Do NOT Afx Student ID Label Here

| A T
Student Name T
T
School Name T
T
District Name/LEA T
Grade 5 T
T
B Last Name First Name MI English Language Arts/Literacy T
EndofYear Assessment T
Practice Test T
11111111111111111111111 T
AAAAAAAAAAAAAAAAAAAAAAA T
BBBBBBBBBBBBBBBBBBBBBBB T
CCCCCCCCCCCCCCCCCCCCCCC T
DDDDDDDDDDDDDDDDDDDDDDD School Use Only T
EEEEEEEEEEEEEEEEEEEEEEE T
FFFFFFFFFFFFFFFFFFFFFFF F State Student Identifier T
GGGGGGGGGGGGGGGGGGGGGGG T
HHHHHHHHHHHHHHHHHHHHHHH T
IIIIIIIIIIIIIIIIIIIIIII 1111111111 T
JJJJJJJJJJJJJJJJJJJJJJJ AAAAAAAAAA T
KKKKKKKKKKKKKKKKKKKKKKK BBBBBBBBBB T
LLLLLLLLLLLLLLLLLLLLLLL CCCCCCCCCC T
MMMMMMMMMMMMMMMMMMMMMMM DDDDDDDDDD T
NNNNNNNNNNNNNNNNNNNNNNN EEEEEEEEEE T
OOOOOOOOOOOOOOOOOOOOOOO FFFFFFFFFF T
PPPPPPPPPPPPPPPPPPPPPPP GGGGGGGGGG T
QQQQQQQQQQQQQQQQQQQQQQQ HHHHHHHHHH T
RRRRRRRRRRRRRRRRRRRRRRR IIIIIIIIII T
SSSSSSSSSSSSSSSSSSSSSSS JJJJJJJJJJ T
{{{{{{{{{{{{{{{{{{{{{{{ KKKKKKKKKK T
UUUUUUUUUUUUUUUUUUUUUUU LLLLLLLLLL T
VVVVVVVVVVVVVVVVVVVVVVV MMMMMMMMMM T
WWWWWWWWWWWWWWWWWWWWWWW NNNNNNNNNN T
XXXXXXXXXXXXXXXXXXXXXXX OOOOOOOOOO T
YYYYYYYYYYYYYYYYYYYYYYY PPPPPPPPPP T
ZZZZZZZZZZZZZZZZZZZZZZZ QQQQQQQQQQ T
RRRRRRRRRR T
C D Gender SSSSSSSSSS T
1 Female 1 Male {{{{{{{{{{ T
Student ID Label Here

UUUUUUUUUU T
E Date of Birth VVVVVVVVVV T
Day Month Year WWWWWWWWWW T
XXXXXXXXXX T
YYYYYYYYYY T
Place the

001 Jan 000 ZZZZZZZZZZ T

!!1 Feb ! !! 0000000000 T
221 Mar 2 22 !!!!!!!!!! T
331 Apr 33 2222222222 T
41 May 44 3333333333 T
51 Jun 55 4444444444 T
61 Jul 66 5555555555 T
71 Aug 77 6666666666 T
81 Sep 88 7777777777 T
91 Oct 999 8888888888 T
1 Nov 9999999999 T
1 Dec T
T
1100277:321 Printed in the USA by Pearson ISD11311 T
T
T
| || || || | | || || | || | T
C
C
t |
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 2
t
t PLEASE DO NOT WRITE IN THIS AREA
t 111111111111111111111111 SERIAL #
t
t | || | || || | | || || || |
C
C
 | T
English Language Arts/Literacy T
T
T
T
T
T
T
T
T
Directions: T
T
Today, you will be taking the Grade 5 English Language Arts/Literacy End-of-Year T
Practice Test. T
T
You will be asked to read one or more passages. Read each passage and all T
questions carefully. Some questions will ask you to choose one correct answer, T
T
while others will ask you to choose more than one correct answer. You may look T
back at the passage or passages when needed. T
T
Mark your answers by filling in the circles in your Test Booklet. Do not make any T
stray marks in the Test Booklet. If you need to change an answer, be sure to T
erase your first answer completely. T
T
T
To answer a question that asks you to pick one answer, fill in the circle as shown T
in your Test Booklet. T
T
ACDEFG T
T
To answer a question that asks you to pick more than one answer, fill in the T
circles as shown in your Test Booklet. T
T
ACFG T
T
T
If you do not know the answer to a question, you may skip it and go on. If you T
finish the test early, you may review your answers and any questions you may T
T
have skipped. T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
3 T
T
T
T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t Read the passage from The Youngest Girl in the Fifth. Then answer
t questions 1 through 5.
