CAASPP Grade 5 ELA
star
star
star
star
star
Last updated about 1 month ago
31 questions
Read the passage and answer questions 1-7.
James Watt and the Teakettle
by James Baldwin
A little boy from Scotland was sitting in his grandmother's kitchen. He was watching the red flames in the wide open fireplace and quietly wondering about the causes of things. Indeed, he was always wondering and always wanting to know.
"Grandma," he presently asked, "what makes the fire burn?"
This was not the first time he had puzzled his grandmother with questions that she could not answer. So she went on with her preparations for supper and paid no heed to his query.
Above the fire an old-fashioned teakettle was hanging. The water within it was beginning to bubble. A thin cloud of steam was rising from the spout. Soon the lid began to rattle and shake. The hot vapor puffed out at a furious rate. Yet when the lad peeped under the lid he could see nothing.
"Grandma, what is in the teakettle?" he asked.
"Water, my child-nothing but water."
"But I know there is something else. There is something in there that lifts the lid and makes it rattle.
The grandmother laughed. "Oh, that is only steam," she said. "You can see it coming out of the spout and puffing up under the lid."
"But you said there was nothing but water in the kettle. How did the steam get under the lid?"
"Why, my dear, it comes out of the hot water. The hot water makes it." The grandmother was beginning to feel puzzled.
The lad lifted the lid and peeped inside again. He could see nothing but the bubbling water. The steam was not visible until after it was fairly out of the kettle.
"How odd!" he said. "The steam must be very strong to lift the heavy iron lid. Grandma, how much water did you put into the kettle?"
"About a quart, Jamie."
"Well, if the steam from so little water is so strong, why would not the steam from a great deal of water be a great deal stronger? Why couldn't it be made to lift a much greater weight? Why couldn't it be made to turn wheels?"
The grandmother made no reply. These questions of Jamie's were more puzzling than profitable, she thought. She went about her work silently, and Jamie sat still in his place and studied the teakettle.
How to understand the power that is in steam, and how to make it do other things than rattle the lids of teakettles—that was the problem which James Watt, the inquisitive Scottish boy, set himself to solve.
Day after day he thought about it, and evening after evening he sat by his grandmother's fireside and watched the thin, white vapor come out of the teakettle and lose itself in the yawning black throat of the chimney. The idea grew with him as he grew into manhood, and by long study he began to reason upon it to some purpose.
"There is a wonderful power in steam," he said to himself. "There was never a giant who had so much strength. If we only knew how to harness that power, there is no end to the things it might do for us. It would not only lift weights, but it would turn all kinds of machinery. It would draw our wagons, it would push our ships, it would plow and sow, it would spin and weave. For thousands of years men have been working alongside of this power, never dreaming that it might be made their servant. But how can this be done? That is the question."
He tried one experiment after another. He failed again and again, but from each failure he learned something new. Men laughed at him. "How ridiculous," they said, "to think that steam can be made to run machinery!"
But James Watt persevered, and in the end was able to give to the world the first successful form of the steam engine. Thus, from the study of so simple a thing as a common teakettle, the most useful of all modern inventions was finally produced.
"James Watt and the Teakettle" by James Baldwin from Thirty More
Famous Stories. In the public domain.
Required
1
Choose the two sentences that best show that James Watt formed new ideas for what steam might do to help humans.
"There is a wonderful power in steam," he said to himself. "There was never a giant who had so much strength. If we only knew how to harness that power, there is no end to the things it might do for us. It would not only lift weights, but it would turn all kinds of machinery. It would draw our wagons, it would push our ships, it would plow and sow, it would spin and weave. For thousands of years men have been working alongside of this power, never dreaming that it might be made their servant."
Choose the two sentences that best show that James Watt formed new ideas for what steam might do to help humans.
"There is a wonderful power in steam," he said to himself. "There was never a giant who had so much strength. If we only knew how to harness that power, there is no end to the things it might do for us. It would not only lift weights, but it would turn all kinds of machinery. It would draw our wagons, it would push our ships, it would plow and sow, it would spin and weave. For thousands of years men have been working alongside of this power, never dreaming that it might be made their servant."
