Benchmark Assessments 2graders

Grade 2
Benchmark Benchmark
Benchmark Assessments
Assessments Assessments
McGraw-Hill Education
WondersMHE.com
978-0-07-906643-5
MHID 0-07-906643-7
2
9 780079 066435
Grade 2
Benchmark
Assessments
mheducation.com/prek-12
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Table of Contents
Teacher Introduction iv
Benchmark Test 1
Session 1 1
Session 2 17
Benchmark Test 2
Session 1 35
Session 2 49
Benchmark Test 3
Narrative Performance Task 67
Informational Performance Task 75
Opinion Performance Task 83
Answer Keys
Benchmark Test 1 91
Benchmark Test 2 94
Benchmark Test 3 97
Teacher Introduction
Benchmark Assessments is an integral part of the complete assessment program aligned
with Wonders, state standards, and advances in summative assessment that feature
performance-based tasks.
Purpose of Benchmark Assessments

The Benchmark Assessments component reports on the outcome of student learning
and provides summative data in relation to progress through the curriculum. The results
of the assessments can be used to inform subsequent instruction, aid in making leveling
and grouping decisions, and point toward areas in need of reteaching or remediation.
The tests in Benchmark Assessments are constructed to mirror the approach and subject
concentration found in state-mandated end-of-year and performance-based assessments.
Although students will not take part in state-mandated testing this year, performance in
these assessments can act as a signal of student readiness for the demands of high-stakes
testing as well as a snapshot of student progress toward end-of-year goals.
Focus of Benchmark Assessments

The tests focus on the following key areas of ELA:
• Comprehension of literature and informational text
• Using text features to access or clarify information
• Vocabulary acquisition and use
• Research skills
• Drafting, editing, and revising text
• Command of the conventions of standard English language
• Writing to sources within the parameters of specific genres
Assessment Items Featured in Benchmark Assessments

Benchmark assessments feature the following item types—selected response (SR), multiple
selected response (MSR), evidence-based selected response (EBSR), constructed response
(CR), technology-enhanced items (TE), and Performance Tasks (PT). (Please note that the
print versions of TE items are available in this component; the full functionality of the items
is available only through the online assessment.) This variety of item types provides multiple
methods of assessing student understanding, allows for deeper investigation into skills and
strategies, and provides students an opportunity to become familiar with the kinds of items
and approaches they will encounter in high-stakes assessments.
iv Grade 2 • Teacher Introduction Benchmark Assessments

Overview of Benchmark Assessments
The Benchmark Assessments component consists of three tests—Benchmark Test 1,
Benchmark Test 2, and Benchmark Test 3.
Test 1 focuses on key skills that are part of the instruction in Units 1–3, Test 2 samples key
skills from Units 1–6, and Test 3 features a suite of PTs.
Test 1 and Test 2 feature 30 items that mirror the focus and presentation students will
encounter in end-of-year testing. The tests are broken into two sessions.
Test 3 contains examples of PTs that are part of traditional performance-based assessment.
• Narrative
◦◦ Students craft a narrative using information from the sources.
• Informational
◦◦ Students write an article based on the sources using information from the sources.
• Opinion
◦◦ Students analyze the ideas in the sources and state an opinion that they support using
information from the sources.
Each PT assesses standards that address comprehension, research skills, genre writing, and
the use of standard English language conventions (ELC). The stimulus texts and research
questions in each task build toward the goal of the final writing topic.
Administering Benchmark Assessments

Benchmark Test 1 should be given to students after Unit 3 is complete. Benchmark 2 should
be given to students close to the end of the year. The PTs in Test 3 can be administered at
various times during the year. The Narrative Task can be given at the start of the year and
again closer to the performance-based assessment date to measure student growth.
Due to the length of the test (and to provide students a test-taking experience that is
in concert with standardized testing), the schedule below is suggested. (Session 1 and
Session 2 can be spaced over two days or grouped together with a short break in between.)
• Session 1 of Tests 1 and 2—30 to 40 minutes
• Session 2 of Tests 1 and 2—30 to 40 minutes
• PTs in Test 3—90 to 100 minutes. (Provide students 30 to 40 minutes to read the
stimulus materials and answer the research questions, and 60 to 70 minutes for
planning, writing, and editing their responses. If desired, provide students a short break
between these activities.)
Benchmark Assessments Grade 2 • Teacher Introduction v

Scoring Benchmark Assessments
Tests 1 & 2
Items 1–30 in Tests 1 and 2 are each worth two points, for a 60-point assessment. Each part
of an EBSR is worth 1 point; MSR and TE items should be answered correctly in full, though
you may choose to provide partial credit. For written responses, assign a score using the
correct response parameters provided in the answer key and the scoring rubrics below.
Short Response Score 2: The response is well-crafted and concise and shows a thorough
understanding of the underlying skill. Appropriate text evidence is used in the answer.
Short Response Score 1: The response shows partial understanding of the underlying skill.
Text evidence is featured, though examples are too general.
Test 3
Each PT is a 15-point assessment. The three research items are worth a total of five points,
broken down as indicated in the scoring charts. For PT full-writes, use the rubrics on the
following pages. Score the task holistically on a 10-point scale: 4 points for purpose/
organization [P/O]; 4 points for evidence/elaboration [E/E] or development/elaboration
[D/E]; and 2 points for English language conventions [C]. Unscorable or 0-point responses
are unrelated to the topic, illegible, contain little or no writing, or show little to no command
of the conventions of standard English. Use the anchor paper response provided for each PT
for additional scoring guidance.
Evaluating Scores
The goal of each test is to evaluate student mastery of previously-taught material and to
gauge preparedness for state-mandated testing.

Test 1 can serve as a summative mid-year assessment.
Test 2 can serve as a summative EOY assessment.
The PTs that comprise Test 3 can be assigned at points directly following specific instruction
in the task genre to assess student mastery.
The expectation is for students
• to score 80% or higher on Tests 1 and 2; and
• to score “12” or higher on each PT.
For students who do not meet these benchmarks, assign appropriate lessons from the
Tier 2 online PDFs. Use student results in particular test categories to guide intervention.
vi Grade 2 • Teacher Introduction Benchmark Assessments

NARRATIVE PERFORMANCE TASK SCORING RUBRIC

Score Purpose/Organization Development/Elaboration Conventions
• fully sustained organization; • effective elaboration with
clear focus details, dialogue, description
• effective, unified plot • clear expression of
• effective development of setting, experiences and events
characters, point of view • effective use of relevant
4 • transitions clarify relationships source material
between and among ideas • effective use of various
• logical sequence of events narrative techniques
• effective opening and closing • effective use of sensory,
concrete, and figurative
language
• adequately sustained • adequate elaboration with
organization; generally details, dialogue, description
maintained focus • adequate expression of
• evident plot with loose experiences and events
connections • adequate use of source
3 • adequate development of material
setting, characters, point of view • adequate use of various
• adequate use of transitional narrative techniques
strategies • adequate use of sensory,
• adequate sequence of events concrete, and figurative
• adequate opening and closing language
• somewhat sustained • uneven elaboration with • adequate
organization; uneven focus partial details, dialogue, command
• inconsistent plot with evident description of spelling,
flaws • uneven expression of capitalization,
• uneven development of setting, experiences and events punctuation,
characters, point of view • vague, abrupt, or imprecise grammar,
2
• uneven use of transitional use of source material and usage

strategies, with little variety • uneven, inconsistent use of • few errors
• weak or uneven sequence of narrative technique
events • partial or weak use of
• weak opening and closing sensory, concrete, and
figurative language
• basic organization; little or no • minimal elaboration with • partial
focus few or no details, dialogue, command
• little or no discernible plot; may description of spelling,
just be a series of events • confusing expression of capitalization,
• brief or no development of experiences and events punctuation,
setting, characters, point of view • little or no use of source grammar,
1
• few or no transitional strategies material and usage
• little or no organization of event • minimal or incorrect use of • some
sequence; extraneous ideas narrative techniques patterns of
• no opening and/or closing • little or no use of sensory, errors
concrete, and figurative
language
Benchmark Assessments Grade 2 • Teacher Introduction vii

INFORMATIONAL PERFORMANCE TASK SCORING RUBRIC

Score Purpose/Organization Evidence/Elaboration Conventions
• effective organizational • convincing support for
structure main idea; effective use of
• clear statement of main idea sources
based on purpose, audience, • integrates comprehensive
4 task evidence from sources
• consistent use of various • relevant references
transitions • effective use of elaboration
• logical progression of ideas • audience-appropriate
domain-specific vocabulary
• evident organizational structure • adequate support for main
• adequate statement of main idea; adequate use of
idea based on purpose, sources
audience, task • some integration of
• adequate, somewhat varied use evidence from sources
3 of transitions • references may be general
• adequate progression of ideas • adequate use of some
elaboration
• generally audience-
appropriate domain-specific
vocabulary
• inconsistent organizational • uneven support for main • adequate
structure idea; limited use of sources command
• unclear or somewhat unfocused • weakly integrated, vague, of spelling,
main idea or imprecise evidence from capitalization,
• inconsistent use of transitions sources punctuation,
2
with little variety • references are vague or grammar,
• formulaic or uneven progression absent and usage
of ideas • weak or uneven elaboration • few errors

• uneven domain-specific
vocabulary
• little or no organizational • minimal support for main • partial
structure idea; little or no use of command
• few or no transitions sources of spelling,
• frequent extraneous ideas; may • minimal, absent, incorrect, capitalization,
be formulaic or irrelevant evidence from punctuation,
1 • may lack introduction and/or sources grammar,
conclusion • references are absent or and usage
• confusing or ambiguous focus; incorrect • some
may be very brief • minimal, if any, elaboration patterns of
• limited or ineffective errors
domain-specific vocabulary
viii Grade 2 • Teacher Introduction Benchmark Assessments

OPINION PERFORMANCE TASK SCORING RUBRIC

Score Purpose/Organization Evidence/Elaboration Conventions
• effective organizational • convincing support/
structure; sustained focus evidence for main idea;
• consistent use of various effective use of sources;
transitions precise language
• logical progression of ideas • comprehensive evidence
• effective introduction and from sources is integrated
4
conclusion • relevant, specific references
• clearly communicated opinion • effective elaborative
for purpose, audience, task techniques
• appropriate domain-specific
vocabulary for audience,
purpose
• evident organizational • adequate support/evidence
structure; adequate focus for main idea; adequate
• adequate use of transitions use of sources; general
• adequate progression of ideas language
• adequate introduction and • some evidence from sources
3 conclusion is integrated
• clear opinion, mostly • general, imprecise references
maintained, though loosely • adequate elaboration
• adequate opinion for purpose, • generally appropriate
audience, task domain-specific vocabulary
for audience, purpose
• inconsistent organizational • uneven support for main • adequate
structure; somewhat sustained idea; partial use of sources; command
focus simple language of spelling,
• inconsistent use of transitions • evidence from sources is capitalization,
• uneven progression of ideas weakly integrated, vague, punctuation,
• introduction or conclusion, if or imprecise grammar,

2
present, may be weak • vague, unclear references and usage
• somewhat unclear or unfocused • weak or uneven elaboration • few errors
opinion • uneven or somewhat
ineffective use of domain-
specific vocabulary for
audience, purpose
• little or no organizational • minimal support for main • partial
structure or focus idea; little or no use of command
• few or no transitions sources; vague language of spelling,
• frequent extraneous ideas are • source material evidence capitalization,
evident; may be formulaic is minimal, incorrect, or punctuation,
1 • introduction and/or conclusion irrelevant grammar,
may be missing • references absent or incorrect and usage
• confusing opinion • minimal, if any, elaboration • some
• limited or ineffective use of patterns of
domain-specific vocabulary errors
for audience, purpose
Benchmark Assessments Grade 2 • Teacher Introduction ix

Answer Keys in Benchmark Assessments
The answer keys for Tests 1 and 2 have been constructed to provide you with the information
you need to aid understanding student performance. These answer keys include correct
answers, content focus, and complexity levels.
15 B, E Main Idea and Key Details DOK 2
16 D Context Clues DOK 2
17A C Main Idea and Key Details DOK 2
17B B Main Idea and Key Details/Text Evidence DOK 2
The scoring tables that follow the answer keys show distinct categories to pinpoint possible
areas of intervention or enrichment.
Comprehension: Selected Response 1A, 1B, 2A, 2B, 5, 7A, 7B, 8A, 8B, 9, /28 %
10A, 10B, 15, 17A, 17B, 18, 19, 21A, 21B, 23A, 23B, 24
Comprehension: Constructed Response 4, 20 /4 %
Vocabulary 3, 6A, 6B, 16, 22A, 22B /8 %
Research 11, 12, 13, 14 /8 %
English Language Conventions 25, 26, 27 /6 %
Drafting, Editing, Revising 28, 29, 30 /6 %
Total Benchmark Assessment Test 1 Score /60 %
The answer keys for Test 3 include correct answers and complexity levels. They also provide
space for recording scores.