t
t
t
t from The Youngest Girl in the Fifth
t
t by Angela Brazil
t
t
t 1 So far from looking withering as Gwen entered the room, the Principal wore
t an unusually encouraging and benign1 expression. She was a handsome,
t large, imposing woman, with a stern cast of features, and was held in great
t
t awe by the whole school. As a rule, Seniors and Juniors quailed alike under
t the glance of her keen dark eyes.
t
t 2 Come here, Gwen, she said blandly, as her pupil stood hesitating near the
t door. I want to have a little talk with you. Ive been looking over your
t
t reports for the last few weeks, and I find that youve done wellso well, that
t I consider the standard of the Upper Fourth is too easy for you. I think you
t ought to be able to manage the work of the Fifth Form, and Im going to
t
t move you there.
t 3 Gwen stared at Miss Roscoe, too surprised to answer. Such a proposal as a
t
t change of Form was absolutely the last thing she could have expected. In the
t middle of a term it was surely an unprecedented happening. For the moment
t she scarcely knew whether to be alarmed or flattered at the honour thus
t
t thrust upon her.
t
t 4 You may find the mathematics a little difficult, continued Miss Roscoe; but
t Miss Woodville shall coach you until youve caught up the rest of the class.
t She can also go over the arrears of Latin translation with you. With that help
t
t you shouldnt be so far behind. Ive spoken to both Miss Slade and Miss
t Douglas about it, and they fully agree with me. Do you think yourself youll
t be able to manage the work?
t
t 5 I dont know, Im sure, stammered Gwen. I expect Im behind in
t maths.but
t
t 6 But you must try your best. I shall trust you to make a great effort. I should
t
t be very sorry to have to put you down again. Come with me now, and Ill
t take you to your new Form.
t
t
t
t 1benignharmless
t
t 4
t
t PLEASE DO NOT WRITE IN THIS AREA
t 111111111111111111111111 SERIAL #
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
7 Gwen followed the Principal with her head in a buzzing whirl. It seemed like a T
dream to be suddenly translated from the Lower School to the Upper. She T
T
wished she could have had a little time to get accustomed to the idea: she T
would have liked a days preparation at least, so as to think the change over T
and discuss it at home. Miss Roscoe, however, always did things in a hurry; T
T
she never had a moment to waste, and at present she whisked her pupil T
along the corridor and into the Fifth Form room with almost breathless T
energy. T
T
T
T
From The Youngest Girl in the Fifth by Angela BrazilPublic Domain T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
5 T
T
T
T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t 1. Part A
t
t Read the sentence from paragraph 7 of the passage.
t
t
t Gwen followed the Principal with her head in a buzzing whirl.
t
t
t What is the meaning of the phrase in a buzzing whirl as it is used in the
t sentence?
t
t
t A many thoughts happening at once
t
t B a lot of confusing information
t
t C many challenging activities
t
t D a lot of daydreaming
t
t
t Part B
t
t Which detail in paragraph 7 helps the reader understand the meaning of
t in a buzzing whirl?
t
t
t A . . . seemed like a dream to be suddenly translated . . .
t
t B . . . had a little time to get accustomed to the idea . . .
t
t C . . . have liked a days preparation . . .
t
t D . . . change over and discuss it at home.
