I appreciate your
generosity, my lord,” said Josef. “I wish for ninety-nine hours of hard labor
picking fruit in the orchards and vegetables from the garden, feeding the
animals, grooming the horses, milking the cows, gathering eggs, and plowing
the land. Ninety-nine hours of hard labor—no less, no more.”
28
The tsar was astonished. He asked, “Why would anyone make such a
request?”
29
“Your majesty, the wish is not for me alone,” said Josef. “I promised to give
each of the three guards one-third of my wish, and I always keep my promises.”
30
A broad smile spread over the face of the tsar. “Your wish will be granted.
And since you possess such intelligence as well as skill, from now on you shall
be known as the Tailor of the Tsar.”
31
“Tailor of the Tsar! I? Thank you, my lord,” Josef said humbly. And in his
mind he began composing the words he would use to tell his beloved Svetlana
about their unbelievable good fortune.
GO ON
Copyright © 2009.
11
6
What is the main idea of the story?
` A. Greed leads to great riches.
` B. Tsars dress better than tailors.
` C. Guards often threaten tailors.
` D. Intelligence has its rewards.
7
Any of these words could be used to describe the tailor in the story. Choose
the word you think best describes the tailor in the story.
Devoted
Determined
Clever
Provide two details from the story to support your choice.
GO ON
12
Copyright © 2009.
8
Based on the information in the story, what conclusion can be drawn about
the guards?
` A. The guards make the king happy.
` B. The guards keep the tsarina safe.
` C. The guards love coats and hats.
` D. The guards abuse their power.
9
What is the meaning of the word jubilant in paragraph 6?
` A. Aware
` B. Weary
` C. Delighted
` D. Displeased
GO ON
Copyright © 2009.
13
10
14
Write a summary of the story. Include three main events from the selection
in your summary.
Copyright © 2009.
WASL - Washington Assessment
of Student Learning
Reading
Grade 6
2008 Released Items
Student Edition
Dr. Terry Bergeson
State Superintendent of
Public Instruction
ACKNOWLEDGMENTS
“The Strange Idea of George Ferris” by June Swanson. Copyright © 1982 by Highlights for Children, Inc.,
Columbus, Ohio. Photo: Chicago History Museum, ICHi-02440, Waterman.
Copyright © 2008 by Washington Office of the Superintendent of Public Instruction. All rights
reserved. Educational institutions within the State of Washington have permission to reproduce this
document. All other individuals wishing to reproduce this document must contact OSPI.
Table of Contents
The Strange Idea of George Ferris Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Strange Idea of George Ferris Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2008 Reading Released Items
The Strange Idea of George Ferris
by June Swanson
1
Have you ridden a Ferris wheel lately? Can you imagine the soaring feeling
as you are pulled to the top and then swished down to the bottom again? Can
you imagine the view as you look out over roofs and treetops? (Or will your eyes
be closed?)
2
Today a Ferris wheel is usually forty to sixty feet tall. That seems very high
when you’re on the top looking down. But the first Ferris wheel was 264 feet
high—taller than a twenty-story building! Can you imagine the view from the
top of that?
3
The first Ferris wheel was built
for the 1893 World’s Fair, the World’s
Columbian Exposition in Chicago.
The people who planned the fair
were looking for an attraction that
would bring people to Chicago. The
Eiffel Tower had been a great success
for the fair in Paris in 1889, and they
wanted something like that.
4
George Ferris submitted
drawings of a giant wheel that people
could ride on. At first everyone
laughed at his strange idea. But Mr.
Ferris didn’t give up, and finally the
idea was accepted. The ride opened
in June of 1893.
Ferris Wheel at the 1893 World’s Fair
in Chicago
5
Today’s Ferris wheels have twelve to sixteen seats, which each carry two or
three people. But that first one had thirty-six enclosed cars, each holding sixty
passengers. When filled, it carried 2,160 people. During that summer in
Chicago, one-and-a-half million people rode the Ferris wheel.
