Grade 5 ELA Practice Test — Version C

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Session 1

The Fossil Hunter

The summer Delia was twelve, she found a trilobite in the creek bed behind her house.

It was not a dramatic discovery. She had been wading through shallow water looking for nothing in particular when her foot nudged a grey rock that split cleanly along an old fracture line. On one half, pressed into the stone as clearly as a thumbprint in clay, was the segmented shape of a creature that had lived five hundred million years ago.

She brought it home wrapped in her shirt. Her father held it up to the light, turning it slowly.

"Trilobite," he said. "Cambrian, probably. Maybe Ordovician."

Delia had not known there were names for different ancient eras, let alone that her father knew them. It turned out he had studied geology before switching to accounting. He had a box in the attic full of his own specimens: shark teeth, crinoid stems, a fragment of ammonite the size of a dinner plate.

They spent the rest of the summer together, splitting rocks and cataloging finds. Delia kept a field notebook, sketching each specimen and recording where she had found it. By August she had more entries than her father's entire collection.

"You've got the eye," he told her one evening, studying her notebook.

Delia didn't know exactly what that meant, but she recognized something in his voice: pride, and maybe relief — that this particular love had found its way into another pair of hands.

1. How does Delia discover the trilobite fossil?

2. What surprises Delia when her father identifies the fossil?

3. What does the detail about the attic box tell the reader about Delia's father?

4. What does Delia do in her field notebook that shows she is a careful observer?

5. What does Delia's father mean when he says she has "the eye"?

6. What does the word "relief" suggest about how Delia's father feels at the end of the passage?

7. What theme does this passage develop?

Amazon Rainforest: Layers of Life

The Amazon rainforest covers more than two million square miles across nine South American countries and contains roughly ten percent of all species on Earth. It produces about twenty percent of the world's oxygen and recycles an enormous amount of water through evaporation and rainfall—scientists sometimes call it a "flying river" because so much moisture moves through the trees and into the air.

The forest is organized into four distinct layers, each with its own community of plants and animals. At the top is the emergent layer, where the tallest trees—sometimes 200 feet tall—rise above the rest of the canopy. Harpy eagles and macaws nest here, far above the competition. Below is the canopy layer, a dense ceiling of overlapping branches and leaves that captures most of the sunlight and is home to three-quarters of all rainforest species. The understory beneath it is darker and more humid; here shade-adapted plants grow broad leaves to capture whatever light filters through. At the bottom, the forest floor is surprisingly dim and receives less than two percent of available sunlight.

The Amazon is under threat. Deforestation—the clearing of forest for farms and ranches—removes roughly ten thousand square miles of forest per year. When trees are cut, the soil below loses its nutrients quickly and can no longer support agriculture for long. Scientists warn that if deforestation continues at this rate, the Amazon could reach a tipping point where it can no longer generate its own rainfall, causing widespread collapse of the ecosystem.

8. Why do scientists sometimes call the Amazon a "flying river"?

9. Which layer of the rainforest is home to three-quarters of all species?

10. How do understory plants adapt to the low-light conditions below the canopy?

11. According to the passage, what happens to Amazon soil after trees are cut down?

12. Approximately how many square miles does the Amazon rainforest cover?

13. What does the phrase "tipping point" mean as used in the passage?

14. How tall can the tallest trees in the emergent layer grow?

15. What is the main purpose of the third paragraph of the passage?

16. What percentage of available sunlight reaches the forest floor?

17. Which statement best describes how the Amazon contributes to Earth's environment?

Question 18. 2-credit Explain why deforestation of the Amazon rainforest is a problem beyond just losing trees. Use at least two details from the passage to support your answer.

Ancient Egypt: Beyond the Pyramids

When people think of ancient Egypt, they often picture pyramids and pharaohs. But Egypt's civilization lasted more than three thousand years—far longer than most—and its achievements went far beyond monumental architecture.