Required
1
Select the two sentences that should be included in a summary of the last four paragraphs of the passage.
Select the two sentences that should be included in a summary of the last four paragraphs of the passage.
Required
1
Read the sentence from the text.
The hot vapor puffed out at a furious rate.
What does the word furious suggest about the steam? Pick two choices.
Read the sentence from the text.
The hot vapor puffed out at a furious rate.
What does the word furious suggest about the steam? Pick two choices.
Required
1
The following question has two parts. First, answer part A. Then, answer part B.
Part A: What conclusion about James is supported by the text?
The following question has two parts. First, answer part A. Then, answer part B.
Part A: What conclusion about James is supported by the text?
Required
1
Part B: Which sentence from the passage best supports your answer in part A?
Part B: Which sentence from the passage best supports your answer in part A?
Required
1
How does the first paragraph affect the plot? Select two choices.
How does the first paragraph affect the plot? Select two choices.
Required
1
Read the sentence from the text.
Day after day he thought about it, and evening after evening he sat by his grandmother's fireside and watched the thin, white vapor come out of the teakettle and lose itself in the yawning black throat of the chimney.
What effect does the author create by using the phrase yawning black throat of the chimney?
Read the sentence from the text.
Day after day he thought about it, and evening after evening he sat by his grandmother's fireside and watched the thin, white vapor come out of the teakettle and lose itself in the yawning black throat of the chimney.
What effect does the author create by using the phrase yawning black throat of the chimney?
Read the text and answer questions 8-16.
Cuisine and Etiquette
by the Peace Corps
Cuisine and Etiquette in Zambia
Zambia's staple food is maize (corn), and Zambians eat maize in several ways. When the corn is ripe but still green, it can be roasted or boiled. When it is dry and hard, it can be fried or boiled. It can also be pounded slightly to remove the outside layer and boiled either by itself or mixed with beans or groundnuts (peanuts). At times the maize is ground to a size a little bigger than rice and is cooked like rice. Finally, we have the fine cornmeal, which is called mealie-meal in Zambia. This is used for making sima, the most popular meal. Nsima is steamed cornmeal.
Meat from cows, goats, sheep, and fish is used in sauces over sima. There are also a lot of vegetables put in sauces, such as leaves from beans, okra, cow peas, pumpkins, and cassava. Other vegetables eaten almost daily include onions and tomatoes.
All the cooking is done by the wife. Nsima is usually prepared for lunch and dinner and not for breakfast. In a traditional setting, boys from the age of seven eat with the man of the house.
The mother eats with the girls and the younger boys. This is because all of the children below the age of seven are under the guidance of their mother. Almost all learning takes place through daily activities in the home. The mother, who is in charge of the kids' learning, has to take care of their learning at meal time. This is changing, especially in towns and cities. The trend now is that members of the family all eat together.
Before eating, everybody washes hands in order of the status of the members of the family: father first, then mother, and others follow according to their ages. One of the younger children, boy or girl, passes a water dish around for others to wash their hands. If a visitor happens to have a meal with the family, he or she is given the honor of washing first.
It is rude to talk very much or loudly while eating. After eating, the family members wash their hands again in the same order. The wife and the young ones clear the table. Belching after a meal used to be a compliment, but it is not nowadays.
Cuisine and Etiquette in Uganda
In Uganda, the staple food is matoke (cooking bananas). Other food crops include cassava (manioc), sweet potatoes, white potatoes, yams, beans, peas, groundnuts (peanuts), cabbage, onions, pumpkins, and tomatoes. Some fruits, such as oranges, pawpaws (papayas), lemons, and pineapples, are also grown.
Most people, except for a few who live in the city centers, produce their own food. The responsibility for preparing the family's meals belongs solely to women and girls in the home. Men and boys of age 12 and above are not even expected to sit in the kitchen, which is separate from the main house. Cooking is done on an open fire using wood for fuel.
Most families eat two meals a day. The two meals are lunch and supper. Breakfast is just a cup of tea or a bowl of porridge.
