Grade 5 SOL 22-27

Quiz
•
English
•
7th Grade
•
Medium
+24
Standards-aligned
Robyn Brandon
Used 11+ times
FREE Resource
6 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
15 mins • 3 pts
Born in the Desert
1 Rahim Makeba stood at the front of the classroom holding his notes. His classmates looked at him curiously, waiting for him to begin. Rahim had never given a speech before, and his lips felt as if they were glued together. His palms were damp and his heart was pounding.
2 Ms. Blum set out a paper cup of water. “You may take a little drink before you start, if you would like. The class is looking forward to learning about Botswana.”
3 She smiled, and Rahim relaxed a little. He whispered a “thank you” for the water. After carefully taking a sip, he began.
4 “Good afternoon. As many of you know, I came to live in America a month ago. I am from the Republic of Botswana, which is on the continent of Africa. I was born in a town at the edge of the Kalahari Desert. My papa and two of my cousins worked for the Central Kalahari Game Reserve. Everyone in our family likes animals. When I was little, I used to sit under the Camel Thorn tree1 in our village and wait for small animals and birds to visit. Sometimes Papa and I would drive out into the bush country to see the larger animals. If we were lucky, a Kalahari lion would cross our path.” Rahim paused to pick up the photographs he had brought.
5 A boy named Brian raised his hand. Ms. Blum called on him, and he asked, “How can people live in a desert? Isn’t it too hot? How can trees grow in a desert?”
6 Rahim had carefully planned and practiced his speech at home and was not expecting to be interrupted. He was not sure how to answer the questions. For a moment, he wished he were back in Botswana, where people knew that the desert was beautiful and thriving with life. He rubbed his hands on his jeans and stared at the floor.
7 Then, he remembered the photographs he had brought. He knew they would help answer Brian’s questions. He began distributing his photographs showing the landscape and some of the animals. As he passed one to a girl seated behind Brian, she smiled at him and raised her hand.
8 Ms. Blum said, “Yes, Julie?”
9 “There are many living things in the desert,” she said. “I know, because I was born in a desert too.”
10 All the students turned to look at her. Rahim looked at her in surprise.
11 “I was born in Arizona,” she went on, “in the Sonoran Desert. All kinds of animals live there—jackrabbits and coyotes and big cats, too, such as cougars.” She glanced at Rahim and added, “They’re probably not as big as the Kalahari lions, but they’re huge compared with housecats.”
12 “Thank you, Julie. That information is very helpful,” Ms. Blum said. “Now let’s give Rahim some time to explain his pictures, and then we can have more discussion.”
13 With a grateful look at Ms. Blum and Julie, Rahim continued his speech.
14 “Many famous animals live in the Kalahari Desert,” he said as he finished handing out the rest of the pictures. “The Kalahari lion is the star of a movie, and the zebra is easily recognized. There are giraffes, aardvarks, hyenas, and wild dogs, as well as many other animals. My favorite is the meerkats. As you can see in the photographs, meerkats have pointy faces. They look like little bandits wearing masks. In fact, the masks look similar to those that raccoons have.”
15 At the end of Rahim’s speech, everyone applauded. Many classmates raised their hands, inspired by his speech to ask him more questions about Botswana and the Kalahari Desert. This time, Rahim was grinning confidently ready to answer all their questions.
1Camel Thorn tree – a common tree that grows in dry areas of southern Africa.
In “Born in the Desert,” the reader can tell that Rahim first becomes nervous when he —
feels his palms become damp
wishes his classmates understood him
spends a long time writing his speech
forgets what to say next
Tags
CCSS.RL.5.3
CCSS.RL.6.3
CCSS.RL.7.3
CCSS.RL.8.3
CCSS.RL.9-10.3
2.
MULTIPLE CHOICE QUESTION
15 mins • 2 pts
1 Rahim Makeba stood at the front of the classroom holding his notes. His classmates looked at him curiously, waiting for him to begin. Rahim had never given a speech before, and his lips felt as if they were glued together. His palms were damp and his heart was pounding.
2 Ms. Blum set out a paper cup of water. “You may take a little drink before you start, if you would like. The class is looking forward to learning about Botswana.”
3 She smiled, and Rahim relaxed a little. He whispered a “thank you” for the water. After carefully taking a sip, he began.
4 “Good afternoon. As many of you know, I came to live in America a month ago. I am from the Republic of Botswana, which is on the continent of Africa. I was born in a town at the edge of the Kalahari Desert. My papa and two of my cousins worked for the Central Kalahari Game Reserve. Everyone in our family likes animals. When I was little, I used to sit under the Camel Thorn tree1 in our village and wait for small animals and birds to visit. Sometimes Papa and I would drive out into the bush country to see the larger animals. If we were lucky, a Kalahari lion would cross our path.” Rahim paused to pick up the photographs he had brought.