The ancient Egyptians developed one of the world's first writing systems. Hieroglyphics, which combined pictorial symbols with signs representing sounds, allowed Egyptians to record history, religion, mathematics, and medical knowledge on papyrus scrolls and temple walls. Scribes spent years in school learning the hundreds of symbols required to read and write.

Egyptian medicine was remarkably advanced. Ancient medical texts describe treatments for broken bones, infections, and surgical procedures. Doctors understood that the heart was connected to the body's blood vessels, though they believed it was also the seat of intelligence and emotion. Egyptian physicians categorized diseases and recorded which treatments worked—practices that were not common in most of the world for centuries afterward.

Egypt also made major contributions to mathematics. Egyptians used a decimal system and developed methods for calculating areas and volumes that were essential for designing buildings and managing grain stores. Astronomical observations helped them create one of the earliest accurate calendars.

Understanding Egyptian civilization requires looking past the obvious monuments to the systems of knowledge—writing, medicine, mathematics—that sustained one of history's longest-lasting societies.

19. According to the passage, what allowed Egyptians to record their history and knowledge?

20. What does the passage say Egyptian doctors understood that was unusual for the time?

21. How long did ancient Egyptian civilization last, according to the passage?

22. How did Egyptian mathematics help support their society?

23. What system of counting did ancient Egyptians use?

24. What is the author's main purpose in writing this passage?

25. What did Egyptians use astronomical observations to create?

26. How does the author support the claim that Egyptian medicine was "remarkably advanced"?

27. What did Egyptian scribes learn during their schooling?

28. Which sentence best states the central idea of the passage?

29. How does the last paragraph connect to the rest of the passage?

The Tide Pool

Whenever Noa's family visited the coast, she went straight to the tide pools while everyone else went to the beach. The pools were small worlds—each one different, each one complete. You could crouch beside one for an hour and never run out of things to notice.

Her cousin Marco thought she was strange for preferring rocks to sand. "You're missing the ocean," he told her once.

"I'm not missing the ocean," she said. "I'm looking at a smaller piece of it."

Marco came and crouched beside her to look. She pointed out a sea anemone that had closed up into a lump of jelly. She showed him a hermit crab trying on a shell twice its size. She found a tiny starfish no bigger than her thumbnail, orange as a traffic cone, tucked against a rock.

"These are just stuck here," Marco said. "They can't go anywhere."

"Neither can we," Noa said, "if you think about it. We're just animals with a bigger tide pool."

Marco was quiet for a while. A small wave slapped the rocks above them, and a thin sheet of seawater ran down into the pool, briefly disturbing the anemone.

"I see why you like this," he said at last.

"I'm glad," Noa said. She didn't say anything more. She was already looking for the next thing to notice.

30. Why does Noa prefer tide pools to the main beach?

31. What does Noa mean when she says she is looking at "a smaller piece of the ocean"?

32. What does Noa mean when she says "we're just animals with a bigger tide pool"?

33. How does Marco change from the beginning to the end of the passage?

34. What does the last sentence — "She was already looking for the next thing to notice" — reveal about Noa's character?

Question 35. 2-credit How does Noa's way of seeing the tide pool differ from Marco's at the beginning of the passage? How does Marco's perspective change by the end? Use evidence from the passage.

Session 2

The Navigator's Star

For the first three days at sea, Fen kept his eyes on the horizon.

His uncle, who captained the small research vessel, had given him a job: track the position of the sun at noon each day using a sextant and record the measurement in the ship's log. It was not a difficult task. Fen had learned how to use the sextant before they left port. But three days in, clouds covered the sky completely and the sun disappeared.

"What do I record?" Fen asked.

His uncle studied the grey ceiling overhead. "What do you know?"

"I know where we were yesterday. I know our speed and our direction."

"Then you already have what you need."