6
Six platforms were used to load and unload passengers. Each ride was two
full turns of the wheel. On the first turn, it made six stops for loading. Then the
second turn was a nonstop nine-minute ride. Each car had five large glass
windows in front and in back, giving everyone a great view of Chicago and Lake
Michigan.
7
After the fair the ride was moved to a nearby amusement park built
especially to show off the wheel. In 1904 it was moved again—this time to St.
2
Go On
Louis for the Louisiana Purchase Exposition. After the fair in St. Louis closed,
the wheel stood unused. In 1906 it was finally sold to a wrecking company for
scrap metal. It took 200 pounds of dynamite to bring it down.
8
Fortunately a Chicago bridge builder, W.E. Sullivan, figured out how to
make a smaller Ferris wheel that could easily be taken apart and put together.
In 1906 he started the company that still makes many of the Ferris wheels
used today.
9
But, whenever you ride one, remember that it all began with George
Ferris’s strange idea!
3
Go On
1 What is the main idea of the selection?
1 A. Riding a Ferris wheel is the best way to view a city.
1 B. World Fairs attract millions of visitors from around the world.
1 C. Large-scale designs are more successful than small-scale designs.
1 D. Ferris’s design was so successful that Ferris wheels are still
around today.
2
What is the purpose of the picture in the selection?
1 A. The picture shows the tremendous size of the 1893
Ferris wheel.
1 B. The picture demonstrates that few people could ride at
one time.
1 C. The picture shows the Ferris wheel at the St. Louis
World’s Fair.
1 D. The picture demonstrates that each car had five large
glass windows.
4
Go On
3 Based on the information in the selection, what inference can the reader
make about George Ferris? Include information from the selection to
support your inference.
4
Which sentence best summarizes this selection?
1 A. George Ferris was laughed at when he proposed the 1893
Ferris wheel.
1 B. The size of the 1893 Ferris wheel led to its success at the
World’s Fair.
1 C. W.E. Sullivan built the popular 1893 Ferris wheel.
1 D. The 1893 Ferris wheel was built to shock people.
5
Go On
5 What is the author’s purpose for writing this selection?
1 A. To persuade the reader to ride a Ferris wheel
1 B. To describe the success of the 1893 World’s Fair
1 C. To entertain with a story about World Fairs
1 D. To inform the reader about the first Ferris wheel ever built
6
Is this statement a reasonable conclusion that may be drawn from
the selection?
The Ferris wheel was a successful invention.
6
of Student Learning
Reading
Grade 6
2007 Released Items
Student Edition
Dr. Terry Bergeson
Public Instruction
ACKNOWLEDGMENTS
“Grin and Bear it” by Russell Chadwick from National Geographic World, February 2001. Copyright © 2001 by
National Geographic. Photograph: JOEL SARTORE/ National Geographic Image Collection. Illustration:
National Geographic Image Collection.
“Midnight Heroine” by Su Montour, illustration by Len Ebert from Highlights for Children, July/August 1993.
Copyright © 1993 by Highlights for Children, Inc., Columbus, Ohio.
Grin and Bear it
by Russell Chadwick
Russell Chadwick and Tank become fast friends.
1
I’m standing completely still, frozen. Coming right at me is a 750-pound
male grizzly bear. My gaze turns slowly from the bear to the animal trainer
Doug Seus, who assures me: “You’re doing fine.” But I’m not so sure. I figured it
would be fun to help Doug train bears for television and movies. Now I’m
wondering just what I’ve gotten myself into, standing face to snout with a bear
bigger than my 16-year-old frame.
2
The bear, appropriately named Tank, eyes me for signs of fear, and I try to
put out a friendly vibe. Finally, I breathe a sigh of relief as he lets down his
guard and begins to lick me with his long, smooth tongue. I have been
accepted... for now.