BENCHMARK ASSESSMENT TEST 3: Narrative Performance Task
Question Answer Complexity Score
1 B, D DOK 3 /1
2 see below DOK 3 /2
/4 [P/O]
Story see below DOK 4 /4 [D/E]
/2 [C]
Total Score /15
x Grade 2 • Teacher Introduction Benchmark Assessments

BENCHMARK TEST 1
SESSION 1
Read the passage. Then answer the questions.
Crow’s Message
Crow perched on a tree branch in the town park. He looked down
at the other animals. They were taking each other’s food. They were
poking each other. They were making fun of each other.
“What is the matter with you?” Crow scolded. “Why can’t you be
nice?” he shouted.
Crow gave a long speech. He told the animals how disgusting their
behavior was. He even recited a poem:
You don’t know how to act,
And that is a true fact!
You never show you care.
It’s more than I can bear!
None of the animals even looked at Crow.
“I guess I have to try another way to get through to them,” he
thought. “I will try e-mail.” So he typed a note to each of the

animals. He commanded them to be polite. He ordered them to
share. He ended with, “If you don’t, you will be sorry!”
Not one animal mentioned the e-mail. The animals were still
unkind and selfish.
“I need a more exciting way to deliver my message,” Crow decided.
He made a long banner. He picked up one end in his beak. Then he
flew back and forth above the park. He tried to get the animals’
attention. The animals continued their activities and paid no
attention to the sign. GO ON
Benchmark Assessments Grade 2 • Test 1 1

BENCHMARK TEST 1
Down on the ground, Rabbit was hopping around the base of a tree
looking for tender green leaves to eat. He saw a pile of acorns.
Rabbits are not fond of acorns, so he started to kick them out of his
way. Then he thought, “Squirrels like acorns. I could tell Squirrel
they are here.” He waved to Squirrel, who thought Rabbit was
probably trying to play a mean trick on him. But he was curious, so
he ran over to Rabbit.
Squirrel was very pleased with the crunchy acorns. “Looking for
food is a full-time job,” said Squirrel. “It is nice to have some help.
Thank you.” Rabbit felt good about helping.
Squirrel dashed off toward the other side of the park. On the way,
he saw Mouse. She was stretching high trying to reach some twigs
to make a nest. Squirrel started to make fun of Mouse for being so
little. Then he stopped. He reached up and grabbed a bunch of
twigs. He gave them to Mouse.
“Thank you!” said Mouse with surprise.
Mouse felt very good, so she was friendly to Duck. Then Duck
helped Cricket. Soon, all the animals were being kind and helpful.
Crow watched in amazement from his perch. Owl flew up to keep
him company.
Crow said, “You are smart, Owl. Help me understand what Copyright © McGraw-Hill Education
happened. I tried to get the animals to be kind. They paid no

attention. Now, they are all being friendly to each other.”
“The reason is easy,” said Owl. “Actions speak louder than words.
You tried to tell them what to do, but Rabbit showed them. Good
deeds are like seeds. Once they are planted, they can grow.”
GO ON
2 Grade 2 • Test 1 Benchmark Assessments

Student Name
1 The following question has two parts. First, answer part A.

Then, answer part B.
Part A: What is the first problem that Crow faces in

the passage?
A The animals do not like Crow.
B The animals sit on Crow’s branch.
C The animals do not pay attention to Crow.
D The animals like to listen to Crow’s poem.
Part B: Which sentence from the passage best helps you

answer part A?
A Crow perched on a tree branch in the town park.
B They were making fun of each other.
C Crow gave a long speech.
D None of the animals even looked at Crow.
GO ON

Student Name
2 Read the sentence from the passage.

He commanded them to be polite.
What is the root word of commanded?
A command
B comma
C mand
D ed
3 What does each character do in the story? Mark an X in

one box for each character.
Crow Owl Duck Rabbit
helps
Cricket
explains
what
happened
gives
acorns to
Squirrel
recites a
poem
GO ON

Student Name
4 How do the characters change in the story?

Use two details from the story in your answer.

GO ON

BENCHMARK TEST 1
Shh! Someone Is Asleep!

We sleep to stay well. We sleep to get energy to work and play.
Animals do, too.
Cozy in a Tree
Some animals sleep a lot. Koalas sleep 20 hours a day. They move very
slowly when they wake up. Koalas are not lazy. They have a reason to
be sleepy and slow. Their main food is a certain kind of leaf. These
leaves are hard to digest. It takes a lot of energy for the koala’s body to
digest the leaves. Koalas must rest a lot to get enough energy.
Koalas sleep and eat in the same place—high in a tree.
Koalas sleep in the day. They wake up at night. They look for food.
It would be easy for enemies to catch these slow animals. They
spend their days and nights in trees. This helps them to keep safe
from other animals. A high branch is their cozy, safe bed.
GO ON

BENCHMARK TEST 1
A Long Winter’s Nap

Brown bears also sleep a lot. They nap for four to six months a year.
A bear digs a den in a hill. It uses its claws. Then the bear crawls
into this den to sleep.
It is hard to find food in cold weather. So bears sleep through the
winter. Their hearts slow down. A bear’s heart beats 70 times a
minute when it is awake. A sleeping bear’s heart beats just
10 times a minute. This helps them use less energy. Bears eat very
big meals before their winter nap. They do not need to hunt for
food until spring.
Asleep in the Deep

Sea animals sleep, too. Some sleep as they float in the water. Others
find a safe spot to sleep. They might slide down deep into the mud
or sneak behind a rock so no one can see them.
African mudfish live in streams. The streams dry up in the summer.
The mudfish must save itself from drying up, too. Its body gives off
slime. The slime mixes with mud. The slime and mud form a sack
like a sleeping bag around the fish. There is a little opening in the
sack. There is a tube in the opening. The fish breathes through the
tube. It sleeps until the stream flows again.

Dolphins sleep in the sea. They need a way to breathe as they nap.
Their bodies hold a lot of air. The air helps them float. A dolphin
floats near the surface of the water as it sleeps. Its tail moves a bit
once in a while. This pushes the dolphin up. The animal takes a
breath of air. Then it floats down to rest some more.
Many sea animals swim at night. They rest during the day. Most fish
do not have eyelids. Their eyes are wide open night and day.
GO ON

BENCHMARK TEST 1
A Wink of Sleep
Some land birds sleep in trees or barns. Others sleep in grasses.
Most water birds sleep in shallow water. Others sleep on small
pieces of land in the water. Some birds that live in cold places dig
holes in snow. These holes are their beds.
Birds can sleep with one eye open and one shut. They can also sleep
with half their brain awake. These tricks help them stay safe. It is
hard for an enemy to sneak up on them.
Hours of Sleep Each Day

Animal How much it sleeps
brown bat 20 hours
armadillo 18 hours
lion 13 hours
dog 11 hours
horse 3 hours
giraffe 2 hours

Goodnight to All
Tonight, you will sleep in your bed. You will be safe and warm.
Outside, lots of animals will be sleeping, too. They will be cozy in
trees, holes, and streams.
GO ON

Student Name

Part A: What is the most likely reason the author chose

to use pictures of a koala in a tree in the passage?
A to show that koalas can see far if they are up high
B to show that koalas spend most of their time in trees
C to show that koalas climb trees faster than they
can walk
D to show that koalas are too tired to look for beds on
the ground
art B: Which sentence from the passage best helps you

P
answer part A?
A They move very slowly when they wake up.
B It would be easy for enemies to catch these
slow animals.
C They spend their days and nights in trees.
D A high branch is their cozy, safe bed.
GO ON

Student Name

Part A: Read the paragraph from the passage.

It is hard to find food in cold weather. So bears sleep through
the winter. Their hearts slow down. A bear’s heart beats
70 times a minute when it is awake. A sleeping bear’s heart
beats just 10 times a minute. This helps them use less energy.
Bears eat very big meals before their winter nap. They do not
need to hunt for food until spring.
Which sentence best describes the main idea of the

paragraph?
A Bears do most of their hunting in the spring.
B When bears eat a lot, they need to take a nap.
C When bears are asleep, their hearts beat very slowly.
D Bears sleep all winter because they do not have much
to eat.
Part B: Which sentence from the paragraph best helps

you answer part A?
A It is hard to find food in cold weather.
B A sleeping bear’s heart beats just 10 times a minute.
C Bears eat very big meals before their winter nap.
D They do not need to hunt for food until spring.
GO ON

Student Name

Part A: Read this sentence from the passage.

They might slide down deep into the mud or sneak behind a
rock so no one can see them.
What does the word sneak most likely mean?

A to move without being noticed
B to move in a smooth way
C to move around something
D to move very quickly
Part B: Which words from the sentence best help you

answer part A?
A slide down deep
B into the mud
C behind a rock
D no one can see them
GO ON

Student Name

Part A: Look at the chart near the end of the passage.

What is the most likely reason the author added the
chart to the passage?
A to show that animals sleep for different amounts
of time
B to show that some animals sleep more than people do
C to show that some animals do not need very
much sleep
D to show that all animals need to get some sleep
each day

answer part A?
A We sleep to stay well.
B Some animals sleep a lot.
C Many sea animals swim at night.
D Tonight, you will sleep in your bed.
GO ON

Student Name
9 Which sentences from the passage best tell the main

idea of the passage? Pick two choices.
A We sleep to stay well.
B Some animals sleep a lot.
C Koalas sleep in the day.
D Many sea animals swim at night.
E They will be cozy in trees, holes, and streams.
GO ON

Student Name
Read the directions. Then answer the questions.
10 A student is writing a report about peacocks. She wrote

an opinion in the report. Read the sentences from the
student’s report and the directions that follow.
My family took a trip to the zoo. We saw lots of different
animals while we were there. The male peacock was my
favorite. I love to watch it fan out its feathers. I think it is the
most beautiful animal that there is.
The student found a source about peacocks. Choose
two sentences from the source that best support the
student’s opinion.
A A peacock can weigh up to 13 pounds.
B Peacocks cannot fly like most other birds.
C Peacock tail feathers shimmer in the light.
D Some people keep blue peacocks as pets.
E Peacocks have over 200 brightly colored feathers.
GO ON

Student Name
11 A student is writing a report about butterflies. He took

notes and thought of three main ideas for his report.
Draw a line from each note to the main idea it supports.
Notes Main Ideas
Butterflies can suck How Big Butterflies

nectar from flowers. Grow
Queen Alexandra's
What Butterflies
Birdwing is the
Look Like
largest butterfly.
Tiny scales on
butterflies make What Butterflies Eat
them colorful.
GO ON

Student Name
12 A student is writing a report about insects. Which source

would most likely have information for the report?
A ”Spiderman” comic book
B ”The Itsy Bitsy Spider” song
C “The Life of a Spider” website
D “Miss Spider’s Tea Party” children’s book
13 A student is writing a report about types of flowers.

