Common Core: 5th Grade English Language Arts : Reading
Study concepts, example questions & explanations for Common Core: 5th Grade English Language Arts
All Common Core: 5th Grade English Language Arts Resources
Example Questions
Example Question #1 : Craft And Structure
Which pronoun is an example that would be commonly found in a piece written in first person point of view?
You
I
They
I
In first person point of view, the narrator is in the story, so “I” is a common pronoun.
Example Question #2 : Craft And Structure
Which point of view is rare, and uses the pronoun “you”?
Second person
First person
Third person
Second person
Second person point of view is not commonly used. In second person point of view, the narrator is talking directly to the reader and uses pronouns like “you”.
Example Question #71 : Reading
I wanted to go to the grocery store, but it was late and the store was closed. I decided I could cook something else for dinner, so that I could wait to go to the store another day.
What point of view is this?
First person
Third person
Second person
First person
The use of the word “I” tells the reader this is written in first person.
Example Question #11 : Craft And Structure
Inventions
Every day it seems, new inventions surface that promise to add value to our day-to-day lives. But did you know, many of the inventions we interact with daily were developed entirely by accident?
Take the microwave, for instance. This accidental invention was developed by engineer Percy Spencer who, upon experimenting with a microwave-emitting magnetron, found that the candy bar in his pocket had begun to melt. Spencer was then able to harness this radiation into the microwave we use today to make snack time a speedy process!
Perhaps one of today’s most well-known accidental inventions, the potato chip, was born when a customer kept requesting that his french fries be sliced thinner and made crispier. Though chef George Crum responded with the chips as a joke, they quickly became a favorite snack worldwide!
Even the match is a result of accidental invention. When pharmacist John Walker was stirring chemicals, he noticed that the end of his stirring stick had dried into a hardened lump. When attempting to scrape the dried residue off, a flame sparked, and so did Walker’s idea to turn this accident into a helpful tool!
So, the next time your science experiment doesn’t go as planned, or you burn what you have cooked on the stove, keep in mind that some of today’s most valued inventions were discovered when the inventor least expected it!
Which of the following represents a view not held by the author?
Inventions can sometimes strike us at unexpected times
A match is a tool that some consider helpful
Some methods of cooking take longer than the microwave
Percy Spencer should have eaten the candy bar so that it wouldn’t be accidentally melted and wasted
Percy Spencer should have eaten the candy bar so that it wouldn’t be accidentally melted and wasted
Though our other answer choices have reasonable support from the passage, we cannot confidently determine that the author felt that “Percy Spencer should have eaten the candy bar so that it wouldn’t be accidentally melted and wasted.” In fact, the author uses Spencer’s example to show the fortunate outcomes of accidental inventions. So, the author very likely would not suggest that Spencer should have eaten the candy bar before his work to avoid melting it - and certainly wouldn’t consider the bar wasted! Even though it likely went uneaten, the bar contributed to one of the most impactful inventions of our time!
Example Question #12 : Craft And Structure
A Voice for Freedom and Song
Marian Anderson was a world-class singer. By the year 1939, Marian had sung for people around the world, including kings and presidents. Her dream was to sing at Constitution Hall, but, in her mind, she viewed it as something that would never happen. The owners, the Daughters of the American Revolution (DAR), would not allow her to sing because she was African-American.
Marian was used to dealing with people who only saw her for her skin color. When she was younger, she applied to become a student at a music school. She was denied entrance because of her race. In the early 1900s, when Marian began her singing career, segregation still kept African-American people from achieving their goals and dreams.
Marian performed in 1925 in a voice contest in New York and won. She was able to sing with the New York Philharmonic! She thought doors would start opening for her in the United States, but instead, people foolishly turned her away. Marian traveled to Europe in 1928, and there she became quite popular.
In 1939, she returned to the United States, but she was still subject to the cruelty and unfairness of racism and segregation. When Marian attempted to sing at Constitution Hall, the DAR had many excuses for why she couldn’t perform. They tried telling her that the dates weren’t available, or that they weren’t booking new performers. Eventually, they told Marian the truth: she couldn’t perform because they only allowed white musicians.
This rejection inspired thousands of people to rally together against the horrible segregation laws that prevented many from hearing Marian’s beautiful voice. First Lady Eleanor Roosevelt resigned from the DAR and publicly shamed them for their treatment of African-American performers. Mrs. Roosevelt and her staff arranged a concert at the Lincoln Memorial for Marian to perform. Seventy-five thousand people attended, standing against discrimination and getting to hear Marian sing.