5 A boy named Brian raised his hand. Ms. Blum called on him, and he asked, “How can people live in a desert? Isn’t it too hot? How can trees grow in a desert?”
6 Rahim had carefully planned and practiced his speech at home and was not expecting to be interrupted. He was not sure how to answer the questions. For a moment, he wished he were back in Botswana, where people knew that the desert was beautiful and thriving with life. He rubbed his hands on his jeans and stared at the floor.
7 Then, he remembered the photographs he had brought. He knew they would help answer Brian’s questions. He began distributing his photographs showing the landscape and some of the animals. As he passed one to a girl seated behind Brian, she smiled at him and raised her hand.
8 Ms. Blum said, “Yes, Julie?”
9 “There are many living things in the desert,” she said. “I know, because I was born in a desert too.”
10 All the students turned to look at her. Rahim looked at her in surprise.
11 “I was born in Arizona,” she went on, “in the Sonoran Desert. All kinds of animals live there—jackrabbits and coyotes and big cats, too, such as cougars.” She glanced at Rahim and added, “They’re probably not as big as the Kalahari lions, but they’re huge compared with housecats.”
12 “Thank you, Julie. That information is very helpful,” Ms. Blum said. “Now let’s give Rahim some time to explain his pictures, and then we can have more discussion.”
13 With a grateful look at Ms. Blum and Julie, Rahim continued his speech.
14 “Many famous animals live in the Kalahari Desert,” he said as he finished handing out the rest of the pictures. “The Kalahari lion is the star of a movie, and the zebra is easily recognized. There are giraffes, aardvarks, hyenas, and wild dogs, as well as many other animals. My favorite is the meerkats. As you can see in the photographs, meerkats have pointy faces. They look like little bandits wearing masks. In fact, the masks look similar to those that raccoons have.”
15 At the end of Rahim’s speech, everyone applauded. Many classmates raised their hands, inspired by his speech to ask him more questions about Botswana and the Kalahari Desert. This time, Rahim was grinning confidently ready to answer all their questions.
1Camel Thorn tree – a common tree that grows in dry areas of southern Africa.
Which sentence from “Born in the Desert” is the best example of a comparison?
With a grateful look at Ms. Blum and Julie, Rahim continued his speech.
Rahim Makeba stood at the front of the classroom holding his notes.
“In fact, the masks look similar to those that raccoons have.”
“When I was little, I used to sit under the Camel Thorn tree in our village and wait for small animals and birds to visit.”
Tags
CCSS.RI.5.5
CCSS.RI.6.5
CCSS.RI.7.5
CCSS.RI.8.5
CCSS.RI.9-10.5
3.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
1 As Mrs. Hill walked from desk to desk in the fifth-grade classroom, she returned her students’ journals—except for one.
2 “I finished reading about your new kindergarten buddies,” Mrs. Hill began. “My students have always enjoyed participating in the buddy program with the new kindergarten students. Based on what I read in all your journals,” said Mrs. Hill as she stopped at Joe’s desk, “I can tell that you are going to help make your buddies feel very welcome at Pearl Elementary.”
3 Then Mrs. Hill turned to Joe and asked, “May I read your journal entry to the class?” Joe smiled and nodded. Mrs. Hill opened the journal and read aloud, “My buddy seems to be very anxious about starting school. The little guy is as timid as a mouse. Maybe he is quiet and shy because he feels bewildered. I wish there was a way to make a difference and help him feel comfortable. Spending time together on Friday afternoons is a start, but I wish we could have an entire day together. If we could spend a whole day together, his fears would disappear.”
4 A rosy wash of pink swept across Joe’s cheeks as Mrs. Hill placed the journal in his hands. “The kindergarten teacher, Miss Shu, and I think this is a fantastic idea, Joe.”
5 Joe knew his classmates agreed when he saw their heads nod with enthusiasm. The warmth and color in Joe’s cheeks faded back to normal.
6 I can’t believe the whole class wants to do what I suggested! Joe thought.
7 The week flew by. On Friday morning Joe stood in the hall and scanned the passing students, looking for a short, red-haired boy.
8 “Tim, over here!” Joe called as he glimpsed a flash of red hair. Tim was happy to see the familiar face of his fifth-grade buddy.
9 “Being in kindergarten is a little like being a tadpole in a big river, isn’t it?” Joe asked. Tim’s smile widened as he nodded in agreement. Tim and Joe walked to the fifth-grade classroom.
