Hero:____________________ Date:____________________ Page 1 Water Footprint 1 Have you ever thought about how much water we use daily? Or, have you considered how much water is used to produce everyday items we use? These questions are key to understanding how to protect and share water resources. Water is life! 2 Water is precious. It is as important to life as air. Usually, we think about water in terms of how much we drink and use for washing and cooking. However, water has a much larger presence in our lives. Almost every activity today requires processes that use water. Water plays a far too important role in our lives to not think about how we use it, directly or indirectly. What is a water footprint? 3 The term water footprint was first used in 2002 by a Dutch professor, A. Y. Hoekstra. It is the amount of freshwater used by an individual or a household. It also includes how much freshwater a business or country uses to make goods or provide services. These products may be delivered to people around the world. All of us have individual water footprints. The food we eat, the shoes and clothes we wear, and the services we buy count toward our water footprint. Our direct water footprint is the water we drink and use for cooking and washing. It makes up only 3 percent of our total water footprint. The indirect water footprint amounts to a huge 97 percent and consists of all the products we use. How much is too much? 4 To make the journey from farm to your plate, a cheeseburger needs 800 gallons of water and a salad bowl 8. It takes 2,640 gallons of water to manufacture a pair of jeans. For an average American, the water footprint equals 2,115 gallons per day. We have the highest water footprint in the world for each person per day. Think about it! We use more water than any other nation. How can you help? 5 The world is connected. The people of the world are connected. The choices we make affect all people in the world. Only 50 percent of the people in the world have water supply at home. They turn on the tap, and water comes out. However, 10 percent of the world’s population does not have clean water. They get water from unclean water sources. Making wise choices about what we eat and buy has never been more important. The effect of our choices is felt worldwide. 6 Inform family and friends about the water footprint. Urge people not to waste food and water. Don’t buy things you don’t need. Remember and remind others that freshwater is limited on Earth. Water Footprint Grade 5 Argumentative texts, Synthesize, and Make Connections
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1 Have you ever thought about how much water we use daily? Or, have you considered how much water is used to produce everyday items we use? These questions are key to understanding how to protect and share water resources.
Water is life!
2 Water is precious. It is as important to life as air. Usually, we think about water in terms of how much we drink and use for washing and cooking. However, water has a much larger presence in our lives. Almost every activity today requires processes that use water. Water plays a far too important role in our lives to not think about how we use it, directly or indirectly.
What is a water footprint?
3 The term water footprint was first used in 2002 by
a Dutch professor, A. Y. Hoekstra. It is the amount
of freshwater used by an individual or a household.
It also includes how much freshwater a business or
country uses to make goods or provide services.
These products may be delivered to people around
the world. All of us have individual water
footprints. The food we eat, the shoes and clothes
we wear, and the services we buy count toward
our water footprint. Our direct water footprint is
the water we drink and use for cooking and
washing. It makes up only 3 percent of our total
water footprint. The indirect water footprint
amounts to a huge 97 percent and consists of all
the products we use.
How much is too much?
4 To make the journey from farm to your plate, a cheeseburger needs 800 gallons of water and a salad
bowl 8. It takes 2,640 gallons of water to manufacture a pair of jeans. For an average American, the
water footprint equals 2,115 gallons per day. We have the highest water footprint in the world for each
person per day. Think about it! We use more water than any other nation.
How can you help?
5 The world is connected. The people of the world are connected. The choices we make affect all people
in the world. Only 50 percent of the people in the world have water supply at home. They turn on the
tap, and water comes out. However, 10 percent of the world’s population does not have clean water.
They get water from unclean water sources. Making wise choices about what we eat and buy has never
been more important. The effect of our choices is felt worldwide.
6 Inform family and friends about the water footprint. Urge people not to waste food and water. Don’t
buy things you don’t need. Remember and remind others that freshwater is limited on Earth.
Water Footprint
Grade 5Argumentative texts, Synthesize, and Make Connections
Page 2
3 Which of these, if added, would make the author’s argument stronger?
People should try to increase their direct water footprint and reduce their indirect water footprint.
Freshwater should be shared equally across the globe so that all people may have clean water.
Although freshwater is limited on Earth, there is plenty of saltwater for people to use.
Factories should be asked to clean the water they pollute in manufacturing goods.