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 6
t
t PLEASE DO NOT WRITE IN THIS AREA
t 111111111111111111111111 SERIAL #
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
2. Part A T
T
Which statement is a theme of the passage that represents a challenge to T
Gwen? T
T
T
A Sudden change can cause unwise decisions. T
T
B Sudden change can cause conflicting emotions. T
T
C Sudden change can cause excitement. T
T
D Sudden change can cause unfair treatment. T
T
T
Part B T
T
Which detail best supports the answer to Part A? T
T
T
A . . . her pupil stood hesitating near the door. (paragraph 2) T
T
B . . . was absolutely the last thing she could have expected. T
(paragraph 3) T
T
C . . . it was surely an unprecedented happening. (paragraph 3) T
T
D . . . she scarcely knew whether to be alarmed or flattered . . . . T
(paragraph 3) T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
7 T
T
T
T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t 3. Part A
t
t Which statement best describes the main difference between Gwen and
t Miss Roscoe in the passage from The Youngest Girl in the Fifth?
t
t
t A Gwen takes time to think while Miss Roscoe acts quickly.
t
t B Gwen seems to be timid while Miss Roscoe appears to be daring.
t
t C Gwen likes to dream while Miss Roscoe deals with facts.
t
t D Gwen wants things to remain the same while Miss Roscoe seeks
t change.
t
t
t Part B
t
t Which two details from the passage support the answer to Part A?
t
t
t A . . . quailed alike under the glance of her keen dark eyes.
t (paragraph 1)
t
t B . . . stood hesitating near the door. (paragraph 2)
t
t C . . . you ought to be able to manage the work . . . . (paragraph 2)
t
t D With that help you shouldnt be so far behind. (paragraph 4)
t
t E . . . wished she could have had a little time to get accustomed . . .
t (paragraph 7)
t
t F . . . she never had a moment to waste . . . . (paragraph 7)
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 8
t
t PLEASE DO NOT WRITE IN THIS AREA
t 111111111111111111111111 SERIAL #
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
4. Part A T
T
How does the narrators point of view influence how the events are T
described? T
T
T
A By focusing on Gwens reactions to the events, the narrator creates T
sympathy for her situation. T
T
B By including only Miss Roscoes dialogue during the events, the T
narrator highlights her power. T
T
C By including the students reactions to Miss Roscoe during the events, T
the narrator provides information about other characters. T
T
D By focusing events on Gwens feelings about wanting more time to T
make her decision, the narrator shows she has trouble making T
decisions. T
T
T
Part B T
T
Which detail from the passage supports the answer in Part A? T
T
T
A . . . quailed alike under the glance of her keen dark eyes. T
(paragraph 1) T
T
B . . . stared at Miss Roscoe, too surprised to answer. (paragraph 3) T
T
C . . . should be very sorry to have to put you down again. T
(paragraph 6) T
T
D It seemed like a dream . . . . (paragraph 7) T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
9 T
T
T
T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t 5. Part A
t
t How do paragraphs 2 and 3 help provide the overall structure of the
t passage?
t
t
t A They describe the Principals relationship with the students.
t
t B They explain how the students feel about the Principal.
t
t C They show how quickly the Principal acts on her decision.
t
t D They reveal the Principals plan to assist struggling students.
t
t
t Part B
t
t Which two details from paragraphs 67 of the passage best support the
t answer to Part A?
t
t
t A . . . you must try your best.
t
t B I shall trust you to make a great effort.
t
t C I should be very sorry to have to put you . . . .
t
t D Come with me now, and Ill take you . . . .
t
t E . . . time to get accustomed to the idea . . .
t
t F . . . always did things in a hurry . . .