When a meal is ready, all members of the household wash their hands and sit down on [floor] mats. Hands have to be washed before and after the meal because most Ugandans eat with their hands. At mealtime everybody is welcome; visitors and neighbors who drop in are expected to join the family at a meal.
Food is served by women. They cut it up into small pieces for each member of the family. Sauce, which is usually a stew with vegetables, beans, butter, salt, and curry powder, is served to each person on a plate. Sometimes fish or beef stew is served.
Normally a short prayer is said before the family starts eating. During the meal, children talk only when asked a question. It is bad manners to reach for salt or a spoon. It is better to ask someone sitting close to it to pass it. It is also bad manners to leave the room while others are still eating. Everyone respects the meal by staying seated until the meal is over. Leaning on the left hand or stretching one's legs while at a meal is a sign of disrespect and is not tolerated.
People usually drink water at the end of the meal. It is considered odd to drink water while eating.
When the meal is finished, everyone in turn gives a compliment to the mother by saying, "Thank you for preparing the meal, madam." No dessert is served after the meal. Fruits like papaw, pineapple, or sweet bananas are normally eaten as a snack between meals.
Excerpt from "Worldwise Window" by the Peace Corps. In the public domain.
Required
1
Which detail from "Cuisine and Etiquette in Zambia" best shows that the father is at the top of the social structure in a family?
Which detail from "Cuisine and Etiquette in Zambia" best shows that the father is at the top of the social structure in a family?
Required
1
The following question has two parts. First, answer part A. Then, answer part B.
Part A: What main idea can be found in both "Cuisine and Etiquette in Zambia" and "Cuisine and Etiquette in Uganda"?
The following question has two parts. First, answer part A. Then, answer part B.
Part A: What main idea can be found in both "Cuisine and Etiquette in Zambia" and "Cuisine and Etiquette in Uganda"?
Required
1
Part B: Which sentences from "Cuisine and Etiquette in Zambia" best support your answer in part A? Select two options.
Part B: Which sentences from "Cuisine and Etiquette in Zambia" best support your answer in part A? Select two options.
Required
1
First, read the sentence from "Cuisine and Etiquette in Zambia."
Zambia's staple food is maize (corn), and Zambians eat maize in several ways.
Now read the sentence from "Cuisine and Etiquette in Uganda."
In Uganda, the staple food is matoke (cooking bananas).
Which dictionary definition best defines staple as it is used in both texts?
First, read the sentence from "Cuisine and Etiquette in Zambia."
Zambia's staple food is maize (corn), and Zambians eat maize in several ways.
Now read the sentence from "Cuisine and Etiquette in Uganda."
In Uganda, the staple food is matoke (cooking bananas).
Which dictionary definition best defines staple as it is used in both texts?
Required
1
The following question has two parts. First, answer part A. Then, answer part B.
Part A: How does the information in "Cuisine and Etiquette in Uganda" help the reader understand the differing roles of males and females in "Cuisine and Etiquette in Zambia"?
The following question has two parts. First, answer part A. Then, answer part B.
Part A: How does the information in "Cuisine and Etiquette in Uganda" help the reader understand the differing roles of males and females in "Cuisine and Etiquette in Zambia"?
Required
1
Part B: Which sentences from texts, "Cuisine and Etiquette in Zambia" and "Cuisine and Etiquette in Uganda," best support your answer in part A? Select three answers.
Part B: Which sentences from texts, "Cuisine and Etiquette in Zambia" and "Cuisine and Etiquette in Uganda," best support your answer in part A? Select three answers.
Required
1
How might have the information in "Cuisine and Etiquette in Zambia" affected the way "Cuisine and Etiquette in Uganda" is written?
How might have the information in "Cuisine and Etiquette in Zambia" affected the way "Cuisine and Etiquette in Uganda" is written?
Required
1
The author used the contrast in roles of males and females in "Cuisine and Etiquette in Uganda" to stress the importance of social structure. What does the author's use of contrast in describing the roles of males and females in "Cuisine and Etiquette in Zambia" tell the reader about the importance of social structure in that country?
The author used the contrast in roles of males and females in "Cuisine and Etiquette in Uganda" to stress the importance of social structure. What does the author's use of contrast in describing the roles of males and females in "Cuisine and Etiquette in Zambia" tell the reader about the importance of social structure in that country?
