Grade 5 ELA Practice Test — Version B

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Session 1

Deserts: More Than Empty Sand

When most people picture a desert, they imagine an ocean of sand dunes baking under a merciless sun. In fact, deserts cover about one-third of Earth's land surface and come in many forms — rocky, icy, coastal, and sandy. A desert is defined not by its temperature or its sand but by its dryness: a desert receives less than ten inches of precipitation per year.

Cold deserts exist in places like Antarctica and the Gobi Desert in Central Asia. The Gobi is swept by fierce winds and temperatures that plunge far below freezing in winter, yet it is classified as a desert because it receives very little precipitation.

Plants and animals that survive in deserts have remarkable adaptations. The saguaro cactus of the American Southwest can store hundreds of gallons of water in its thick stem after a rare rainfall. Desert kangaroo rats never drink water at all — they produce water internally from the seeds they eat. The fennec fox of the Sahara has enormous ears that help release body heat, keeping the animal cool without sweating.

Deserts are not lifeless. They are home to thousands of species uniquely adapted to extremes. Understanding desert ecosystems has helped scientists develop drought-resistant crops for regions where water is scarce — knowledge that is becoming more valuable as the world's climate continues to change.

1. According to the passage, what defines a desert?

2. Why does the author mention Antarctica as an example of a desert?

3. How does the saguaro cactus adapt to desert conditions?

4. What does the fennec fox's large ears help the animal do?

5. What is the main purpose of the last paragraph?

6. What is the central idea of this passage?

7. Which detail best supports the idea that deserts are not lifeless?

The Message in the Bottle

The bottle came in on the Tuesday tide, half-buried in the dark sand at the edge of the water. Priya saw it first and thought it was just trash, but she picked it up anyway because she always did—she had an agreement with the beach.

Inside was a rolled paper, sealed in a wax that had cracked along one edge. She broke it open carefully.

The note was written in a small, slanted script that tilted to the right as if the writer had been in a hurry, or maybe just excited. It said: I am eleven years old. I am throwing this from the ferry. I have always wanted to do this but I never did. My name is Tomás. I hope whoever finds this writes back somehow.

There was no return address. There was no way to write back.

Priya read the note three times. She thought about Tomás on a ferry, excited enough to finally try something he had always wanted to try. She thought about how long the bottle might have drifted before reaching her shore. She thought about how strange and good it was to be trusted with a stranger's small brave act.

She walked home and put the note on her windowsill. She did not throw it away.

That night she found a new bottle in the recycling bin, wrote a message of her own, sealed it, and the next morning walked to the water's edge.

She had her own agreement with the beach to keep.

8. What does the phrase "she had an agreement with the beach" suggest about Priya?

9. What does Tomás's message reveal about why he threw the bottle?

10. What does the detail about the handwriting "tilting to the right as if the writer had been in a hurry, or maybe just excited" help the reader understand?

11. Why does Priya keep the note on her windowsill rather than throwing it away?

12. Where does Priya find the bottle?

13. What does the phrase "trusted with a stranger's small brave act" reveal about how Priya views finding the note?

14. On what day of the week does Priya find the bottle?

15. Why does Priya send her own bottle at the end of the passage?

16. What condition is the wax seal on the bottle in when Priya finds it?

17. What theme does this passage most clearly develop?

Question 18. 2-credit How does Tomás's message affect Priya's actions? Use at least two details from the passage to support your answer.

The Printing Press Changes the World

Before the printing press, books were made by hand. Monks and scribes copied texts letter by letter with quill pens, sometimes spending a year on a single volume. A Bible might cost as much as a small farm. Only the wealthy and the clergy could afford books — or the time to learn to read.

In the 1440s, a German goldsmith named Johannes Gutenberg developed a printing press with movable type. Individual metal letters could be arranged into words, inked, and pressed against paper to produce a page — then rearranged to print the next page. A press could produce hundreds of identical copies of a book in the time it once took a scribe to copy one.

The effects on European society were enormous. Within fifty years of Gutenberg's press, more books had been printed in Europe than in all the centuries before. Literacy rates began to rise. Ideas could travel faster than armies. The Protestant Reformation, which challenged the authority of the Roman Catholic Church, spread partly because reformers like Martin Luther could print and distribute their arguments widely.

The printing press also helped standardize languages. When many people read the same printed texts, regional dialects began to blend into more unified national languages.

Historians often describe Gutenberg's press as one of the most important inventions in human history because it changed not only how information moved but who had access to it.

19. What was a major problem with books before the printing press was invented?

20. How did Gutenberg's movable type work?

21. What was Gutenberg's occupation before he invented the printing press?

22. What does the phrase "ideas could travel faster than armies" suggest about the printing press?

23. How long might it take a scribe to copy a single volume before the printing press?

24. How did the printing press contribute to the Protestant Reformation?

25. Approximately how many years after Gutenberg's press were more books printed in Europe than in all centuries before?

26. How did the printing press affect language in Europe?

27. In what decade did Gutenberg develop his printing press?

28. Why do historians consider Gutenberg's printing press one of the most important inventions in history?

29. What is the central idea of this passage?

Grandfather's Clock

The clock in the hallway had not worked since before Jonah was born. Its hands stood frozen at 11:47, and its pendulum hung motionless behind the glass door. His grandfather wound it every Sunday anyway — a habit, Jonah supposed, or stubbornness.

"Why do you wind it if it doesn't run?" Jonah asked one afternoon.

His grandfather set down the winding key and looked at the clock for a moment. He was a man who did not answer questions quickly.

