grades benchmark 1-6...

B e n c h m a r k e d u c a t i o n c o m p a n y

1-6Grades

LITERACYB E N C H M A R K

TM

UNIT ASSESSMENT

Unit 1

Sampler

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Common Core Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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Grade 1 Benchmark Unit 1 Assessment • ©2014 Benchmark Education Company, LLC 3

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Grade 1 | Unit 1 AssessmentScience • Informational Text

1 A desert is a very dry place. It can be hot or

cold. Deserts get little rain. Some get no rain at all!

Still, some plants and animals live in deserts.

Read the passage. Then answer the questions.

Deserts

Deserts of the World

KEYAntarctica

North America

South America

EuropeAtlanticOcean

PacificOcean

Asia

Australia

Africa

N

W E

S

Unit 1 Assessment • Science (continued)

4 Grade 1 Benchmark Unit 1 Assessment • ©2014 Benchmark Education Company, LLC

2 Plants need some water. They get it in two

ways. Water comes from rain or from the ground.

Some plants have long roots. The roots go deep

in the ground and find water there. One plant,

the cactus, gets water from rain. It sucks up all

the rainwater it can. Then it keeps the water for a

long time.

3 Some animals live in the desert. Like plants, they

can live with little water. They drink from pools of

water when they can find them. Most get water

when they eat plants. Small animals get water

from dew. The dew comes from water in the air. It

gathers on plants in the cool morning.


5

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Grade 1 Benchmark Unit 1 Assessment • ©2014 Benchmark Education Company, LLC

1. What does the map show?

A how deserts look

B where deserts are

C who lives in deserts

2. What question is answered in the passage?

A What are deserts like?

B Why are deserts dry?

C Who likes deserts?

3. How are all deserts alike?

A They are hot.

B They are wet.

C They are dry.



4. How does the passage give information to the reader?

A It describes a place.

B It shows how things are alike and different.

C It tells what happens first, next, and last.

5. What is the main idea of the passage?

A A cactus lives in the desert.

B A desert is a very dry place.

C Plants need some water.

6. Which sentence supports the main idea?

A Deserts get little rain.

B It can be hot or cold.

C Some animals live there.


7

continued


7. What question is answered in the passage?

A What animals live in the desert?

B Why do plants need water?

C How do plants get water in the desert?

8. How do most desert animals get water?

A They drink from lakes.

B They dig up roots.

C They eat plants.



STOP!

9. Read this sentence from the passage.

Some plants have long roots.

What do roots do?

A get water

B eat plants

C make homes

10. The passage says, “Small animals get water from dew.” Where do they find dew?

A under rocks

B in the ground

C on plants

9

Unit 1 Assessment


Grade 1 | Unit 1 Assessment

DesertsLexile: 350L

Fantasy • Fiction

Question Answer Standard Assessed

1 B RI.1.7

2 A RI.1.1

3 C RI.1.2

4 A N/A

5 B RI.1.2

6 A RI.1.2

7 C RI.1.1

8 C RI.1.2

9 A RI.1.4, L.1.4

10 C RI.1.4, L.1.4

Answer Key

10

Unit 1 Assessment


Unit 1 Assessment Scoring

Question Point Value Student Score

1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

Total Points 10


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Grade 2 | Unit 1 AssessmentScience • Informational Text

1 When scientists first saw a platypus, they were

surprised. Picture an otter with the tail of a beaver.

Now add the bill and webbed feet of a duck.

That’s what a platypus looks like! No wonder

scientists could not believe their eyes. But there’s

more than odd looks to the platypus.

Read the passage. Then answer the questions.

The Platypus: Nature’s Rule Breaker

AUSTRALIA

Sydney

Perth

Melbourne

N

W E

S

Platypus Habitat

KEY



2 The platypus breaks many of nature’s rules. For

example, it is a mammal. Mammals give birth to

live young. But the platypus does not. It lays eggs,

like a snake or a turtle.

3 The platypus eats meat. But it does not have

teeth like other carnivores. So how does it chew

its food? Let’s look at how the platypus hunts. First,

the platypus dives underwater. Next, it scoops up

insects, shellfish, and gravel in its bill. The gravel

acts like teeth and mashes up the meat. Once

above the water, the platypus finally swallows its

food.

4 Where can you see one of these odd creatures?

They live only in certain parts of Australia. They

make their homes in the ground along the banks

of rivers and lakes. This is their natural habitat.

Platypuses sleep all day in their burrows. They

come out at night to hunt for food.

5 Even the ancient people of Australia were

puzzled by the platypus. These people of long ago

told a story to explain how the platypus came to

be. The myth tells of a water rat that fell in love

with and married a duck. Their babies were the

very first platypuses.


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continued

1. Look at the title of the passage. What question could you ask to help find the main idea of the passage?

A What are rules for?

B Have I ever broken a rule?

C What kinds of rules does the platypus break?

2. What does the map of Australia show?

A what animals live there

B where platypuses live

C how far platypuses travel

3. The passage says, “But it does not have teeth like other carnivores.” What does the word carnivore mean?

A an animal that has no teeth

B an animal that has a bill

C an animal that eats meat



4. Which question is answered by the passage?

A What does a platypus look like?

B Why do animals break nature’s rules?

C Where did the people of Australia come from?

5. What is the main idea of this passage?

A The platypus is a mammal that lays eggs.

B The platypus looks like several animals in one.

C The platypus is one of nature’s oddest animals.

6. Which detail supports the main idea of the passage?

A The platypus has the body of an otter but the bill and webbed feet of a duck.

B Ancient people told a story to explain the platypus.

C The platypus lives only in Australia along the banks of rivers and lakes.


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continued

7. The passage says, “Platypuses sleep all days in their burrows.” What are burrows?

A coats of hair or fur

B holes in the ground

C nests under the water

8. Which sentence sums up what makes the platypus unusual?

A It live along the banks of rivers and lakes.

B It eats insects and shellfish, and it comes out mostly at night.

C It is a mammal that lays eggs, and it eats meat but has no teeth.



STOP!

9. What signal words does the author use to explain how the platypus hunts?

A but, so, once

B first, next, finally

C when, where, how

10. Which two sentences best summarize the passage?

A The platypus is an odd animal. It breaks some of nature’s rules.

B The platypus does not care about rules. It is a mammal that lays eggs.

C The platypus lives only in Australia. It likes to be near rivers and lakes.