3
Doug and his family run Wasatch Wildlife, an animal training center in
Heber City, Utah. Last summer, they took in two 4-month-old orphaned grizzly
cubs. That meant lots of extra responsibilities, so Doug asked me to fly down
from my home in Whitefish, Montana, to help train them. I love cats and dogs,
but as I was about to find out, a wild animal is something completely different.
4
I mostly took care of Little Bart and Honey Bump, the two cubs. I did a lot
of feeding and cleaning. But my main job was to spend as much time as
possible with the bears to get them comfortable around people.
2
Go On
5
That meant a lot of playing with the bears. But that wasn’t as easy as it
sounds. These cubs were already about a hundred pounds each and
unbelievably strong. They played rough—wrestling, clawing, and play-biting
are all part of forming a good relationship with a bear.
6
Little Bart loved to play, but Bump tended to be more intense. That was one
of the fun things, discovering the bears’ individual personalities. One time Tank
even made up a game with me, pushing gravel in and out of his cage.
7
As amazing as they were, I always had to remember that these bears
weren’t “tame.” Their emotions and moods could change as quickly as any
human’s. I should know. One time Bump took a bite out of my back, and I had
to wrestle her to the ground. But it also showed me how smart she is. She knew
she had done something wrong and “apologized” by putting her head in my lap.
8
I’m 17 now, and I hope to return to Utah soon and see how my little bear
cubs have grown. Training these bears has given me a sense of
accomplishment, and I definitely have more confidence. After all, when you’ve
wrestled with a 750-pound grizzly, things like major tests and endless
homework don’t seem so intimidating anymore!
3
Go On
1 What is the meaning of the word assures in paragraph 1 of the selection?
1 A. Discourages
1 B. Comforts
1 C. Saddens
1 D. Warns
2
What is the purpose of the chart?
1 A. To compare how much money actors make
1 B. To show that king snakes make $200 a day
1 C. To tell that spiders earn less than dogs
1 D. To reveal how many days Tank works
4
Go On
3 What advice might Russell Chadwick give to someone who wanted to train
wild animals? Include two examples from the selection in your answer.
4
What is the author’s purpose for writing this selection?
1 A. To describe to the reader how bear cubs play
1 B. To persuade the reader to adopt and train bear cubs
1 C. To entertain the reader with a funny story about bears
1 D. To inform the reader that working with bears is rewarding
5
Go On
5 Which sentence best explains why Bump took a bite out of Russell’s back?
1 A. Bump was a wild animal.
1 B. Bump was angry at Russell.
1 C. Russell hurt Bump’s feelings.
1 D. Russell wanted to quit wrestling.
6
Which sentence tells how Little Bart and Honey Bump are different?
1 A. Little Bart loves to play more than Honey Bump.
1 B. Little Bart is more serious than Honey Bump.
1 C. Little Bart is more tame than Honey Bump.
1 D. Little Bart bites more than Honey Bump.
6
Midnight Heroine
by Su Montour
1
Lightning ripped across the
night sky and thunderclaps shook
the farmhouse windows where Kate
Shelley sat watching the summer
storm. Kate and her mother were
the only people awake at the Shelley
home that July night in 1881.
Nearby, floodwaters of Iowa’s Honey
Creek and Des Moines River swirled
dangerously beneath the railroad
bridges stretching over them.
2
Kate was fifteen. She loved the
trains that passed by her house, and
she knew their schedules by heart.
3
“The Midnight Express might be
late tonight,” Kate said to her mother. Old Number 11 was the “pusher” engine
that helped trains up the steep curve near Kate’s home. Sometimes it was sent
out during storms to see if the tracks were safe before other locomotives were
allowed through.
4
Kate was right. Number 11 was chugging toward Kate’s home, pushing
through the storm to inspect the tracks. The engine slowed near the Honey
Creek Bridge, and the section boss held his lantern high to see if the bridge was
intact. The track and timbers seemed to be in place. He signaled for the
engineer to continue.