"When your grandmother and I moved into this house," he said at last, "that clock ran. It was ticking the day your mother was born. It ran until the day your grandmother died, and then it stopped." He paused. "I've had it repaired twice. It runs for a few months each time. Then it stops again, right at 11:47."

Jonah looked at the clock differently now. "What happened at 11:47?"

His grandfather shook his head slowly. "I don't know. I was at the hospital."

They were quiet for a while.

"I wind it," his grandfather said finally, "because it reminds me that some things are worth tending, even when they don't run."

Jonah didn't say anything. But the next Sunday, when his grandfather came to wind the clock, Jonah was already there, key in hand, waiting.

30. Why does Jonah's grandfather wind the clock each Sunday even though it doesn't work?

31. What does the detail that the grandfather "did not answer questions quickly" reveal about him?

32. What does the grandfather mean when he says "some things are worth tending, even when they don't run"?

33. What does Jonah's action at the end of the passage suggest?

34. What theme does the passage most clearly develop?

Question 35. 2-credit Explain how the grandfather's relationship with the clock reveals something important about his character. Use at least two details from the passage to support your answer.

Session 2

Monarch Butterfly Migration

Every autumn, hundreds of millions of monarch butterflies begin one of the most remarkable journeys in the animal kingdom. From breeding grounds across the United States and Canada, they fly up to three thousand miles to reach a small region of forested mountains in central Mexico, where they spend the winter clustered in enormous, dense groups on oyamel fir trees.

What makes this migration especially extraordinary is that no individual butterfly completes a round trip. The monarchs that arrive in Mexico in the fall have never been there before. Their great-grandparents made the journey south the previous year; the butterflies that return north in spring are the parents or grandparents of those that will eventually reach Canada. Scientists call this a multigenerational migration.

How do monarchs navigate? They use a combination of the sun's position, an internal circadian clock, and Earth's magnetic field. Even on cloudy days, they can detect polarized light and orient themselves correctly.

Monarch populations have declined sharply in recent decades. Loss of milkweed — the only plant monarch caterpillars eat — due to herbicide use in farming has reduced breeding success. Logging in their Mexican wintering grounds has also been a threat. Conservation groups are now planting milkweed in schoolyards, roadsides, and gardens to help restore the monarch's breeding habitat.

36. What makes the monarch butterfly migration "multigenerational"?

37. According to the passage, what is the main reason monarch butterfly populations have declined?

Question 38. 2-credit Explain two threats to monarch butterfly populations described in the passage. For each threat, explain why it harms monarchs.

The Clockmaker's Apprentice

The first week, Master Holst gave Rosalind nothing to do but watch.

She stood beside his workbench and watched him disassemble a pocketwatch—laying each tiny gear on a cloth in the order it was removed, cleaning each piece with a soft brush, then replacing them in reverse order. He never looked up. He never explained.

The second week was the same. And the third.

"When do I get to try?" Rosalind finally asked.

Master Holst set down his tweezers. "Do you know what you're seeing?"

"I see you taking apart a watch and putting it back together."

"Do you see more than that?"

She thought carefully. "I see that you lay the parts in order. I see that you clean them before they go back. I see that you hold your breath when you place the smallest gears."

Master Holst picked up his tweezers again. "Come back tomorrow."

The next morning, he handed her a watch, a cloth, and a brush.

"You see what matters," he said. "That is the beginning of everything."

She took apart the watch slowly, placing each part in order, cleaning each piece, holding her breath for the smallest gears. It took her four times as long as it took him.

When she finished, the watch ran.

39. Why does Master Holst make Rosalind watch him work for three weeks before letting her try?

40. How many weeks does Rosalind watch before she asks when she can try?

41. What does Master Holst mean when he says "You see what matters. That is the beginning of everything"?

Question 42. 2-credit How does Rosalind's answer to Master Holst's question prove she is ready to begin working? Use evidence from the passage.

Tidal Zones: Life at the Edge

Twice each day, the ocean recedes and returns along the coast, creating a strip of shoreline called the intertidal zone — or tidal zone. This region is one of the most challenging environments on Earth. Organisms that live there must survive being submerged in cold saltwater for part of the day and exposed to hot sun, drying wind, and fresh rainwater for the other part.

The intertidal zone is divided into sections based on how often they are covered by water. The high tide zone is only flooded during the highest tides; organisms there, such as certain barnacles and periwinkle snails, have evolved thick shells and the ability to seal themselves shut to retain moisture. The middle zone is covered and uncovered twice daily. Mussels, sea stars, and sea anemones are common here. The low tide zone is only exposed during the lowest tides and stays wet most of the time; it supports more sensitive animals like urchins and delicate algae.

Tidal zones are important to study because they respond quickly to environmental changes. Rising ocean temperatures and increasing storm frequency are already shifting which species survive in each zone. Scientists monitor these zones as early indicators of broader ocean health.

Tidal zones are also surprisingly productive ecosystems. The constant movement of water delivers nutrients to the organisms that live there, supporting dense populations in a relatively small area.

43. Why is the intertidal zone described as "one of the most challenging environments on Earth"?

44. Why do scientists study tidal zones as indicators of ocean health?

Question 45. 2-credit Explain how organisms in the high tide zone have adapted to survive their environment. Use details from the passage in your answer.

Question 46. 4-credit Both "Monarch Butterfly Migration" and "Tidal Zones: Life at the Edge" describe living things that face extreme challenges in their environments. Compare how each author explains the ways organisms have adapted or responded to these challenges. Use details from BOTH passages in your response.