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Unit 1 Assessment



The Platypus: Nature’s Rule Breaker Lexile: 560L

Science • Informational Text

Answer Key


1 C RI.2.1

2 B RI.2.5

3 C RI.2.4, L.2.4

4 A RI.2.1

5 C RI.2.2

6 A RI.2.2

7 B RI.2.4, L.2.4

8 C RI.2.2

9 B N/A

10 A RI.2.2

18

Unit 1 Assessment




1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

Total Points 10


continued

Grade 3 | Unit 1 AssessmentBiography • Informational Text

Now read the passage and answer questions 2-8.

Anton van Leeuwenhoek, Not the Father of the Microscope

1 A whole world of tiny creatures is all around us, but we can’t see them with only our eyes. Anton van Leeuwenhoek was one of the first people to learn about this world. His inventions and discoveries about this world also changed the future of medicine.

2 Anton was born in Delft, Netherlands, in 1632. His father was a basket maker who died when Anton was only five. Anton worked from an early age but got little schooling. He went to work for a cloth dealer when he was sixteen. Later, he became a cloth merchant. He also took part in local government. Unlike most scientists today, Anton did not go to college.

3 Although Anton was not trained, he loved to study science. Many people call van Leeuwenhoek the father of the microscope, but this is not really correct. He did not invent it. Van Leeuwenhoek probably saw plans for a simple microscope in a book.

1. Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.

Unit 1 Assessment • Biography (continued)


4 In about 1660, van Leeuwenhoek began to make a new kind of lens. He used the new lens to build his own microscopes. These lenses magnified tiny things 200 times their real size. His microscopes were more powerful than earlier models. His inventions led to many important discoveries.

5 Van Leeuwenhoek could see tiny creatures through his lens. He claimed he could see one-celled animals. At first, many important scientists did not believe van Leeuwenhoek. They said these tiny animals were not real. Even so, Anton didn’t give up. He said, “I’ve taken no notice of those who have said why take so much trouble and what good is it?”

6 Later, other scientists realized that van Leeuwenhoek was right. He had discovered living things that no one knew about.

7 Van Leeuwenhoek made an even more important discovery with his microscope. He found bacteria. These germs can make people sick. They can cause many diseases. Knowing about these germs helped doctors learn to treat sick people. Anton’s discovery of bacteria improved the lives of countless people.

8 Van Leeuwenhoek died in 1723. But the knowledge he discovered with his microscope lives on long after his death.

9 Van Leeuwenhoek once said, “A man has always to be busy with his thoughts if anything is to be accomplished.” We are lucky he stayed busy thinking about the hidden world just under his nose.


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continued

2. Which sentence states the main idea of paragraph 2?

A His father was a basket maker who died when Anton was only five.

B Anton worked from an early age but got little schooling.

C He went to work for a cloth dealer when he was sixteen.

D Unlike most scientists today, Anton did not go to college.

3. How can you tell that this is a biography?

A It tells about events that did not happen.

B It is narrated by the main character.

C It uses quotations from the person it is about.

D It includes the names of real places.

4. What is the meaning of the word magnified in paragraph 4?

A made larger

B saw through

C divided into

D took note of



5. This question has two parts. Answer Part A first. Then answer Part B.

Part A What is this whole passage mostly about?

A why van Leeuwenhoek is called the father of the microscope

B how van Leeuwenhoek made the Netherlands proud of one of its citizens

C what kinds of work van Leeuwenhoek did when he was young

D how van Leeuwenhoek used a microscope to help people learn about germs

Part B Which sentences from the passage support the answer to Part A?

A Anton was born in Delft, Netherlands, in 1632. His father was a basket maker who died when Anton was only five.

B He did not invent it. Van Leeuwenhoek probably saw plans for a simple microscope in a book.

C Van Leeuwenhoek could see tiny creatures through his lens. He claimed he could see one-celled animals.

D Van Leeuwenhoek made an even more important discovery with his microscope. He found bacteria.

6. What sentence from the passage shows that van Leeuwenhoek did not care what others thought of his work?

A Unlike most scientists today, Anton did not go to college.

B “I’ve taken no notice of those who have said why take so much trouble and what good is it?”

C He had discovered living things that no one knew about.

D “A man has always to be busy with his thoughts if anything is to be accomplished.”


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continued

7. Which sentence from the passage best explains the meaning of the title?

A Many people call van Leeuwenhoek the father of the microscope, but this is not really correct.

B He used the new lens to build his own microscopes.

C His inventions led to many important discoveries.

D Van Leeuwenhoek could see tiny creatures through his lens.

8. Which sentence from the passage best supports the idea that finding bacteria was van Leeuwenhoek’s most important work?

A Van Leeuwenhoek could see tiny creatures through his lens.

B He claimed he could see one-celled animals.

C These germs can make people sick.

D Anton’s discovery of bacteria improved the lives of countless people.



STOP!

9. Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.


Louis Pasteur1 Did you ever taste sour milk? Long ago, milk turned sour a

lot faster than it does now. That’s partly because most milk is pasteurized today. First it is heated. Then it is cooled. This process kills bacteria, which are tiny germs in the milk. Those germs are what make milk go bad. The process is named for the person who invented it, Louis Pasteur.

2 This French scientist made many other important discoveries, too. In the 1800s, some people used silkworms to produce silk. Many silkworms in France were dying. Pasteur figured out what was making them die. He was able to save the French silk industry. He also used what he learned about germs to understand other diseases.

3 Pasteur wanted to know how diseases spread from one farm animal to another. He did many experiments. He spread germs from one sheep to another to understand diseases. He did this with chickens, too. By accident, he figured out something important. If animals got just a few germs, or a mild illness, they could fight off the disease later on. This was the first step in creating vaccines.


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4 Pasteur also wanted to know why some people got sicker in a hospital. He had a theory that germs came from outside the body. At first, other scientists did not agree with him. They did not believe that something tiny could harm something as big as a person. Pasteur proved that bacteria and other germs cause many diseases. His work led doctors to wash their hands before surgery. This practice saved many lives.

5 Perhaps no one was more thankful for Pasteur’s work than Joseph Meister. A dog bit nine-year-old Joseph in 1885. The dog was sick with a disease called rabies. His mother carried the injured boy to see Pasteur. She knew that the scientist was experimenting with rabies vaccines. They contained the virus, or germs, from rabies. Pasteur had never tested a vaccine on humans. Was it safe to give it to the boy? Pasteur decided that Joseph would die without the vaccine. Thanks to his bold experiment, Joseph survived.

6 Pasteur’s work ranged from spoiled milk to sick silkworms. He prevented diseases in people and animals. Pasteur combined a creative side with a scientific mind. His work made life safer for people of the future.