After the DAR incident, Marian took a stand and refused to sing for segregated crowds. She finally achieved her dream of singing at Constitution Hall when the DAR reversed its policy on allowing African-American performers. Marian retired from performing in 1964, the same year that the Civil Rights Act was signed. Along with other brave activists, she used her talents to advocate for justice, and her voice helped create lasting change against racism and segregation in the United States.
Which of the following represents a view not held by the author?
Marian Anderson did little for the African-American community or musicians of color.
First Lady Eleanor Roosevelt overstepped by publically shaming the DAR.
All of the answer choices are correct.
The DAR had the right to its policies and was not mistreating anyone.
All of the answer choices are correct.
Based on the passage's tone, the author would likely not agree with any of the viewpoints presented. The author presents evidence and includes personal opinions supporting both Marian Anderson and First Lady Eleanor Roosevelt. The author contradicts the answer choices with the details in the passages.
Example Question #13 : Craft And Structure
Inventions
Every day it seems, new inventions surface that promise to add value to our day-to-day lives. But did you know, many of the inventions we interact with daily were developed entirely by accident?
Take the microwave, for instance. This accidental invention was developed by engineer Percy Spencer who, upon experimenting with a microwave-emitting magnetron, found that the candy bar in his pocket had begun to melt. Spencer was then able to harness this radiation into the microwave we use today to make snack time a speedy process!
Perhaps one of today’s most well-known accidental inventions, the potato chip, was born when a customer kept requesting that his french fries be sliced thinner and made crispier. Though chef George Crum responded with the chips as a joke, they quickly became a favorite snack worldwide!
Even the match is a result of accidental invention. When pharmacist John Walker was stirring chemicals, he noticed that the end of his stirring stick had dried into a hardened lump. When attempting to scrape the dried residue off, a flame sparked, and so did Walker’s idea to turn this accident into a helpful tool!
So, the next time your science experiment doesn’t go as planned, or you burn what you have cooked on the stove, keep in mind that some of today’s most valued inventions were discovered when the inventor least expected it!
According to the passage, the author would most likely agree that
accidental inventions don’t count as real inventions
inventions aren’t always well planned out and anticipated
all of the best inventions were created accidentally
inventions can only be created by those who are not careful when cooking or conducting experiments
inventions aren’t always well planned out and anticipated
In the passage, the author cites examples of accidental inventions. Inventions that were discovered without the original intent of the inventor. However, this does not indicate to us that this is the only way helpful inventions can be created, nor does the passage indicate that the author believes these accidental inventions should not be credited as real inventions. However, there is strong evidence that the author believes that “Inventions aren’t always well planned out and anticipated,” as this is the entire idea behind accidental inventions.
Example Question #14 : Craft And Structure
A Voice for Freedom and Song
Marian Anderson was a world-class singer. By the year 1939, Marian had sung for people around the world, including kings and presidents. Her dream was to sing at Constitution Hall, but, in her mind, she viewed it as something that would never happen. The owners, the Daughters of the American Revolution (DAR), would not allow her to sing because she was African-American.
Marian was used to dealing with people who only saw her for her skin color. When she was younger, she applied to become a student at a music school. She was denied entrance because of her race. In the early 1900s, when Marian began her singing career, segregation still kept African-American people from achieving their goals and dreams.
Marian performed in 1925 in a voice contest in New York and won. She was able to sing with the New York Philharmonic! She thought doors would start opening for her in the United States, but instead, people foolishly turned her away. Marian traveled to Europe in 1928, and there she became quite popular.
In 1939, she returned to the United States, but she was still subject to the cruelty and unfairness of racism and segregation. When Marian attempted to sing at Constitution Hall, the DAR had many excuses for why she couldn’t perform. They tried telling her that the dates weren’t available, or that they weren’t booking new performers. Eventually, they told Marian the truth: she couldn’t perform because they only allowed white musicians.
This rejection inspired thousands of people to rally together against the horrible segregation laws that prevented many from hearing Marian’s beautiful voice. First Lady Eleanor Roosevelt resigned from the DAR and publicly shamed them for their treatment of African-American performers. Mrs. Roosevelt and her staff arranged a concert at the Lincoln Memorial for Marian to perform. Seventy-five thousand people attended, standing against discrimination and getting to hear Marian sing.