5 How does the section titled “How much is too much?” support the author’s main claim?
It argues for sensible water use in cooking meals.
It compares American and other nations’ water footprints.
It highlights the fact that our choices affect our water footprint.
It describes how much water is used by food manufacturers.
1 What is the author’s main claim in the article?
Freshwater on Earth is scarce, and we all are answerable for using it responsibly.
Freshwater is important for life and is a basic right of all people of the world.
People are mainly concerned about how much water they use for drinking, cooking, and cleaning.
Water footprint is an unusual idea, and many people do not know about it yet.
2Which statement below supports the author's claim that a lot of water goes into manufacturing
processes?
Water plays a far too important role in our lives to not think about how we use it, directly or indirectly.
It also includes how much freshwater a business or country uses to make goods or provide
services.
The indirect water footprint amounts to a huge 97 percent and consists of all the products we use.
The food we eat, the shoes and clothes we wear, and services we buy all count toward our water footprint.
4 Who is the intended audience of this article?
Factory owners State governments
General public Students and teachers
Grade 5Argumentative texts, Synthesize, and Make Connections
Page 3
Dangerous Trek for Water
1 Uganda is a beautiful place on Earth. Located in East-Central Africa, it is a landlocked country. Thanks to its many large lakes, it boasts lush green fields and natural beauty like Hawaii. Fruit trees laden with pineapple, mango, watermelon, and avocado make the air fragrant and inviting. It has a warm tropical climate.
Marshes and Swamps2 Uganda’s lakes are surrounded by marshes and swamps,
which are different types of wetlands. A wetland is an area of land that is saturated with water for long periods. These are the most important natural resources in Uganda. During the dry season, local farmers graze animals on pastures and use the land to grow vegetables and potatoes.
Surrounded by water without clean water3 It’s hard to imagine that a country with many lakes would
be without clean water. However, this is a reality for many
people living in rural Uganda. People do not have water
piped to their homes. They travel long distances to lakes to
fill up their water containers. They carry these containers
home for their daily use. Sadly, the water from these lakes
is severely polluted and is the cause of many illnesses. But
the people have no choice.
A lake where dangers lurk4 The wetland is a natural treasure for Uganda. However, it
turns dangerous for many people looking for water. Usually
young women and girls make the journey every day to a
lakeshore as men work in fields or away from home. They
walk several miles along marshes and swamps. The brave
the unsafe walkways surrounded by thick bushes.
Sometimes, they are attacked by bad people hiding in the
bushes.
5 As if this was not enough, these brave young women and girls face another danger. Many lakes are
home to poisonous snakes and crocodiles. Quite a few people have fallen victim to one or the other.
Many people have witnessed such attacks. For these brave and hardworking women and girls, just
fetching water for their families becomes a struggle to stay alive.
Hope6 The people in these communities are not discouraged by their situation. They hope that one day they
will be able to live without fear and receive clean water in their homes. For those who enjoy clean
water at home, this is a moment to reflect and show gratitude.
Photo
by
Random
Institu
teon
Unspla
sh
Woman walking along marshy path in rural Uganda
Lakeshore in Uganda
Photo
by
Random
Institu
teon
Unspla
sh
Grade 5Argumentative texts, Synthesize, and Make Connections
6 Which idea about Uganda is emphasized throughout the article?
Though Uganda has many lakes, many of its people cannot obtain clean water.
As beautiful as Uganda is, its lakes are polluted with trash and waste.
Because most of Uganda is a wetland, farmers and their animals face difficulties.
Wild animals in Uganda are a threat to local people, who cannot avoid them.
Page 4
7 What is one way this passage reminds you of your life?
Daily, I fetch water from a clean water source in my community.
I live in a world where everyone can easily get safe drinking water.
I have water available in my home, and I am thankful for that.
I understand that people use water for different purposes.
9 What conclusion can the reader draw based on the information in the article?
Many people living in cities do not have running water in their homes.
Uganda has many natural resources that it can use to make life better for its people.
The country lacks water resources and depends on other countries for clean water.
Uganda is surrounded by land and lacks water sources to meet the needs of its people.