10. In “Louis Pasteur,” what is the meaning of the word theory in paragraph 4?

A a type of science experiment

B an idea that can be proven

C a kind of germ

D a way to heal sick people

11. What is one way you can tell that this passage is a biography?

A The events in the passage took place long ago.

B The passage teaches facts about science.

C The details in the passage tell about a real person.

D The passage tells about a boy named Joseph.

12. What could be another good title for this passage?

A “The Man Who Invented Vaccines”

B “Silkworms and Washing Hands”

C “Why Milk Sometimes Goes Sour”

D “The Life of Joseph Meister”


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Part A In “Louis Pasteur,” what is the main idea of paragraph 5?

A Rabies was common in 1885.

B The dog that bit Joseph had rabies.

C Joseph’s mother carried her son to Pasteur.

D Pasteur’s rabies vaccine saved Joseph’s life.

Part B Which sentence from the passage supports the answer to Part A?

A His work led doctors to wash their hands before surgery.

B A dog bit nine-year-old Joseph in 1885.

C Thanks to his bold experiment, Joseph survived.

D Pasteur’s work ranged from spoiled milk to sick silkworms.

14. Think about the two passages you have read. In what way were van Leeuwenhoek and Pasteur alike?

A Both of them lived in France.

B Both of them discovered cures for dangerous diseases.

C Both of them learned new information about germs.

D Both of them used their ideas to make new vaccines.



15. Based on these two passages, which word best describes both van Leeuwenhoek and Pasteur?

A patient

B curious

C greedy

D careless

16. Which statement tells about the work of both van Leeuwenhoek and Pasteur?

A They both cured diseases.

B They both studied how milk spoils.

C They both studied bacteria.

D They both designed microscopes.


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Writing Prompt

How did Anton van Leeuwenhoek’s work lead to Pasteur’s work? Write a report explaining what each man did and how their work was related. Use details from both passages in your essay.



STOP!

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Unit 1 Assessment



Anton van Leeuwenhoek, Not the Father of the MicroscopeLexile: 730L

Louis PasteurLexile: 660L

Biography • Informational Text


1 See scoring rubric and sample answer on page 2. RI.3.1

2 B RI.3.2

3 C N/A

4 A RI.3.4, L.3.4

5 Part A D RI.3.2

5 Part B D RI.3.1, RI.3.2

6 B RI.3.1

7 A RI.3.1

8 D RI.3.1

9 See scoring rubric and sample answer on page 2. RI.3.1

10 B RI.3.4, L.3.4

11 C N/A

12 A RI.3.2

13 Part A D RI.3.2

13 Part B C RI.3.1, RI.3.2

14 C RI.3.9

15 B RI.3.9

16 C RI.3.9

Writing Prompt(optional)

See scoring rubric on page 3. W.3.2

Answer Key

32

Unit 1 Assessment


Question 1

Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.

Sample AnswerWhat are the tiny creatures all around us? What did Leeuwenhoek discover or invent?

Scoring Rubric

Question 9

Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.

Sample Answer Who was Louis Pasteur? Why was pasteurization named after him, or how did he help invent pasteurization?

Scoring Rubric

2 The response includes two appropriate questions about the passage.

1 The response includes one appropriate question about the passage.

0 The response is incomplete or the questions are not appropriate.




33

Unit 1 Assessment


Writing Prompt (optional)

How did Anton van Leeuwenhoek’s work lead to Pasteur’s work? Write a report explaining what each man did and how their work was related. Use details from both passages in your essay.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of informational writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly, and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most features of informational writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly most of the time, and may make some mistakes in capitalization, punctuation, and spelling that do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some features of informational writing and includes some information from the source(s). The writer uses conventions of grammar and sentence structure correctly some of the time, and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of informational writing and does not develop the topic. The writer rarely uses conventions of grammar and sentence structure correctly, and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

34

Unit 1 Assessment




1 2

2 1

3 1

4 1

5 Part A 1

5 Part B 1

6 1

7 1

8 1

9 2

10 1

11 1

12 1

13 Part A 1

13 Part B 1

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)


continued



Woody Guthrie1 Woody Guthrie wanted to make the world a fairer place.

During his life, he wrote about 3,000 songs. He used his songs to get across his message about justice and fairness.

2 Woodrow Wilson Guthrie was born in Oklahoma in 1912. His family went through some good times, but mostly they struggled. Often they lived in a shack.

3 Before he turned 20, Guthrie moved to Texas. There, he married and started a family. He also formed a band.

4 The 1930s were hard for many families. The country was going through a depression. Millions of people did not have jobs. The Great Dust Storm had ruined many farms. Guthrie headed for California, looking for work. He hopped trains, hitchhiked, and even walked.

1. Look at the title of this passage and skim the first two paragraphs. What questions do you have? Write two questions that can help you understand the passage.



5 In California, Guthrie landed a radio job. At first he sang mostly traditional songs, which made him popular. Soon, Guthrie began singing folk songs about underdogs. Poor people, farmworkers, and unemployed people became his subjects. One of his most popular songs said, “This land is your land, this land is my land . . . this land was made for you and me.”

6 Woody Guthrie never stayed in one place for long. In 1940, he moved across the country. He joined other singers in New York City who shared his ideas about fairness. Music was their way of fighting for justice and workers’ rights. They wanted their music to inspire people to change the world.

7 Soon Guthrie was on the road again. He moved west with his family and then back east. During his travels, he never stopped writing songs, poems, and even novels.

8 When the United States went to war in 1941, Guthrie joined the army. He wrote hundreds of songs, which helped to rally American troops during World War II.

9 By 1950, Woody Guthrie started showing signs of sickness. His moods changed rapidly, and he could become violent. At first, nobody knew what was wrong. Finally, doctors realized that he had a terrible disease. He spent the last years of his life in hospitals.

10 Woody Guthrie’s songs have continued to stir strong feelings. His songs have roused people to fight for fairness and justice. They have made many people feel more hopeful about their lives. “I am out to sing the songs that make you take pride in yourself and in your work,” he once said.


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2. Which sentence states the main idea of “Woody Guthrie”?

A He used his songs to get across his message about justice and fairness.

B He joined other singers in New York City who shared his ideas about fairness.

C Woody Guthrie never stayed in one place for long.

D He wrote hundreds of songs, which helped to rally American troops during World War II.


Part A Which sentence states the main idea of Paragraph 5?

A In California, Guthrie landed a radio job.

B At first he sang mostly traditional songs, which made him popular.

C Soon, Guthrie began singing folk songs about underdogs.

D One of his most popular songs said, “This land is your land, this land is my land . . . this land was made for you and me.”

