s.e s s i on 1: reading passages - duval county public

Assessment 1

"- S.e s s i on 1: Reading Passages

Qu esti on s # 1-44

Read the passage. Then answer the questions that follow.

The North Wind and the Sun

by Aesop, adapted by Kevin Stone

Plays, The Drama Magazine for Young People

Characters

NARRATOR

WIND

SUN

GRASSHOPPER

'-

FLOWER

MAN

1

NARRATOR: This is the story of the North Wind and the Sun, who were both

very strong, and how they decided who was stronger.

2

NORTH WIND (Bragging:) Let me tell yousomething, Sun. No one is stronger

than I am! I'm the strongest there is!

3

SUN: Do you have a way to prove that?

4

NORTH WIND (Point ing) : Do you see that grasshopper over there?

5

SUN (Looking at GRASSHOPPER): The little green fellow?

6

NORTH WIND: Watch this! (He huffs and puffs. Sound of wind blowing

is heard. GRASSHOPPER exits by executing a series of somersaults until he

is off.) Go On

Assessment1 ., I

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23 NARRATOR: North Wind huffed and he puffed and he blew with all his might.

But the more he blew, the more tightly the Man held on to his coat. Branches of

trees began to snap and break. Birds were blown backwards. Butterflies zipped

'- by like rainbow bullets. But the Man did not remove his coat. The windier it got,

the more he held on to his coat. Finally, the North Wind gave up. (NORTH WIND

stops blowing).

24 SUN: My turn now?

25 NORTH WIND (Panting): Go ahead and try. If I can't do it, you never will be

able to. (SUN begins to beam.)

26 NARRATOR: The Sun melted through the clouds and softened the cold and wind.

The trees stood still. The birds got back on course. The butterflies found their

homes. The Man took off his hat and unbuttoned his coat.

27 MAN (As he follows NARRATOR's cue): Look at that sun!

28

·---

NARRA.TOR: The Sun shone brightly, filling the world with kindness and

warmth. The man was feeling very hot.

29 MAN: Whew! I could use a re-st . This is a nice place.

30 NARRATOR: Before he sat down, he took off his coat. (MAN does so, then sits

on riser.)

31 NORTH WI ND: No!

32 NARRATOR: And so the contest was over. North Wind moaned for a long time,

but he agreed that Sun was stronger.

33 NORTH WIND: You win, Sun. Your power is stronger than mine.

34 SUN: Thank you, Wind.

THE END

Go On

Assessment 1 ·3 ©C urriculum Assoc iaics. LLC Cop}'ing is 110 1 pcrmin cd.

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B The following question has two parts. First, answer Part A. Then, answer Part B.

Part A

Which word describes Sun's character in the play?

® proud

® nervous

© careless

@ gentle

Part B

Select one sentence that supports the answer in Part A.

® "No one is stronger than I am!'r

® "Do you have a way to prove that?"

\_

© "Strength is not just tearing things up and tossing them away, Wind ."

@ "Fine. You go first."

@ "I f I can't do it, you never will be able to."

B What do readers learn about the Wind only in the play version of the story?

® The Wind goes first in the contest.

® The Wind is overly proud of himself.

© The Wind tries to blow the Man's coat off.

@ The Wind thinks he is stronger than the Sun. Go On

Assessment 1 5 © Curr iculum Associates. LLC Copy ing is not pcrmincd.

Read the passage. Then answer the questions that follow.

. '- Paint a Picture with Science

by Larry White, Hopscotch

1 Tree roots gather water from the ground and the tree's trunk, and

branches carry the water up to the leaves. How does water flow up a tree?

2 One way is by capillary action. Water -moves, all by itself, through tiny

spaces. Very thin tubes inside the tree go from the roots to the leaves. Water is

drawn up these tubes by capillary action.

3 A paper towel also has tiny spaces in it. If you dip one end of the towel in

water, the water moves through these tiny spaces in the same way it moves up

the tubes in a tree. We say paper towels absorb water. "Absorption" is capillary

action at work!

