Cold Hill Elementary (Week 11) Skill: Locate Key Ideas, Draw Conclusions, Literary Elements, Make Inferences Reading Grade 5

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Cold Hill Elementary (Week 11)


Skill: Locate Key Ideas, Draw Conclusions, Literary Elements, Make Inferences


Reading Grade 5

This test section contains EIGHT multiple-choice and ONE open-response (short-answer) questions. Please mark your answers for the multiple-choice questions in the spaces provided on your Student Response Page. Mark only one answer for each question. If you do not know the answer, make your best guess.


Read the story “All Alone in Dinosaur Hall” before answering Numbers 1 through 8.

ALL ALONE IN

DINOSAUR HALL

By Staton Rabin

The Hall of Dinosaurs had just closed, and all was quiet. “It’s kind of dark here with only the exhibit lights on,” my dad said to me. “You sure you won’t get scared by yourself?”

“Dad—I’m not a kid anymore!”

“Sorry, Ollie,” he said, holding up his hands in surrender.

My dad works here at our city’s natural history museum. He’s a paleontologist (PALE-ee-on-TAHL-uh-jist). That means he studies bones and stuff from animals and plants that lived long ago. Sometimes he works late after the museum has closed and everyone has gone home.

“I’ve got some paper work to do,” Dad said to me. He looked at his watch. “I’ll come back for you at six.” Dad disappeared into the darkness, and the sound of his shoes clicking on the marble floors faded away.

I walked to the far end of the hall. There was something I hadn’t noticed before. A big, white canvas cloth hung from ceiling to floor, hiding an exhibit. The sign said, “Temporarily Closed. Pardon Our Appearance.”

I couldn’t resist. I stepped over the rope barrier and walked behind the canvas.

Right in front of me was a new dinosaur! The scientists were putting the bones together, I guess. It looked like a huge model kit that didn’t come with instructions. There was a big metal structure all around it for the scientists to climb on. I could tell that the skeleton was nearly complete. I sat down on a pile of oval rocks next to the dinosaur to get a better look. The dinosaur had a long, hollow horn on its head.

Then I figured out what kind of dinosaur it was—a Parasaurolophus (PAR-uh-sawr-OL-uh-fus). It was one of the kind of dinosaurs called “duck-billed.”

Suddenly I heard a strange crackling sound, like something breaking. The rocks I was sitting on seemed to be moving! I stood up in a hurry.


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Creeping Cretaceous Period! I thought. These aren’t rocks—they’re eggs! Dinosaur eggs! And they’re hatching!

In a moment, a little duck-billed dinosaur poked its head out of one of the eggs. Then the dinosaur squirmed and struggled until it hatched all the way out. Wet from the egg stuff, it wobbled around on its three-toed feet. It looked like a tiny copy of its big mama, except its horn was much smaller.

Just then, the most amazing thing happened. The little dinosaur tooted its tiny horn! It was a soft sound, but very clear. It sounded like a really lousy horn player trying to tune up.

The toot seemed to act like a signal. In a moment, nearly a dozen more of the duck-bill eggs started cracking. The baby dinos tumbled out. Some landed on their backs with feet sticking up, and others began walking around, crunching the broken eggshells. They all tooted together, sounding like a bad day at school band practice.

I ran down the hall, slipping all over the newly mopped floors.

“Hey, Dad!” I yelled when I finally got to his office. “We’re both gonna be famous! Tomorrow’s newspaper—front page, I guarantee!” I pulled him along by the hand.

“Take it easy, Ollie,” he said as I dragged him back into the dinosaur hall. “What’s wrong with you?”

“You just wait and see,” I told him.

Together we stepped behind the canvas curtain. Gone! Oh, no! Every one of them was gone! I just stood there, too stunned to speak. My dad put his hand on my shoulder. “So you’ve discovered our little secret,” he said.

“Secret?”

“Yes. Our pride and joy. We haven’t even told the newspapers about it yet,” he told me.

“You mean, you know?” I said.

“Of course, I know. I’m the head of the department, aren’t I? This is our first Parasaurolophus exhibit. We’re really lucky— these guys are pretty rare. In fact, our museum is the only one with a complete duck-bill skeleton in the five-state area!”

“Oh,” I said. It was all I could think of to say. I looked around—left and right, up and down. No baby dinosaurs. Nothing! Even the dinosaur eggs just looked like a pile of stones.

“Are you all right?” my dad asked. He felt my forehead.

“Sure,” I sighed. What was the point of telling him? He’d never believe me.

My dad shivered. “Come on,” he said and put his arm around me. “I’ll tell you a secret. I’ve worked here for 16 years. But at night … sometimes, this place gives me the creeps.”

“Yeah, Dad?”

“Yeah, I get to imagining, well, all sorts of weird things. Silly, huh?”

“I guess,” I said.


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The dinosaur hall was quiet except for our breathing. I sneaked one last look around as we walked out together. Nothing. Just imagination, I thought. I guess it got me too.