Part B Which sentence from the passage supports the main idea in Part A?

A Guthrie headed for California, looking for work.

B Poor people, farmworkers, and unemployed people became his subjects.

C He joined other singers in New York City who shared his ideas about fairness.

D They wanted their music to inspire people to change the world.



4. Which detail from the passage supports the inference that Guthrie was restless and did not want to settle down?

A Often they lived in a shack.

B The country was going through a depression.

C In California, Guthrie landed a radio job.

D He moved west with his family and then back east.

5. Which detail from the passage supports the inference that Guthrie was a serious writer?

A Poor people, farmworkers, and unemployed people became his subjects.

B He joined other singers in New York City who shared his ideas about fairness.

C During his travels, he never stopped writing songs, poems, and even novels.

D Woody Guthrie’s songs have continued to stir strong feelings.


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6. In “Woody Guthrie,” what is the meaning of the word inspire in paragraph 6?

A urge; cause

B fight; battle

C change; adapt

D tell; order

7. What is the purpose of this passage?

A to entertain readers with stories about Woody Guthrie

B to describe America when Woody Guthrie was alive

C to give information about Woody Guthrie’s life

D to compare Woody Guthrie with other songwriters




John Lewis1 John Lewis has been fighting for equal rights for more than

fifty years. Time and again, he has put his life on the line for his beliefs. He has been called “a genuine American hero.”

2 John Robert Lewis was born in Troy, Alabama, in 1940. His parents were sharecroppers. They paid a share of their crops as rent to farmland owned by other people.

3 Education was important to Lewis from a young age. He could not go to most of the schools in his hometown because he was black. So he went to segregated schools for black children only. Later, he went to college.

4 In the early 1960s, Martin Luther King Jr. inspired Lewis to join the struggle for civil rights. Like King, Lewis believed in the idea of nonviolence. He became a leader for peaceful change. He took part in sit-ins, marches, and other nonviolent protests. Lewis sat in with other students at lunch counters for white people only. He wanted these restaurants to accommodate people of all races. He rode on segregated buses with other students. These Freedom Riders believed that everyone should be able to ride the buses. He walked in peaceful marches for voting rights. Many people joined in these protests.



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5 Sometimes mobs of angry people attacked and beat civil rights protesters. Lewis was arrested more than forty times. He spent time in jail for his protests.

6 Finally, laws began to change the country. Public schools and libraries had to be opened to all people. Segregation ended in public restaurants, on buses, and in many other places. The Voting Rights Act of 1965 helped to make sure all adults could vote.

7 Lewis ran voter registration drives in the South. He helped add millions of new voters. In 1986, he ran for the U.S.—and won. Since then, Lewis has won many times.

8 As a congressman, John Lewis continues his fight for equal rights today. He dreams of a better world. “Don’t measure America by its achievement but by its potential,” he once said.



9. Which sentence states the main idea of “John Lewis”?

A John Lewis has been fighting for equal rights for more than 50 years.

B Education was important to John Lewis from a young age.

C Martin Luther King Jr. inspired Lewis to join the struggle for civil rights.

D In 1986, he ran for the United States Congress.


Part A Which sentence states the main idea of paragraph 4?

A Like King, Lewis believed in the idea of nonviolence.

B He wanted these restaurants to accommodate people of all races.

C These Freedom Riders believed that everyone should be able to ride the buses.

D Many people joined in these protests.

Part B Which detail from the passage supports the main idea in Part A?

A Lewis went to college.

B Lewis joined sit-ins at segregated restaurants.

C Lewis was arrested more than 40 times.

D Lewis spent time in jail for protesting and marching.


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11. Which evidence from the passage supports the inference that John Lewis carried on the struggle for civil rights long after segregation was outlawed?

A Lewis sat in with other students at lunch counters for white people only.

B Segregation ended in public restaurants, on buses, and in many other places.

C The Voting Rights Act of 1965 helped to make sure all adults could vote.

D As a congressman, John Lewis continues his fight for equal rights today.

12. In paragraph 4 of “John Lewis,” what is the meaning of the word accommodate?

A hire

B greet

C join

D serve

13. How can you tell that this passage is a biography?

A It includes names of real places.

B It describes sit-ins and peaceful marches.

C It tells about John Lewis’s life.

D It gives dates for when events happened.



14. Think about the two passages you have read. What is one way that Woody Guthrie and John Lewis were alike?

A Both worked for fairness and justice.

B Both believed that songs could change the world.

C Both were influenced by Martin Luther King Jr.

D Both worked hard to end segregation.

15. In what way are Woody Guthrie’s songs like John Lewis’s sit-ins?

A Both still cause changes today.

B Both are peaceful ways of protesting.

C Both have been forgotten today.

D Both cause people to end up in jail.

16. Based on these two passages, how were Woody Guthrie and John Lewis different?

A John Lewis cared about education, but Woody Guthrie did not.

B John Lewis worked for voting rights, while Woody Guthrie worked to end segregation.

C Woody Guthrie mainly wanted to help workers, while John Lewis focused on equal rights for blacks.

D Woody Guthrie was concerned with poor people, but John Lewis was not.


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continued


Writing Prompt

Woody Guthrie had eight children. John Lewis has one son. Write a narrative story about the life of John Lewis or Woody Guthrie, or about one event in either man’s life. Tell the story from the point of view of his son or daughter. Use information from the passage in your writing.



STOP!

47

Unit 1 Assessment



Woody GuthrieLexile: 640L

John LewisLexile: 720L


Answer Key


1 See scoring rubric and sample answer on page 2. N/A

2 A RI.4.2

3 Part A C RI.4.2

3 Part B B RI.4.1, RI.4.2

4 D RI.4.1

5 C RI.4.1

6 A RI.4.4, L.4.4

7 C N/A


9 A RI.4.2

10 Part A A RI.4.2

10 Part B B RI.4.1, RI.4.2

11 D RI.4.1

12 D RI.4.4, L.4.4

13 C N/A

14 A RI.4.9

15 B RI.4.9

16 C RI.4.9



48

Unit 1 Assessment


Question 1

Look at the title of this passage and skim the first two paragraphs. What questions do you have? Write two questions that can help you understand the passage.

Sample Answer

How did Woody Guthrie try to make the world a better place? Why did his family struggle?

Scoring Rubric

Question 8


Sample Answer

How did John Lewis fight for equal rights? What did he become, or what was his job when he grew up?