10Based on the information presented in “Water Footprint” and “Dangerous Trek for Water,” both
authors are most likely—
determined to provide clean water to people in rural areas
surprised by the amount of water used by some people in the world
concerned about people who do not have safe drinking water
interested in using water efficiently and avoiding waste
8 Paragraphs 1 and 2 of the article help the reader understand Uganda’s—
people and their customs most important exports
seasons at different times of year geography and landscape
Grade 5Argumentative texts, Synthesize, and Make Connections
1 Peyo is an unusual horse with an unusual gift. He is a therapist to people who are ill and visits them in hospitals and nursing homes. He lives in Dijon, France with his owner Hassen. Hassen and Peyo make a great team. Together, they call on the sick in hospitals and at their homes.
Fiery Beginnings
2 Peyo was not a therapy horse from the beginning. He was an unfriendly show horse that traveled the world from show to show with his owner and won awards. Hassen noticed that during shows Peyo easily connected with the disabled and children and behaved gently with them. Hassen decided to train Peyo to be a therapy horse. For the next three years, Peyo practiced with Hassen on how to walk on smooth floors of the hospital and not panic around noise. Being in a hospital also meant being clean and germ-free. So, Peyo was housetrained to keep up with hygiene in a hospital.
Grade 5Connections Page 1
Gentle Giant
3 Today, Peyo visits young and old patients twice a month. Before he gets ready for a day at the hospital, Peyo goes through a routine. First, Hassen neatly braids Peyo’s hair. Next, he carefully rubs Peyo’s feet with oil and wipes his body with antiseptic lotion. The lotion prevents Peyo from catching germs in the hospital. As a final touch, Hassen drapes a blanket on Peyo’s back. Now, Peyo is ready to visit the patients.
4 Peyo rides in elevators and walks the halls of hospitals meeting new people and making friends with them. He is as relaxed inside a hospital building as he is outside on a field. Hassen does not guide him where to go once they are inside the building. Peyo makes his own decisions about the rooms he wants to visit and the patients he wants to greet.
Making Friends
5 Patients are pleased to see Peyo and respond in a positive way. Peyo comes close and snuggles with them. They touch his face, and Peyo licks their hands and looks in their eyes as if saying kind words to them. Peyo notices pain in the sick and soothes them with his gentle manners. The hospital staff has noticed a change in patients who meet with Peyo. Amazingly, some elderly patients have started to talk, and others have felt the energy to walk again. Patients who used to be angry and bitter have calmed down after bonding with Peyo. Peyo has a special connection with children as well. He quickly makes friends with them and entertains them. They laugh and cuddle with him and eagerly wait for Peyo’s next visit. Peyo and Hassen continue to do their amazing work by bringing joy and comfort to the sick.
Photograph A. A therapy horse with an elderly patient.
The Great Race of Mercy
1 In the winter of 1925, a disease spread in Nome, Alaska. Children were sick with diphtheria – an infection of throat. The town’s only doctor did not have medicine to treat them. Nenana, the nearest town with the medicine, was about seven hundred miles away. Heavy snowfall had cut off Nome by land. There were no airplanes to bring the medicine. The only way to get the medicine was through dog-sled teams. A dog-sled team is a team of 5-15 dogs and a musher – the person who rides the sled.
Precious Package
2 Alaska’s governor planned to transport the medicine to Nome using dog-sled teams. The medicine was placed in glass bottles that were then wrapped in soft fur padding. Finally, it was put inside a metal container for more safety. The weight of the whole package was about 20 pounds.
Race Against Time
3 It was unlikely that a single dog-sled team could cover the entire journey in a few days. The time was short, and the distance was long. The task was named the Great Race of Mercy because the kindness of people made it possible. The news made headlines all over the United States.
4 Several dog-sled teams were arranged along the route to get the medicine to Nome in as little time as possible. Each team would cover a certain distance before the next team would meet up with it. About 150 trained dogs and 20 mushers would take part in the difficult expedition.
The Heroes
5 The heroes of this brave journey were the dogs and their mushers. Togo and Balto were the lead dogs in two teams whose courage and leadership played a major role in making this expedition a success. The dogs pushed beyond their limit and kept running without resting. Togo and his team ran the fastest and the longest on the route. Togo’s musher, Seppala, was unable to see in the heavy snowstorm. Togo understood that a lot depended on him. It was Togo’s great sense of direction that kept the team on the right track.