4 \,._

Here is a neat experiment that uses capillary action to paint a

pretty picture.

You Will Need:

• paper towels

• several colors of liquid food coloring

• soup bowls

• dinner plate

• water

5 Please do this experiment on a bare-topped table and cover the top with

old newspapers. It can get (easy-to-clean-up) messy!

\.

G .o On

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14

"--

KEEP YOUR PAINTINGS: After a while, the water will creep all the way

across the paper towel and carry the color bands off the paper. Before this

happens, take the towel out of the water when it looks pretty and let it dry. Then

" hang it" or tape it to a window to look like "stained glass."

15 And, when your friends ask how you painted such unusual pictures, tell

them that a science friend of yours, named capillary action, helped you!

cowr2..BAl-lb5 Sf't<'.eA-0

ou, i+E b:

fO0PClX,0(l..

f/cllE ( ,ff11/Ea&ASc)

i) soor5aw< £JF' WAT6(Z..

01WJtfl. PlAff:

PA f £r2...-rouJcL

-

Go On

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©Curriculum Associ at es . LLC Copying is not pcrmiucd.

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B The following question has two parts. First, answer Part A. Then, answer Part B.

Part A

How does the author show that these experiments can make a mess?

® He describes how to clean up a er theexperiments are finished.

@ He compares the second experiment to the first experiment.

© He explains why readers. need paper towels to soak up the water.

@ He directs readers to protect the table top before starting.

Part B

Select two sentences that support the answer in Part A.

® " We say paper towels absorb water."

@ "Please do this experiment on a bare-topped table and cover the top with

"-- old newspapers."

© "It can get (easy-to-clean-up) messy!"

@ "Fold one corner of a paper towel down."

® "The water will start to 'crawl' up the towel by capillary action."

® "Before this happens, take the towel out of the water when it looks pretty

and let it dry."

'-- Goon

Assessment 1 11

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.._

m Look at this label in the picture.

FOOD COLOR HERE (AT THE CREASE)

Based on what you have read, what is a crease?

@ a bowl

@ a fold

© a towel

@ a tiny space

m How does the picture help the reader understand how to do the experiment?

@ It shows what a plate and bowl look like.

® It tells how many drops of food coloring to use.

© It shows what a bare-topped table looks like.

@ It makes clear where to place the food coloring.

Go On

Assessment l 13

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m The following question has two parts. First, answer Part A. Then, answer Part B.

'-

Part A

What is the theme of the poem?

@ Animals and humans have much in common.

@ Birds would much rather eat bugs and worms than bread.

© Even simple events in nature can be strange and amazing.

@ People would be happier if they could fly like birds.

Part B

...Select one sentence that supports the answer in Part A.

@ The bird eats an angleworm and drinks water from grass.

@ The bird hops sideways to a wall to let a beetle pass.

© The speaker thinks that the bird's eyes look like frightened beads.

@ The speaker describes the bird's flight by mentioning the ocean, silver,

and butterflies.

m What eviden ce does the speaker present that the bird looks frightened?

@ The bird attacks and eats an angleworm.

@ The bird hops on a wall to let a beetle pass.

© The bird's eyes move around rapidly, looking at everything.

@ The bird flies away to its home.

Go On

- Assess ment 1 15

Assessment1

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m What is the meaning of the word stirred as it is used in these lines?

" He stirred his velvet head

Like one in danger . . ." (lines 12 and 13)

® quickly moved

@ twisted

© held still

@ slowly nodded

m Underline a phrase in stanza 4 that describes the bird taking flight.

Like one in danger; cautious,

I offered him a crumb,

And he unrolled his feathers

l \nd rowed him softer home

-· Go On

19 Assessment 1

© Curricu lum AssociaL,cs LI. C Co pr ing is no t pcnnittcd.

Is that Ireland?

6 The first indication of my approach to the European Coast was a small

\_ fishing boat which I first noticed a few miles ahead and slightly to the south of

my course. . . .

