"Youngest Girl in the Fifth" Assessment Review

Part A: Read the sentence from paragraph 7 of the passage:

Gwen followed the Principal with her head in a buzzing whirl.

What is the meaning of the phrase in a buzzing whirl as it is used in the sentence?

• many thoughts happening at once

• a lot of confusing information

• many challenging activities

• a lot of daydreaming

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.7.4

CCSS.RL.8.4

Part B:

Which detail in paragraph 7 helps the reader understand the meaning of in a buzzing whirl?

• "... seemed like a dream to be suddenly translated ... "

• " ... had a little time to get accustomed to the idea ... "

• " ... have liked a day's preparation ... "

• " ... change over and discuss it at home."

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.8.4

CCSS.RL.9-10.4

Part A:

Which statement best describes the main difference between Gwen and Miss Roscoe in the passage from The Youngest Girl in the Fifth?

• Gwen takes time to think while Miss Roscoe acts quickly.

• Gwen seems to be timid while Miss Roscoe appears to be daring.

• Gwen likes to dream while Miss Roscoe deals with facts.

• Gwen wants things to remain the same while Miss Roscoe seeks change.

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Part B:

Which two details from the passage support the answer to Part A?

• "... quailed alike under the glance of her keen dark eyes." (paragraph 1)

• " ... stood hesitating near the door." (paragraph 2)

• "' ... you ought to be able to manage the work ...."'(paragraph 2)

• "... wished she could have had a little time to get accustomed ... " (paragraph 7)

• " ... she never had a moment to waste ...."(paragraph 7)

Tags

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.2

Part A:

How does the narrator's point of view influence how the events are described?

• By focusing on Gwen's reactions to the events, the narrator creates sympathy for her situation.

• By including only Miss Roscoe's dialogue during the events, the narrator highlights her power.

• By including the students' reactions to Miss Roscoe during the events, the narrator provides information about other characters.

• By focusing events on Gwen's feelings about wanting more time to make her decision, the narrator shows she has trouble making decisions.

Tags

CCSS.RL.6.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

CCSS.RL.9-10.3

Part B:

Which detail from the passage supports the answer in Part A?

• " ... quailed alike under the glance of her keen dark eyes." (paragraph 1)

• " ... stared at Miss Roscoe, too surprised to answer." (paragraph 3)

• "' ... should be very sorry to have to put you down again."' (paragraph 6)

• "It seemed like a dream ...."(paragraph 7)

Tags

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.2

Part A:

How do paragraphs 2 and 3 help provide the overall structure of the passage?

• They describe the Principal's relationship with the students.

• They explain how the students feel about the Principal.

• They show how quickly the Principal acts on her decision.

• They reveal the Principal's plan to assist struggling students.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Part B:

Which two details from paragraphs 6- 7 of the passage best support the answer to Part A?

• "' ... you must try your best."

• "I shall trust you to make a great effort rt."

• "'I should be very sorry to have to put you ...."'

• "Come with me now, andI'lltake you ........................"

• " ... always did things in a hurry ... "

Tags

CCSS.RL.2.6

CCSS.RL.8.3