Which website is most likely to be a useful source of
information for the report?
A www.flowercrafts.net
B www.marysflowerblog.com
C www.dangerousflowers.gov
D www.flowersoftheworld.edu
STOP

BENCHMARK TEST 1
SESSION 2
Vet for a Day

Jack answered the phone. “Hi, Aunt Becky,” he said.
“We are having a Bring a Child to Work Day where I work,” Aunt
Becky said cheerfully. “I want you to come so you can learn about
my job.”
Jack felt worried. Aunt Becky was a vet. She worked at an animal
hospital. Jack thought it would be sad to see sick and injured animals.
But he did not want to hurt Aunt Becky’s feelings, so he agreed.
On the day of the visit, Aunt Becky picked up Jack very early. Jack did
not look happy. “Don’t worry,” she said. “You will see all the good
things that a vet does.” She smiled at Jack. “First, I must check the sick
animals that came in during the night to see if they are okay.”
Jack saw how gentle and calm Aunt Becky was with her patients. The
animals were happy to see Aunt Becky. The dogs wagged their tails
and the cats purred. The birds chirped.
“How do you know what is wrong with them?” Jack asked. “They
can’t tell you like people can.”
“I have to look very closely at each animal. I have to watch how they
behave,” she said. “This big cat is limping, so her leg must be hurt.”
Next, it was time for surgery. “Oh no,” thought Jack. “There could be
blood. My tummy feels bad.” But he did not have time to think
about it. Aunt Becky gave him special clothes to put on. She took
him into the surgery room.
GO ON

BENCHMARK TEST 1
Jack looked at the tiny dog on the table. Then he looked down at
the floor. He did not want to see Aunt Becky operate on the dog.
After a while, he got braver and took little peeks. Then he started
watching the operation. Jack was amazed that Aunt Becky could
work on such a small animal. Before he knew it, she was done.
“Will the dog be okay?” he asked.
“Yes, he just had a little bump on his belly. I had to take it off. Soon,
he will be running around and feeling fine.”
Next, Aunt Becky checked her list of animals to see for the day. The
first was a kitten.
“He looks healthy,” said Aunt Becky. “I will give him a shot to help
him stay well.”
“Uh-oh,” thought Jack. “I don’t like to get shots, and I’ll bet the
kitten will cry.” But Jack was surprised. Aunt Becky touched the
kitten gently. She talked to him softly as she gave him the shot. The
kitten did not seem to mind the shot.
GO ON

BENCHMARK TEST 1
Aunt Becky spent the rest of the morning seeing cats, dogs, birds,
and even a rabbit. Sometimes, the animals just needed a checkup.
Sometimes, they were sick. Aunt Becky always knew what to do.
Jack was hungry. “When is lunch?” he asked.
“Who has time for lunch?” Aunt Becky teased. “We have to eat
while we work.” Jack sat in a wooden armchair in her office and
munched on a sandwich. Aunt Becky ate at her desk and wrote
notes about the animals she saw in the morning.
There were more patients after lunch. Jack was tired by the end of
the day. At last, Aunt Becky dropped him off at home. She said,
“That wasn’t so bad, was it?” She winked at Jack. Jack smiled at
Aunt Becky. “I was wrong. Being a vet isn’t sad at all,” he said.
“Maybe I will be a vet when I grow up. It feels good to help animals!”
GO ON

Student Name

Part A: What is Jack’s main problem at the beginning of

the passage?
A He wants to learn about a different job.
B He does not like to spend time with Aunt Becky.
C He knows how to take care of sick animals.
D He does not want to go to the animal hospital.
Part B: Which sentence from the passage best supports

your answer in part A?
A “I want you to come so you can learn about my job.”
B Jack thought it would be sad to see sick and injured
animals.
C On the day of the visit, Aunt Becky picked up Jack
very early.
D “You will see all the good things that a vet does.”
GO ON

Student Name

Part A: How does Jack change from the beginning to the

end of the passage?
A First Jack feels sick, but later he feels better.
B First Jack feels happy, but later he feels tired.
C First Jack feels worried, but later he feels excited.
D First Jack feels hungry, but later he feels sorry.

answer part A?
A “My tummy feels bad.”
B “We have to eat while we work.”
C “That wasn’t so bad, was it?”
D “It feels good to help animals!”
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Student Name
16 Put the events from the passage in the correct order.

Mark an X in the correct box next to each event.
1 2 3 4
Jack looked at the tiny

dog on the table.
Before he knew it, she

was done.
Aunt Becky gave him

special clothes to put on.
She took him into the

surgery room.
17 Which words from the passage are compound words?

Make two choices.
A cheerfully
B hospital
C operation
D sometimes
E armchair
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Student Name
18 Which sentence from the passage best shows that Aunt

Becky was very busy at the animal hospital?
A Jack saw how gentle and calm Aunt Becky was with
her patients.
B The animals were happy to see Aunt Becky.
C Next, Aunt Becky checked her list of animals to see for
the day.
D “Who has time for lunch?” Aunt Becky teased.
19 How does Aunt Becky help Jack solve his problem?

Support your answer with details from the story.

GO ON

BENCHMARK TEST 1
Nature’s Light Shows

Lightning is one of nature’s light shows. It is fun to watch, but it can
also cause harm. You need to know the facts about lightning. The
facts will help you be safe.
Giant Sparks
Flashes of lightning are huge sparks of electric power. The sparks let
off a bright light. Lightning is very hot, too. It heats the air around
it. The hot air moves very fast. This moving air makes a loud boom
that is called thunder and can sound like an explosion.
Light moves faster than sound. First, we see the lightning. Then, we
hear the thunder.
There are different kinds of lightning. Most lightning travels from
cloud to cloud. Some lightning travels from clouds to the ground.
Cloud to cloud lightning goes Cloud to ground lightning goes

across the sky. from the sky down to earth.
BA_002A_127083 BA_003A_127083
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BENCHMARK TEST 1
Lightning can also travel from the ground to the clouds. But all
kinds of lightning are sparks of electricity.
Inside, Not Outside
Lightning is beautiful. It is exciting. It can also cause harm. To be
safe, stay inside during storms with lightning. Stay away from
windows.
Do not use anything that is electric. Lightning can go through
wires. Remind your parents to unplug things like TVs and
computers. Some people who get hurt in their homes during a
storm are using a phone with a cord. Cell phones are okay to use.
Do not take a shower when there is lightning. Do not wash your
hands. Remind your parents not to use the washer. Lightning can
go through water. Do something safe. You can read a book or play a
board game.
Even after the rain stops, there can still be lightning. Do not rush
outside as quickly as a bunny. Stay indoors for a while to be sure the
storm is over.
Lightning can harm the earth, too. When lightning hits land, it can
cause a fire. Many wildfires start because of summer lightning. The
land is dry. Twigs and grasses are dry. They burn easily.
Lightning Lessons
Scientists study lightning. They learn facts about it. They use
cameras. The cameras go into space on spacecrafts called satellites.
The cameras take pictures of lightning strikes. Scientists make maps
to show what they learn.
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BENCHMARK TEST 1
They have found out that Africa has more lightning than anywhere
in the world. Parts of Africa get lightning all year round. Why is
this? It is because lightning happens most often in hot, wet places.
Florida has more lightning than anywhere in the United States. It is
hot and wet there, too.
We know that lightning almost never happens at the North or
South Pole. Also, there is not much lightning around islands in the
Pacific Ocean.
Around the world, there are about 2,000 lightning storms
happening this minute. There are about 100 lightning strikes
every second.
Enjoy the Show!
Lightning is an exciting part of nature. Learn about it. Learn how to
stay safe. Then you can enjoy nature’s light shows.
GO ON

Student Name

Part A: What is the most likely reason the author used

pictures of lightning in the passage?
A to show what causes lightning
B to show that lightning is dangerous
C to show different kinds of lightning
D to show the number of lightning strikes
Part B: Which pair of sentences from the passage best

helps you answer part A?
A The sparks let off a bright light. Lightning is very
hot, too.
B Most lightning travels from cloud to cloud. Some
lightning travels from clouds to the ground.
C It can also cause harm. To be safe, stay inside during
storms with lightning.
D Around the world, there are about 2,000 lightning

storms happening this minute. There are about
100 lightning strikes every second.
GO ON

Student Name

Part A: Read the sentence from the passage.

This moving air makes a noisy boom that is called thunder
and can sound like an explosion.
What does the word explosion most likely mean?

A sizzling sound
B fast change
C loud noise
D dangerous time
Part B: Which words from the sentence best help you

answer part A?
A This moving air
B a noisy boom
C is called thunder

D can sound like
GO ON

Student Name

Part A: Read this sentence from the passage.

Do not rush outside as quickly as a bunny.
Why did the author use the underlined phrase in

the sentence?
A to show that lightning moves fast like a bunny
B to show that animals need to be kept inside
during storms
C to show that you should not go outside right after
a storm
D to show that you should do something calm instead
of running during storms

answer part A?
A Light moves faster than sound.
B To be safe, stay inside during storms with lightning.

C You can read a book or play a board game.
D Stay indoors for a while to be sure the storm is over.
GO ON

Student Name
23 Which sentences from the passage best tell the main

idea of the passage? Pick two choices.
A You need to know the facts about lightning.
B There are different kinds of lightning.
C Lightning can harm the earth, too.
D Scientists study lightning.
E Learn how to stay safe.
24 Which sentence from the passage best shows that

the author wrote the passage to give information
about lightning?
A The facts will help you be safe.
B Lightning is beautiful.
C You can read a book or play a board game.
D Lightning is an exciting part of nature.
GO ON

Student Name
25 Which two sentences use the correct words for a group

of animals?
A A nest of ducks landed on the pond.
B We ran quickly from the swarm of bees.
C The herd of ants marched across the table.
D The pack of wolves howled at the full moon.
E A dog chased the flock of horses across the field.
26 Choose the two sentences that use past-tense verbs

correctly.
A I drinked all of the ice cold water.
B When he left my house, I run after him.
C My cat hid under the bed from the dog.
D Yesterday, my mom and I drawed a picture together.
E We drove several hours to get to the beach for vacation.
27 Which sentence is correct?

A The five geese swam slowly across the pond.
B The five goose swam slowly across the pond.
C The five gooses swam slowly across the pond.
D The five gice swam slowly across the pond.
GO ON

Student Name
28 A student is writing an opinion letter to the principal

about allowing frozen yogurt sales at school. Read the
draft of the letter. Then complete the task that follows.
Dear Mr. Smith:
I want to ask that you sell frozen yogurt at school. You can sell
it every day. Having frozen yogurt is better than having ice
cream. It is healthier. Students can eat it at lunch for dessert.
We can still have ice cream. Or, we can pick frozen yogurt for
dessert. Students can pick flavors like vanilla or chocolate. Ice
cream has a lot of sugar.
Sincerely, Jenny Wells
Write a paragraph that completes the letter supporting
an opinion about selling frozen yogurt at school.

GO ON

Student Name
29 A student is writing a report about snakes. He wants to

revise the draft to delete details that do not support the
main idea. Read the draft of the report. Then complete
the task that follows.
Snakes are interesting animals. Snakes do not have noses. So,
they use their forked tongues to smell. Some snakes, like a
rattlesnake, cannot see very well. They use pit holes, which are
openings in front of their eyes, to help them sense body heat.
Snakes do not have ears. Instead, they have a bone in their
lower jaw to help them feel movement. Some people do not
like snakes. They have two fangs. Many snakes have venom, or
poison, in their fangs. Snakes shed their skin. Their new skin
looks shiny and wet.
Which sentence is the best way to revise the information
in the underlined sentence?
A Snakes can be weird.
B Snakes can be nasty.
C Snakes can be boring.
D Snakes can be dangerous.
GO ON

Student Name
30 A student is writing a story about playing outside.