7 Less than an hour later a rugged and semi-mountainous coastline

appeared to the northeast. I was flying less than two hundred feet from the

water when I sighted it. The sbore was fairly distinct and not over ten or fifteen

miles away. . . .

8 The coastline came down from the north, curved over towards the east. I

had very little doubt that it was the southwestern end of Ireland....

9 I iocated Cape Valencia and Dingle Bay, then resumed my compass

course towards Paris.

Landing

10 The sun went down shortly after passing- c herbourg and soon the

beacons along the Paris-London airway became visible.

11 I first saw the lights of Paris a little before ten P.M., or five P.M., New York

time, and a few minutes later I was circling the Eiffel Tower at an alti t ude of

about four thousand feet.

12 The lights of Le Bourget were plainly visible....Iflew low over the field

once, then circled around into the wind and landed.

,

Go On

21 Assessme nt 1

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And then occurred a scene which almost passed description. Two

companies of soldiers with fixed bayonets and the Le Bourget field police,

reinforced by Paris agents, had held the crowd in- good order. But as the lights

showed the plane landing, much as if a picture had been thrown on a moving

picture screen, there was a mad rush.

6 The movement of humanity swept over soldiers and by policemen and

there was the wild sight of thousands of men and women rushing madly across

half a mile of the not too even ground. Soldiers and police tried for one small

moment to stem the tide, then they joined it, rushing a[s] madly as anyone else

t oward· the aviator and his plane.

7 The first people to reach the plane were two workmen of the aviation field

and half a dozen Frenchmen. "Cette fois,. ca va!" they cried. (This time, it's done!)

8 Captain Lindbergh answered: "Well, I made it."

9 An instant later he was on the shoulders of half a dozen persons who

tried to bear him from the field.

- The crowd inspects the airplane. Go On

23 Assessment 1

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m What is the meaning of the word altitude as it is used in this sentence from

'- "Lindbergh Flies the Atlantic"?

"I first saw the lights of Paris a little before ten P.M., or five P.M., New York

time, and a few minutes later I was circling the Eiffel Tower at an altitude of

about four thousand feet." (paragraph 11)

® size

@ height

© width

@ speed

....._ Go On

25 Assessment 1

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ED- What information can the reader get from the diagram of the plane?

® that the plane was very quiet

® that the plane had a periscope

© the kind of fuel the plane carried

@ the average speed of the plane

m Select two phrases from "Lindbergh Does It!" that show the author described

events in time order.

® "Suddenly it was 10:16"

® " nearl y half a mile from the crowd"

© " which almost passed description"

@ "The movement of humanity"

® "An instant later"

-- Go On

© Curriculum Associates. LLC Copyi ng is 110 1 pcnni ncd.

Read the passage. Then answer the questions that follo-w .

'- What Is Vermiculture?

by Alan Van Gilder

1 People generate a lot of garbage that doesn't need to go into the trash

can. Lots of waste items, such as food scraps, can instead be turned into

compost. Compost is made of decaying food scraps. It can be used to fertilize

gardens and farms. Composting can be as simple as creating an area to pile

food scraps in the yard. Recently, a more complicated but effective system has

become more popular: vermiculture.

2 Vermiculture is a type of composting that uses worms to speed up the

decay, or break-down, of food scraps. Certain types of worms are ideal for

composting. Red wigglers are the most commonly used worms for composting

because they eat and reproduce so quickly.

3 Worm composting systems are usually set up in a barrel or some kind of

tall plastic container. The container is divided into layers. At each layer, part of

the process of composting occurs.

4 People put their food scraps into the bin. These scraps can include items

such as apple peels, eggshells, carrot tops, and potato skins. The next layer

down consists of the worms. They live in between the food scraps and a layer of

bedding, which usually consists of slightly wet newspaper or straw. The worms

eat the food scraps and digest them and create castings. The worm castings are

collected from the bottom of the bin and used to enrich the soil of gardens

and farms.