Scoring Rubric







49

Unit 1 Assessment



Woody Guthrie had eight children. John Lewis has one son. Write a narrative story about the life of John Lewis or Woody Guthrie, or focus on one event in the person’s life. Tell the story from the point of view of his son or daughter. Use information from the passage in your writing.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of narrative writing: details about the time and place, a logical sequence of events, well-developed characters, dialogue, and a narrative point of view. The writer uses conventions of grammar and sentence structure correctly and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most of the features of narrative writing but may not have a clear narrative voice. The writer uses conventions of grammar and sentence structure correctly most of the time and may make some mistakes in capitalization, punctuation, and spelling, but they do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some of the features of narrative writing but includes few details and may not present a logical sequence of events. The writer uses conventions of grammar and sentence structure correctly some of the time and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of narrative writing and does not include details of time or place or a logical sequence of events. The writer rarely uses conventions of grammar and sentence structure correctly and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.


50

Unit 1 Assessment




1 2

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 1

7 1

8 2

9 1

10 Part A 1

10 Part B 1

11 1

12 1

13 1

14 1

15 1

16 1




continued

Grade 5 | Unit 1 AssessmentSocial Studies • Informational Text



The Battle for the Mercedes Treasure1 In October 1804, Nuestra Señora de las Mercedes was sailing with

three other vessels through the waters west of Portugal. In its hold were 900,000 silver and gold coins brought from Peru, a Spanish colony at the time. After seven months at sea, the ships had almost reached their destination—Cádiz, Spain—when they were attacked by British warships. The other three Spanish ships were captured, but the Mercedes exploded. More than 200 crew members were killed, and the valuable cargo sank to the ocean floor.

2 Skip ahead about 200 years to May 2007. The American company Odyssey Marine Exploration announced that it had salvaged a fabulous treasure from a shipwreck off the coast of Portugal. The company code-named the ship the Black Swan. It kept the wreck’s location and other details a careful secret.

3 Shortly afterward, Spain declared that the ship was the Mercedes. Spain stressed that the Mercedes had belonged to the Spanish government. This was a very important point. Laws of the sea prohibit treasure-hunting on navy or other state-owned vessels. If the Black Swan was really the Mercedes, the treasure would belong to Spain.

Unit 1 Assessment • Social Studies (continued)


1 Spain was serious. It filed a claim in U.S. courts and, in October 2007, held Odyssey’s ship captain overnight for questioning.

2 The case was very complicated, but Odyssey argued that it had found the ship and that it had been abandoned. There was no proof that the ship was the Mercedes. Even if that could be proved, claimed Odyssey, the Mercedes was on a commercial voyage, not a government one.

3 Complicating things even more, Peru made its own claim. The Spanish conquerors had minted the coins from minerals stolen from the native people, it said. Therefore, Peru should get at least part of the treasure. (The court did not agree with Peru’s arguments.)

Key Arguments in the Mercedes Lawsuits

Odyssey Marine Exploration

Spain Peru

• Odyssey found the ship.

• The ship was the Mercedes.

• The coins were made from stolen minerals.

• The ship had been abandoned.

• The ship was an official Spanish government ship.

• The coins never reached Spain.

• There was no proof that the ship was the Mercedes.

• State-owned vessels are legally protected.

• Treasure is part of Peru’s cultural heritage.

• Mercedes was on a commercial voyage.

• The ship was not abandoned.

• Treasure is part of Spain’s cultural heritage.


53

continued


4 One other group was watching closely: marine archaeologists. They wanted to discourage treasure-hunting because it harms underwater historic sites and destroys important information such sites can provide.

5 In the end, Spain won the case. Some thought the decision unfair. After all, Odyssey had spent huge amounts of money and effort to find and recover the treasure. But Spain said that was Odyssey’s own fault. It should not have disturbed the wreck in the first place.

6 In February 2012, the treasure crossed the Atlantic once more, this time on airplanes. Though Spain needs money, the coins—valued at more than $500 million—won’t be sold to collectors. Instead, for the first time in its long history, the Mercedes treasure will be out in the open, exhibited in museums for everyone to see.



2. How can you tell that this passage is an informational text?

A It does not list an author because several people helped create it.

B It gives accurate facts and a chart to support the main content.

C It is narrated in third-person and includes some made-up characters.

D It presents major events in the order in which they took place.


A The exploration company fought Spain’s attempts to claim Spanish shipwrecks.

B Sunken ships like the Mercedes are part of their home country’s cultural heritage.

C The Mercedes was carrying a valuable cargo when it was sunk by the British in 1804.

D A number of different parties have fought over the treasure carried by the Mercedes.

4. What is the meaning of the word salvaged in paragraph 2?

A rescued something that was lost

B discovered something important

C restored something to its original condition

D determined the value of something


55

continued



Part A Which was a point of disagreement between Odyssey and Spain?

A how much the shipwreck’s cargo was worth

B whether the shipwreck was definitely the Mercedes

C whether Peru had any rights to the Mercedes treasure

D how much money Odyssey had spent looking for the sunken ship


A More than 200 crew members were killed, and the valuable cargo sank to the ocean floor.

B Spain also stressed that the Mercedes had belonged to the Spanish government.

C There was no proof that the ship was the Mercedes.

D The Spanish conquerors had minted the coins from minerals stolen from the native people, it said.

6. What evidence in the text supports the idea that marine archaeologists might support some exploration of shipwrecks?

A their interest in the Mercedes lawsuits

B their dislike of treasure-hunters in general

C their belief that wrecks can provide important information

D their opinion that shipwrecks should be considered historic sites




Watch Out for That Iceberg!1 One calm, clear night in 1912, the dangers of icebergs

drifting into ship-traveled waters became shockingly clear. That was the night the Titanic sank. In response to the tragedy, several countries jointly created the International Ice Patrol. Since 1914, the IIP has gathered data about icebergs, tracked their movements, and issued warnings about them. It has even tried destroying them! The IIP (part of the U.S. Coast Guard) coordinates its critical work with several other agencies and a number of foreign governments.

Where Does Iceberg Danger Occur?

2 Icebergs are found in several regions, carried there by currents after breaking off from glaciers. However, the North Atlantic is the only ocean where large numbers of icebergs routinely enter major shipping lanes. The risk of collision is especially high near the Grand Banks of Newfoundland. The IIP concentrates its efforts in that area.

7. Look at the title of this passage and skim the first paragraph. What questions do you have? Write two questions that can help you understand the passage.


57

continued


Why Can’t Ships Just Sail Someplace Else?

3 They do. During the “ice season” (mid-February through July), the IIP issues regular reports outlining areas for ships to avoid. However, shipping is a business. Whatever the cargo, the goal is to get from Point A to Point B as quickly and cheaply as possible. Sailing hundreds of extra miles increases the ship’s operating costs. It can also put the cargo at risk (if it is food that might rot, for example). The IIP reports allow ships to plan routes that are both safe and as efficient as possible.

