Grade 6

Assessment of Reading, Writing and Mathematics, Junior Division

Student Booklet
Language
Spring 2014
1
RELEASED SELECTIONS AND
ASSESSMENT QUESTIONS

Record your answers on the Multiple-Choice

Answer Sheet.

Please note: The format of

this booklet is different from
that used for the assessment.
The questions themselves
remain the same.
 Language 1
Section A

Grade 6, Spring 2014 Section A: Reading

Smallmouth on the Fly

“Look at the size of those carp down there!” said Jay, our fishing guide. 1
My wife, Diane, my 13-year-old nephew, George, and I were walking over the restored 2
railway bridge on the Maitland River, near Goderich. We were all looking over the bridge
to the river 30 metres below, where dozens of fish could be seen clearly.
“Those aren’t all carp; the smaller ones are smallmouth 3
bass,” Jay explained. We all visualized huge bass rising
to the surface, as we followed Jay down to the river’s edge.
We must have been quite the sight, wearing our waders
(high rubber boots), standing knee-deep in the river,
waving the strange long rods with their brightly coloured
lines over our heads.
My wife, nephew and I were new to catching bass on the 4
fly, but that day at least, it turned out to be easier than it
looks and all about beginner’s luck! It was the youngest
of us who caught the biggest bass! A satisfied grin swam
across George’s face as he proudly held up a smallmouth
longer than his arm.
We all learned a lot that day—patience and perseverance, as well as facts about the bass. 5
Smallmouth bass are chow-hounds with big appetites. Their bodies are hard, sculpted
and muscular. They put up a real fight during a rod-bending, arm-tiring battle.
The mention of bass fishing can conjure up images of colourful, fast, state-of-the-art 6
boats, but fly-fishing for bass on a river doesn’t require any of this. In fact, there is plenty
of fishing to be found for anglers who don’t own a boat, since wading along the bank is
one of the most efficient and effective ways to catch bass. By the summer, the water is
warm enough that you don’t even need waders—shorts and an old pair of running shoes
or sandals is enough.

Adapted from “Smallmouth on the Fly” by Charles Weiss. Reprinted with permission of the author.

Student Booklet: Language 1 3

Section A: Reading Grade 6, Spring 2014

1 The phrase “quite the sight” in paragraph 3 is included to emphasize

a the location.
b the fishers’ appearance.
c the length of the fishing rods.
d the fishers’ lack of experience.

2 Who caught the largest bass?

a the guide
b the nephew
c the narrator
d the narrator’s wife

3 In paragraph 5, what does the word “They” refer to?

a the fish
b the rods
c the waves
d the fishers

4 According to the text, a successful way to catch smallmouth bass is to

a use a fast boat.
b wear rubber waders.
c stand in the middle of a river.
d stay close to the water’s edge.

4 Student Booklet: Language 1

Grade 6, Spring 2014 Section A: Reading

5 Explain why fly-fishing can be a fun and affordable activity. Use details from the text to support your
answer.

6 Explain how the author’s choice of words in paragraph 5 creates a sense of excitement about fly-fishing.
Use details from the text to support your answer.

Student Booklet: Language 1 5

Section A: Reading Grade 6, Spring 2014

The Discombobulator

Many an amusement park will boast a coaster greater,

But I have ridden each and every sluggish imitator,
And my experience confirms no solid indicator
That any ride comes even close to the Discombobulator.

It’s normal to be nervous as they start to strap you in. 5

And if you’re not, you should be, for it binds up to your chin
With safety belts and padded bars before it can begin.
Then with a screeching, jolting jerk it slowly starts to spin.

In swooshing, swelling circles it will swiftly gather speed,

Reaching such amazing heights, your nose may start to bleed, 10
Twisting through dark tunnels like a thundering stampede,
Then plunging down so sharply that you’ll wish you had been freed.

Down and down a drop that hurls you under the equator,
Your stomach hovers at the top, resigned to join you later.
Your cheeks blow back into your ears; you need a respirator. 15
But, oh, such pride if you survive the Discombobulator!

“The Discombobulator” by Lynne Hockley, published in Rolling in the Aisles and used with the permission of Meadowbrook Press.
© 2004 by Lynne Hockley.