5
Number 11 rang its bell and lurched forward. Then came the terrible
cracking of wooden beams. The weakened bridge collapsed under the
engine’s weight.
6
Back at their farmhouse, Kate and her mother jumped, startled by the
sudden crash. A moment later they heard cries for help and the loud hiss
of steam from the engine’s hot boilers, which had plunged into the cold
creek water.
7
Mrs. Shelley asked Kate to stay inside, but Kate pleaded for a chance to
help the downed engine. Together they fixed up an old railroad lantern, filling
the oil cup and making a new wick from a piece of flannel. Mrs. Shelley lit the
lantern and gave it to Kate, sending her off into the night.
7
Go On
8
Traveling a familiar path, Kate followed the cries for help. Past the
shattered bridge timbers she spotted two men in the water clinging to large
branches. Kate knew she wouldn’t be able to save them alone.
9
It was then that she remembered the Midnight Express. It would be carrying
hundreds of passengers toward the broken bridge. To find help, Kate would have
to cross the long Des Moines River railroad bridge to the nearest station.
10
Running hard, she reached the bridge and suddenly slipped and fell on the
wet wooden ties. The lantern banged against the wood, broke, and went out.
11
The night suddenly became very dark and frightening, but Kate did not
stop. Rain and wind lashed her face as she crawled blindly from one slippery tie
to the next. Every lightning flash lit up the swirling, muddy water far below.
The spaces between the ties were wide—she could easily fall through and be
swept away.
12
But Kate knew she must not think of that now—she must get across.
Lightning flashed, illuminating a large uprooted tree that was barreling
downriver toward her. She froze in fear, imagining that the huge tree would
destroy the bridge. But, at the last moment, the
mammoth swerved and darted underneath,
spraying her with mud and foam.
13
Kate clutched the rails and steadied herself,
then continued on. Her skirt tore on the railroad
spikes. She gritted her teeth and inched along
for what seemed like hours.
14
Finally Kate felt the mud and cinders of the
far bank under her. She scrambled to her feet
and ran to the station. Breathless, she stumbled
inside. The group of men inside were startled by
the sight of the wet, frantic girl who had burst
through the door.
15
“Stop the Express!” she exclaimed. “Honey
Creek Bridge is out!” Then, pale and exhausted,
Kate fell to the floor.
16
Unknown to Kate, the Midnight Express had
already been stopped. But now, with help, Kate
revived and told about the two survivors of
Engine Number 11 trapped in Honey Creek.
8
Go On
17
An engine’s whistle roused the villagers around the station. Volunteers with
shovels and ropes boarded a nearby locomotive. Kate rode along and guided the
rescuers down a path to the stranded brakeman and engineer.
18
Because of her heroic efforts, Kate was awarded with a beautiful gold
medal, a long gold chain, and a free train pass to last her lifetime. Trains even
stopped at her house whenever she wanted to ride.
19
The old bridge that Kate crossed that stormy night of July 6, 1881, is gone
now. Today, the Chicago & Northwestern trains ride over the Des Moines River
on a sturdy iron bridge. It’s called the Kate Shelley Memorial High Bridge,
named after the girl who risked her life to save the Midnight Express and the
men of Engine Number 11.
9
Go On
7 Which sentence explains why Kate went off into the night?
1 A. Her mother urged her to help Old Number 11.
1 B. She saw lightning strike Honey Creek Bridge.
1 C. Her father was on the Midnight Express.
1 D. She heard a crash and cries for help.
8
What are two differences between the Midnight Express and Old Number 11?
Include information from the selection in your answer.
9
What is the meaning of the word illuminating in paragraph 12 of
the selection?
1 A. Knocking over
1 B. Sliding over
1 C. Lighting up
1 D. Breaking up
10
Go On
10 Based on the selection, what conclusion could you draw about Kate’s
actions? Provide three examples from the selection to support your
conclusion.