6 The sub-zero temperatures caused frostbite and hypothermia to the dogs and mushers. Frostbite is damage to the body caused by freezing. Hypothermia is when the body temperature drops below normal. Despite these difficulties, the brave teams continued on their mission.Each team handed off the package to the fresh team that movedonward. They raced across the icy land and traveled day and night without stopping. They covered the distance between Nenana to Nome in less than 6 days. The trip usually took 20 days.
Success!
7 The final team, with Balto as the lead dog, brought the medicine to Nome. The sick children were treated right away. They soon got over their illness. People in Nome were thankful to the mushers and their dogs who braved the dangerous weather to help them.
1 [The lobby of Karate Dojo Den. Julie and Chet are sitting on the chairs and waiting for their parents]
2 JULIE: [Fidgeting with her trophy] Cheer up! You did great.
3 CHET: [Head hung low] Nah.
4 JULIE: [Poking Chet at his elbow] What’s wrong? You can tell me.
5 CHET: [Frustrated] I don’t want to talk.
6 JULIE: [Continues poking] Just tell me what’s wrong. I’ll leave you alone. I promise.
7 CHET: [Moves away] Please.
8 JULIE: [Scoots closer to Chet] Sensei said you show real promise. Did you hear him?
9 CHET: [Stands up] Julie. Please. Just five minutes.
10 JULIE: [Picks up her trophy and stands up] Look, you played fair. The dude slipped and fell.
11 CHET: [Sighs] Easy for you to say.
12 JULIE: [Hugs Chet’s belly and looks up] You can’t keep thinking about it. [Gives Chet her trophy to hold] You will win next time!
13 CHET: [Smiles while holding the trophy] Since when do you ever let me think? [Relaxes a bit, looks down and ruffles Julie’s hair]
14 JULIE: [Smiles big] You had your first two years of life to think.
15 CHET: [Laughs] Which I don’t remember, Julie.
16 [Lights down on the lobby.]
1 Stage directions for Chet show that he—
continues to feel worse
only focuses on the trophy
dislikes hanging out with his sister
slowly feels better in scene 1
Grade 5Drama Page 2
3 This play has just one scene because—
the setting does not change
only two characters speak
no new characters are introduced
the setting is indoors
2 Which of the props used in the play is needed for the resolution of the conflict?
The green belt
The trophy
The uniform
Chairs
4 Read the lines below.
Julie: [Poking Chet at his elbow] What’s wrong? You can tell me.
Julie: [Smiles big] You had your first two years of life to think.
These lines suggest that Julie—
doesn’t think Chet listens to her
thinks she is better at Karate than Chet
annoys Chet because she dislikes him
constantly talks to her brother
Grade 5Drama Page 3
The Change
Characters
GINNY, 11-year-old girlOLIVER, Ginny’s best friend and neighborALLY, Ginny and Oliver’s neighbor and old friendMRS. JONES, Ally’s mother
SCENE 1
1 [A park]
2 OLIVER: You have to tell her.
3 GINNY: [Pacing back and forth] But she—she won’t understand.
4 OLIVER: Not if you don’t tell her everything.
5 GINNY: [Says each word slowly as if Oliver doesn’t understand] She thinks Ally is an angel.
6 OLIVER: Well, maybe to her, but not to other kids.
7 GINNY: [After a pause] Okay. Maybe Mrs. Jones needs to know. [Both exit the stage.]
SCENE 2
8 [Ally’s home. The living room.]
9 GINNY: [Almost in a whisper] Mrs. Jones, can I talk to you—alone?
10 [Ally goes over to her mom to hug her. She smiles nervously to Ginny.]
11 MRS. JONES: [Puts the newspaper she was reading aside] You mean without Ally or Oliver around?
12 GINNY: [Bit louder] Oliver can stay.
13 OLIVER: [Gets up] Ally, will you get me some lemonade?
14 ALLY: Of course. Would you also like some cookies? [takes Oliver by the hand]
15 MRS. JONES: What is it?
16 GINNY: [In one breath] Ally is not the same person when you are not around. She is mean. Ollie and I don’t want to play with her anymore.
17 MRS. JONES: Slow down. Tell me what is wrong.
18 GINNY: [Again, in one breath] Ally used to be really sweet. After we started fifth grade, she has changed. She hangs out with mean kids. She is mean to us.
