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5th Grade- Reading MCA PREP

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Last updated over 2 years ago
36 questions
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Question 35
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Question 36
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Which phrase describes the main purpose of paragraphs 1 and 2?
To give details about the place where the story happens
To provide background information for the story
To tell when the events in the story happen
To reveal the causes of the events in the story
Which sentence states an important theme of the story?
Brothers should be nice to their sisters.
Nature is more powerful than humans.
Humans are capable of extraordinary actions.
Family members should spend time together.
Which sentence gives information about Yang Ki’s brother that would be missing if the story had been told from her point of view?
“I am so angry that I think of throwing a stone at her.” (paragraph 9)
“I shrug my shoulders and start running again.” (paragraph 13)
“I fall headlong toward the edge of the canyon.” (paragraph 15)
“I wrap my arm around the trunk and pull myself to safety.” (paragraph 28)
Read this sentence from paragraph 27.

"Her thin arms are like steel bands holding the pole in place."

The author uses the phrase “like steel bands” most likely to
reveal Yang Ki’s calmness.
describe Yang Ki’s appearance.
emphasize Yang Ki’s strength.
explain Yang Ki’s position.
Read this sentence from paragraph 13.

"If Yang Ki loses sight of me, she may become discouraged and turn back."

Which phrase means the same as discouraged?
To give up hope
To fill with fear
To feel exhausted
To lose direction
Which statement logically predicts Yang Ki’s next actions following her brother’s rescue?
She will leave Nepal.
She will visit the Himalayas.
She will go to school.
She will train as a porter
In paragraph 10, the narrator mentions the Yeti to Yang Ki to
warn Yang Ki because he is worried about her.
urge Yang Ki to go home by frightening her.
distract Yang Ki by telling her an unusual story.
surprise Yang Ki by showing her the footprints.
Which sentence states a main idea of this article?
Some trees and other plants had special meanings to Native Americans.
Native Americans used the Cedar tree in many responsible ways.
Some Native Americans believed in preserving the natural resources of Earth
Native Americans valued the Cedar tree for its beauty and long life.
Which part of the tree did Native Americans use to make cooking vessels
The bark
The branches
The slender roots
The steamed wood
Read this sentence from paragraph 7.

"Because of its life sustaining nature, the Native Americans revered the tree."

Which word means the same as revered?
Replanted
Avoided
Shared
Cherished
Based on paragraph 6, readers can conclude that the anchor lines for canoes
needed to be strong to secure the canoes.
were the smallest parts of the canoes.
needed to be waterproof.
were hard to use.
Which statement is the author’s opinion?
“They believed in its power and spirit”
“The Red Cedar’s wood is soft but firm and straight grained”
“The Native Americans’ respect for nature is a good example for present generations to emulate”
“It was used as a trade item and given as a gift to high ranking women during the Potlatch ceremonies”
The author organized paragraphs 4–7 by
identifying the differences among the various parts of the Cedar tree.
explaining why objects made from the Cedar tree were beautiful and highly valued.
contrasting the ways Native American men and women used the Cedar tree.
explaining how Native Americans made objects from different parts of the Cedar tree.
Read this sentence from paragraph 4.

"For example, a seal-catching canoe was worth 15 blankets and was a symbol of great wealth."

The main purpose of this sentence is to
inform readers why Native Americans believed the Cedar had power.
emphasize how valuable a Cedar canoe was to Native Americans.
inform readers how much the making of a Cedar canoe cost Native Americans.
describe how Native Americans used the Cedar in many ways.
Who is the main speaker in the poem?
A child
The rain
A teacher
The wind
How does the poet organize the descriptions in lines 1–12?
He lists many of the objects found in a classroom.
He shows a windy day and then compares it to a rainy day.
He explains how the students behave in the classroom.
He begins with a sunny day and then shows changing weather.
Why do the teachers most likely stop teaching class in lines 15–17?
The teachers hear the students whispering.
The heavy rain makes it difficult to hear the teachers.
The darkened room makes it difficult to teach.
The teachers want the students to rest.
The poet uses repetition in lines 19–20 most likely to
establish a mysterious change in the weather.
emphasize the power of the storm.
create a peaceful mood in the classroom.
contrast the sound of whispering and rain.
How do the children most likely feel in lines 29–33?
Excited about the rain
Content to go home
Eager to fall asleep
Tired of the rain
Study the diagram in your packet.