What Makes Icebergs So Dangerous?

4 “Official” icebergs rise at least 16 feet (5 meters) above sea level. (Most of the ice hides below the surface.) Each also covers an area of at least 5,382 square feet (500 square meters). In any run-in, such a huge piece of ice will definitely be the winner. In addition, icebergs can be very hard to see. Weather, light conditions, the color of the water, and other factors all make it hard to identify icebergs while they are still a safe distance away.

How Does the IIP Locate Icebergs?

5 Over the years, the IIP has tried numerous detection methods. For a long time, shipboard lookouts with binoculars were the best alternative. After World War II, aircraft largely took over. Planes could move around faster, and both binoculars and radar worked better from the air. Radar itself has kept improving. For example, it has gotten much better at telling icebergs from ships. Satellites offer promise but so far cannot replace Earth-based systems. Finally, reports to the IIP from ships traveling through danger zones are extremely important. The IIP relies on all of these methods in its efforts to keep ships safe.



So Far, So Good

1 As of the 100-year anniversary of the Titanic disaster, no ship that heeded the warnings of the International Ice Patrol had ever struck an iceberg. Good job, IIP!

Coast Guard plane carrying IIP members flies by an iceberg near Newfoundland, Canada.

A 225-foot-long Coast Guard cutter passes in front of an iceberg near Greenland.


59

continued



Part A What is the main idea of “Watch Out for That Iceberg!”?

A Ocean-going ships face many challenges, including icebergs.

B The IIP was founded as a response to the Titanic sinking.

C Icebergs are very dangerous to ships crossing the ocean.

D The IIP’s job is to protect ships from icebergs.

Part B Choose two sentences from the passage that support the main idea in Part A.

A One calm, clear night in 1912, the dangers of icebergs drifting into ship-traveled waters became shockingly clear.

B Since 1914, the IIP has gathered data about icebergs, tracked their movements, and issued warnings about them.

C Icebergs are found in several regions, carried there by currents after breaking off from glaciers.

D Whatever the cargo, the goal is to get from Point A to Point B as quickly and cheaply as possible.

E Weather, light conditions, the color of the water, and other factors all make it hard to identify icebergs while they are still a safe distance away.

F The IIP relies on all of these methods in its efforts to keep ships safe.

9. What clue helps you tell that “Watch Out for That Iceberg!” is an informational text?

A The title identifies the general subject.

B The first sentence states the main idea.

C It is organized in sections with subheads.

D It includes multiple points of view.



10. Which sentence from the passage supports the idea that the IIP does not prevent ships from sailing where there are icebergs?

A Since 1914, the IIP has gathered data about icebergs, tracked their movements, and issued warnings about them.

B However, the North Atlantic is the only ocean where large numbers or icebergs routinely enter major shipping lanes.

C The IIP reports allow ships to plan routes that are both safe and as efficient as possible.

D Finally, reports to the IIP from ships traveling through danger zones are extremely important.

11. What is the meaning of the word alternative as it is used in paragraph 5?

A choice

B difference

C result

D view

12. Which sentence from the passage supports the idea that the IIP is still looking for ways to do its job better?

A During the ‘ice season’ (mid-February through July), the IIP issues regular reports outlining areas for ships to avoid.

B Planes could move around faster, and both binoculars and radar worked better from the air.

C Satellites offer promise but so far cannot replace Earth-based systems.

D As of the 100-year anniversary of the Titanic disaster, no ship that heeded the warnings of the International Ice Patrol had ever struck an iceberg.


61

continued


13. Based on information in the passage, which of these would make it hard for a ship’s lookout to spot an iceberg?

A thick fog

B nearby whales

C other ships

D choppy water

14. Think about the two passages you have read. How are the two passages alike?

A They explain the causes of a particular event.

B They persuade the reader to adopt a particular viewpoint.

C They entertain the reader with surprising details about a topic.

D They give the reader detailed information about one main topic.

15. What can you conclude about the role of government from the information in these two passages?

A Governments from different countries work together to solve ocean-related problems.

B The government of the United States leads the world in protecting ships and treasure.

C Governments have no control over private companies that discover sunken treasure.

D The governments of North Atlantic countries get along better than other governments.

16. Based on the passages, what connection can be made between the International Ice Patrol and Odyssey Marine?

A Both have been in operation for over a hundred years.

B Both search the ocean for particular types of things.

C Both work in partnership with other organizations.

D Both rely mostly on airplanes to achieve their goals.



STOP!

Writing Prompt

Imagine that you are one of these people:

• a sailor on one of the other Spanish ships when the Mercedes gets blown up• a member of the Odyssey Marine Exploration team when the first load of

coins is brought to the surface and opened• an observer in the courtroom when the decision is made to give Spain the

Mercedes treasure• a ship as lookout watching for and then seeing an iceberg

Write a narrative about your experience from the point of view of the person you choose. Use details from the appropriate passage to support your ideas.

63

Unit 1 Assessment


Grade 5 | Unit 1 AssessmentSocial Studies • Informational Text

Answer Key



2 B N/A

3 D RI.5.2

4 A RI.5.4, L.5.4

5 Part A A RI.5.2

5 Part B C RI.5.1, RI.5.2

6 C RI.5.1


8 Part A D RI.5.2

8 Part B B, F RI.5.1, RI.5.2

9 C N/A

10 D RI.5.1

11 A RI.5.4, L.5.4

12 C RI.5.1

13 A RI.5.2

14 D RI.5.9

15 A RI.5.9

16 B RI.5.9



The Battle for the Mercedes TreasureLexile: 890L

Watch Out for That Iceberg!Lexile: 940L

64

Unit 1 Assessment


Question 1


Sample Answer

Why did British warships attack the Mercedes? Why did Odyssey keep the location of their discovery secret?

Scoring Rubric

Question 7


Sample Answer

What role did icebergs play in the Titanic tragedy, or how do icebergs affect ships? How does the IIP work, or has it been successful?