10 After all the students were present and seated, Mrs. Hill welcomed the kindergartners. She explained that they would shadow their buddies for the day. “By following your buddy around today, you will get a better idea of some of the wonderful activities you can look forward to here.”
11 During the morning spelling test, Tim watched closely as Joe carefully wrote the long words. Each time Mrs. Hill said a spelling word, she also used it in a sentence.
12 “The last word is fabulous,” Mrs. Hill said slowly. “Have a fabulous Friday with your buddy.” When Joe put his pencil down, Tim studied the beautiful writing on the test. He thought it was great. “I want to write words like this,” he said hopefully.
13 “In kindergarten you will learn to write and spell many words,” Joe replied.
14 When all the tests had been collected, Mrs. Hill led the class on a nature walk outside. The buddies gathered leaves, acorns, twigs, bark, and rocks. “This is fun!” Tim exclaimed as he picked up a large red leaf. After returning to the classroom, the buddy pairs used rulers and scales to measure the size and weight of the found objects. Joe helped Tim record the measurements. “You’re a great helper,” Joe said as Tim placed a smooth stone on the scale.
15 On the way to the cafeteria, Mrs. Hill took the students on a quick tour. Fifth graders took turns pointing out important places in the school. Tim saw areas he had never seen before, but his older buddy reassured him. “Before long you’ll know this school really well,” Joe whispered.
16 After lunch Joe and Tim enjoyed finding books to read together in the library. “Later in the year you may be reading books to me!” Joe said to Tim. This made Tim stop and think. He knew that school was going to be fine and that having a buddy like Joe was going to be great.
17 At the end of the day, Tim said goodbye and lined up to go back to his kindergarten classroom. Joe sat at his desk, hoping that their time together had made a difference for his young buddy. When Tim glanced back and waved, his confident and genuine smile assured Joe that the day had been a success.
Read this list.
According to “Buddies Make a Difference,” which activity belongs on the list?
Write in daily journals
Take part in a spelling contest
Practice handwriting
Measure objects found outside
Tags
CCSS.RI.2.1
CCSS.RI.3.1
CCSS.RL.1.1
CCSS.RL.2.1
CCSS.RL.3.1
4.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
1 As Mrs. Hill walked from desk to desk in the fifth-grade classroom, she returned her students’ journals—except for one.
2 “I finished reading about your new kindergarten buddies,” Mrs. Hill began. “My students have always enjoyed participating in the buddy program with the new kindergarten students. Based on what I read in all your journals,” said Mrs. Hill as she stopped at Joe’s desk, “I can tell that you are going to help make your buddies feel very welcome at Pearl Elementary.”
3 Then Mrs. Hill turned to Joe and asked, “May I read your journal entry to the class?” Joe smiled and nodded. Mrs. Hill opened the journal and read aloud, “My buddy seems to be very anxious about starting school. The little guy is as timid as a mouse. Maybe he is quiet and shy because he feels bewildered. I wish there was a way to make a difference and help him feel comfortable. Spending time together on Friday afternoons is a start, but I wish we could have an entire day together. If we could spend a whole day together, his fears would disappear.”
4 A rosy wash of pink swept across Joe’s cheeks as Mrs. Hill placed the journal in his hands. “The kindergarten teacher, Miss Shu, and I think this is a fantastic idea, Joe.”
5 Joe knew his classmates agreed when he saw their heads nod with enthusiasm. The warmth and color in Joe’s cheeks faded back to normal.
6 I can’t believe the whole class wants to do what I suggested! Joe thought.
7 The week flew by. On Friday morning Joe stood in the hall and scanned the passing students, looking for a short, red-haired boy.
8 “Tim, over here!” Joe called as he glimpsed a flash of red hair. Tim was happy to see the familiar face of his fifth-grade buddy.
9 “Being in kindergarten is a little like being a tadpole in a big river, isn’t it?” Joe asked. Tim’s smile widened as he nodded in agreement. Tim and Joe walked to the fifth-grade classroom.
10 After all the students were present and seated, Mrs. Hill welcomed the kindergartners. She explained that they would shadow their buddies for the day. “By following your buddy around today, you will get a better idea of some of the wonderful activities you can look forward to here.”
11 During the morning spelling test, Tim watched closely as Joe carefully wrote the long words. Each time Mrs. Hill said a spelling word, she also used it in a sentence.
12 “The last word is fabulous,” Mrs. Hill said slowly. “Have a fabulous Friday with your buddy.” When Joe put his pencil down, Tim studied the beautiful writing on the test. He thought it was great. “I want to write words like this,” he said hopefully.