19 MRS. JONES: But, I don’t understand.
20 GINNY: [Gets up and walks to the door] That's why I didn’t want to talk to you. Forget it.
21 MRS. JONES: Wait. Tell me. Help me understand. [After a pause] Who does she hang outwith? Why not you guys? You’ve been best friends forever.
22 GINNY: [Walks back to the couch] Not since August. [Lights down and curtains close]
7 Oliver’s lines throughout the play suggest that he—
thinks Ginny should bring up the problem to Mrs. Jones
wants to talk to Ally about her changed behavior
wants to talk to Ally’s mother, but Ginny doesn’t want him to
thinks the problem with Ally is not as bad as Ginny thinks.
Grade 5Drama Page 4
8 Read this stage direction for Ally.
[Ally goes over to her mom to hug her. She smiles nervously to Ginny.]
It suggests that Ally—
doesn’t want to be friends with Ginny anymore.
knows why Ginny wants to talk to her mom.
thinks Ginny will say nice things about her to her mom.
has no idea why Ginny and Oliver are over at her house.
6 Stage directions for Ginny in scene 2 show that she—
has never talked to Mrs. Jones before.
wants Oliver to talk to Mrs. Jones about Ally.
thinks that Ally will understand why she is upset.
The sun is out.The flowers are blooming.Testing season has started.The principal is looming.
The teachers are stressed.The students are tired.Big tests are coming.It’s time to get inspired.
School’s a circus.Crazy here and there.Time to settle.We’re ready, I swear.
Calm as a cucumber.Ready to goSharp as a pencil.We know, we know.
The test is over.It’s time to play.The teachers are laxed.It’s a new day!
Grade 5Testing Season Page 1
1 Read line 13 from the poem.
The author most likely compares the students to a cucumber to show that —
they eat vegetables before taking the
testthey start to turn green like a cucumber
they are prepared and ready to take the
test
they are nervous that the school is a
circus
Calm as a cucumber
2 The author uses the metaphor in line 9 to show that —
clowns and elephants come to the school
to performit’s chaotic before the students take the test
the school invites the circus to perform
before the test
students play circus games to prepare for
the test
The Cone of Shame
5
10
15
20
The cone of shameI’ve heard it calledWhat a nicknameMy dog, so appalled.
You see, my muttGot into a fight And got a big cutLuckily, he’s alright.
But now he wears a coneThat looks like a tornadoOr a small cycloneCheck out the photo!
He bumps into everythingBecause he can’t seeBam! Bump! Ping!He’s so carefree.
Annoying is what I call itTripping me as I goJust a little misfitPutting on a show.
Grade 5Cone of Shame Page 2
3 Read line 15 from the poem.
The author most likely includes this line to show —
what the dog sounds like when hitting
objects in the waywhat the dog looks likes when it bumps into other objects
what the dog feels like when bumping
into things in its path
what the dog smells like when it wears
the cone
4 The author compares the cone to a tornado in line 10 most likely because —
it causes severe damage it has a funnel shape
it strikes without warning it contains strong winds
Bam! Bump! Ping!
A Case of the Sneezes
1 Nathan had a bad case of the sneezes. They started when he got to school and didn’t stop until he got home. His teachers and the other students were fed up with Nathan’s sneezing. They would turn to stare, wrinkle their noses, and shake their heads. Nathan couldn’t blame them. He would try to hold the sneeze in, but it would make a squeaky sound that sounded like a cat stuck in a tree instead. Then, he would sneeze anyway. It was no use.
2 “Try drinking water upside down,” his friend, Benny, suggested.
3 “Isn’t that for hiccups?” Nathan replied with a puzzled look on his face.
4 “Same thing,” Benny said matter-of-factly.
5 AHHHH – CHOOO! Nathan let out a big sneeze. He tried to hold his breath to trap the next one in, but it came rushing out like a gust of wind.
6 “What if I scare you?” questioned Benny.
7 “I think that’s for…” Nathan started.
8 “Boo!” interrupted Benny. “Did it work?”
9 “I think that’s for hiccups, too.” Nathan finally finished his thought. Both boys started to think about what could be causing Nathan to sneeze so often. Nathan let out another sneeze to interrupt the silence.
10 “What is something that you are always around at school?” Benny asked as he glanced around the school. He started throwing out ideas such as the books, pencils, homework.
11 “I’m around you,” Nathan said pointing to Benny, his eyes open wide. “I’m allergic to YOU!” Benny pushed Nathan and gave him a less that thrilled look.