After the DAR incident, Marian took a stand and refused to sing for segregated crowds. She finally achieved her dream of singing at Constitution Hall when the DAR reversed its policy on allowing African-American performers. Marian retired from performing in 1964, the same year that the Civil Rights Act was signed. Along with other brave activists, she used her talents to advocate for justice, and her voice helped create lasting change against racism and segregation in the United States.
What personal opinion does the author interject into the story that alludes to their point of view?
Along with other brave activists, she used her talents to advocate for justice, and her voice helped create lasting change against racism and segregation in the United States.
First Lady Eleanor Roosevelt resigned from the DAR and publicly shamed them for their treatment of African-American performers.
Marian retired from performing in 1964, the same year that the Civil Rights Act was signed.
Eventually, they told Marian the truth: she couldn’t perform because they only allowed white musicians.
Along with other brave activists, she used her talents to advocate for justice, and her voice helped create lasting change against racism and segregation in the United States.
The author includes this personal opinion in the last paragraph of the passage. The rest of the answer choices are facts that allude to the author’s perspective about Marian. He or she believes that Marian was brave, an advocate for justice, and created lasting changes.
Example Question #15 : Craft And Structure
Young Enterprise Services
Young Enterprise Services (YES) is a program created to encourage entrepreneurship in 14- to 18-year-olds who have already shown a clear ability for starting businesses. The program, which began in 2002, has provided loans, grants, and counseling—in the form of workshops and individual meetings with entrepreneurs—to over 7500 young people. The future of YES, however, is now at risk.
One complaint is that the funds that YES distributes have disproportionately gone to young people from low-income families. Though no one has claimed that any of the recipients of YES funds have been undeserving, several families have brought lawsuits claiming that their funding requests were rejected because of the families’ high levels of income.
Another challenge has been making sure that a young person, not his or her family, is receiving the funding. The rules state that the youth must create the business plan and that any profits above $1,000 be placed in a bank account. The rules say that the money can only be used for education, investment in the business, and little else. There have been cases of parents or even a neighbor using the money for their business.
On the other hand, YES has had some real success stories. A 14-year-old girl in Texas used the knowledge and funding she received through the program to connect with a distributor who now carries her line of custom-designed cell phone covers. Two brothers in Alaska have developed an online travel service for young people vacationing with their families. Both of these businesses are doing well and earning money. Unfortunately, these and other successes have received little media coverage. This is a shame, but one that can be fixed.
Which point of view most closely matches that of the author's?
None of the answer choices are correct.
Young Enterprise Services should focus all of their attention on media coverage.
YES is a valuable program that has some issues to be resolved.
Though YES has helped some young entrepreneurs, overall, it is not working and should be shut down.
YES is a valuable program that has some issues to be resolved.
The author of this passage highlights both the success and the challenges that YES has faced through the years. There have been young entrepreneurs who have succeeded and created thriving businesses, but YES has also been plagued with claims of a disproportionate number of funds going to low-income families. The author points out in the last paragraph that the public image of YES can be fixed.
Example Question #1 : Understand The Structure
Passage 2: Adapted from "Why the Sun and the Moon Live in the Sky" in Folk Stories from Southern Nigeria, West Africa by Elphinstone Dayrell (1910)
Many years ago the sun and water were great friends, and both lived on the earth together. The sun very often used to visit the water, but the water never returned his visits. At last the sun asked the water why it was that he never came to see him in his house, the water replied that the sun's house was not big enough, and that if he came with his people he would drive the sun out.
He then said, "If you wish me to visit you, you must build a very large compound; but I warn you that it will have to be a tremendous place, as my people are very numerous, and take up a lot of room."
The sun promised to build a very big compound, and soon afterwards he returned home to his wife, the moon, who greeted him with a broad smile when he opened the door. The sun told the moon what he had promised the water, and the next day commenced building a huge compound in which to entertain his friend.
When it was completed, he asked the water to come and visit him the next day.
When the water arrived, he called out to the sun, and asked him whether it would be safe for him to enter, and the sun answered, "Yes, come in, my friend."
The water then began to flow in, accompanied by the fish and all the water animals.
Very soon the water was knee-deep, so he asked the sun if it was still safe, and the sun again said, "Yes," so more water came in.
When the water was level with the top of a man's head, the water said to the sun, "Do you want more of my people to come?" and the sun and moon both answered, "Yes," not knowing any better, so the water flowed on, until the sun and moon had to perch themselves on the top of the roof.