5

'--

The castings can be collected in solid form. Some composters, however,

choose to retrieve it in liquid form, which they call " worm tea." They don't drink

it! Rather, the worm tea is an excellent way to fertilize plants and enrich

garden soil.

Go On

Assessment 1 27

inCurriculum Associates, LLC Copying is 110 1 permiucd.

.. vv _.T::: ·,, • "lf.!i(:; _:. ·- 0 • - EDDIN<;

How to create a worm composting system

"--

What you'll need:

A plastic bin with a lid

Newspaper or straw

Worms

Drill

Wooden blocks or bricks

Ai

Lil>

001'

..Sc.R r

Step 1 Drill holes in the bin for

ventilation. The worms

need oxygen.

vJo'Rf'I\

cAS • • • - • .•-• •

•

\ -

Step 2 Add a layer of bedding.

Step 3 Add worms. (You'll

need approximately two

pounds of-worms for each

pound of food scraps you

compost.)

Step 4 Prop the bin up on the bricks or wooden blocks.

t ti

6

Step 5 For worm tea collection, add a spout to the bottom

of the bin.

Step 6 Begin feeding the worms. Stir in food scraps with

the bedding.

'---- Go On

Assessment 1 29

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,.

ED What is the relationship between the following sentences?

"The worms eat the food scraps and digest them and create castings.

Tbe worm castings are collected from the bottom of the bin and used to

enrich the soil of gardens and farms." (paragraph 4)

® The sentences describe two steps in a process.

® The sentences compare two events.

© The sentences contrast two events.

© The sentences describe a problem and its -solution.

m Which phrase from the passage best helps the reader under-stand the meaning of

the word fertilize?

® "be turned into compost"

® "decay, or break-down, of food scraps"

© "wet newspaper or straw"

© "enrich the soil of gardens and farms"

Go On

Assessment 1 31

33 Assessment1

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Read the passages. Then answer the questions that follow.

'- Demeter and Persephone

retold by Hilary Dumitrescu

1 I am Demeter, Goddess of the Harvest. The wheat grows tall andgolden

wherever I walk. The orchards blossom, and the fruit grows ripe and sweet. The

people are happy because I bless all of their growing crops. As long as I am

happy, all of the Earth flourishes.

2 My daughter Persephone is the apple of my eye. She is as kind as she is

beautiful. I have always hated to be away from her, as the thought of any harm

coming to her is too dreadful to bear. Once in a great while, my duties as

Goddess call me away. It was on one such occasion that tragedy struck.

3 While I was away, my beautiful Persephone walked near the seaside,

gathering flowers for her hair. She saw one lovely flower with hundreds of tiny

blossoms. As she bent to pick it, a great hole opened in the Earth. From out of

the great pit raced a chariot driven by Hades, the god of the Underworld. He

took one look at my sweet Persephone and knew at once that he loved her.

Scooping her into his chariot, he raced back underground, vowing to make her

his queen.

4 When I heard of Hades's terrible trick, I was furious. I demanded that

Persephone be released from his kingdom. "Nothing on Earth will grow,"

I promised Zeus and the other gods, "until my child is returned."

5 True to my word, I hid in my house and did not go out to the fields. The

crops withered, the fruit shriveled on the vines, and the soil turned to-dust. The

people cried out to the gods for help.

..

6

, Zeus and the other gods demanded an audience with Hades. They commanded

him to return Persephone to me at once.

Go -O n

Assessment 1

©C urri culu m Associa tes , LLC Co pying is not pc rm iucd. 35

Blue Corn Maiclen and the Coming of Winter

1 Blue Corn Maiden was the prettiest of the corn maiden sisters. The

Pueblo People loved her very much, and loved the delicious blue corn that she

gave them all year long. Not only was Blue Corn Maiden beautiful, but she also

had a kind and gentle spirit. She brought peace and happiness to the People of

the Pueblos.