She wants to revise the draft to introduce a character.
Read the draft of the story. Then answer the question
that follows.
“I wonder what I will do first?” she asked. First, Maddy
decided to jump rope. “1, 2, 3, 4, 5!” Maddy sang. She loved to
jump rope. No one was there to clap for her. Next, she wanted
to play on the swings. “Whee!” Maddy shouted. But no one
was there to push her or see how high she could go. She could
almost reach the sky! Finally, she decided to join her friend
Luke. “You know, Luke,” Maddy said, “playing alone can be
fun, but playing with a friend is even better!”
Choose the best beginning sentence to introduce the
character.
A Maddy wanted to play alone.
B Maddy stumbled over a rock.
C Maddy listened to the birds chirping.
D Maddy smiled about playing with her friend.
STOP

BENCHMARK TEST 2
SESSION 1
A Very Special Celebration

“I have a surprise for you,” Mr. Black told his class. “The Thanksgiving
holiday is coming soon. We will have a class Thanksgiving party.
Everyone can bring a special dish their family makes for Thanksgiving.”
The children cheered and clapped. Mike said he would bring sliced
turkey. Pam said she would ask her grandfather to make his
pumpkin pie. Don promised to bring his mother’s tasty stuffing.
All the children were busy planning the party, except Lang. She
was silent and did not share any ideas.
When Lang got home from school, she ran into the house looking
for her mother. “What is the matter, Lang?” Mom asked. “You look
unhappy.”
“We are having a Thanksgiving party at school. I don’t know what
Thanksgiving is,” said Lang.
“Of course you don’t know. We only moved to the United States a
few months ago. We haven’t had an American Thanksgiving yet,”
Mom explained.
“Mr. Black said to bring Thanksgiving food. We don’t know how to
make Thanksgiving food,” Lang said.
“Don’t worry. We’ll think of something to do,” Mom promised her.
Mom told Lang, “Long ago, people from Europe came to the
United States. Native Americans already lived here. They taught the
new people how to farm the land. In the summer, the people gathered
their crops. In the fall, the new people and the Native Americans had a
GO ON

BENCHMARK TEST 2
party. They were happy for the food they had grown. They celebrated
their harvest.”
“So Thanksgiving is like our Mid-Autumn Festival in Vietnam! They
both celebrate the harvest. I could share some of our traditions at
the party,” said Lang. Mom smiled.
The next day, Lang could not wait to get to school. Mr. Black was
excited about Lang’s idea. He told the class, “We will mix together
American and Vietnamese customs at our party. Lang will bring
moon cakes. She will show us how to make lanterns. She will help
us make paper masks.”
Claudio raised his hand. “My family came from Puerto Rico when I
was five. We had a special holiday in the fall. We celebrated the
plantain harvest. I could bring some plantain dishes. They are like
bananas. They are yummy!”
Then Kami told the class that his grandma had just come to live
with them. “She is from India,” Kami said. “She told me about the
Indian harvest festival. They eat pongal. It is a sweet rice dish. She
can make some for us.”
On the day of the party, families came to school with their children.
Everyone carried dishes of food. Lang brought in a

huge tray of moon cakes. The children put up
decorations. They shared materials for crafts.
They taught each other games. They danced to
music from many places.
At the end of the day, Mr. Black said, “I
want to share a tradition. My family does
something special on Thanksgiving. We
take turns telling something we are
thankful for. Who wants to start?”
Lang raised her hand. “I’m thankful for new friends GO ON
in my new country.”
Student Name

Part A: Which sentence best tells what Lang learns?

A Thanksgiving is a celebration of harvest foods.
B Thanksgiving is best celebrated by eating a turkey.
C Thanksgiving can be a good time to make new friends.
D Thanksgiving can be celebrated in many different ways.

answer part A?
A “Mr. Black said to bring Thanksgiving food.”
B “They both celebrate the harvest.”
C “We will mix together American and Vietnamese
customs at our party.”
D “I’m thankful for new friends in my new country.”
2 Read the sentence from the passage.

She was silent and did not share any ideas.
What does the word silent most likely mean?
A angry
B quiet
C sad
D loud
GO ON

Student Name

Part A: Read the paragraph from the passage.

“So Thanksgiving is like our Mid-Autumn Festival in Vietnam!
They both celebrate the harvest. I could share some of our
traditions at the party,” said Lang. Mom smiled.
Which sentence best states the main message of the
paragraph?
A Thanksgiving is a harvest celebration.
B People in Vietnam celebrate Thanksgiving.
C Thanksgiving is called the Mid-Autumn Festival.
D Other countries have holidays like Thanksgiving.
Part B: Write the sentence from the passage that best

helps you answer part A.


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Student Name
4 Circle the word or phrase that best completes each

sentence about Lang and her mother.
When Lang tells her mother about the class party,

Lang feels .
angry excited lazy sad
After talking together, Lang and her mother .
work to find an answer
cannot decide what to bring

have different ideas about parties
do not know what is needed for the party

GO ON

Student Name
5 What can the reader tell about Lang’s feelings about

the classroom Thanksgiving celebration at the end of
the story? Use details from the story in your answer.
GO ON

BENCHMARK TEST 2
Do Not Smell These Flowers!

Smell the roses. Smell the lilac bush. But do not smell the flowers of
the titan arum plant! They smell awful! These flowers smell like a
dead animal or bad meat. People have nicknamed it the “corpse
plant” because it smells like something that has died.
Corpse plants grow in the rainforest. Many live to be 40 years old.
They grow quickly. They can grow as much as a few inches a day.
Some grow to be 10 feet tall. The plant shoots out of a round bulb
under the soil. This bulb is called a corm. Just this one part of the
plant can weigh 200 pounds.
The size of these plants makes them unusual. But their smell is the
real story. They do not make flowers until they are about 10 years
old. First, the bud opens. That is when the awful smell begins. The
bud is called the spathe. Inside the spathe is another part. It looks
like a long stick. It is called the spadix. Flowers grow from the
spadix. Then the flowers produce cherry-sized red fruits.
The corpse plant’s odor makes you want to
hold your nose. But some kinds of beetles and
flies like it. They fly to the flower to smell

spadix
more. It is important for insects to come to
the plant. They get the plant’s pollen on their spathe
feet. They carry it to other plants. This is what
helps new plants to grow.
To make sure many insects come to it, the
plant heats itself up. This helps the smell
spread out, just as the smell of a scented
corm
candle does.
GO ON
BA_011A_127083
BENCHMARK TEST 2
It takes a lot of energy for the corpse plant to bloom and spread its
smell. That is the reason the flowers only last for a day. It is also why
the plants only bloom every two or three years. The plant goes through
resting times and growing times. Every year, it makes one big leaf with
a funny shape. The leaf looks like a giant green umbrella.
This plant does not grow in nature in the United States. But once in
a blue moon, some scientists can grow it from seeds to learn more
about it. The first corpse plant flower bloomed in this country at a
public garden in New York in 1937. Since then, only about
100 corpse flowers have bloomed here.
One corpse plant at a public garden in California bloomed in 1999.
It bloomed again in 2002 and 2009. A plant at a college in Illinois
bloomed in 2011. A museum in Texas has two corpse plants.
Visitors have named them Lois and Audrey.
The blooming of these plants is very special. People come to see how
they look. They come to find out how bad the smell is.
Scientists come to study them, too. For the first time, in 2011, a
scientist collected some of the disgusting scent to study. His work
may help us know more about this amazing plant.
GO ON

Student Name

Part A: What is the author’s main purpose for writing

about the corpse plant?
A to ask the reader to go see corpse plants
B to tell the reader how insects use corpse plants
C to give the reader information about corpse plants
D to entertain the reader with stories about corpse plants

answer part A?
A Corpse plants grow in the rainforest.
B First, the bud opens.
C They fly to the flower to smell more.
D People come to see how they look.
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Student Name
7 Read the sentences from the passage.

This plant does not grow in nature in the United States. But
once in a blue moon, some scientists can grow it from seeds to
learn more about it.
What does the phrase “once in a blue moon”
most likely mean?
A without a lot of trouble
B usually
C not very often
D not able to be done
8 Which sentences from the passage best tell an effect of

the corpse plant using a lot of energy? Pick two choices.
A That is the reason the flowers only last for a day.
B It is also why the plants only bloom every two or
three years.

C Every year, it makes one big leaf with a funny shape.
D The leaf looks like a giant green umbrella.
E The blooming of these plants is very special.
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Student Name
9 Complete the chart to show how corpse plants use insects

to help grow new plants. Mark an X in one box next to
each step to show the correct order.
1 2 3 4
The plant heats
itself.
Insects come to
the plant.
The plant’s smell
spreads.
Insects carry pollen
to other plants.
10 Read the paragraph from the passage. Then answer

the question.
Corpse plants grow in the rainforest. Many live to be
40 years old. They grow quickly. They can grow as much as
a few inches a day. Some grow to be 10 feet tall. The plant
shoots out of a round bulb under the soil. This bulb is called a
corm. Just this one part of the plant can weigh 200 pounds.
What is the main idea in this paragraph?

A Corpse plants are very large.
B Corpse plants grow daily.
C Corpse plants need rain.
D Corpse plants live a long time.
GO ON

Student Name
11 A student is writing a report about reading. She found

a source. Read Source #1. Then read the directions
that follow.
Source #1
Reading by yourself is very important. Children get better
grades when the teacher lets them read alone. Students are
happier when they can choose their own reading books.
Teachers do not have to teach new words. Students can learn
new words when they read by themselves. That way, the
teacher does not have so much work to do.
The student found a second source about reading. Choose
two sentences from Source #2 that support the author’s
opinion in Source #1.
A Students can control what they choose to read.
B Reading on their own helps students to remember
ideas better.
C Students feel more comfortable when they can read
by themselves.
D Reading time for second graders should be about
20 minutes every day.
E Students learn less when they read on their own than
students who do not.
GO ON

Student Name
12 A student is writing a report about gym class. He is

looking for information about how long to exercise.
Choose two sentences that have information about how
long to exercise.
A Gym class lasts for one hour.
B Students can stay fit during gym class.
C Students can go to recess for 15 minutes.
D Students should exercise for about one hour.
E Students should move around for 15 minutes at a time.
13 A student is writing a report about how to make a

treehouse. Which website is most likely to be a useful
source of information for her report?
A www.welovetreehouses.com Read about how children
love treehouses.
B www.mytreehouseisfun.com Read about two friends
who play in a treehouse.
C www.treehouseplan.com Read about how to choose a

tree for a treehouse.
D www.costtobuildtreehouses.com Read about people
who discuss the cost to build a treehouse.
GO ON

Student Name
14 A student is writing a report about frogs. Read the

sentences from his report and the directions that follow.
The bumps on some frogs can be dangerous. The bumps
contain poison. The poison can irritate the mouth of animals
who might try to eat the frog. It is best to leave frogs alone.
Which source would most likely give the student more
information about the ideas he has written?
A a website about the life cycle of frogs
B a journal entry about catching frogs
C a fact book about the features of different frogs
D a magazine article about saving frogs from
other animals
STOP