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 10
t
t PLEASE DO NOT WRITE IN THIS AREA
t 111111111111111111111111 SERIAL #
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
Read the article Philliss Big Test. Then answer questions 6 T
through 12. T
T
T
T
Philliss Big Test T
T
by Catherine Clinton T
T
T
1 ONE CRISP EARLY-AUTUMN morning in 1772, Phillis Wheatley was crossing T
the Boston cobblestones with a sheaf of papers held tightly under her arm. T
Her master, John Wheatley, had offered her a ride to her examination, but T
T
she preferred to walk. T
T
2 She would make her own way to the public hall, where a group of men would T
decide once and for all: was she or was she not the author of her poems? T
T
3 She had spent recent evenings copying and recopying her poetry in her own T
neat handwriting. She knew every line, every syllable, by heart. She wrapped T
the pages tightly in a roll, pages of poems that had come from deep inside T
T
herand could not be taken away, no matter the outcome of today. T
T
4 Still, she had something to prove. Not just because she was young, not just T
because she was a girl, but because she was a slave and came from Africa. T
T
5 She could remember little about crossing the Atlantic, and even less T
about her African homeland. She was just shedding her front teeth when T
John Wheatley bought her on the Boston docks as a servant for his wife, T
T
Susanna. They christened their new slave Phillis, the name of the slave ship T
on which she arrived. T
T
6 Her first winter in Boston was so very cold and awful. She survived only by T
the kindness of her masters, especially the Wheatleys twins, Nathaniel and T
T
Mary, who eagerly shared their lessons with her. They taught her not just T
English but Latin and Greek. T
T
7 It was those lessons that led her to where she was today. As she began to T
read poetry, glorious sonnets had inspired her to try her own hand at writing. T
And soon she was reciting her poems to the Wheatleys friends. T
T
8 She had stayed up late, night after night, preparing for the examination. The T
T
previous evening, her mistress, Susanna, had taken away the candle at T
midnight and said, Tomorrow you will look them straight in the eye as you T
answer all of their questions. Your talent will speak for itself. They will T
T
T
T
11 T
T
T
T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t discover the poet we know you to be! And when your book is published,
t everyone will know!
t
t 9 Books had opened up a whole new world to Phillis, as she was taught
t
t literature and geography, as she memorized the names of cities and
t countries, lists of kings and queens, and dates of discoveries.
t
t 10 Over time she had come to appreciate her own time and place, her very own
t role in the chain of events stretching from past to present. She did not know
t why she had been brought from Africa to Boston, or why she had ended up in
t
t the Wheatley home. But she knew that she must now make the most of her
t opportunities. She must make her voice heard.
t
t 11 She was not content to recite her verse in drawing rooms or read one of her
t poems from a newspaper. She wanted her own book, because books would
t
t not just last a lifetime; they would be there for her children and her
t childrens children.
t
t 12 She hurried by the booksellers shop that she visited weekly. Today, Phillis did
t not have time to step inside and smell the leather bindings. Maybe soon she
t would visit and find her own name on a volume.
t
t 13 But she must first pass this examination to make her dream come true.
t
t There would be only eighteen gentlemen. She had often entertained as large
t a crowd in the Wheatley parlor.
t
t 14 This group, though, would include the governor, the lieutenant governor,
t famous ministers, and published poets . . . all learned men. Many had
t studied across the river at Harvard and knew much more than she did.
t
t 15 Phillis felt a chill as she neared the building. She started to turn away, but
t
t then Susanna Wheatleys words echoed in her head: Your talent will speak
t for itself.
t
t 16 Phillis slowly mounted the steps. She would face her examinersnot just for
t herself or for the Wheatleys, but for her family back in Africa, and for her
t new brothers and sisters in America, who deserved their own poet.
t
t 17 As she turned the handle on the large wooden door, the sunlight framed her
t
t entrance. She moved into the hall as all eyes turned toward her:
t 18 Good day, gentlemen. I am the poet, Phillis Wheatley.