13 “In kindergarten you will learn to write and spell many words,” Joe replied.
14 When all the tests had been collected, Mrs. Hill led the class on a nature walk outside. The buddies gathered leaves, acorns, twigs, bark, and rocks. “This is fun!” Tim exclaimed as he picked up a large red leaf. After returning to the classroom, the buddy pairs used rulers and scales to measure the size and weight of the found objects. Joe helped Tim record the measurements. “You’re a great helper,” Joe said as Tim placed a smooth stone on the scale.
15 On the way to the cafeteria, Mrs. Hill took the students on a quick tour. Fifth graders took turns pointing out important places in the school. Tim saw areas he had never seen before, but his older buddy reassured him. “Before long you’ll know this school really well,” Joe whispered.
16 After lunch Joe and Tim enjoyed finding books to read together in the library. “Later in the year you may be reading books to me!” Joe said to Tim. This made Tim stop and think. He knew that school was going to be fine and that having a buddy like Joe was going to be great.
17 At the end of the day, Tim said goodbye and lined up to go back to his kindergarten classroom. Joe sat at his desk, hoping that their time together had made a difference for his young buddy. When Tim glanced back and waved, his confident and genuine smile assured Joe that the day had been a success.
Fifth graders are buddies in “Buddies Make a Difference” because they —
have school experiences to share with younger students
know how to spend the day together
know about taking care of young people
have extra time to help kindergartners
Tags
CCSS.RI.6.1
CCSS.RI.7.1
CCSS.RI.8.1
CCSS.RL.7.1
CCSS.RL.8.1
5.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
1 Rahim Makeba stood at the front of the classroom holding his notes. His classmates looked at him curiously, waiting for him to begin. Rahim had never given a speech before, and his lips felt as if they were glued together. His palms were damp and his heart was pounding.
2 Ms. Blum set out a paper cup of water. “You may take a little drink before you start, if you would like. The class is looking forward to learning about Botswana.”
3 She smiled, and Rahim relaxed a little. He whispered a “thank you” for the water. After carefully taking a sip, he began.
4 “Good afternoon. As many of you know, I came to live in America a month ago. I am from the Republic of Botswana, which is on the continent of Africa. I was born in a town at the edge of the Kalahari Desert. My papa and two of my cousins worked for the Central Kalahari Game Reserve. Everyone in our family likes animals. When I was little, I used to sit under the Camel Thorn tree1 in our village and wait for small animals and birds to visit. Sometimes Papa and I would drive out into the bush country to see the larger animals. If we were lucky, a Kalahari lion would cross our path.” Rahim paused to pick up the photographs he had brought.
5 A boy named Brian raised his hand. Ms. Blum called on him, and he asked, “How can people live in a desert? Isn’t it too hot? How can trees grow in a desert?”
6 Rahim had carefully planned and practiced his speech at home and was not expecting to be interrupted. He was not sure how to answer the questions. For a moment, he wished he were back in Botswana, where people knew that the desert was beautiful and thriving with life. He rubbed his hands on his jeans and stared at the floor.
7 Then, he remembered the photographs he had brought. He knew they would help answer Brian’s questions. He began distributing his photographs showing the landscape and some of the animals. As he passed one to a girl seated behind Brian, she smiled at him and raised her hand.
8 Ms. Blum said, “Yes, Julie?”
9 “There are many living things in the desert,” she said. “I know, because I was born in a desert too.”
10 All the students turned to look at her. Rahim looked at her in surprise.
11 “I was born in Arizona,” she went on, “in the Sonoran Desert. All kinds of animals live there—jackrabbits and coyotes and big cats, too, such as cougars.” She glanced at Rahim and added, “They’re probably not as big as the Kalahari lions, but they’re huge compared with housecats.”
12 “Thank you, Julie. That information is very helpful,” Ms. Blum said. “Now let’s give Rahim some time to explain his pictures, and then we can have more discussion.”
13 With a grateful look at Ms. Blum and Julie, Rahim continued his speech.
14 “Many famous animals live in the Kalahari Desert,” he said as he finished handing out the rest of the pictures. “The Kalahari lion is the star of a movie, and the zebra is easily recognized. There are giraffes, aardvarks, hyenas, and wild dogs, as well as many other animals. My favorite is the meerkats. As you can see in the photographs, meerkats have pointy faces. They look like little bandits wearing masks. In fact, the masks look similar to those that raccoons have.”
15 At the end of Rahim’s speech, everyone applauded. Many classmates raised their hands, inspired by his speech to ask him more questions about Botswana and the Kalahari Desert. This time, Rahim was grinning confidently ready to answer all their questions.