My dad locked the gate to the hall. He turned off the main switch to the blue lights.

“Shhh!” he whispered. “Listen.”



“Huh?” We stood in the dark, listening. There was a tooting sound coming from … somewhere. Very near.“That’s what I love about living in a big city,” my dad said. “There’s always somebody playing a horn on a street corner. Whew! That guy could sure use a few lessons.”

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1.

The author says that the baby dinosaurs sound “like a bad day at school band

practice” because

O

A.

they tune up their horns.

O

B.

they make a dreadful noise.

O

C.

they begin to march around.

O

D.

they toot many small horns.




2.

Which sentence BEST tells what the story is about?

O


A.

Ollie and his father go to the museum at night.

O

B.

Ollie discovers a secret dinosaur exhibit in the museum.

O

C.

Ollie sits on some dinosaur eggs in the museum at night.

O

D.

Ollie and his father hear a strange sound as they leave the museum.




3.

Why are Ollie and his dad in the museum after it has closed?


O

A.

Ollie is looking for dinosaurs.

O

B.

Ollie is doing a school project.

O

C.

Ollie’s dad is finishing some work.

O

D.

Ollie’s dad is showing Ollie a new exhibit.




4.

The author wants the reader to think that Ollie



O

A.

is cautious and quiet.

O

B.

is curious and excitable.

O

C.

wants a dinosaur for a pet.

O

D.

knows little about dinosaurs.


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5.

What would best describe the author’s purpose for writing this article?

O

A.

inform

O

B.

persuade

O

C.

entertain

O

D.

describe



6.

Near the end of the story, Ollie has changed his mind about seeing the dinosaur eggs

hatch. What BEST shows that he has changed his mind?

O


A.

He runs to tell his dad.

O

B.

He keeps the story to himself.

O

C.

He looks around the exhibit hall.

O

D.

He drags his dad to the exhibit hall.




7.

Read these sentences from the story.
Right in front of me was a new dinosaur! The scientists were putting the bones together. . . There was a big metal structure all around it for the scientists to climb on.
What does the word structure mean?

O

A.

frame

O

B.

ladder

O

C.

pile

O

D.

sign




8.

What is Ollie’s BIGGEST problem in the story?


O

A.

He is frightened by strange noises.

O

B.

He slips on the newly mopped floor.

O

C.

He cannot find the baby dinosaurs he saw.

O

D.

He does not want to be alone in the museum.


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OPEN-RESPONSE QUESTION




Read all parts of the open-response question before you begin. Write your answers to the open-response question in the space provided on your Student Response Page.

Three-Leaf Danger

If you’ve ever had it, you know the incredible itching. The large red bumps

or blisters. Yes, poison ivy or its relatives, poison oak and poison sumac, can turn

a fun summer outing into an itchy nightmare.

Why are these plants such a problem? For one thing, nearly three out of four

people are allergic to them. What’s more, the plants grow just about everywhere

in North America. The allergen in these plants is contained in an oil found on

almost any part of the plant. So it’s not just the leaves that are dangerous.

This oil rubs off easily on clothes or skin when you brush against it. And

pets that roam where poison ivy grows can bring it back to you on their coat. In

fact, even the smoke from burning poison ivy can cause the rash on some people.

What can you do about a pesky rash maker like poison ivy? Learn to know

the plant. The old saying “Leaves of three, leave them be” can help you remember

what it looks like.

If you do get poison ivy on your skin, wash those areas with soap as soon as

possible. The soap breaks down the oil and reduces the allergic reaction. Doing

this within 10 minutes can stop rashes or blisters before they start. If the poison

ivy is on your clothes, don’t touch them until you get home. Take them off without

touching the parts that were in the ivy.

If you’ve already broken out, calamine lotion or hot water with baking soda

or cornstartch can help reduce the itching. If the poison ivy gets bad or you have

a history of bad poison ivy, see your doctor to get other medications. Of course,

the best way to avoid this nasty rash is to know what the plants look like -- and

stay away!


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Friendly Advice


9.

Imagine that you and a friend are hiking in the woods when you see a poison ivy plant.

a. Explain to your friend why these plants could cause a health problem.

b. If your friend accidentally touches the poison ivy plant, what should your friend do?

Support your answer with examples from the article.











Do not write on this page. Please write your




answer to this open-response question in




the test answer booklet






STOP!





Student Name___________________________________________________

9.


Scoring Guide


SCORE

DESCRIPTION


4

Response provides a detailed description of why poison ivy plants cause health

problems; shows an in-depth understanding of how to treat poison ivy by explaining fully and using appropriate examples from the article.



3

Response provides a basic description of why poison ivy plants cause health problems; shows a complete understanding of how to treat poison ivy but uses examples from the article that are not fully developed. Response may contain minor inaccuracies

2

Response provides an adequate answer to only one part of the question or responds to both parts of the question with weak examples from the article; response may include major inaccuracies.