t
t
t
t
t
t
t 12
t
t PLEASE DO NOT WRITE IN THIS AREA
t 111111111111111111111111 SERIAL #
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
19 NO RECORD EXISTS of her examination, but we now know that Phillis passed T
with flying colors. The men signed a document testifying to Wheatleys T
T
authorship, which appeared in the back of her volume of poems, published in T
1773. T
T
T
T
Excerpt from PHILLISS BIG TEST by Catherine Clinton. Text copyright by T
Catherine Clinton. Reprinted by permission of Houghton Mifflin Harcourt T
Publishing Company. All rights reserved. T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
13 T
T
PLEASE DO NOT WRITE IN THIS AREA T
111111111111111111111111 SERIAL # T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t 6. Part A
t
t In paragraph 19 of Philliss Big Test, what is the meaning of the phrase
t testifying to?
t
t
t A offering
t
t B exhibiting
t
t C confirming
t
t D representing
t
t
t Part B
t
t Which sentence from the article helps the reader determine the meaning
t of the phrase testifying to as it is used in paragraph 19?
t
t
t A She would make her own way to the public hall, where a group of
t men would decide once and for all: was she or was she not the author
t of her poems? (paragraph 2)
t
t B She had spent recent evenings copying and recopying her poetry in
t her own neat handwriting. (paragraph 3)
t
t C She was not content to recite her verse in drawing rooms or read
t one of her poems from a newspaper. (paragraph 11)
t
t D Maybe soon she would visit and find her own name on a volume.
t (paragraph 12)
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 14
t
t
t
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
7. Part A T
T
According to the article Philliss Big Test, which statement explains Phillis T
Wheatleys relationship with her master and his family? T
T
T
A They treated her as a servant. T
T
B They supported her as a writer. T
T
C They provided her with transportation. T
T
D They named her after a ship. T
T
T
Part B T
T
Which sentence from the article provides support for the answer to T
Part A? T
T
T
A ONE CRISP EARLY-AUTUMN morning in 1772, Phillis Wheatley was T
crossing the Boston cobblestones with a sheaf of papers held tightly T
under her arm. (paragraph 1) T
T
B She was just shedding her front teeth when John Wheatley bought T
her on the Boston docks as a servant for his wife, Susanna. T
(paragraph 5) T
T
C They christened their new slave Phillis, the name of the slave ship on T
which she arrived. (paragraph 5) T
T
D She started to turn away, but then Susanna Wheatleys words T
echoed in her head: Your talent will speak for itself. (paragraph 15) T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
15 T
T
PLEASE DO NOT WRITE IN THIS AREA T
111111111111111111111111 SERIAL # T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t 8. Part A
t
t Which statement best expresses the main ideas of the article?
t
t
t A Phillis memorized her poetry by copying it, and she was fully prepared
t to pass her exam.
t
t B Phillis was grateful to her new family, and she wrote poetry to
t describe her experiences with them.
t
t C Phillis enjoyed writing poetry, and she was encouraged to publish her
t work.
t
t D Phillis was motivated by literature to express herself, and she
t overcame challenges to become a poet.
t
t
t Part B
t
t Which two details from the article support the answer to Part A?
t
t
t A She knew every line, every syllable, by heart. (paragraph 3)
t
t B She survived only by the kindness of her masters, especially the
t Wheatleys twins . . . . (paragraph 6)
t
t C As she began to read poetry, glorious sonnets had inspired her to try
t her own hand at writing. (paragraph 7)
t
t D Over time she had come to appreciate her own time and place, her
t very own role in the chain of events . . . . (paragraph 10)
t
t E But she knew that she must now make the most of her
t opportunities. (paragraph 10)
t
t F But she must first pass this examination to make her dream come
t true. (paragraph 13)
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 16
t
t
t
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
9. Part A T
T
How did the Wheatley twins influence Philliss success? T
T
T
A The twins encouraged Phillis to go to the exam. T
T
B The twins helped Phillis to remember her poetry. T
T
C The twins helped Phillis to keep busy during the winter. T
T
D The twins shared their education with Phillis. T
T
T
Part B T
T
Which detail from the article provides evidence to best support the T
answer to Part A? T
T
T
A . . . survived only by the kindness . . . (paragraph 6) T
T
B . . . those lessons that led her to where she was today. T
(paragraph 7) T
T
C . . . inspired her to try her own hand at writing. (paragraph 7) T
T
D . . . memorized the names of cities and countries . . . (paragraph 9) T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
17 T
T
PLEASE DO NOT WRITE IN THIS AREA T
111111111111111111111111 SERIAL # T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t 10. Part A
t
t What is the difference between Philliss audience at the Wheatleys home
t and the men at the exam?