12 “I have been wearing a new cologne to impress all the ladies,” Benny joked. Nathan leaned over to smell Benny’s blue collared shirt. AHHHH – CHOOO! Nathan started to sneeze and couldn’t stop. Benny slowly stepped away from Nathan.
13 “I think you might be right, man,” Benny yelled from down the hallway. Both boys started cackling like a herd of hyenas.
14 “Who would have thought that I would be allergic to my best friend?” Nathan shook his head and sneezed again. Benny gave up his cologne and Nathan stopped sneezing for good.
Grade 5A Case of the Sneezes
Page 3
5 Read the sentence from paragraph 1.
What is the most likely reason the author compares the sound of the sneeze to a cat stuck
in a tree?
It is a dull meow.
It is a mellow roar.
It is a high-pitched squeal.
It is a quiet whine.
6 In paragraph 5, the author compares Nathan’s sneeze to a gust of wind to show that —
it rushes out very quickly
it makes his hair blow
it makes a whistling sound
it causes it to rain
7 Which sentence from the passage is an example of a simile?
Benny pushed Nathan and gave him a less that thrilled look.
Both boys started cackling like a herd of hyenas.
His teachers and the other students were fed up with Nathan’s sneezing.
Nathan let out another sneeze to interrupt the silence.
He would try to hold the sneeze in, but it would make a squeaky sound that sounded like a cat stuck in a tree instead.
8 The sensory language in paragraph 1 helps the reader imagine —
what Benny sounds like when he sneezes
what Nathan looks like when he sneezes in class
how Benny helps Nathan to finally stop sneezing
what the students look like when Nathan sneezes during class
1 What an extraordinary view! I thought. I could see my entire village from the tallest branch of the acacia tree. Mud houses with yellow-brown thatched roofs dotted the rolling plains of the savanna. My house looked apart from the rest of the houses, both literally and figuratively.
2 It was a brick house with wooden windows and doors and painted bright blue. It stood alone on the farthest edge of the village. After all, it was the chief’s house, and it must look distinct from the rest. That was what everybody thought and agreed to.
3 I had climbed up the acacia tree to get the softest and juiciest leaves for Kuku – my pet giraffe.
At six-months-old, he was left behind as his herd was chased by the poachers – people who hunt
animals without permission. On that fateful day, as I rested under the same acacia tree about a mile
north of my village, I was stirred by a sound I knew too well. A herd of giraffe grazing peacefully along
with my cattle of about fifty cows and calves ran frantically. As the dust settled, I rubbed my eyes to
see clearly. My animals had scattered all over the plain.
4 “What have you done... cruel people!!” I shouted at the vanishing sight of the poachers. I spent
the remaining day gathering up my frightened cattle.
5 As I made my way toward home, still angry at the poachers, I heard a soft bleat. I knew it was
not my cattle. Behind the tall, dense bushes on the side, I saw a scared little baby giraffe. I slowly
walked toward it, making soothing sounds to calm it down. The baby giraffe softly rubbed its nose on
my arm and followed me home.
6 “What have you got there?” Nataana shouted excitedly. “Papai! Yeyo! Look, what Naserian has
brought home!”
7 My whole family quickly emerged from the house. I told them the entire story. Papai looked
worried, but my younger sisters, Nataana and Kerubo, clapped and danced. Finally, yeyo decided that
I could keep the baby until it was old enough to fend for itself and join a herd in the wild. Papai looked
at yeyo, confused.
8 “How could you decide that?” He asked. “What would I tell my people?”
9 Sometimes, he appeared as if he didn’t know what to do, although he was the chief and made
decisions all day, every day.
10 “Koinet, please think about it,” spoke my yeyo, as confidently as ever. “The baby giraffe would
die in the wild if Naserian didn’t take care of it.” Then, she turned to me.
11 “Naserian, Kuku is going to be your responsibility. Your sisters and I have our hands full.” She
spoke lovingly, patting my tall pet. She had chosen a beautiful name for it.
12 “Thank you, yeyo,” I exclaimed. “I promise I will never bother any of you with Kuku’s care.”
13 Taking the cattle out to graze was my responsibility as my parents didn’t have a son. My yeyo
and sisters did household chores. They fetched wood and water, cooked, and cleaned.