Again the water addressed the sun, but receiving the same answer, and more of his people rushing in, the water very soon overflowed the top of the roof, and the sun and moon were forced to go up into the sky, where they have remained ever since.
After the water comes to visit in this story, he asks the sun questions. What happens after each of these questions?
The sun invites the water to dinner, and he eats more and more of the sun’s food each time.
The sun says water can come in, and the water level rises in the house rises.
The sun says that water has to leave, and the water level in the house lowers.
The sun invites the water to eat more and more, and it gets increasingly full and so eats less every time he is are invited to eat more.
The sun says water can come in, and the water level rises in the house rises.
To answer this question, we need to take a look at the part of the passage in which the water has come to visit and is asking the sun questions. The first question the water asks the sun occurs in the fifth paragraph.
When the water arrived, he called out to the sun, and asked him whether it would be safe for him to enter, and the sun answered, "Yes, come in, my friend."
What happens after this? This is what the question is asking.
The water then began to flow in, accompanied by the fish and all the water animals.
This result most closely matches the answer choice "The sun says the water can come in, and the water level rises in the house rises." Let's look at the other questions to see if this trend holds up.
Very soon the water was knee-deep, so he asked the sun if it was still safe, and the sun again said, "Yes," so more water came in.
When the water was level with the top of a man's head, the water said to the sun, "Do you want more of my people to come?" and the sun and moon both answered, "Yes," not knowing any better, so the water flowed on, until the sun and moon had to perch themselves on the top of the roof.
Again the water addressed the sun, but receiving the same answer, and more of his people rushing in, the water very soon overflowed the top of the roof, and the sun and moon were forced to go up into the sky, where they have remained ever since.
This pattern continues: every time the water asks if more of the water and his people can come into the sun's house, the sun says that this is fine. This results in the water level getting higher and higher until at the story's conclusion, it forces the sun and the moon up into the sky.
Example Question #72 : Reading
Adapted from "The Brook" by Alfred Lord Tennyson in Volume V. Nature of The World's Best Poetry (1904)
Come from haunts of coot and hern,
I make a sudden sally,
And sparkle out among the fern,
To bicker down a valley.
By thirty hills I hurry down,
Or slip between the ridges,
By twenty thorps, a little town,
And half a hundred bridges.
Till last by Philip's farm I flow
To join the brimming river,
For men may come and men may go,
But I go on forever.
I chatter over stony ways,
In little sharps and trebles,
I bubble into eddying bays,
I babble on the pebbles.
With many a curve my banks I fret
by many a field and fallow,
And many a fairy foreland set
With willow-weed and mallow.
I chatter, chatter, as I flow
To join the brimming river,
For men may come and men may go,
But I go on forever.
I wind about, and in and out,
with here a blossom sailing,
And here and there a lusty trout,
And here and there a grayling,
And here and there a foamy flake
Upon me, as I travel
With many a silver water-break
Above the golden gravel,
And draw them all along, and flow
To join the brimming river,
For men may come and men may go,
But I go on forever.
I steal by lawns and grassy plots,
I slide by hazel covers;
I move the sweet forget-me-nots
That grow for happy lovers.
I slip, I slide, I gloom, I glance,
Among my skimming swallows;
I make the netted sunbeam dance
Against my sandy shallows.
I murmur under moon and stars
In brambly wildernesses;
I linger by my shingly bars;
I loiter round my cresses;
And out again I curve and flow
To join the brimming river,
For men may come and men may go,
But I go on forever.
This poem consists mainly of repeated statements of “I” and then a verb. This repetition helps to create a poem that primarily __________.
provides scenic description
compares and contrasts two perspectives
explains a technological process step by step
attempts to persuade the reader of the speaker’s opinion
provides scenic description
This question asks you to figure out what it is that the repetition described in the question does in the poem overall. The correct answer will describe the poem accurately. We can't say that the poem "attempts to persuade the reader of the speaker's opinion"; the "I" statements that it consists of don't present an opinion with which the reader can agree or disagree. The poem isn't about technology, so we also can't say that the repetition of "I" statements "explains a technological process step by step." The "I" statements present one perspective, but the poem never presents another perspective, so we can't say that the repetition of "I" statements "compares and contrasts two perspectives."
The correct answer is that the repetition of "I" statements helps the poem "[provide] scenic description." The "I" statements describe a brook's movements throughout a natural landscape, so the more "I" statements the reader encounters, the more detail about the landscape the poem provides him or her.
All Common Core: 5th Grade English Language Arts Resources