2 One cold winter day, Blue Corn Maiden went out to gather firewood.

This was something she would not normally do. While she was out of her adobe

house, she saw Winter Katsina. Winter Katsina is the spirit who brings the winter

to the Earth. He wore his blue-and-white mask and blew cold wind with his

breath. But when Winter Katsina saw Blue Corn Maiden, he loved her at once.

3 He invited her to come to his house, and she had to go with him. Inside

his house, he blocked the windows with ice and the doorway with snow, and he

made Blue Corn Maiden his prisoner. Although Winter Katsina was very kind to

Blue Corn Maiden and loved her very much, she was sad living with him. She

, wanted to go back to her own house and make the blue corn grow for the People

of the Pueblos.

4 Winter Katsina went out one day to do his duties and blow cold wind upon

the Earth and scatter snow over the mesas and valleys. While he was gone, Blue

Corn Maiden pushed the snow away from the doorway and went out of the

house to look for the plants and foods she loved to find in summer. Under all the

ice and snow, all she found were four blades of yucca.

5 She took the yucca back to Winter Katsina's house and started a fire.

Winter Katsina would not allow her to start a fire when he was in the house.

6 When the fire was started, the snow in the doorway fell away and in

walked Summer Katsina. Summer Katsina carried in one hand fresh corn and in

the other many blades of yucca. He came toward his friend Blue Corn Maiden.

Go On

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37 Assessment1

' ©Curriculum Associalcs, U C Cop)'ing is not permitted.

m Select two details that show t:he setting of "Demeter and Persephone" is an

imaginary place.

@ Demeter is able to control the growth of crops on Earth.

@ The main character has a beautiful daughter named Persephone.

© Persephone walks near the seaside to gather flowers for her hair.

@ A chariot driven by Hades races out of a great hole in the ground.

@ Orchards bloom and fruit ripens when the blanket of snow melts.

m What is the meaning of the phrase the apple of my eye in this sentence from

"Demeter and Persephone"?

'- "My daughter Persephone is the apple of mv eye." (paragraph 2)

@ It means Persephone is proud of her good looks.

@ It means Demeter loves Persephone above all others.

© It means Persephone enjoys looking at beautiful foods.

@ It means Demeter taught Persephone how to grow crops.

"-- Go On

-

©Curri culum Associa1cs. I.LC Copying is 110 1 p c rmi 11cd .

m The following question has two parts. First, answer P-art A. Then, answer Part B.

Part A

What are the points of view of "Blue Corn Maiden" and "Demeter and

Persephone"?

® "Blue Corn Maiden" is narrated by a character outside the story, but

"Demeter and Persephone" is narrated by a character in the story.

@ "Blue Corn Maiden" is narrated by a character in the story, but "Demeter and

Persephone" is narrated by a character outside the story.

© "Blue Corn Maiden" and "Demeter and Persephone" are both narrated by a

character in the story.

@ "Blue Corn Maiden ,,.and "Demeter and Persephone" are both narrated by a

character outside the story.

PartB

Select or.ie pair of sentences from the stories that supports the answer in Part A.

® "The two sat and talked" and "At the sight of this, even Hades was moved."

@ "He came toward his friend Blue Corn Maiden" and "The people cried out to

the gods for help."

© "Not only was Blue Corn Maiden beautiful, but she also had a kind and gentle

spirit" and"I am Demeter, Goddess of the Harvest."

@ "The fire melted the icicle" and "The orchards blossomed, and the fruit grew

ripe and sweet."

- Go On

• Assessment 1 39

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m The following qaestion has two parts. First, answer Part A. Then, answer Part B.

Part A

What natural event do both "Blue Corn Maiden" and "Demeter and Persephone"

explain?

® why parents love their children

® why winter is the coldest season

© why some conflicts cannot be solved

@ why the seasons are divided throughout the year

Part B

Circle one paragraph from each story to support the answer in Part A.

-

---- Go On

Assessment 1 41

Blue Corn Maiden Demeter and Persephone

As Winter Katsina blew a blast of cold air, Summer Katsina blew a warm breeze- When Winter Katsina raised his icicle-knife, Summer Katsina raised his bundle of y.ucca leaves, and they caught fire. The fire melted the icicle.