BENCHMARK TEST 2
SESSION 2
Arno’s Neighbor
Arno’s next-door neighbor is Mrs. Wills. She is 80 years old.
Mrs. Wills lives alone, except for her dog Scooter. Arno likes to
visit his neighbor. First, he takes Scooter for a walk. Mrs. Wills has
trouble with her legs and cannot walk her dog. Arno likes walking
Scooter because he does not have a dog of his own. Then he comes
back and talks with Mrs. Wills for a while.
Mrs. Wills is an interesting person. She tells Arno stories about her
childhood. It was very different from Arno’s life. She and her family
grew a lot of their own food in a garden. She lived in the country
far from a town. She walked miles to get to school. Many of her toys
were things her parents made for her. When she was really little,
their house had no electricity!
She tells him about her favorite books. He tells her about his
favorite books. Sometimes she recites funny poems for him. Arno
likes this one:
In the Night
The night was growing old
As she trudged through snow and sleet;
Her nose was long and cold,
And her shoes were full of feet.
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BENCHMARK TEST 2
Mrs. Wills likes to hear about Arno’s life. She asks what he is doing
in school. She talks with him about baseball.
One spring day, Arno was thinking that he would like to do something
nice for Mrs. Wills. When he got back from walking Scooter, Mrs. Wills
was making her dinner. She opened a can of soup. Then she poured it
into a pan to heat up. That gave Arno an idea.
When Arno got home, he told his mother and father about Mrs.
Wills’ soup and the garden she used to have.
“I bet she would really like some fresh vegetables and fruits this
summer,” said Arno.
“Do you have an idea?” Mom asked.
“My friend Lily’s family rents a space in the city garden plot. They
grow vegetables and fruits there. We could get a plot and grow
food. We could use some, and we could give some to Mrs. Wills.”
Arno’s parents agreed. By June, Arno was picking berries,
lettuce, and peas. Later in the summer, he gathered tomatoes,
squash, and melons. Every day, he took some food to Mrs. Wills.
She was excited about the treats he brought her.
Mrs. Wills got out some old recipes. She used to make these dishes
for her family. Arno helped her make them. She kept some of the
food for dinner and sent some home with Arno. Sometimes Arno’s
family went to Mrs. Wills’ house, or she went to theirs. Then they
enjoyed the delicious meals together.
GO ON

BENCHMARK TEST 2
One day, Arno and Mrs. Wills were making a big bowl of steaming
vegetables with cheese on top. Mrs. Wills said, “You know, Arno,
this was a very nice idea you had. You grow all this food and share
it with me.”
“But you have taught us all kinds of new recipes and ways to cook,
too,” said Arno. “We are helping each other!”
GO ON

Student Name

Part A: What conclusion can be drawn about Arno in

paragraph 1 of the passage?
A Arno helps Mrs. Wills.

B Arno walks with Mrs. Wills.
C Arno visits Mrs. Wills every day.
D Arno wants Mrs. Wills to give him the dog.
Part B: Which sentence from paragraph 1 of the passage

best helps you answer part A?
A Arno’s next-door neighbor is Mrs. Wills.
B Arno likes to visit his neighbor.
C First, he takes Scooter for a walk.
Then he comes back and talks with Mrs. Wills for
D
a while.
GO ON

Student Name

Part A: Which sentence best tells the main message of

the passage?
A Mrs. Wills and Arno need extra food.
B Mrs. Wills and Arno have an exciting life.
C Mrs. Wills and Arno share with each other.
D Mrs. Wills and Arno enjoy fruits and vegetables.

answer part A?
A Mrs. Wills is an interesting person.
B “We could get a plot and grow food.”
Later in the summer, he gathered tomatoes, squash,
C
and melons.
D Then they enjoyed the delicious meals together.
GO ON

Student Name

Part A: Read the sentences from the passage.

She tells him about her favorite books. He tells her about his
favorite books. Sometimes she recites funny poems for him.
Arno likes this one:
In the Night
The night was growing old
As she trudged through snow and sleet;
Her nose was long and cold,
And her shoes were full of feet.
Which of these best tells why the author most likely

included a poem in the passage?
A to show that Mrs. Wills likes to read
B to explain that Mrs. Wills is an older woman
C to show what Mrs. Wills does at night
to explain that Mrs. Wills remembers poems
D

answer part A?
A She is 80 years old.
B She tells Arno stories about her childhood.
C She lived in the country far from a town.
D She tells him about her favorite books.
GO ON

Student Name

Part A: What can the reader tell about Mrs. Wills from

the passage?
A
She misses having a garden.
B
She knows that cooking takes time.
C
She likes eating canned soup in the evening.
D
She learns that helping friends is a lot of work.

answer part A?
A
When he got back from walking Scooter, Mrs. Wills
was making her dinner.
B
When Arno got home, he told his mother and father
about Mrs. Wills’ soup and the garden she used
to have.
C
Mrs. Wills got out some old recipes.
D
She kept some of the food for dinner and sent some
home with Arno.
GO ON

Student Name
19 Choose the sentence that best describes what happens in

the passage.
A
In the beginning of the story, when Arno gets home he
calls his friend.
B
In the beginning of the story, when Arno gets home he
cooks soup.
C
In the middle of the story, when Arno gets home he
talks to his parents.
D
In the end of the story, when Arno gets home he plants
a garden.
GO ON

Student Name
20 Read the paragraphs from the passage. Then answer the

question that follows.
One day, Arno and Mrs. Wills were making a big bowl of
steaming vegetables with cheese on top. Mrs. Wills said, “You
know, Arno, this was a very nice idea you had. You grow all
this food and share it with me.”
“But you have taught us all kinds of new recipes and ways to
cook, too,” said Arno. “We are helping each other!”
What is the main message that Arno learns? Use details

from the passage in your answer.

GO ON

BENCHMARK TEST 2
Bald Eagles
Bald eagles are amazing! If you are lucky, you
might see one. They live all over the United
States. Bald eagles are pretty easy to spot.
They aren’t really bald. The adult birds have
white heads, which stand out sharply against
their brown bodies. They also have white
tails and orange, hooked beaks. Bald eagles
don’t develop the white heads and tails until
they are four years old.
Bald eagles are big birds. They can weigh up to 14 pounds. They
also have a large wingspan. That’s the distance from the tip of one
wing to the tip of the other. An eagle’s wingspan can be as much as
eight feet. Their strong, wide wings help them soar for hours.
Bald eagles have good eyesight. Their eyes are much sharper than
human eyes. They use their eyes when they hunt. Bald eagles eat
rodents, small mammals, and other small birds, but they mostly eat
fish. Spotting a tasty fish dinner is easy for an eagle. Bald eagles can
snatch fish right out of the water. Sometimes they even steal fish
from other birds! They can dive as fast as 50 miles per hour. When
an eagle catches a fish, it holds on tightly. Bald eagles have strong
claws, called “talons,” on their feet. Their talons are orange, like
their beaks.
GO ON

BENCHMARK TEST 2
These birds are beautiful and strong. But they are threatened in
some places. Much of their habitat has been destroyed. People cut
down trees where they built nests. In the past, people also used to
hunt bald eagles. And many bald eagles were hurt by a chemical
called DDT. For many years, farmers used DDT to kill bugs.
Now there are laws to keep eagles safe. Today, DDT isn’t used
anymore. It is also illegal to hunt bald eagles. The number of bald
eagles is growing. Healthy bald eagles can live for up to 30 years.
Eagles that pair up stay together for life. They can have many babies.
Bald eagles use sticks to build huge nests high in trees. The nests can
measure up to eight feet across. They can weigh almost a ton. These
strong nests can withstand storms and last for a long time!
The bald eagle is a symbol of America. It was chosen for its
strength, long life, and proud looks. The bald eagle can be seen on
the great seal of the United States. It is also found on quarters, half
dollars, and gold coins. Many states also have bald eagles on their
flags. It is one of the most loved symbols of our country.
GO ON

Student Name

Part A: Which conclusion about the author’s purpose is

supported by the passage?
A
The author wants to teach about the biggest birds in
the world.
B
The author wants to teach about bald eagles.
C
The author wants to teach about how bald eagles
hunt.
D
The author wants to teach about birds that like to
eat fish.
Part B: Which sentence from the passage best supports

Bald eagles are amazing!
A
They can weigh up to 14 pounds.
B
They use their eyes when they hunt.
C

Spotting a tasty fish dinner is easy for an eagle.
D
GO ON

Student Name

Part A: Read the sentences from the passage.

Spotting a tasty fish dinner is easy for an eagle. Bald eagles

can snatch fish right out of the water. Sometimes they even
steal fish from other birds! They can dive as fast as 50 miles
per hour. When an eagle catches a fish, it holds on tightly.”
What does the word snatch most likely mean?

A
grab
B
follow
C
hunt
D
see
Part B: Which phrase from the passage best supports

Spotting a tasty fish is easy
A
Sometimes they even steal fish
B
dive as fast as 50 miles per hour

C
catches a fish, it holds on tightly
D
GO ON

Student Name
23 Match each main idea about eagles with its supporting

detail from the passage. Mark an X in one box next to
each detail.
Eagles Eagles are

Eagles
are good a symbol of
are big.
hunters. America.
They snatch fish
out of the water.
They weigh up
to 14 pounds.
They are on
coins and flags.
24 Read the sentences from the passage.
Bald eagles are pretty easy to spot. They aren’t really bald. The
adult birds have white heads, which stand out sharply against
their brown bodies.

What does the word spot most likely mean as it is used
in the passage?
A
stain
B
dot
C
see
D
touch
GO ON

Student Name
25 Read the sentence and the question that follows.
The boy was small and ran to his mother when he saw her.
Choose two correct ways to change the sentence.
A
The small boy saw his mother and ran to her.
B
The mother saw the small boy and ran to her.
C
The mother ran when she saw the small boy.
D
The small boy ran to his mother when he saw her.
E
The boy was small and ran when he saw his mother.
26 Which two sentences are written correctly?

A
My older sister drove himself to the park.
B
She should sing yourself to sleep at night.
C
The tiny puppy sat on the step all by itself.
D
The children tried to bake the cake theirselves.
E
My birds like to look at themselves in the mirror.
27 Which sentence is correct?

A The puppy ran fast across the yard.
B The puppy ran fluffy across the yard.
C The puppy ran happy across the yard.
D The puppy ran quickly across the yard.
GO ON

Student Name
28 A student is writing a story for his teacher about a boy

who goes to a baseball game for the first time. Read the
draft of the story and complete the task that follows.
Dale was excited. He was going to his first baseball game! His
whole family was going. It was a beautiful, sunny day. The
stadium was huge! First, the family got some snacks. Dale got
a hot dog and soda. Then, the family found their seats. Soon,
the game started. It was a close game!
Write one or two paragraphs that describe what happens

during and at the end of the game.

GO ON

Student Name
29 A student is writing an opinion letter for the school paper

about morning recess. She wants to revise the draft to
improve the end of the letter. Read the draft of the letter.
Then complete the task that follows.
Dear Miss Henry:
I think the second grade students should get a morning recess.

We could go outside when the first graders do. We need to run
around and get some exercise. It is good to be outside. It keeps
our bodies healthy. It is almost four hours from when school
starts to lunch recess. That is too long to sit still. If we get a
morning recess, it will be a good break for our bodies. We
need a recess, so give one to us!
Thank you,
Rowan Thornton
Choose the sentence that would best improve the

underlined ending of the letter.
A A good principal would give us a morning recess.
B The teachers want us to have a morning recess, too.

C A morning recess will help us work harder all day.
D It is not fair that the first graders get a morning recess.
GO ON

Student Name
30 A student is writing a report for her teacher about good

habits. The student wants to revise the draft to use words
that help explain how her ideas are connected. Read the
draft of the report. Then complete the task that follows.
It’s a good habit to work before playing. When you get home
from school, have a snack. Do your homework. If your parents
ask you to do some chores, do them right away after your
homework. Finally, take some time to relax. You can play a
game or watch TV. Just make sure you do your work before
playing!
Choose the best way to connect the underlined sentences.