Scoring Rubric







65

Unit 1 Assessment



Imagine that you are one of these people:

• a sailor on one of the other Spanish ships when the Mercedes gets blown up

• a member of the Odyssey Marine Exploration team when the first load of coins is brought to the surface and opened

• an observer in the courtroom when the decision is made to give Spain most of the Mercedes treasure

• a ship as lookout watching for and then seeing an iceberg

Write a narrative about your experience from the point of view of the person you choose. Use details from the appropriate passage to support your ideas.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of narrative writing: details about the time and place, a logical sequence of events, well-developed characters, dialogue, and a narrative point of view. The writer uses conventions of grammar and sentence structure correctly and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most of the features of narrative writing but may not have a clear narrative voice. The writer uses conventions of grammar and sentence structure correctly most of the time and may make some mistakes in capitalization, punctuation, and spelling, but they do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some of the features of narrative writing but includes few details and may not present a logical sequence of events. The writer uses conventions of grammar and sentence structure correctly some of the time and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of narrative writing and does not include details of time or place or a logical sequence of events. The writer rarely uses conventions of grammar and sentence structure correctly and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.


66

Unit 1 Assessment




1 2

2 1

3 1

4 1

5 Part A 1

5 Part B 1

6 1

7 2

8 Part A 1

8 Part B 1

9 1

10 1

11 1

12 1

13 1

14 1

15 1

16 1




continued




Ring Leader: Union Spy Elizabeth Van Lew1 How did the daughter of a wealthy Virginia businessman end up

spying for the North during the Civil War? That is the story of Elizabeth Van Lew. She was a prominent Richmond society woman who ran the most successful intelligence network of the Civil War.

2 In the early 1800s, Van Lew grew up in the family’s three-story Richmond mansion. Her father also owned a farm and slaves who worked the fields. Van Lew attended school in Philadelphia. There, she became convinced that slavery should be abolished. When she returned to Richmond, she argued with her father about owning slaves. Elizabeth was known for her stubborn temperament. But despite her persistence, he refused to give up the practice. When he later died, Elizabeth convinced her mother to free the family slaves. Elizabeth also spent her inheritance buying the slaves’ relatives and then giving them their freedom.

3 About fifteen years later, Richmond was abuzz with talk about whether Virginia should secede from the Union. Van Lew was proud of her Virginia roots. She knew the state had played an important role in founding the nation. She thought Virginia should fight to preserve that nation. Instead, in 1861, Virginia seceded from the Union. Richmond was now the capital of the Confederacy. The Civil War had begun.



1 Van Lew soon got the chance to act on her beliefs. Richmond began housing Union prisoners in an old warehouse. Conditions at Libby Prison were harsh. Hundreds of men suffered from hunger and disease. Van Lew and her mother brought the prisoners food, books, and medicine. Newspapers labeled the two women “alien enemies of the country.” People shouted threats at them on the streets. This bullying only strengthened Van Lew’s determination to help the Union.

2 Van Lew developed new ways of communicating with the prisoners. She hid information in secret compartments built into pie plates or books. She also began developing an underground network that helped prisoners escape. In 1863, two of these escapees told Union General Benjamin Butler about Van Lew and her network. Impressed with her work, Butler recruited Van Lew to head the Union spy effort in Richmond.

3 Now, Van Lew learned to use tools of the intelligence trade, like coded notes written in invisible ink. She also had a new mission: to gather information about the Confederacy and its battle plans. Van Lew recruited clerks in the Confederate War and Navy departments to work as spies. She posted some of her former slaves at key spots around Richmond. She even managed to get one hired as a servant at the Confederate White House.

4 Some of Van Lew’s former slaves, now farmworkers, served as couriers who passed information between Van Lew and Union generals. They would drive into Richmond to sell produce and leave carrying messages hidden in hollow eggshells. Sometimes they hid messages in secret compartments built into the soles of their shoes.

5 When General Ulysses S. Grant finally captured Richmond in 1865, the Civil War was over. Grant thanked Van Lew personally, acknowledging, “You have sent me the most valuable information received from Richmond during the war.”

6 Although her work gained praise from the Union, it cost Van Lew her family fortune and her social standing in Virginia. She became an outcast in her own city. For years, she survived on donations from families of Union soldiers she had helped during the war. She died in 1900.


69

continued


2. In the passage “Ring Leader,” what does the word temperament mean as it is used in paragraph 2?

A political skill

B opinion

C personal nature

D reputation

3. How can you tell that this passage is a biography?

A It features an interesting character who is a spy.

B It includes factual details about Richmond, Virginia.

C It focuses on the issues of slavery and the Civil War.

D It describes the life of a real person who lived in the 1800s.


A Elizabeth Van Lew of Richmond, Virginia, ran the most successful spy network of the Civil War.

B Elizabeth Van Lew, daughter of a wealthy Virginia businessman, freed the family slaves and worked to abolish slavery.

C Elizabeth Van Lew risked her life to help Union soldiers imprisoned in Richmond and spent her money to help them escape.

D Elizabeth Van Lew hid messages in hollow eggshells, pie plates, books, and the soles of shoes.



5. Which sentence from the passage supports the inference that Van Lew sacrificed much for her country?

A Elizabeth Van Lew of Richmond, Virginia, ran the most successful spy network of the Civil War.

B Elizabeth Van Lew, daughter of a wealthy Virginia businessman, freed the family slaves and worked to abolish slavery.

C Elizabeth Van Lew risked her life to help Union soldiers imprisoned in Richmond and spent her money to help them escape.

D Elizabeth Van Lew hid messages in hollow eggshells, pie plates, books, and the soles of shoes.


Part A What is paragraph 5 mostly about?

A Union prisoners in Richmond were kept in Libby Prison.

B The conditions for prisoners at Libby Prison were wretched.

C Early in the war, Van Lew began to work for the Union.

D Van Lew’s aid to Union prisoners drew threats and criticism.


A She thought Virginia should fight to preserve that nation.

B Richmond began housing Union prisoners in an old warehouse.

C She also began developing an underground network that helped prisoners escape.

D Sometimes they hid messages in secret compartments built into the soles of their shoes.


71

continued


7. Which inference about Elizabeth Van Lew is supported with at least two pieces of evidence from the passage?

A She disagreed with almost every opinion held by her father.

B Her work was recognized by Union supporters, soldiers, and generals.

C Many of her procedures were invented by General Butler.

D She considered helping prisoners the most important job of her life.




Slave, Servant, Spy: Mary Bowser1 Mary Bowser slipped through the darkened streets of

Richmond, Virginia. With the Civil War raging on nearby battlefields, nighttime in the Confederacy’s capital city bustled with activity. Still, Bowser managed to walk unnoticed from the Confederate White House, where she worked as a servant. With her she carried information too urgent to be relayed in the usual manner. She reached her contact, delivered the message, and hurried back to her post. Mary Bowser, former slave, was a Union spy.

2 Bowser was born sometime in the late 1830s as a slave to wealthy businessman John Van Lew. When he died in 1843, his daughter Elizabeth freed all the family slaves. Mary stayed on at the mansion as a paid servant. Noticing Mary’s exceptional intelligence, Van Lew sent her to the Quaker School for Negroes in Philadelphia.