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Grade 6, Spring 2014 Section A: Reading

7 What does the word “boast” mean as used in line 1?

a claim
b display
c operate
d describe

8 In lines 3 and 4, why does the speaker say “And my experience confirms no solid indicator /
That any ride comes even close to the Discombobulator”?
a to show how brave the speaker is
b to describe the speed of the Discombobulator
c to compare the Discombobulator to other rides
d to indicate that the speaker has ridden other roller coasters

9 According to the speaker, how are people likely feeling before the ride begins?
a sick
b eager
c curious
d anxious

10 In line 9, alliteration is used to

a imitate sounds.
b build suspense.
c emphasize movement.
d develop a comparison.

Student Booklet: Language 1 7

Section A: Reading Grade 6, Spring 2014

11 Explain why safety features are an important part of the design of the Discombobulator. Use specific
details from the poem and your own ideas to support your answer.

12 Explain whether or not you would enjoy riding the Discombobulator. Use information from the poem
and your own ideas to support your answer.

8 Student Booklet: Language 1

Grade 6, Spring 2014 Section A: Writing

13 Your class has agreed to do some volunteer work in your school this year. Each student can work in an
area of his or her choosing.
Write a detailed paragraph explaining what you choose to do and why.

Write your answer on the next page.

Ideas for My Paragraph

This page will not be scored.

Student Booklet: Language 1 9

Section A: Writing Grade 6, Spring 2014

Write your paragraph here. Remember to check your spelling, grammar and punctuation.

10 Student Booklet: Language 1

 Language 1
Section B

Section B: Reading Grade 6, Spring 2014

Walking Sticks

Move over, you grasshoppers, crickets and 1

cockroaches. You’re all marvellous insects, it’s true,
but your lesser-known relatives—the walking sticks, or
stick insects—are simply amazing. Especially the way
they can “disappear” right before your eyes!
Walking sticks are masters of disguise. Of the more than 2500 species in the world, 2
most resemble twigs or leaves in colour, shape and texture. From spring to fall, some
species change colours to keep blending with the trees and bushes they live in and feed
on. Walking sticks are so well camouflaged that even their predators have a hard time
spotting them.
At night, stick insects are busy munching, but during the day, they often stand as still as 3
stone. Now and then, they might shift slowly from side to side, mimicking the movement
of host plants that are blowing in the breeze.
If their disguise fails, some stick insects may try to turn away a predator by squirting it 4
with a chemical spray. In Asia, female Malay giant walking sticks might attempt to beat
off an attacker with the sharp “thorns” on their back legs or scare it by his-s-s-s-ing with
their wings.
Not all is lost if a young walking stick loses a leg to a predator. The next time the insect 5
moults, it can usually regrow the leg—though the new one might be a smaller size. Stick
insects moult five or six times before becoming adults.
Like most other insects, walking sticks do nothing to care for their young. The females 6
just let their eggs fall to the ground, where many are attacked. Help might arrive, however,
in the form of ants that can carry the eggs to the safety of nests underground. Of course,
the ants are not deliberately trying to be helpful. They just like to nibble on outer parts of
the eggs, which doesn’t harm the developing walking sticks. On hatching, the little insects
leave the ant nests and head up to the trees to hide and feed.

Adapted from “Walking Sticks” by Diane Swanson, from Yes magazine, published by Peter Piper Publishing, Inc. Reprinted with permission of
the author.

12 Student Booklet: Language 1

Grade 6, Spring 2014 Section B: Reading

1 What does the word “mimicking” mean as used in paragraph 3?

a shifting
b creating
c copying
d watching

2 Why is the word “his-s-s-s-ing” in paragraph 4 written differently?

a to imitate the sound
b to provide alliteration
c to show how slowly “hissing” is said
d to show how “hissing” is pronounced

3 Walking sticks are called “masters of disguise” because they

a moult several times.
b resemble other insects.
c can adapt to their surroundings.
d can imitate the sounds of other insects.

4 How are the ants helpful to the walking sticks?

a The ants assist in egg hatching.
b The ants remove the eggs from danger.
c The ants care for the young walking sticks.
d The ants lead the young walking sticks to food.

Student Booklet: Language 1 13

Section B: Reading Grade 6, Spring 2014

5 Explain why walking sticks behave differently depending on the time of day. Use information from the
text to support your answer.

6 Explain why having a variety of survival skills is helpful to the walking stick. Use specific details from
the text and your own ideas to support your answer.

14 Student Booklet: Language 1

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