t
t
t A The Wheatley audience reads her poetry before she recites it.
t
t B The men at the exam require her to prove herself.
t
t C The Wheatley audience includes highly educated people.
t
t D The men at the exam are greater in number.
t
t
t Part B
t
t Which paragraph from Philliss Big Test provides evidence to support the
t answer to Part A?
t
t
t A paragraph 11
t
t B paragraph 13
t
t C paragraph 14
t
t D paragraph 16
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 18
t
t
t
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
11. Part A T
T
How does the author use evidence to support the point that Phillis was T
determined to succeed? T
T
T
A by showing that she stayed busy reading literature T
T
B by showing that she worked hard and had future plans T
T
C by showing that she was independent and had strong opinions T
T
D by showing that she received support and a good education T
T
T
Part B T
T
Which two details from the article support the answer in Part A? T
T
T
A . . . had offered her a ride to her examination, but she preferred to T
walk. (paragraph 1) T
T
B . . . could not be taken away, no matter the outcome of today. T
(paragraph 3) T
T
C They taught her not just English but Latin and Greek. (paragraph 6) T
T
D She had stayed up late, night after night, preparing for the T
examination. (paragraph 8) T
T
E She wanted her own book, because books would not just last a T
lifetime . . . . (paragraph 11) T
T
F She hurried by the booksellers shop that she visited weekly. T
(paragraph 12) T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
19 T
T
PLEASE DO NOT WRITE IN THIS AREA T
111111111111111111111111 SERIAL # T
T
| | T
C
C
t |
t English Language Arts/Literacy
t
t
t 12. Part A
t
t Based on information in Philliss Big Test, what is the main reason that
t Phillis works hard to pass the examination?
t
t
t A to gain fame as a poet
t
t B to show her skill at reciting poetry
t
t C to make the Wheatley family proud
t
t D to achieve what she thinks she is meant to do
t
t
t Part B
t
t Which two sentences provide evidence for the answer in Part A?
t
t
t A As she began to read poetry, glorious sonnets had inspired her to try
t her own hand at writing. (paragraph 7)
t
t B Your talent will speak for itself. (paragraph 8)
t
t C They will discover the poet we know you to be! (paragraph 8)
t
t D Over time she had come to appreciate her own time and place, her
t very own role in the chain of events stretching from past to present.
t (paragraph 10)
t
t E But she knew that she must now make the most of her
t opportunities. (paragraph 10)
t
t F I am the poet, Phillis Wheatley. (paragraph 18)
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t 20 STOP
t
t
t
t
t | |
C
C
 | T
English Language Arts/Literacy T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T

STOP
T
T
T
T
T
T
T
T
T
T
T
T
T
You have come to the end of the test. T
T
T
Review your answers. T
T
Then, close your test booklet and raise your hand to turn in your test T
materials. T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
21 STOP T
T
PLEASE DO NOT WRITE IN THIS AREA T
111111111111111111111111 SERIAL # T
T
| | T
C
C
t |
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t Grade 5
t
t English Language Arts/Literacy
t
t
t Test Booklet
t
t
t
t
t EndofYear Assessment
t
t Practice Test
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t
t | || | || || | | || || | | |
C
C