3 Mary finished her education and returned to Richmond. On April 16, 1861, she married a free man named Wilson Bowser. The next day, Virginia seceded from the Union. As the Civil War began, the Bowsers settled just outside of Richmond, and Mary stayed in contact with Elizabeth Van Lew. An opponent of slavery, Van Lew now led a network of Union spies. She recruited Bowser to join the underground effort.

8. Look at the title of this passage and skim the first paragraph. What questions do you have? Write two questions that can help you understand the passage.


73

continued


4 Van Lew knew that Bowser’s skills and intelligence would enable her to go undercover at the seat of enemy power. Using her social connections, she arranged to get Bowser hired as a servant at the Confederate White House. The home of Confederate President Jefferson Davis was the center of important war activity. Working there as a spy would put Bowser’s life in constant danger.

5 Carrying out her mission required courage and skills. Changing her name to Ellen Bond, Bowser also had to transform her personality. At the Davis house, everyone assumed that, because she was a former slave, Bowser was illiterate and probably not very smart. Bowser played the part well, blending into the background and keeping her eyes down.

6 Because no one suspected she could read or write, Confederate leaders left important documents lying around. High-ranking officials spoke openly in front of her. As Bowser cleaned, she skimmed documents. As she served meals, she eavesdropped on conversations about troop movements. Bowser had another skill that served her well as a spy: a photographic memory. When she scanned the papers on Davis’s desk, she could repeat everything back word for word.

7 Bowser passed important information to her contact, Thomas McNiven. A baker, McNiven often drove through Richmond making deliveries. As a Union spy, he collected information wherever he could. When he arrived at the Davis house, Bowser greeted him at his wagon and chatted as he unloaded bread and pastries. No one suspected that these daily exchanges were more than they appeared on the surface.

8 Near the end of the Civil War, President Davis began to suspect he had a spy in his house. To avoid detection, Bowser left her position in January 1865. She had served as one of the most effective spies in American history.



9. In “Slave, Servant, Spy,” what is the meaning of the word eavesdropped as it is used in paragraph 6?

A accidentally overheard

B secretly listened in

C learned from

D observed closely

10. Which detail about Mary Bowser tells the reader that this passage is a biography?

A She was able to read and write.

B She risked her life for her beliefs.

C She actually lived during the Civil War era.

D She went on dangerous missions to help others.


A Mary Bowser, a slave freed by Elizabeth Van Lew, got a job in Jefferson Davis’s house.

B Former slave Mary Bowser’s skills, intelligence, and courage enabled her to become one of America’s most effective spies.

C Mary Bowser relied on Thomas McNiven to pass on information she had learned at the Confederate White House.

D With her photographic memory, Mary Bowser could scan any document and repeat it word for word.


75

continued


12. Which sentence from the passage supports the inference that Bowser used people’s assumptions about her to become a better spy?

A With her she carried information too urgent to be relayed in the usual manner.

B Using her social connections, she arranged to get Bowser hired as a servant at the Confederate White House.

C Bowser played the part well, blending into the background and keeping her eyes down.

D When he arrived at the Davis house, Bowser greeted him at his wagon and chatted as he unloaded bread and pastries.


Part A What is paragraph 5 mostly about?

A how Bowser spied by playing a role

B what fake name Bowser used

C why Bowser was skilled and courageous

D what people thought about Bowser


A Van Lew knew that Bowser’s skills and intelligence would enable her to go undercover at the seat of enemy power.

B Using her social connections, she arranged to get Bowser hired as a servant at the Confederate White House.

C Working there as a spy would put Bowser’s life in constant danger.

D Changing her name to Ellen Bond, Bowser also had to transform her personality.



14. Think about the two passages you have read. What did Elizabeth Van Lew and Mary Bowser have in common?

A connections across the city of Richmond

B the ability to work undercover

C dedication to the fight against slavery

D a good reputation among Union generals

15. What can you infer about how the past relationship between Van Lew and Bowser affected their work as Union spies?

A It built a history of trust that helped the two women rely on each other.

B It established a pattern that put Van Lew in charge over Bowser.

C It caused competition between the women over the riskiest assignments.

D It made Bowser feel obligated to join Van Lew’s network.

16. Which factor influenced both Van Lew and Bowser?

A Both had powerful fathers.

B Both were educated in Philadelphia.

C Both were prominent in Richmond society.

D Both knew General Benjamin Butler.


77

continued


Writing Prompt

How did Union spies work in Richmond, Virginia, during the Civil War, and what kinds of information did they obtain? Write a report explaining what Union spies did. Use details from both passages to support your response.

≥



STOP!


79

Unit 1 Assessment


Ring Leader: Union Spy Elizabeth Van LewLexile: 970L

Slave, Servant, Spy: Mary BowserLexile: 900L


Answer Key



2 C RI.6.4, L.6.4

3 D N/A

4 A RI.6.2

5 D RI.6.1

6 Part A C RI.6.2

6 Part B C RI.6.1, RI.6.2

7 B RI.6.1


9 B RI.6.4, L.6.4

10 C N/A

11 B RI.6.2

12 C RI.6.1

13 Part A A RI.6.2

13 Part B D RI.6.1, RI.6.2

14 C RI.6.9

15 A RI.6.9

16 B RI.6.9



80

Unit 1 Assessment


Question 1


Sample Answer

How did Van Lew become a spy for the Union? What did she do as a spy during the war?

Scoring Rubric

Question 8


Sample Answer

How did Mary Bowser become a spy? What did Mary Bowser do to help Van Lew and the Union?

Scoring Rubric







81

Unit 1 Assessment



How did Union spies work in Richmond, Virginia, during the Civil War, and what kinds of information did they obtain? Write a report explaining what Union spies did. Use details from both passages to support your response.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of informational writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly, and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most features of informational writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly most of the time, and may make some mistakes in capitalization, punctuation, and spelling that do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some features of informational writing and includes some information from the source(s). The writer uses conventions of grammar and sentence structure correctly some of the time, and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of informational writing and does not develop the topic. The writer rarely uses conventions of grammar and sentence structure correctly, and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.


82

Unit 1 Assessment




1 2

2 1

3 1

4 1

5 1

6 Part A 1

6 Part B 1

7 1

8 2

9 1

10 1

11 1

12 1

13 Part A 1

13 Part B 1

14 1

15 1

16 1



BE1499

LITERACYB E N C H M A R K

TM

grades benchmark 1-6...

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