Fen went below and worked it out with the chart and the parallel rulers his uncle had shown him. Dead reckoning—using known position, speed, and direction to estimate where you must now be. He marked an X on the chart in pencil, because it was an estimate, not a certainty.

When the clouds finally broke three days later, he took his noon sighting and compared it to the penciled X. He was off by less than twelve miles—across four days of open ocean.

His uncle looked at the chart over his shoulder and said nothing for a moment.

"Not bad," he said at last.

Fen erased the X and marked the true position in ink.

36. Why does Fen mark his estimated position in pencil rather than ink?

37. What does the uncle's quiet response — "Not bad" — suggest?

Question 38. 2-credit Explain what "dead reckoning" is and how Fen uses it in the passage. Use details from the passage in your answer.

Sound: How Waves Carry Meaning

Sound is a form of energy that travels as waves through matter. When an object vibrates — a guitar string, a vocal cord, a drumhead — it pushes the surrounding air molecules together and then lets them spread apart. This creates a series of compressions and expansions that travel outward in all directions. When these waves reach your ear, they cause your eardrum to vibrate, and your brain interprets these vibrations as sound.

Sound travels at different speeds depending on what it passes through. In air at room temperature, sound travels about 767 miles per hour — much faster than you might think, but far slower than light. Sound travels even faster through water, and faster still through solid materials like metal or wood. This is why you can sometimes hear a train approaching by pressing your ear to the rail long before you hear it through the air.

Two key properties determine how a sound is perceived: frequency and amplitude. Frequency is the number of wave cycles per second, measured in hertz (Hz). High frequency sounds — many cycles per second — are perceived as high-pitched; low frequency sounds are perceived as low-pitched. Amplitude is the strength or height of the wave. Sounds with high amplitude carry more energy and are perceived as louder.

Sound is not just communication between humans. Whales use low-frequency calls that travel thousands of miles through the ocean. Bats use high-frequency pulses to navigate and locate prey — a technique called echolocation. Scientists use underwater sound waves to map the ocean floor, a method called sonar.

39. Why does sound travel faster through metal than through air?

40. Approximately how fast does sound travel through air at room temperature?

41. What is the difference between frequency and amplitude in sound?

Question 42. 2-credit Explain how animals use sound in ways that go beyond human communication. Use at least two examples from the passage to support your answer.

Ancient and Modern Bridges

Bridges are among the oldest engineering challenges humans have faced, and the solutions developed over thousands of years still shape how we build today.

The earliest bridges were simple — a log across a stream, stepping stones across a shallow river. The first engineered bridges appeared in ancient civilizations. Roman engineers built arched stone bridges that have survived two thousand years; some are still in use today. The arch is a remarkably efficient structure: the weight pressing down on it is redirected outward toward the supports on either side, called abutments, distributing the load rather than concentrating it at a single point.

The industrial revolution introduced iron and then steel, making it possible to span distances that stone could not. Suspension bridges, which hang their roadway from cables attached to tall towers, could cross rivers too wide and deep for stone arches. The Golden Gate Bridge in San Francisco, completed in 1937, stretches 4,200 feet across the bay entrance using this principle.

Modern bridge engineering must also account for forces that ancient builders could not foresee: wind loading (the pressure of wind on the structure), seismic activity in earthquake-prone regions, and the weight of modern traffic far heavier than any Roman cart. Computer modeling now allows engineers to test a design under every conceivable stress before the first stone is laid or beam is welded.

Bridges connect people and places, but they are also records of the engineering knowledge of their era.

43. Why is the arch such an efficient structure for building bridges?

44. What challenge does the author say modern bridge engineers face that ancient builders did not?

Question 45. 2-credit Explain how new materials changed what was possible in bridge building. Use details from the passage to support your answer.

Question 46. 4-credit Both "The Navigator's Star" and "Ancient and Modern Bridges" show how people use knowledge from the past as a foundation for solving problems in the present. Compare how this idea is shown in each text. Use details from BOTH passages in your response.