A But
B Finally,
C Soon,
D Then,
STOP

BENCHMARK TEST 3
Narrative Performance Task

Task:
Your class has been learning about exercise. Now your class
is going to create a website to share what they have learned. As part
of your research, you have found the following two sources.
Source #1: Exercise
Source #2: Ways to Get Exercise
After you have reviewed these sources, you will answer some
questions about them. Briefly look over the sources and the three
questions that follow. Then, go back and review the sources carefully
to find the information you will need to answer the questions and
write a story.
In Part 2, you will write your story using information from the
two sources.
Directions for Part 1

You will now look at the two sources. You can look at the sources
as often as you like.
Research Questions:
After looking at the sources, use the rest of the time in Part 1 to
answer three questions about them. Your answers to these
questions will be scored. Also your answers will help you think
about the information you have read, which should help you write
your story. You may look at the sources when you think it would be
helpful. You may also look at your notes.
GO ON

BENCHMARK TEST 3
Source #1: Exercise

Did you know that when you play, you are also exercising? There
are many ways to get exercise, like running or hopping. When you
exercise, you use your muscles, heart, and lungs. Exercise makes
you healthy and strong. Exercise is both healthy and fun.
Exercise keeps you healthy. It helps to control your weight so that
you are less likely to become overweight. Exercise helps you to keep
a healthy weight. It also helps to keep your blood pressure low. It
keeps you from getting certain diseases. When you exercise, you
can lower your chance of getting diabetes.
One way to exercise is to run. Running is good for your muscles,
heart, and lungs. Your heart and lungs work faster when you run.
Have a race with your friends. Play tag with your friends. Then, put
your hand on your chest. Feel your heart beating, fast. Your heart
works harder. Your lungs are working, too. You use your lungs to
breathe while your heart pumps blood. Running is also a great way
to make your bones stronger.
Just tying your shoe is also a way to exercise. Your heart does not
beat faster. You do not breathe harder. But, when you bend down to
tie your shoes, you do increase your flexibility. You are able to move
your muscles more easily.
You should try to exercise for about 60 minutes every day.
At school, you can exercise at recess or gym class. At home, you can
go outside and play tag or jump rope. Playing kickball is also a way
to get more exercise. Sometimes you may not be able to go outside.
Then, you can exercise inside. You can help clean up your room. Or,
you can dance to your favorite song.
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BENCHMARK TEST 3
Water is very important when you exercise. A way to exercise and

stay strong is to be sure to drink plenty of water. Drink enough
water to keep you from getting too thirsty. Not drinking enough
water can make you feel sick or dizzy. When you exercise, drink
plenty of water before you start an activity. Try to drink water about
every 20 minutes while you exercise. Drink water when you finish
to help you cool off.
Sometimes you can exercise too much or when it is too hot. If you
start to feel bad, take a break and relax. Sit where it is cool or go
inside. Continue to drink water. Certain times of the day are better
to exercise than others. The best time to play is early in the morning
or late afternoon when the weather is cool.
So, don’t spend your day playing video games! Exercise is good for
you and makes you feel good, too.
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BENCHMARK TEST 3
Source #2: Ways to Get Exercise

Have you ever played on the monkey bars, swings, or with a friend?
When you play outside, you are exercising. There are many ways to
exercise outside.
Playing on the monkey bars helps you stay fit. It also makes you
stronger. First, jump up and reach for a bar with your hands. Once
you reach it, hold on. Reach for the next bar in front with one hand.
Don’t let go! Then, reach with your other hand and keep going until
you get to the end of the monkey bars.
Did you know that stretching and standing up straight is another
way to exercise and have fun? It is also good for your muscles
because it makes your muscles stronger. You can push against a tree
or a wall. It makes your leg muscles strong. When you push a friend
on the swings, you are stretching your arms and back muscles. You
are making them stronger. When you are sitting on the swing, push
your legs back and forth. You are stretching your leg muscles and
making them stronger, too.
You can also play on the see-saw. The see-saw stretches your legs.
You will need a partner. Sit on one end of the see-saw and your
friend will sit on the other end. Then, one of you will go down and

the other up. When you go down and your feet touch the ground,
bend your knees and push back up. When you friend goes down,
he will do the same.
Lots of kids play tag on the playground. You can chase your friends
when playing tag. Or, a friend can chase you. Either way, you are
running. When you run you make your heart beat faster. You
breathe harder.
Whether playing on the monkey bars and swings, or chasing
friends, exercise helps you stay healthy while having fun.
GO ON

Student Name
1 Complete the chart to show the which ideas are

supported by each source. Make an X in one box next
to each idea.
Source #2:
Source #1:
Ways to Get
Exercise
Exercise
It is best to drink water
before, during, and
after exercising.
Exercising on
playground equipment
works different muscles.
Resting, just like
exercise, is good for
your body.
Stretching helps make

your muscles stronger.
GO ON

Student Name
2 Both sources tell about exercise. What does “Exercise”

say about exercise that “Ways to Get Exercise” does not?
Explain why that information is helpful for the reader.
Give two details from “Exercise” to support your answer.
GO ON

Student Name
3 Each source talks about exercise. Why is this topic

important? Use at least one example from “Exercise”
and at least one example from “Ways to Get Exercise”
to support your answer. For each example, include the
source title or number.

GO ON

BENCHMARK TEST 3

You will now look at your sources, take notes, and plan, write, revise,
and edit your story. First read your assignment and the information
about how your story will be scored. Then begin your work.
Your Assignment:
Now that you have learned about exercise, it is time to work on the
website your class is making about Field Day. Field Day is an all-day,
school event filled with sports and fun.
Your teacher has asked you to write a story about a student who is
participating in Field Day. Write a story that is at least three
paragraphs long about something that happens to the character
during Field Day. Be sure to use the information that you learned
from the sources when you write about your character.
Make sure your story includes a setting, gives information about the
characters, and tells what happens. Remember to use words that
describe and don’t just tell. Your story should have a clear
beginning, middle, and end.
REMEMBER: A well-written story

• has a clear plot and clear sequence of events
• is well-organized and has a point of view
• uses details from the sources to support your story
• uses clear language
• follows rules of writing (spelling, punctuation, and grammar)
Now begin work on your story. Manage your time carefully so that
you can plan, write, revise, and edit your story. Write your response
on a separate sheet of paper.
STOP

BENCHMARK TEST 3
Informational Performance Task

Task:
Your class has been learning about seasons. Now your class is going
to create a class project to share what you have learned. As part of
your research, you have found the following two sources.
Source #1: Seasons
Source #2: Seasons in the Arctic and Antarctic
write an informational article.
In Part 2, you will write your article using information from the
two sources.

You will now look at the two sources. You can look at the sources as
often as you like.
Research Questions:
your article. You may look at the sources when you think it would
be helpful. You may also look at your notes.
GO ON

BENCHMARK TEST 3
Source #1: Seasons

You do not need a calendar to know when it is fall. In the northern
parts of the United States, fall brings many changes. The leaves turn
colors. Some are red, some yellow, and some orange. They fall from
the trees. They cover the grass and sidewalks. They make swishing
sounds when people step on them. Children love this!
Many fall days are cool, but some days are still warm and sunny.
Even hot days end with cool nights. Some nights are really cold! In
the morning, you can see white frost on the grass.
Animals and birds get ready for winter. You can see squirrels
looking for food. They look very busy! You can see lots of geese. Big
flocks of these birds fly overhead. They band together to fly south.
They stay there through the cold winter.
Winter comes after fall. It brings long, dark nights. In the winter, it
is cold outside. Everything is frozen. Some animals sleep to stay
warm. They sleep all day and all night. Bears sleep in their cozy
dens, and squirrels are safe in their trees.
Winter also brings snow! Families go sledding on slippery hills, and
children build snowmen. Ice covers bare tree branches. It sparkles

when the sun comes out. But even when it’s sunny, it’s still cold!
Finally, the snow starts to melt. Days are longer and nights are
shorter. The weather warms, and green grass appears. Spring
arrives after winter. It is when everything grows again. Trees bloom
with pink and white flowers. Tulips poke their colorful heads above
the ground.
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BENCHMARK TEST 3
Birds flutter to and fro, building nests and laying eggs. Bears wake
up and come out from their dens. They blink and stretch in the
warm sunlight. Squirrels run up and down their trees again. Geese
fill the skies as they return from their winter in the south. Children
rush outside to play in the soft grass and plant gardens. They press
seeds deep into the warm dirt.
Soon, the days grow longer. The sun is bright and hot. Summer is
here! The trees grow thick with green leaves. Baby birds hatch from
eggs, and sing songs from their nests. Bear cubs play in the forest.
They tumble and roll down hills. They hunt for and eat ripe berries.
Families picnic outside. They go on vacations. They travel to the
lake or beach and play in the sand. Children build sandcastles and
swim in the cool water. They go to the park and play ball. Summer
is a fun time to be outdoors!
Soon, the weather will change. The days will get shorter. The nights
will get cooler and longer. The animals and birds will get ready for
winter. The leaves on the trees will slowly change from green to
gold. Then, it will be fall again!
GO ON

BENCHMARK TEST 3
Source #2: Seasons in the Arctic and Antarctic

The reason we have seasons is because Earth is tilted. It stays tilted
as it moves around the sun. Most of the people on Earth live near
the middle of the planet. There, it is not so tilted. The sun’s rays
come almost straight down. There, the hours of daylight and
darkness are about the same. The seasons change about every three
months: the four seasons of fall, winter, spring and summer.
However, there are places on Earth that are not near the middle.
They do not experience four seasons; they experience two: winter
and summer. One such place is called the Arctic. It is mostly water
with land all around it. The Arctic is near the North Pole. Another
is called the Antarctic. Unlike the Arctic, it is mostly land with
water around it. The Antarctic is near the South Pole.
For six months, the Arctic is tilted away from the sun. This is the
winter season. It is cold and dark. It snows a lot, and the ice never
melts. Many days, it is dark all day and night! People try to stay
inside. But, they still have to go to work. Children have to go to
school. They turn on lots of lights! The dark days last from October
through December. Then, the sunlight slowly returns. As winter
turns to summer, the days get longer and longer.

Finally, summer comes. Some of the ice starts to thaw in May. The
Arctic is now tilted towards the sun for six months. Much of the
snow melts. Then, it is sunny all day and night! All summer, the sun
stays up. It is light all day long. It is light at night! This is why the
Arctic is called “The Land of the Midnight Sun.” People put dark
curtains on their windows so they can sleep. But it can be hard to
sleep when the sun is out! So, sometimes they don’t sleep.
Sometimes they play baseball games in the middle of the night
instead!
GO ON

BENCHMARK TEST 3
Since the Antarctic has far less water than the Arctic, it is much
colder. Like the Arctic, the Antarctic also only has two seasons. But
the seasons are during different months. When the Arctic is tilted
toward the sun, the Antarctic is tilted away from it. So when it is
winter in the Arctic, it is summer in the Antarctic. When it is
summer in the Arctic, it is winter in the Antarctic.
Unlike the Arctic, there are no towns in the Antarctic. People can’t
live there very easily. A few scientists live on small bases on the ice.
They study the ice and animals. In the winter, around 10 people live
on bases. In the summer, the number might be closer to 50. But
even in the summer, the ice does not melt. It is still very cold! Still,
at least it is light. When it is light, it is easier for the scientists
to work.
GO ON

Student Name
1 Choose two details below that explain what both

“Seasons” and “Seasons in the Arctic and Antarctic” say
about winter.
A It is sunny all day long.
B It brings long, dark nights.
C It is when everything grows again.
D It snows a lot, and the ice never melts.
E It is when the Earth stays tilted as it moves around
the sun.
2 oth sources tell about seasons. Explain what you have

B
learned about seasons. Use one detail from each source
to support your explanation. For each detail, include the
source title or number.

GO ON

Student Name
3 xplain why people spend more time outside in the

E
summer than in the winter. Give two reasons, one from
“Seasons” and one from “Seasons in the Arctic and
Antarctic.” For each reason, include the source title
or number.