Winter Katsina saw that he needed

to make peace with Summer Katsina, not war. The two sat and talked.

They agreed that Blue Corn

Maiden would live among the People of the Pueblos and give them her blue corn for half of the year, in the time of Summer Katsina. The other half of the year, Blue Corn Maiden would live with Winter Katsina and the People would have no corn ...

At the sound of this news, my face crinkled to that of an old woman, and the very Earth shook as it seemed to shrivel along with me. At the sight of this, even Hades was moved.

"All right then," he said. "Since

she has eaten only six seeds, she need only stay in my kingdom for six months of the year. The other six months are yours."

Hearing this news, I was

comforted. I covered the land with blankets of white snow. "Until my Persephone returns," I said tenderly to the dry Earth.

3

.....

The Sun is made up of very hot gases. These gases are mainly hydrogen

and helium. These gases are so hot that the surface of the Sun glows. The Sun's

surface is always boiling up with flares. The temperature of the Sun's surface is

about 10,000°F (5,500°C). Deep inside the Sun-at its core-the temperature is

millions of times hotter. The core is the Sun's power factory. Inside the core, tiny

particles of gas are tightly packed in extreme heat and pressure. When these

particles crash into one another, they create terrific energy. This energy is in the

form of heat and light. It takes thousands of years for that energy to travel from

the Sun's core to the surface. But, once that energy bubbles up to the outer

layer of the Sun's atmosphere, it reaches Earth in a very short amount of time

about eight minutes!

4 The powerful energy of the Sun provides Earth and the other planets in

our solar system with light and heat. How much energy a planet gets from the

Sun depends on its position in the solar system. Planets closest to the Sun

receive the most heat. Pianets farthest away from the Sun receive the least

heat. Earth is in an ideal position in the solar system. Earth's distance from the

Sun makes life on Earth possible. Earth's position keeps it warm enough that

most of the water on the planet is in liquid form, not frozen, but not so hot that ' -

the water boils off into gas. People, plants, and animals on E:arth need water to

survive. We also need the Sun's energy to make food. Without the Sun, we

would not have water to drink or food to eat.

5 For thousands of years, people on Earth have recognized the importance

of the Sun. Some groups of ancient people built temples to worship the Sun.

Others built huge stone structures to mark the position of the Sun in the sky at

different times of year. They used the Sun to create calendars. They used the

position of the Sun to help them know when to plant crops. These ancient

people can be thought of as the first astronomers. Today's scientists have

learned a lot about the Sun. But they want to learn even more, especially about

how the Sun affects our life on Earth.

...._

Go On

Assessment 1 43 © Curr iculum Asso ci a l C5, UC Copying is 110 1 pcrrnin cd .

.,

m Which idea in the passage is shown in the diagram?

® the time it takes the Sun's energy to reach Earth

@ the gases that make up the Sun

© the orbit of the planets around the Sun

@ the temperature of the Sun's surface

m Accordin_g to the passage and the diagram, which planet is the coldest?

® Mercury

@ Mars

© Jupiter

@ Neptune

---- Go On

Assessment 1

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m Select tv,10 sentences that support the point that the Sun produces a lot

--... of energy.

® "Most scientists think that the Sunandsolar system formed about 5 billion

years ago."

® "The powerful energy of the Sun provides Earth and the other planets in our

solar system with light and heat."

© "The diameter of the Sun is nearly 865,000 miles (1.4 million km)."

@ "The temperature of the Sun's surface is about 10,000°F (5,S00°C)."

® " How much energy a planet gets from the Sun depends on its position in the

solar system."

m What is the main idea of the passage?

Write your answer on the lines. below.

..

Assessment 1 47 ©Cu rriculum Associates, LLC Copying is not pcrmiucd.

m The following question has two parts. First, answer Part A. Then, answer Part B.