1Camel Thorn tree – a common tree that grows in dry areas of southern Africa.
Buddies Make a Difference
1 As Mrs. Hill walked from desk to desk in the fifth-grade classroom, she returned her students’ journals—except for one.
2 “I finished reading about your new kindergarten buddies,” Mrs. Hill began. “My students have always enjoyed participating in the buddy program with the new kindergarten students. Based on what I read in all your journals,” said Mrs. Hill as she stopped at Joe’s desk, “I can tell that you are going to help make your buddies feel very welcome at Pearl Elementary.”
3 Then Mrs. Hill turned to Joe and asked, “May I read your journal entry to the class?” Joe smiled and nodded. Mrs. Hill opened the journal and read aloud, “My buddy seems to be very anxious about starting school. The little guy is as timid as a mouse. Maybe he is quiet and shy because he feels bewildered. I wish there was a way to make a difference and help him feel comfortable. Spending time together on Friday afternoons is a start, but I wish we could have an entire day together. If we could spend a whole day together, his fears would disappear.”
4 A rosy wash of pink swept across Joe’s cheeks as Mrs. Hill placed the journal in his hands. “The kindergarten teacher, Miss Shu, and I think this is a fantastic idea, Joe.”
5 Joe knew his classmates agreed when he saw their heads nod with enthusiasm. The warmth and color in Joe’s cheeks faded back to normal.
6 I can’t believe the whole class wants to do what I suggested! Joe thought.
7 The week flew by. On Friday morning Joe stood in the hall and scanned the passing students, looking for a short, red-haired boy.
8 “Tim, over here!” Joe called as he glimpsed a flash of red hair. Tim was happy to see the familiar face of his fifth-grade buddy.
9 “Being in kindergarten is a little like being a tadpole in a big river, isn’t it?” Joe asked. Tim’s smile widened as he nodded in agreement. Tim and Joe walked to the fifth-grade classroom.
10 After all the students were present and seated, Mrs. Hill welcomed the kindergartners. She explained that they would shadow their buddies for the day. “By following your buddy around today, you will get a better idea of some of the wonderful activities you can look forward to here.”
11 During the morning spelling test, Tim watched closely as Joe carefully wrote the long words. Each time Mrs. Hill said a spelling word, she also used it in a sentence.
12 “The last word is fabulous,” Mrs. Hill said slowly. “Have a fabulous Friday with your buddy.” When Joe put his pencil down, Tim studied the beautiful writing on the test. He thought it was great. “I want to write words like this,” he said hopefully.
13 “In kindergarten you will learn to write and spell many words,” Joe replied.
14 When all the tests had been collected, Mrs. Hill led the class on a nature walk outside. The buddies gathered leaves, acorns, twigs, bark, and rocks. “This is fun!” Tim exclaimed as he picked up a large red leaf. After returning to the classroom, the buddy pairs used rulers and scales to measure the size and weight of the found objects. Joe helped Tim record the measurements. “You’re a great helper,” Joe said as Tim placed a smooth stone on the scale.
15 On the way to the cafeteria, Mrs. Hill took the students on a quick tour. Fifth graders took turns pointing out important places in the school. Tim saw areas he had never seen before, but his older buddy reassured him. “Before long you’ll know this school really well,” Joe whispered.
16 After lunch Joe and Tim enjoyed finding books to read together in the library. “Later in the year you may be reading books to me!” Joe said to Tim. This made Tim stop and think. He knew that school was going to be fine and that having a buddy like Joe was going to be great.
17 At the end of the day, Tim said goodbye and lined up to go back to his kindergarten classroom. Joe sat at his desk, hoping that their time together had made a difference for his young buddy. When Tim glanced back and waved, his confident and genuine smile assured Joe that the day had been a success.
Rahim from “Born in the Desert” and Tim from “Buddies Make a Difference” both —
ask for assistance with completing a school project
struggle with answering questions from other students
need help finding their way around a new school
feel nervous about adjusting to a new place
Tags
CCSS.RI.6.7
CCSS.RI.7.7
CCSS.RI.8.7
CCSS.RL.6.9
CCSS.RL.7.7
6.
MULTIPLE SELECT QUESTION
45 sec • 1 pt
Directions: Select the correct answers.
With which two statements would the teachers in both stories agree?
Students can learn from other students
photographs help people imagine unfamiliar
journals can help people understand important ideas
people can do things they have never tried before
students can study nature in their own school yard
Tags
CCSS.RI.7.7
CCSS.RI.8.7
CCSS.RL.7.7
CCSS.RL.8.5
CCSS.RL.8.7
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