Required
1
Read the sentence from "Cuisine and Etiquette in Zambia."
Belching after a meal used to be a compliment, but it is not nowadays.
Based on the information in "Cuisine and Etiquette in Uganda," what does the author mean by the word compliment? Select two answers.
Read the sentence from "Cuisine and Etiquette in Zambia."
Belching after a meal used to be a compliment, but it is not nowadays.
Based on the information in "Cuisine and Etiquette in Uganda," what does the author mean by the word compliment? Select two answers.
Required
1
A student is writing a report about quilting for social studies. Read the two paragraphs from the draft of the report and complete the task that follows.
Click on the two sentences in the paragraphs that do not support the main idea.
When it gets cold at night, you might reach for a quilt to keep you warm. Many quilts today are produced in factories, but some people enjoy sewing their own quilts. Some people like blankets better than quilts. Making a quilt can mean more than just making something to keep people warm; it can be a way of preserving memories. Today's quilt might be made from pieces of a worn-out football jersey or a baby's first blanket. Similarly, quilts made in the past were made from scraps of cloth or pieces of old clothing.
Long ago, people would organize parties called "quilting bees." At a quilting bee, individuals would share stories while they sewed their pieces of fabric together. By working together, these quilters could create a quilt more quickly than if each quilter were working alone. Sometimes, they had to quit early because they ran out of candles. Swapping stories helped pass the time and provided some entertainment. Today, people still enjoy quilting with friends.
A student is writing a report about quilting for social studies. Read the two paragraphs from the draft of the report and complete the task that follows.
Click on the two sentences in the paragraphs that do not support the main idea.
When it gets cold at night, you might reach for a quilt to keep you warm. Many quilts today are produced in factories, but some people enjoy sewing their own quilts. Some people like blankets better than quilts. Making a quilt can mean more than just making something to keep people warm; it can be a way of preserving memories. Today's quilt might be made from pieces of a worn-out football jersey or a baby's first blanket. Similarly, quilts made in the past were made from scraps of cloth or pieces of old clothing.
Long ago, people would organize parties called "quilting bees." At a quilting bee, individuals would share stories while they sewed their pieces of fabric together. By working together, these quilters could create a quilt more quickly than if each quilter were working alone. Sometimes, they had to quit early because they ran out of candles. Swapping stories helped pass the time and provided some entertainment. Today, people still enjoy quilting with friends.
Required
1
Leyla is writing an opinion essay for her principal about organized recess. She wants to revise the draft to create a stronger conclusion. Read the draft paragraph of Leyla's essay, and complete the task that follows.
When we were in earlier grade levels here at Grover Elementary School, we were given free time to play on the playground each day. We enjoyed chatting with our friends, playing on the equipment, and even participating in games of basketball and dodge ball every once in a while. But, when we got to fifth grade, our playground freedom was taken away. Instead of free time, we are now forced to play organized games and sports. Every fifth-grader must play whichever sport or game the teachers choose. This ruins the whole point of recess. We are supposed to have time to relax and recharge. We need time to just enjoy the outdoors with our friends. Now that we no longer have free playground time, more students are getting into trouble for talking during class. That is leading to falling grades.
Choose the sentence that is the best conclusion to Leyla's opinion essay.
Leyla is writing an opinion essay for her principal about organized recess. She wants to revise the draft to create a stronger conclusion. Read the draft paragraph of Leyla's essay, and complete the task that follows.
When we were in earlier grade levels here at Grover Elementary School, we were given free time to play on the playground each day. We enjoyed chatting with our friends, playing on the equipment, and even participating in games of basketball and dodge ball every once in a while. But, when we got to fifth grade, our playground freedom was taken away. Instead of free time, we are now forced to play organized games and sports. Every fifth-grader must play whichever sport or game the teachers choose. This ruins the whole point of recess. We are supposed to have time to relax and recharge. We need time to just enjoy the outdoors with our friends. Now that we no longer have free playground time, more students are getting into trouble for talking during class. That is leading to falling grades.