1

Response shows a minimal understanding of the article.

0

Student’s response is totally incorrect or irrelevant.

Blank

No student response.


Annotated Rubric/ Performance Expectations for ORQ

Academic Expectation:

Core Content:

Ceiling DOK Level: Question DOK Level:

Question Type (circle): Scaffold, Single Dimension/Component, Two or More Relatively Independent Components, Student Choice, Respond to Provided Information

An appropriate student response should provide evidence of the student’s understanding……….

SOME KEY FACTS FROM THE ARTICLE:

• Poison ivy causes a rash and itching in three out of four people.

• Reaction comes from oil in plants and from smoke of burning plant.

• If you get poison ivy on your skin --

-- wash the affected area with soap as soon as possible to stop the rash.

(Within 10 minutes is preferred.) Soap breaks down oil and reduces reaction.

• If you already have a rash --

-- use either calamine lotion or hot water w/baking soda or cornstarch.

-- see a doctor if it gets worse.

Three-Leaf

For example, an appropriate response to this question would show that the student can

A. If my friend and I were hiking through the woods and we saw a poison ivy plant, I would explain to my

friend why these plants can cause a health problem by explaining how three out of four people are allergic to

them, how they grow just about everywhere in North America, and that the allergen in poison ivy plants is

contained in an oil found almost anywhere on the plant. So it isn’t just the leaves that are dangerous. The oil

rubs off easily on clothes or skin when you brush against it. Pets that roam in areas where poison ivy grows can

bring it back to you on their coat. Even the smoke from burning poison ivy can cause a rash on some people.

B. If my friend accidentally touched the poison ivy plant he or she should wash those areas with soap, like it is

mentioned in the article. The soap breaks down the oil and reduces the allergic reaction. In the article it says

if poison ivy gets on your clothes don’t touch them until you get home. And try to take them off without

touching the parts that were in ivy. In the article it also points out that if you’ve already broken out calamine

lotion or hot water with baking soda or cornstarch can help reduce the itching, so my friend should do that

too. The article also says if you have a history of bad poison ivy, or if the ivy gets bad, to see your doctor to

get other medications, so my friend would also need to see his doctor, just to be on the safe side.

Student answers both parts of the question and identifies all of the main ideas

of the passage as well as their supporting details.

The responses above provides detailed description of why

poison ivy causes health problems. Response also shows in-depth understanding of

how to treat poison ivy and uses appropriate examples from the article. This is a “4” response.
A. If you get poison ivy on your skin, wash those areas with soap as soon as possible. The soap

breaks down the oil and reduces the allergic reaction. Doing this within 10 min. can stop rashes

or blisters befor they start. If the poison ivy is on your cloths don’t touch them until you get home.

Take them off without touching the parts that were in the ivy. If you’r already broken out, calamine

lotion or hot water with baking soda or cornstarch can help reduce the iching. If the poison ivy gets

bad or you have a history of bad poison ivy, see you’r doctor to get other medications. Of course,

the best way to avoid this nasty rash is to know what it looks like -- stay away.
B. These plants can cause a very bad helth problem because you will have red ichy bumps all over

you. You’r pets could bring it home and give it to you! Also the oil that is in the plants rubs against

you and soaks into your skin. The oil that is in the plant is not just in the leafs, it’s also in the stem.

You always need to know what these plants look like.


Student gives a strong answer for part b, but a limited answer for part a. Student

identifies most of the main ideas of the passage as well as their supporting details. This is a “3” response.

Essential Vocabulary:

Locate Key Ideas,

Draw Conclusions,

Literary Elements,

Make Inferences


Resources/Technology:

Text

Graphic organizer

California released items

KDE released items

Grade 5 -- Reading

Question

First

A.E.

First CC

Second A.E.

Second CC

DOK

Level of MC Question

Answer

Key

Rational/Annotation for MC Questions

1

RD-05-2.0.7

DOK Ceiling Level




DOK Ceiling Level

2

B

Students will draw conclusions to answer.

2

RD-05-2.0.7

DOK Ceiling Level



DOK Ceiling Level


2

B

Students will make inferences to answer.

3

RD-05-2.0.7

DOK Ceiling Level




DOK Ceiling Level

2

C

Students will locate key ideas to answer.

4

RD-05-2.0.7

DOK Ceiling Level




DOK Ceiling Level

2

B

Students will make inferences to answer.

5

RD-05-2.0.7

DOK Ceiling Level




DOK Ceiling Level

2

C

Students will use literary elements to answer.

6

RD-05-2.0.7

DOK Ceiling Level




DOK Ceiling Level

2

C

Students will draw conclusions to answer.

7

RD-05-2.0.7


DOK Ceiling Level




DOK Ceiling Level

2

A

Students will make inferences to answer.

8

RD-05-2.0.7

DOK Ceiling Level




DOK Ceiling Level

2

C

Students will locate key ideas to answer.

Multiple Choice Item Information:



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