Grade 5Inference & Setting Page 1
14 My papai, Koinet, was the village chief. His days were spent managing the village and solving
problems. Not interfering with wild animals was one of the rules in the village. We lived in the
Serengeti and shared the land with wildlife like lions, elephants, zebras, and giraffes. Unlike the
poachers, we had immense respect for other creatures and co-existed peacefully with them.
15 My tall pet grew taller and stronger day by day. One afternoon as I sat under the acacia tree
watching my cattle, a herd of giraffes passed by. Kuku rubbed his nose on my arm one last time and
disappeared with the herd.
Grade 5Inference & Setting Page 2
3 In paragraph 5, what is the most likely reason of Koinet’s worry?
He believes Naserian would become too attached to the baby giraffe.
He is afraid that by keeping Kuku his family might be breaking a village rule.
He is scared the baby giraffe would not be able to return to the wild.
He wants Naserian to stay out of trouble with the cruel poachers.
4 Which sentence helps to create suspense in the story?
As I made my way toward home, still angry at the poachers, I heard a soft bleat.
Behind the tall, dense bushes on the side, I saw a scared little baby giraffe.
Papai looked worried, but my younger sisters, Nataana and Kerubo, clapped and danced.
Kuku rubbed his nose on my arm one last time and disappeared with the herd.
1 Which idea does the author develop throughout the story?
Giving wild animals their space to live and flourish
Living peacefully with wild animals in a savanna village
Keeping baby animals safe from predators and poachers
Family members working together to run a household
2 How are the narrator and yeyo similar in the story?
Both feel the village people do not appreciate wildlife.
Both enjoy wildlife and work hard to protect it.
Both are determined to care for the baby giraffe.
Both know the best way to bring up a baby giraffe.
5 How does the setting of a savanna BEST affect the events in the story?
Because the narrator and her family live in a savanna, they must respect the law.
Because the narrator’s village is in a savanna, many wild animals live in the village.
Because poachers hunt and kill wild animals, they are banned from the Serengeti.
Because giraffes live in a savanna, the narrator finds a giraffe to care for as a pet.
6 Which sentence gives the reader a clue about the story’s cultural setting?
I could see my entire village from the tallest branch of the acacia tree.
Taking the cattle out to graze was my responsibility as my parents didn’t have a son.
The baby giraffe softly rubbed its nose on my arm and followed me home.
I spent the remaining day gathering up my frightened cattle.
Grade 5Inference & Setting Page 3
The Sundarbans
1 Jasika anxiously paced up and down her mud home. The monsoon thunderstorm was causing chaos in her village near the Sundarbans in India. The river was getting ready to overflow at any time. Jasika had moved all her prized belongings to the crooked wooden shelf. Mathu and their son, Aarith, had built it high to keep their valuables safe from floodwaters. Now, Jasika waited for Mathu to return home. He had gone into the forest to fetch wood. He should have returned two hours before the sun went down.
2 Aarith was a young boy, about 15 years of age, but he knew what he must do. He gathered up all his courage to speak the toughest words he never imagined saying.
3 “My father hasn’t returned from the forest.” Aarith trembled as he spoke to the village chief.
4 “Don’t worry, boy,” the village chief spoke kindly and patted Aarith on the shoulder.
5 Clouds of worry covered the chief’s brow for a second and disappeared. He stared at Aarith intently, looking for a sign of courage on his frightened face.
6 As beautiful as the Sundarbans was, there was a terrifying truth about it. The beautiful forest had
become famous for its tiger attacks on humans, who had taken up the land that belonged to the
creatures of the forest.
7 The village chief decided to gather a search party armed with bamboo sticks and knives to look
for Mathu. Rain poured down cold-heartedly in the warm and sticky night. The men made noises on
their way to scare off wild animals, especially tigers. Aarith followed the party and prayed loudly, but
his prayers got buried in the noise.
Grade 5Inference & Setting Page 4
9 Which sentence shows how the setting of the Sundarbans affects the search party?
The men made noises on their way to scare off any wild animals, especially tigers.
Rain poured down cold-heartedly in the warm and sticky night.
The village chief was holding up his father.
As beautiful as the Sundarbans was, there was a frightening truth about it.
10 What element of the setting influences the village chief’s decision?
Mathu has gotten lost as he lives a long way from the forest.
The river is already full, and more rain is coming.