GO ON

BENCHMARK TEST 3

and edit your article. First read your assignment and the information
about how your article will be scored. Then begin your work.
Your Assignment:
Your class has been learning about seasons in different parts of the
world. Your teacher has asked you to write an informational article
comparing seasons in the northern parts of the United States to
seasons in the Arctic and Antarctic.
Using more than one source, develop a main idea. Choose the most
important information from the sources to support your main idea.
Then, write an informational article that is at least three paragraphs
long. Clearly organize your article and support your main idea with
details from the sources.
Use your own words except when quoting directly from the sources.
Be sure to give the source title or number when using details from
the sources.
REMEMBER: A well-written informational article

• has a clear main idea
• is well-organized and stays on the topic
• has an introduction, a conclusion, and transitions
• uses details from the sources to support your main idea
Now begin work on your informational article. Manage your time

carefully so that you can plan, write, revise, and edit your
informational article. Write your response on a separate sheet
of paper.
STOP

BENCHMARK TEST 3
Opinion Performance Task

Task:
Your class has been learning about Earth Day. Now you are going to
write an opinion article. As part of your research you have found the
following two sources.
Source #1: Earth Day
Source #2: Ways to Celebrate Earth Day
write an opinion article.
In Part 2, you will write your article using information from the
two sources.

You will now look at the two sources. You can look at any of the
sources as often as you like.
Research Questions:
your article. You may refer to the sources when you think it would
be helpful. You may also look at your notes.
GO ON

BENCHMARK TEST 3
Source #1: Earth Day

America has all kinds of holidays. Holidays are special days that
people celebrate. Some are to honor people. Some holidays help us
remember the past. One special day reminds us to think about our
Earth. This day is called Earth Day.
In the 1960s, Earth was filled with pollution. Pollution happens
when the environment is made dirty. This can happen when people
do not correctly get rid of garbage, chemicals, or other harmful
things. People did not think very much about the damage that cars
and trash did to Earth. Many people did not know how to take care
of the land, water, and air. They did not know how important it was
to keep Earth clean. In 1969, a group of leaders met to talk about
the environment. They decided to make a special day to celebrate
our planet.
The first Earth Day was held on April 22 of 1970. Newspapers and
other media told the people about Earth Day. Many people were
excited about the holiday. They wanted to participate. Over
20 million people in America joined to celebrate taking care of our
Earth. There were events all across the country. Cities and towns
held fairs. Schools and colleges took part, too. The day was a

teaching day. People learned that we should take better care of
Earth. They thought of ideas that would help. They talked about
stopping water, air, and land pollution. They talked about ways to
take care of resources and save the planet. Resources we need from
our Earth are air, water, and soil. They learned these resources need
to stay clean so we can use them.
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BENCHMARK TEST 3
The first Earth Day was a big success. It made people think about
the environment. It helped bring about new groups and laws. The
U.S. Environmental Protection Agency and the Clean Air Act were
made. More people wanted to celebrate Earth. They wanted to learn
how to keep it clean.
Other countries began to celebrate Earth Day, too. Now over
180 countries celebrate Earth Day. Over 5,000 groups all across the
world take part in activities. They help to tell people about saving
and taking care of Earth. An Earth Day flag was even made. The
flag is dark blue and has a real picture of Earth on it. The picture
was taken from space by NASA.
We celebrate Earth Day every spring. It helps us remember that
Earth still needs our care. We need to take care of the resources
Earth gives us. We need to stop pollution. Earth Day teaches us
there are many ways that people can celebrate our world and help
protect it.
GO ON

BENCHMARK TEST 3
Source #2: Ways to Celebrate Earth Day

Many people know that it is important to save our Earth. They know
that they should not pollute the land, air, and water. They know trash
is bad for the environment. They understand that Earth Day is a
special day to remember the planet. However, some people may not
know how many different ways there are to celebrate Earth Day.
Planting trees and flowers is a good way to celebrate Earth Day. The
plants make Earth look pretty. The roots of the plants help the soil.
They hold plants in place and prevent erosion. Erosion is when
water or wind wash or blow away the soil. Plants also help the
animals. They give animals food and shelter.
Recycling is a great way to help Earth. Collect paper, plastics, and
metals. Put them in recycling bins. Recycling companies will collect
the materials. They turn them into new products for people to use.
Groups of people can have recycling contests to encourage more
people to help. Ask schools, clubs, and churches to help.
Upcycling is a fun and exciting way to celebrate Earth Day.
Upcycling is taking used materials and making them into something
that can be used. Crafts and toy projects are fun to upcycle. Make
birdhouses from milk cartons. Empty cardboard tubes can be
turned into play telescopes and binoculars. Add jewels and designs
to old clothing to upcycle them into new things to wear.
Conserving resources is a way that many people celebrate Earth
Day. People conserve and protect resources. They are careful how
they use them. Turning off lights when they are not being used
conserves energy. Growing garden vegetables and fruits is good for
the soil. It also saves energy. Factories do not have to process food
you eat from your garden. No one has to drive to the store to deliver
GO ON

BENCHMARK TEST 3
or buy it. Air is protected by walking instead of driving cars that use
fuel. Save water by turning it off when brushing your teeth. Quick
showers use less water than filling bathtubs. Reusing shopping bags
or containers is another way to conserve resources.
Teaching others about saving Earth is an important way to celebrate
Earth Day. Teach friends and family about ways they can help.
Remind them about conserving water, air, and energy. Do an
upcycle project together. Show them recycle bins or hand out
recycle bags for them to fill.
Clean-up events are a way to help Earth. It also makes a place look
better. Organize a group of people to pick up trash at a park or
school. Put trash in its place. When trash is put away correctly, it
will not pollute the water, land, and air. Any trash that can be
recycled should be placed in recycle bags and bins.
Earth Day is a great day for people to remember how important
Earth is to us. There are many ways to help Earth by teaching
others. Stopping pollution and conserving resources help Earth. It
is important to celebrate Earth Day. It is also important to
remember that Earth needs to be protected every day.
GO ON

Student Name
1 Choose two details below that explain what both “Earth

Day” and “Ways to Celebrate Earth Day” say about how
to save Earth.
A Planting trees and flowers is a good way to celebrate
Earth Day.
B Recycling is a great way to help Earth.
C Upcycling is a fun and exciting way to celebrate
Earth Day.
D Conserving resources is a way that many people
celebrate Earth Day.
E Quick showers use less water than filling bathtubs.
F When trash is put away correctly, it will not pollute
the water, land, and air.
GO ON

Student Name
2 “Earth Day” tells about Earth Day. Explain how the

information in “Ways to Celebrate Earth Day” helps the
reader understand Earth Day. Give two details from “Ways
to Celebrate Earth Day” to support your explanation.

3 Which source do you think has the most helpful

information for understanding how to care for Earth?
Explain why you think this source is the most helpful.
Support your explanation with two details from the
source. For each detail, include the source title or number.


GO ON

BENCHMARK TEST 3

and edit your article. First read your assignment and the information
about how your article will be scored. Then begin your work.
Your Assignment:
Your school uses a lot of paper and plastic materials. Many people
think that recycling is a better way to get rid of these materials. These
people want students to put recyclable materials in recycling bins.
Your teacher has asked you to write an opinion article about the
problem to share with the principal. Your assignment is to use the
information from sources to write an opinion article in which you
agree or disagree with having a recycling project at school. Make
sure you clearly state your opinion and write two to three
paragraphs supporting your opinion with reasons and details from
the sources.
Explain your ideas clearly and use your own words, except when
quoting directly from the sources. Be sure to give the source title or
number for the details or facts you use.

REMEMBER: A well-written opinion article
• has a clear opinion
• is well-organized and stays on the topic
• has an introduction, a conclusion, and transitions
• uses facts from the sources to support your opinion
Now begin work on your opinion article. Manage your time carefully
so that you can plan, write, revise, and edit your opinion article.
Write your response on a separate sheet of paper.
STOP

Test 1 Answer Key Student Name:
BENCHMARK ASSESSMENT TEST 1
Correct
Question Content Focus Complexity
Answer
1A C Plot: Problem and Solution DOK 2
1B D Plot: Problem and Solution/Text Evidence DOK 2
2 A Root Words DOK 1
3 see below Character, Setting, Plot DOK 2
5A B Author’s Purpose DOK 2
5B C Author’s Purpose/Text Evidence DOK 2
6A D Main Idea and Key Details DOK 2
6B C Main Idea and Key Details/Text Evidence DOK 2
7A A Context Clues: Sentence Clues DOK 2
7B D Context Clues: Sentence Clues/Text Evidence DOK 2
8A A Author’s Purpose DOK 2
8B B Author’s Purpose/Text Evidence DOK 2
9 B, E Main Idea and Key Details DOK 2

10 C, E Research DOK 2
11 see below Research DOK 2
12 C Research DOK 2
13 D Research DOK 2
14A D Plot: Problem and Solution DOK 2
14B B Plot: Problem and Solution/Text Evidence DOK 2
15A C Character, Setting, Plot DOK 2
15B D Character, Setting, Plot/Text Evidence DOK 2
Benchmark Assessments Grade 2 • Answer Key 91

Correct
Answer
16 see below Plot: Sequence DOK 2
17 D, E Compound Words DOK 2
18 D Character, Setting, Plot DOK 2
19 see below Plot: Problem and Solution DOK 3
20A C Author's Purpose DOK 2
20B B Author's Purpose/Text Evidence DOK 2
21A C Context Clues: Sentence Clues DOK 2
21B B Context Clues: Sentence Clues/Text Evidence DOK 2
22A C Simile DOK 2
22B D Simile/Text Evidence DOK 2
23 A, E Main Idea and Key Details DOK 2
24 A Author’s Purpose DOK 2
25 B, D Collective Nouns DOK 2
26 C, E Past-Tense Verbs DOK 2

27 A Singular and Plural Nouns DOK 2
28 see below Opinion: Drafting, Editing, Revising DOK 3
29 D Informational: Drafting, Editing, Revising DOK 2
30 A Narrative: Drafting, Editing, Revising DOK 2
92 Grade 2 • Answer Key Benchmark Assessments

Comprehension: Selected Response 1A, 1B, 3, 5A, 5B, 6A, /26 %

6B, 8, 9, 14A, 14B, 15A, 15B, 16, 18, 20A, 20B, 23, 24
Vocabulary 2, 7A, 7B, 17, 21A, 21B, 22A, 22B /10 %
Research 10, 11, 12, 13 /8 %
3 Students should match the following characters and events:

• Crow
-- recites a poem
• Owl
-- explains what happened
• Duck
-- helps Cricket
• Rabbit
-- gives acorns to Squirrel
4
2-point response: At first the animals argue a lot and are very selfish. Crow tries different ways
to make them change, but they do not listen to him. Then Rabbit tells Squirrel about some
acorns. Next, Squirrel gives Mouse some twigs for her nest. Soon all the animals start to act in a
kind and helpful way.
11 Students should match the following main ideas and notes:

• How Big Butterflies Grow
-- Queen Alexandra’s Birdwing is the largest butterfly.
• What Butterflies Look Like
-- Tiny scales on butterflies make them colorful.
• What Butterflies Eat
-- Butterflies can suck nectar from flowers.
16 Students should order the events as follows:
1: Aunt Becky gave him special clothes to put on.

2: She took him into the surgery room.
3: Jack looked at the tiny dog on the table.
4: Before he knew it, she was done.
19
2-point response: Aunt Becky wants Jack to learn about her job on Bring a Child to Work
Day. Jack is worried about what he will see at the animal hospital, but he does not want to
hurt her feelings. He goes with her to the animal hospital, and she shows him how she helps
sick animals. By the end of the story, Jack changes his mind about Aunt Becky’s job. He
thinks he might be a vet someday, too.
28
2-point response: Frozen yogurt has less sugar than ice cream. Students will have more
desserts to choose from during lunchtime. We can choose ice cream sometimes. But, if we
want a healthier choice, we can choose frozen yogurt. Serving frozen yogurt will help kids
eat less sugar. I hope you will think about selling frozen yogurt.