11
Go On
11 Which sentence best summarizes this selection?
1 A. Kate received awards for her efforts.
1 B. Trapped survivors were rescued by volunteers.
1 C. Wooden bridges were easily destroyed in storms.
1 D. Kate became a hero by risking her life to save others.
12
Was it a good decision for Kate’s mother to let her go out alone that night?
13
What is the author’s purpose for writing this selection?
1 A. To describe the heroic actions of a teen
1 B. To tell about the effect of storms on trains
1 C. To inform the reader about trains in the last century
1 D. To persuade the reader to rescue people from danger
12
of Student Learning
Reading
Grade 6
2006 Released Items
Dr. Terry Bergeson
Public Instruction
January 10, 2007
ACKNOWLEDGMENTS
“Stop. Thief!” by George Laycock (aka Burt Heim) from Boys Life Magazine, September 2002. Published by
Boy Scouts of America.
“Pack Rat” by Byrd Baylor. Reprinted with the permission of Atheneum Books for Young Readers, an imprint
of Simon & Schuster Children’s Publishing Division from DESERT VOICES by Byrd Baylor. Web Usage
Acknowledgement: From DESERT VOICES by Byrd Baylor. Copyright (c) 1981 Byrd Baylor. Used by
permission of Marian Reiner on behalf of the author.
“The Flame of a Candle” Retold by Marci Stillerman from Highlights for Children, April 1999. Copyright ©
1999 by Highlights for Children, Inc., Columbus, Ohio.
Directions: Read the story and answer the questions.
The Flame of a Candle
by Marci Stillerman
Introduction:
Nasreddin Hodja was a real person who lived in Turkey in the thirteenth
century. There are many tales about Nasreddin Hodja. In some he’s wise, in
some he’s foolish, and in some—as in this tale—he’s a little of both.
1
One bitterly cold winter night, Nasreddin Hodja sipped hot, sweet coffee
and gossiped with friends. As the howling wind plopped clumps of snow against
the window of the coffeehouse, the men spoke of the weather.
2
“You think this is cold?” Hodja asked. “When I was a child, it was so cold the
clouds froze in the sky. But it didn’t bother me. I’d go down to the river, cut a
hole in the ice, and go for a nice swim.”
3
4
Hodja was known to brag.
“I could stay out on a night like this with nothing to keep me warm,”
he boasted.
5
“With no coat, no blanket, no fire, no hot tea?”
6
“Certainly.”
7
The men scoffed in disbelief.
1
8
9
“I’ll show you,” Hodja said. “If I can’t stay out all night without a fire or any
protection, I’ll invite you to a feast at my house.”
Who could refuse such an offer?
10
Hodja’s friends went to their warm houses. They sat by their windows and
sipped hot drinks as they watched Hodja wandering in the snow-covered
marketplace, studying the cold stars.
11
After a few hours, Hodja, shivering mightily, wished he’d never made such a
foolish offer. He was about to give up and go inside before he froze to death.
Then he saw a candle flickering in a window of a house a hundred yards away.
12
He fastened his gaze on the candle flame and was able to endure the bitter
cold the rest of the night.
13
At last it was morning. Teeth chattering, Hodja entered the coffeehouse just
as his friends were sitting down for the first coffee of the day.
14
“Were you out there all night? And did you have nothing to keep you
warm?” they asked.
15
Hodja assured them this was true.
16
“How were you able to do it?” they asked.
17
“I fixed my eyes on a candle flame burning in a window a hundred yards
away,” he said. “It kept me going all night.”
18
“So!” said Ahmet. “You did have something to keep you warm. A candle
flame gives off heat. You warmed yourself by the heat of that candle flame!”
19
No matter what Hodja said, the men were not convinced. They insisted he
must have warmed himself by the heat of the candle flame burning behind a
closed window a hundred yards away.
20
21
He sighed and invited them to a feast at his house.