Choose the sentence that is the best conclusion to Leyla's opinion essay.
Required
1
A student is writing a narrative for language arts class about achieving a personal goal. The student wants to revise the draft to improve the development. Read the draft of the narrative and complete the task that follows.
My personal goal for the month of September was to help out more around the house. I wanted to show my parents that I could be responsible and help without needing to be asked first. I knew there were plenty of chores to do like taking out the garbage, feeding the dog, and cleaning the kitchen. When I started working around the house without being asked, I could tell my parents were surprised.
"Jake," my dad said, "your mother and I are very proud of you for helping out around the house.
"Thanks, Dad," I responded. I was proud of myself. I felt like I was growing up!
"Jake, come downstairs!" my dad yelled one day when he got home from work. "We have a surprise for you!"
I ran downstairs and looked outside. A dirt bike!
I could hardly believe what I was seeing. I blinked my eyes and pinched myself to make sure I wasn't dreaming.
The writer wants to add dialogue to the story to make it more descriptive. Which of the following sentences would be best to come after the underlined text to show how Jake feels about getting a new dirt bike?
A student is writing a narrative for language arts class about achieving a personal goal. The student wants to revise the draft to improve the development. Read the draft of the narrative and complete the task that follows.
My personal goal for the month of September was to help out more around the house. I wanted to show my parents that I could be responsible and help without needing to be asked first. I knew there were plenty of chores to do like taking out the garbage, feeding the dog, and cleaning the kitchen. When I started working around the house without being asked, I could tell my parents were surprised.
"Jake," my dad said, "your mother and I are very proud of you for helping out around the house.
"Thanks, Dad," I responded. I was proud of myself. I felt like I was growing up!
"Jake, come downstairs!" my dad yelled one day when he got home from work. "We have a surprise for you!"
I ran downstairs and looked outside. A dirt bike!
I could hardly believe what I was seeing. I blinked my eyes and pinched myself to make sure I wasn't dreaming.
The writer wants to add dialogue to the story to make it more descriptive. Which of the following sentences would be best to come after the underlined text to show how Jake feels about getting a new dirt bike?
Required
1
A student is writing an essay for school about her favorite meal. Read the paragraph from the essay and complete the task that follows.
My grandmother would cook supper for us every Saturday night. Even though it was always the same meal, my whole family agreed that it was the best food we had ever tasted. We would have good fried chicken, creamy mashed potatoes, juicy green peas, soft cornbread, and nice apple pie with vanilla ice cream.
Choose the two pairs of more exact words the student could use in place of the underlined words.
A student is writing an essay for school about her favorite meal. Read the paragraph from the essay and complete the task that follows.
My grandmother would cook supper for us every Saturday night. Even though it was always the same meal, my whole family agreed that it was the best food we had ever tasted. We would have good fried chicken, creamy mashed potatoes, juicy green peas, soft cornbread, and nice apple pie with vanilla ice cream.
Choose the two pairs of more exact words the student could use in place of the underlined words.
Required
1
Choose the sentence that is punctuated correctly.
Choose the sentence that is punctuated correctly.
Required
1
Edit the sentences by choosing the sentence that does not use verb tense correctly.
Edit the sentences by choosing the sentence that does not use verb tense correctly.
Mia asked her sister, "Have you seen my new book? I set it right here on the counter after school."
"Mia, I have not seen your book, but I believe that you probably put it somewhere and forgot about it," her sister explained.
Mia frowned and replied, "If I had put my book somewhere else, I would not have forget it!"
Asteroids: Mini Planets
Listen to the presentation. Then answer questions 23-25.
"Asteroids: Mini Planets" by NASA. In the public domain.
Required
1
Which statement best summarizes the presentation?
Which statement best summarizes the presentation?
Required
1
Complete the chart to show what you learned from the presentation about asteroids. Click in the boxes next to details that apply to an asteroid in general, the Ceres asteroid, or the Ida asteroid.