According to lines 1-12, which sentence belongs in the empty space
Children run
Teachers whisper
Leaves shake
Classrooms empty
The effect of the children singing to the rain is that the rain
stops.
ignores the request.
sleeps.
laughs at the request.
Which sentence is the best summary of lines 13–23?
Students and teachers enjoy a rest.
Students and teachers are tired at the end of the day.
Teachers remind students to speak quietly.
Students refuse to do their reading and writing.
Which conclusion can readers make about the conversation in lines 29–41?
The rain has an important job to do.
The teachers want the rain to stop.
The rain will return to the school every day.
The parents are worried that the rain will continue.
How does the speaker most likely feel in lines 42–43 of the poem?
The speaker is eager to play outdoors in the rain.
The speaker has accepted that the rain will continue.
The speaker is curious about what the rain has done.
The speaker has stopped listening to the sound of the rain.
Which line from the poem gives the best hint about the main topic?
Line 2
Line 5
Line 6
Line 9
Based on the story “Bread to Make,” the narrator at times turns her attention to the outdoors because she
enjoys the sight of snow.
hopes to see her father return home.
prefers to be somewhere other than school.
likes to watch her grandmother from a distance.
In what time frame do the events in “Bread to Make” happen?
Weeks
Days
Months
Years
Read this sentence from paragraph 5.

"I sat at her feet, and light and fleeting as the touch of a butterfly, my hand touched her knee."

The narrator compares her hand to a butterfly to show that
She is not afraid
Her touch is gentle
She is sitting near her grandmother
Her grandmother cannot feel her touch
Read this sentence from paragraph 6.

"‘Grandmother, have you ever seen the way trees seem to dance in a storm?’ I began."

The narrator asks Grandmother this question most likely to
help her grandmother view storms in a different way.
learn about storms over farmland.
describe the landscape of the farm.
avoid loneliness by talking with her grandmother.
In paragraph 20, the narrator’s mother gives her a “proud smile” because the narrator
looks like her aunt.
has told a joke in Chinese.
repeats a term in Chinese.
has made dumplings for her aunt.
Read this sentence from paragraph 22.

"My Aunt Shirley could have been the twin of my mother"

This sentence means that Aunt Shirley and the narrator’s mother
Look alike
Are acting the same
Are close in age
Stand side by side
Based on her actions during dinner, the narrator’s aunt most likely
is embarrassed by her poor English.
is happy to see her niece again.
thinks her niece looks like her sister.
wants to make her own Chinese dumplings.
Read this sentence from paragraph 24.

"A wave of sadness passes over me, that I can’t understand Chinese, that I’ve never earnestly tried to connect with my mother’s culture, that I haven’t seen this woman for so long; I know so little."

This sentence most clearly expresses that the narrator
feels unsure about her background.
dreads her aunt’s departure.
regrets her lack of interest in her background.
detects her aunt’s sorrow.
Which is the most likely reason that family members prepare a specific menu for the aunt?
A person from another country may hesitate to eat American foods.
The narrator’s mother wants to display her cooking skills.
A Chinese dinner always consists of at least six courses.
The narrator’s parents want her aunt to feel at home.
Why does the narrator consider the dumplings she has made “‘bad ones’”?
They have been boiled too long.
They taste bad
they have been dropped
They are torn
The narrators in both stories are similar because they both
reach an important understanding.
struggle with another character.
reach the end of a journey.
solve a problem.