As the muezzin sang out the prayer call at sunset, Hodja’s friends left their
shoes at his door and entered his house. They sat cross-legged on the floor,
awaiting the feast.
22
“It may be awhile,” Hodja said.
23
“That’s all right. We can wait,” they said.
24
Time passed. Hodja went back and forth to the kitchen, but the men
detected no good smells of roasting meat or frying onions. They were getting
hungrier and hungrier.
2
25
“When do we eat?” one of them inquired.
26
“The food is being prepared,” Hodja answered on his way to the kitchen.
27
“Maybe we can help,” another one said, and they all followed Hodja into
the kitchen.
28
A huge pot hung on a chain from the ceiling. Beneath it on the floor
flickered a candle.
29
“Hodja,” Mehmet said, “it will take forever for the heat of that candle flame
to cook our dinner.”
30
“It should boil soon,” Hodja said. “After all, if a candle burning behind a
closed window a hundred yards away can keep me warm on a winter night, the
flame of this candle just a few feet away can surely heat the pot.”
3
01
Which sentence best states the main idea of this story?
1 A. People who gossip end up losing friends.
1 B. People can stay warm even in the cold.
1 C. People can be both foolish and wise.
1 D. People who brag end up in trouble.
02
Any of these words could be used to describe Hodja in the story. Choose the
word you think best describes Hodja in the story.
Clever
Foolish
Boastful
Provide two details from the selection to support your choice.
4
03
Which sentence tells how Hodja and his friends are similar?
1 A. They were wonderful cooks.
1 B. They had important jobs.
1 C. They liked to gossip.
1 D. They liked to brag.
04
Which sentence best states the author’s purpose for writing this story?
1 A. To entertain with a story about a man who is foolish
1 B. To describe how extreme cold weather affects daily activities
1 C. To demonstrate how the mind can be more powerful
than reality
1 D. To explain how coffeehouses are an important part of
Turkish life
5
05
What does the author mean in the introduction when she says, “In some
he’s wise, in some he’s foolish, and in some—as in this tale—he’s a little of
both”? Provide two details from the story to support your answer.
06
Based on information from the story, what generalization can you make
about bragging?
1 A. Bragging can lead to new inventions.
1 B. Bragging can lead to closer friendships.
1 C. Bragging can lead to a life of loneliness.
1 D. Bragging can lead to unexpected events.
6
Stop, Thief! There’s a Pack Rat on the Loose
by Burt Heim
The pack rat loves shiny objects.
1
A shiny mini flashlight, which you carefully placed beside the sleeping bag
last night, has vanished into the night. It wasn’t magic, and it wasn’t one of
your buddies. You’ve been struck by a thief known as the pack rat.
2
This unusual critter runs around at night claiming anything it wants. The
pack rat’s shopping list includes coins, toothbrushes, rings, glasses, stones,
sticks, shotgun shells, flashlight batteries, socks, key rings and even sticks of
dynamite. There is one story about a camper who woke up one morning and
couldn’t find his false teeth.
3
If that’s true, there is a pack rat out there with a few too many choppers.
4
When the little thief spots something else that looks appealing, it drops the
current payload and picks up the new treasure. That leads to the next pack rat
legend, which says that a camper woke up one time to find his dime had been
replaced by two nickels.
5
6
Building for the Future
Pack rats, usually found in mountain and desert regions of North America,
live in homes they make from scratch. Their dens consist of sticks, grass and
anything else they might find useful. The den is usually hidden in a rocky ledge
or cave or sometimes in an abandoned building.
When the den builder dies, another pack rat may move in, and each new
generation adds more sticks and treasures. One six-foot high den was found in
Louisiana. Another held enough material to fill a pickup truck.
7
7
Rooms to Grow
A pack rat house includes a pantry where nuts, grains, berries and other
foods are stored. There is a bedroom insulated with soft grass, shredded bark
and maybe an old sock or neckerchief. There is even a special place for a toilet
because the pack rat keeps a clean house.