'-

Part A

What is the main idea of the presentation?

® The National Mall has been the site of some important events.

@ The National Mall is a beautiful park with thousands of trees.

© The National Mall is an important place for all Americans.

@ The National Mall is similar to other malls in many ways.

Part B

Select one quotation fro-m the presentation that supports the answer in Part A.

® "On either side of the park are numerous museums, art galleries, and tourist

attractions."

@ "And just like the other type of mall, the National Mall is a place where people

can gather and enjoy themselves."

© "The National Mall and its park stretch from the U.S. Capitol, the

government's house, to the Lincoln Memorial, which honors President

Abraham Lincoln."

@ "On the National Mall, Americans have held important events, and famous

persons have spoken to the American people."

- Go On

Assessment 1 49 ©Curriculum Associa tes, LLC Copying is noL pc nniucd .

©C urriculum Associates . LLC Copying is not permitted.

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m What is the meaning of the word celebrate as it is used in this quotation from

the presentation?

"Some celebrate American presidents such as George Wasbington and

Thomas Jefferson."

@ show and teach

® praise and honor

© argue and convince

@ remind and explain

m Describe one fact the-reader can learn from the map that is not in the

presentation.

Write your answer on the lines below.

..._ Go On

Assessment 1 51

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'--

m Read these sentences from the story.

Kia wanted to buy a new pair of inline skates. Her mom said they were

too expensiv.

What is the correct spelling of the underlined word?

® ecspensive

® ekspensiv

© expensive

@ ecspensiev

m Read these sentences from the story.

Disappointed, Kia sat down and began to think. She will be trying to think of

a way to-earn money during her summer vacation.

Which word or words should replace the underlined part to make the

sentence correct?

® was

@ is

© will have been

@ will had been

Go On

Assessment 1 53

55 Assessment 1

© Curricul um Associates. LLC Copying is not pcrmiucd.

m Read this sentence from the story.

"That sounds great he said."

Which of the following correctly replaces the underlined part of the sentence?

® great, he said.

® great" he said.

© great, he said."

© great," he said.

m Read this sentence from the story.

Kia went to a few more houses, and five people hired her

too walk there pets.

Which of the following should replace the underlined part to make the

sentence correct?

® too walk they're

® to walk their

© two walk their

@ to walk there

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Assessment 1

© Curri culum Asso ciates. LLC Copying is not pcrmiucd. :57

6

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Making pennies puts people to work. It takes time and skill to

produce pennies. People are needed to run the machines that dig the metals

from the ground, melt the metals into coins, and stamp the coins with the

penny's images. If we got rid of pennies, the people who make them would lose

their jobs.

7 People feel good about pennies. The coins have been around for a

long time and are a part of our history. People who collected coins as children

usually started by collecting pennies. Also, most Americans admire President

Abraham Lincoln. His image is on the penny, and we wouldn't want to stop

honoring him in this way.

8 With pennies gone, other coins might be next. Getting rid of the

penny might open the way to getting rid of the nickel, then the dime, then the

quarter. Would we·really want to see our coins go away?

'- ·G o On

Assessment 1

© C urriculum Associates, LLC Copying is not permitted. 59

12

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Many people don't even seem to care about pennies. If they drop one by

accident or see a stray one on the street, they don't bother to pick it up. And

while pennies might remind older people of their childhood days of playing

games with them or putting them in gumball machines, younger people don't

have such fond memories. They don't feel as connected to them.

13 People who want to keep the penny have made the case that without

pennies, the cost of goods would increase to the nearest nickel. But one study

done in small stores in North Carolina showed that half the time store owners

rounded the cost down rather than up to the nearest nickel. So in the long run,

things really came out even and no one lost money.

14 We shouldn't be afraid to stop making pennies. In 2012, Canada got rid of

its penny, and the cost of goods didn't increase. And nothing changed the way in

which Canadians handled money. And that country saved lots of money, too. We

Americans can do the same thing.

15 Not making cents makes lots of sense.

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