Complete the chart to show what you learned from the presentation about asteroids. Click in the boxes next to details that apply to an asteroid in general, the Ceres asteroid, or the Ida asteroid.
asteroid in general | Ceres asteroid | Ida asteroid | |
|---|---|---|---|
made of rock and iron | |||
has a moon | |||
is 600 miles around | |||
often called a minorplanet | |||
orbits the Sun |
Required
1
Based on the presentation, which three statements best explain why scientists might call asteroids minor planets?
Based on the presentation, which three statements best explain why scientists might call asteroids minor planets?
Go Fly a Fengzheng
Listen to the presentation. Then answer questions 26-28.
Excerpt from "Go Fly a Fengzheng!" by Louise L. Greene, from Appleseeds. Copyright © 2000 by Cars Publishing Company. Reused with permission of Cars Publishing Company.
Required
1
Which statement best summarizes the presentation?
Which statement best summarizes the presentation?
Required
1
Which detail from the presentation best supports the idea that kites are an old invention?
Which detail from the presentation best supports the idea that kites are an old invention?
Required
1
Select three topics that best describe what the Chinese learned about from their kite designs.
Select three topics that best describe what the Chinese learned about from their kite designs.
Required
1
A student is writing a research report about mountains. Read the sentences from his report and the directions that follow.
Mountains are areas of land that are taller than all of the land around them. Mountains can be found on every continent. Mountains come in different heights and shapes. Some are even so tall that trees cannot grow at the top of them. Some mountains are made of rocks and dirt and sand. Other mountains are made partly of lava from a volcano.
Choose two of the sources that would most likely give the student more information about the ideas he has written.
A student is writing a research report about mountains. Read the sentences from his report and the directions that follow.
Mountains are areas of land that are taller than all of the land around them. Mountains can be found on every continent. Mountains come in different heights and shapes. Some are even so tall that trees cannot grow at the top of them. Some mountains are made of rocks and dirt and sand. Other mountains are made partly of lava from a volcano.
Choose two of the sources that would most likely give the student more information about the ideas he has written.
Required
1
A student made a plan for a research report. Read the plan and the directions that follow.
Research Report PlanTopic: seahorses
Audience: fifth-grade students
Purpose: to inform
Research Question: Why is the seahorse population decreasing?
The student found information for the research report. Which piece of information should the student use in her report?
A student made a plan for a research report. Read the plan and the directions that follow.
Research Report Plan
Topic: seahorses
Audience: fifth-grade students
Purpose: to inform
Research Question: Why is the seahorse population decreasing?
The student found information for the research report. Which piece of information should the student use in her report?
Required
1
A student is writing a report about exercise. The student wrote the following opinion.
Regular exercise is a good way to stay healthy.
She found a source. Read the source. Click on the sentence that has information to support the opinion. Choose one sentence.
Source 1: Healthy HabitsThe best way to stay healthy is to have healthy habits. Everybody needs to eat, sleep, and exercise. Finding a way to make these part of your everyday life may take some hard work. But once they are habits, it won't seem like work.
A diet filled with fresh fruits and vegetables is better than one filled with cookies. Grab an orange from the refrigerator instead of reaching for those cookies. Another good habit to follow is sleeping enough. Most people should try to get at least 8 hours of sleep each night. Another healthy habit is exercise. Studies show that jogging three times a week leads to a stronger heart. Like the other healthy habits above, it may take time to plan an exercise program. But once exercise becomes a habit, it is easy to do.
A student is writing a report about exercise. The student wrote the following opinion.
Regular exercise is a good way to stay healthy.
She found a source. Read the source. Click on the sentence that has information to support the opinion. Choose one sentence.
Source 1: Healthy Habits
The best way to stay healthy is to have healthy habits. Everybody needs to eat, sleep, and exercise. Finding a way to make these part of your everyday life may take some hard work. But once they are habits, it won't seem like work.
A diet filled with fresh fruits and vegetables is better than one filled with cookies. Grab an orange from the refrigerator instead of reaching for those cookies. Another good habit to follow is sleeping enough. Most people should try to get at least 8 hours of sleep each night. Another healthy habit is exercise. Studies show that jogging three times a week leads to a stronger heart. Like the other healthy habits above, it may take time to plan an exercise program. But once exercise becomes a habit, it is easy to do.