The village chief thinks Mathu has drowned in the rising water.
It is night-time, and Mathu has not returned home.
8 “Here he is!” Shouted the village chief. “Mathu! Wake up, Mathu!”
9 Aarith ran to the front. The village chief was holding up his father. He was badly injured. He still
held his ax in his right hand. His left hand was bleeding. Aarith hugged his father tightly.
10 “You are now safe, Bapu,” Aarith whispered. “We will take you home. Ma is waiting for you.” He
kissed Mathu again and again as tears rolled down his cheeks. He was grateful that his worst fears had
not come true.
7 Based on the details in the story, the reader can infer that—
1 I didn’t want to tell Sheldon that I was scared. I had to act tough as the older brother, but I was afraid of my new room. I couldn’t sleep well at night. I wanted to tell Sheldon that I missed him. I just couldn’t be brave.
2 Sheldon slept on the bottom bunk bed and snored. Mom and dad didn’t believe me that Sheldon snored. Oh, and he snored so loud. To them, the sounds he made in his sleep were cute. They said he just breathed loudly. They did give me my own room and converted our bunk bed into two twin beds. So, there I was in my new room and unable to sleep. I missed the sounds of my little brother snoring.
3 Night after night, I watched the tree branches move outside the window. They looked creepy. Then, one week later, Sheldon sleepwalked into my room and fell asleep in my bed. I fell asleep quickly. The next morning, I decided that I would tell my parents the truth. I wasn’t ready for a room of my own. I knew they would understand.
Grade 5Point of view Page 1
1 Which sentence helps the reader know the story’s point of view?
Sheldon slept on the bottom bunk bed and snored.
I had to act tough as the older brother, but I was afraid of my new room.
To them, the sounds he made in his sleep were cute.
They looked creepy.
2 What is true about the story?
It uses the first-person point of view.
It uses the third-person point of view.
The point of view changes.
It is hard to tell the point of view.
Bored Shayne
1 In the summer of 2019, Shayne was a mess. His best friend MJ was away at a summer camp for young inventors. His former best friend was hanging out with boys who only caused trouble. Everything was changing, and Shayne felt like he didn’t even know himself. There was too much time to think, and Shayne didn’t like all the free time.
2 So, one night, Shayne sat in the living room, waiting for his father and fell asleep on the couch. Mr. Jones was a firefighter and Shayne’s hero. When Shayne woke up, he saw his father had fallen asleep at the edge of the couch.
3 "Pop, I wish talked more—I could use your help,” Shayne said out loud to his sleeping father.
4 “I’m here,” Mr. Jones said, eyes still closed. “Don’t start with telling me you are too bored. Tell me what your real problem is. Think about it, Son.”
5 Shayne was silent. He understood exactly what his father meant. He was right. Shayne was bored out of his mind.
Grade 5Point of view Page 2
3 Select the sentence that helps show the story’s point of view.
Don’t start with telling me you are too bored.
Tell me what your real problem is.
I wish talked more—I could use your help
Everything was changing, and Shayne felt like he didn’t even know himself.
4 What is true about the story’s point of view?
It is hard to tell the point of view.
The point of view changes.
It uses the third-person point of view.
It uses the first-person point of view.
Brag Fest
1 I didn’t know how to explain to my mother that I didn’t like attention. She was so proud of me and talked about my grades and my trophies all the time. She bragged about me to anyone who would listen. She repeated the same details over and over. Even I was bored hearing about me.
2 And worse, I felt bad for my little sister Olivia. Olivia didn’t care about getting all As or playing the perfect notes in her music class. She only wanted to have fun. She didn’t give my mother much to brag about. I always looked at Olivia when our mother bragged about me on the phone. I realized that Olivia didn’t care. One day, Olivia said, “You are so smart. I am so proud of you. I tell all my friends about you all the time. They think you are so cool.”
3 I was stunned. My little sister didn’t feel compared at all. She didn’t care about all the bragging. I decided I wouldn’t care either. I also realized how grown-up my baby sister was for her age. I couldn’t help talking about my cool sister.
Grade 5Point of view Page 3
5 Which sentence helps the reader know the story’s point of view?
Olivia didn’t care about getting all As or playing the perfect notes in her music class.
She only wanted to have fun.
I didn’t know how to explain to my mother that I didn’t like attention.