8
There are several exits in case of danger. This creature seldom ventures
more than 50 feet from home so it can scurry back when a hungry fox, skunk,
owl, snake or bobcat comes visiting.
9
The pack rat is a loner, wanting nothing to do with other pack rats until the
breeding season. A mother’s two or three helpless babies first open their eyes
when 17 days old. The female raises them by herself.
10
The most obvious difference between the pack rat and the regular house rat
is that the pack rat has a bushy tail. And the pack rat steals from you.
House Rat versus Pack Rat
Another Name
Length, without tail
Kind of Tail
Favorite Food
House Preference
Hobby
House Rat
Barn Rat
7 to 10 inches
Smooth
Anything
Burrow
Gnawing
Pack Rat
Wood Rat
6 to 9 inches
Bushy
Vegetables
Homemade Den
Collecting
8
07
According to the selection “Stop, Thief !,” what happens after a pack rat
dies?
1 A. Another pack rat raises its babies.
1 B. Another pack rat destroys its home.
1 C. Another pack rat steals its treasures.
1 D. Another pack rat moves into its den.
08
Any of these words could be used to describe a pack rat in the selection
“Stop, Thief ! ” Choose the word you think best describes a pack rat in the
selection “Stop, Thief ! ”
Organized
Sneaky
Intelligent
Provide two details from the selection “Stop, Thief ! ” to support your
answer.
9
Directions: Read this poem, which goes with the selection you just
read. Then answer the questions.
Pack Rat
by Byrd Baylor
5
10
15
I run to
whatever
is shiny,
find out about
anything
new.
I sniff
a gleaming mica chip,
a feather that falls
from the sky,
a pale blue turquoise bead,
a button,
the top of an old tin can,
and the pipe
that a miner
smoked by his campfire
and left on the ground
while he slept.
I take it all.
20
25
I am a gatherer of treasure…
of leaves
and berries and roots,
mesquite beans,
sweet red summer cactus fruit,
and a piece of a clear glass bottle
turned purple by the sun.
30
I stay
close to home,
close to the trails I know,
close to the rocks where I was born,
close to the cholla cactus
I climb so easily.
Everything I want
is here.
35
40
45
50
In the cool evenings
I search,
darting from rock to rock,
out of sight of coyotes and owls.
I run back and forth
with my mouth full of treasures.
I go home at sunrise,
pushing
and pulling
and rolling
all the good things
back to my nest,
my pile of sticks and dirt
and cholla cactus thorns.
It holds me safe.
It hides my shining secrets
in the dust.
10
09
What is the main idea of the poem “Pack Rat”?
1 A. The pack rat gathers cactus fruit during the cool evenings.
1 B. The pack rat spends most of its time collecting treasures.
1 C. The pack rat runs to whatever is shiny and new.
1 D. The pack rat piles sticks and dirt in its nest.
10
In the poem “Pack Rat,” what is the meaning of the word darting in
line 37?
1 A. Burrowing
1 B. Sleeping
1 C. Running
1 D. Gathering
11
What is the author’s purpose for writing the selection “Stop, Thief !” and
the poet’s purpose for writing the poem “Pack Rat”?
1 A. To explain how pack rats build their nests
1 B. To describe the collecting habits of pack rats
1 C. To inform the reader about the social life of pack rats
1 D. To entertain with stories about how pack rats steal objects
11
12
What are four ways that the collecting habits of the pack rat in the
selection “Stop, Thief ! ” are the same as the collecting habits of the pack
rat in the poem “Pack Rat”? Include information from the selection and the
poem in your answer.
12
13
After reading the selection “Stop, Thief !” and the poem “Pack Rat,” what
generalization can you make about pack rats?
1 A. Pack rats are organized.
1 B. Pack rats are chewers.
1 C. Pack rats are social.
1 D. Pack rats are dirty.
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6th Grade Reading Assessment Released and Sample Items and

Transcription

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