Correct
Answer
1A D Theme DOK 2
1B C Theme/Text Evidence DOK 2
2 B Synonyms DOK 1
3A D Theme DOK 2
3B see below Theme/Text Evidence DOK 2
4 D Plot: Compare and Contrast DOK 2
6A C Author’s Purpose DOK 2
6B A Author’s Purpose/Text Evidence DOK 2
7 C Idioms DOK 2
8 A, B Connections Within Text: Cause and Effect DOK 3
9 see below Connections Within Text: Sequence DOK 3
10 A Main Idea and Details DOK 2
11 A, C Research DOK 2

12 D, E Research DOK 2
13 C Research DOK 2
14 C Research DOK 2
15A A Character, Setting, Plot DOK 2
15B B Character, Setting, Plot/Text Evidence DOK 2
16A C Theme DOK 3
16B D Theme/Text Evidence DOK 3
17A A Key Details DOK 2

Correct
Answer
17B D Key Details/Text Evidence DOK 2
18A A Character, Setting, Plot DOK 2
18B B Character, Setting, Plot/Text Evidence DOK 2
19 C Plot: Sequence DOK 2
20 see below Theme DOK 3
21A B Author's Purpose DOK 2
21B A Author's Purpose/Text Evidence DOK 2
22A A Context Clues: Paragraph Clues DOK 2
22B D Context Clues: Paragraph Clues/Text Evidence DOK 2
23 see below Main Idea and Key Details DOK 2
24 C Multiple-Meaning Words DOK 2
25 A, D Combining and Rearranging Sentences DOK 2
26 C, E Pronouns and Antecedents DOK 2
27 D Adjectives and Adverbs DOK 2

28 see below Narrative: Drafting, Editing, Revising DOK 3
29 C Opinion: Drafting, Editing, Revising DOK 2
30 D Informational: Drafting, Editing, Revising DOK 2
Comprehension: Selected Response 1A, 1B, 3A, 3B, 4, 6A, 6B, 8, 9, /28 %
10, 15A, 15B, 16A, 16B, 17A, 17B, 18A, 18B, 19, 21A, 21B, 23
Vocabulary 2, 7, 22A, 22B, 24 /8 %
Research 11, 12, 13, 14 /8 %

3B They both celebrate the harvest.

4 Students should complete the sentences as follows:
• When Lang tells her mother about the class party, Lang feels sad.
• After talking together, Lang and her mother have different ideas about parties.
5
2-point response: Lang liked the celebration. She liked that everyone shared different foods and
customs from their home countries. She was thankful for her new friends.
9 Students should order the events as follows:
1: The plant heats itself.
2: The plant’s smell spreads.
3: Insects come to the plant.
4: Insects carry pollen to other plants.
20
2-point response: Although Mrs. Wills is older, Arno learns many things from her. They learn by
helping each other. He learns new recipes and new ways to cook. Arno learns about Mrs. Wills’
life when she was a child. He learns how to cook the vegetables and fruits that are grown in
the garden.
23 Students should match the following main ideas and details:
• Eagles are big.
-- They can weigh up to 14 pounds.
• Eagles are good hunters.
-- They can snatch fish right out of the water.
• Eagles are a symbol of America.
-- They can be seen on coins and flags.
28
2-point response: First one team scored. Then the other team scored. In the ninth inning,
the batter hit a home run. Dale didn’t catch the ball, but he was still happy. The home team
won! Dale talked about the game all the way home. He couldn’t wait to go to another
baseball game!

BENCHMARK ASSESSMENT TEST 3: Narrative Performance Task
/4 [P/O]
Story see below DOK 4 /4 [D/E]
/2 [C]
Total Score /15

1 Students should match each source with two ideas as follows:

• Source #1: Exercise - Resting, just like exercise, is good for your body. / It is best to drink water
before, during, and after exercising.
• Source #2: Ways to Get Exercise - Exercising on playground equipment works different
muscles. / Stretching helps make your muscles stronger.
2
2-point response: “Exercise” tells how to keep from getting sick when you exercise. “Ways to
Get Exercise” tells about exercise but does not talk about ways to keep from getting sick. You
should drink lots of water and exercise when it is cool. “Exercise” says to drink water about
every 20 minutes. “Exercise” also says that if you drink water you will not get dizzy or sick. It
also says to exercise when it is cool outside, such as early in the morning or late afternoon. This
information is important because it helps to keep your body healthy.
3
2-point response: Source 1 says exercise keeps you fit and strong. Running keeps your heart
and lungs strong. You stay flexible when tying your shoe. Source 2 says playing on monkey bars,
swings, and see-saws makes your muscles strong. Source 1 talks about how much exercise to get.
Do not exercise too much. Be safe by drinking lots of water and exercising when it is cool outside.
Source 2 tells how to play on equipment. That way, if I don’t know how to use the equipment I
can still exercise because I have some directions.
1 0-point anchor paper: Kim tied her shoelaces and walked outside to the big field. Today was her
school’s Field Day. Kim was excited, but also knew that exercising helps to keep her healthy. Kim
drank water from her water bottle—that was important.
“ Oh, no!” Kim yelled. Her shoelace was untied. She bent down to tie it. Kim knows that tying her shoe
makes her able to move easily. She is flexible. Then Kim stretched her arms and legs. She decided
to push against the wall to make her legs stronger. Then she saw her friend Violet on the swings.
“Violet, do you mind if I push you a little?” Kim questioned. “No, go ahead,” said Violet. So Kim
pushed Violet. It helped to make Kim’s back muscles strong. But it also helped Violet. When Violet
swung her legs on the swing, her leg muscles stretched.
It was finally time for Field Day to begin. Kim ran in a race against her classmates. She won second
place! After the race, her heart was beating so fast, pumping blood through her body. She breathed
harder, too. Running made her heart and lungs stronger.
im knew that after the race she needed to drink a bit more water, but she could not find her water
K
bottle. “There you are!” shouted Violet. “You left your water bottle by the swings. I thought you might
need it,” said Violet. Kim was so glad that Violet had found her water bottle. Kim knew that after
running, she would need water so she wouldn’t feel dizzy.

BENCHMARK ASSESSMENT TEST 3: Informational Performance Task
1 B, D DOK 3 /1
/4 [P/O]
Informational Article see below DOK 4 /4 [E/E]
/2 [C]
Total Score /15
2
2-point response: I learned that some places on Earth have four seasons, but some only have
two seasons. In “Seasons,” it says that the northern parts of the United States have four seasons:
fall, winter, spring, and summer. In “Seasons in the Arctic and Antarctic,” it says that the Arctic
and Antarctic only have two seasons.
3
2-point response: “Seasons” says that people go on vacation outdoors during the summer
because the sun is bright and hot. In “Seasons in the Arctic and Antarctic,” it says that scientists
study the outdoors during the summer because the days are longer and there is more light.
1 0-point anchor paper: You might have learned that there are four seasons, and this is true in a lot
of places. But, it is not true in at least two places! Although the northern parts of the United States
have four seasons, the Arctic and Antarctic only have two.
ummer in the northern U.S. is very different from summer in the Arctic and Antarctic. “Seasons”
S
says that summers are bright and hot in the northern U.S. They are hot enough for children to
plant gardens and go swimming. Summer in the Arctic and Antarctic are not nearly as hot. This is
especially true in the Antarctic, where the ice never melts!
inter in the northern U.S. can be cold and dark, but the sun still comes up during the day, even if
W
it isn’t bright. But according to “Seasons in the Arctic and Antarctic,” winters there are dark day and

night, for many weeks. People in the Arctic have to go to school and to their jobs in the dark!
I am not sure I would like such a long, dark winter. Although, it would be fun to have a long summer!
The article “Seasons in the Arctic and Antarctic” states that people play baseball at night during the
summer because it is light out all night! Still, I like having four seasons. I think I would rather live in
the northern part of the U.S.!

BENCHMARK ASSESSMENT TEST 3: Opinion Performance Task
1 D, F DOK 3 /1
/4 [P/O]
Opinion Article see below DOK 4 /4 [E/E]
/2 [C]
Total Score /15
2
2-point response: “Earth Day” tells what Earth Day is and how it was started. “Ways to
Celebrate Earth Day” adds to our understanding about Earth Day by giving examples of how
people can celebrate Earth Day and take care of Earth. “Ways to Celebrate Earth Day” says
recycling is a great way to help Earth. It tells how plastics and paper can be put into recycle
bins. “Ways to Celebrate Earth Day” also tells that upcycling is a fun and exciting way to
celebrate Earth Day. It talks about using old materials to make craft and toy projects.
3
2-point response: I think Source 2, “Ways to Celebrate Earth Day,” has the most helpful
information about caring for the Earth. It gives ideas and activities a reader can do in his or
her home and community to help Earth. It says turning off lights when they are not being used
conserves energy. Saving water by turning it off when brushing your teeth, taking quick showers
use less water than filling bathtubs, and reusing shopping bags are ways to conserve resources.
Source 2 has helpful information about how to care for Earth.
1 0-point anchor paper: Taking care of Earth and its resources is very important. Earth Day was
started so people could learn more about taking care of Earth. In the two sources, we learn about
Earth Day and ways to celebrate it. Source 2, “Ways to Celebrate Earth Day,” tells the reader that
recycling is one way to save Earth.
eginning a recycling project at school is a good idea. Students should have to put recyclable
B
materials in recycling bins. Recycling helps save Earth. Source 1, “Earth Day,” tells us that pollution
can happen when people do not get rid of garbage the right way. Recycling is the proper way to get
rid of plastics and paper. When materials are recycled, they cannot become pollution. In Source 2,
we learn that when items are placed into recycling bins, companies take the items. They change the
old items into new items that people can use. Energy is conserved because new materials are not
needed.
tudents at school can help save Earth by placing paper and plastic materials into the recycling bins.
S
When these materials are not placed into recycling bins, they become trash. Trash can pollute Earth.
It makes Earth dirty. By beginning a recycling project at school, students can help keep Earth clean
and healthy for people to live.

Grade 2
Benchmark Benchmark
Assessments Assessments
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Purpose of Benchmark Assessments

Focus of Benchmark Assessments

Assessment Items Featured in Benchmark Assessments

Copyright © McGraw-Hill Education

iv Grade 2 • Teacher Introduction Benchmark Assessments

Administering Benchmark Assessments

Benchmark Assessments Grade 2 • Teacher Introduction v

Copyright © McGraw-Hill Education

vi Grade 2 • Teacher Introduction Benchmark Assessments

NARRATIVE PERFORMANCE TASK SCORING RUBRIC

• uneven use of transitional use of source material and usage

Benchmark Assessments Grade 2 • Teacher Introduction vii

INFORMATIONAL PERFORMANCE TASK SCORING RUBRIC

Copyright © McGraw-Hill Education

viii Grade 2 • Teacher Introduction Benchmark Assessments

OPINION PERFORMANCE TASK SCORING RUBRIC

• introduction or conclusion, if or imprecise grammar,

Benchmark Assessments Grade 2 • Teacher Introduction ix

15 B, E Main Idea and Key Details DOK 2

16 D Context Clues DOK 2

17A C Main Idea and Key Details DOK 2

17B B Main Idea and Key Details/Text Evidence DOK 2

Copyright © McGraw-Hill Education

Question Answer Complexity Score

2 see below DOK 3 /2

3 see below DOK 3 /2

Total Score /15

x Grade 2 • Teacher Introduction Benchmark Assessments

thought. “I will try e-mail.” So he typed a note to each of the

Benchmark Assessments Grade 2 • Test 1 1

happened. I tried to get the animals to be kind. They paid no

2 Grade 2 • Test 1 Benchmark Assessments

1 The following question has two parts. First, answer part A.

Part B: Which sentence from the passage best helps you

Benchmark Assessments Grade 2 • Test 1 3

2 Read the sentence from the passage.

3 What does each character do in the story? Mark an X in

Crow Owl Duck Rabbit

4 Grade 2 • Test 1 Benchmark Assessments

4 How do the characters change in the story?

Benchmark Assessments Grade 2 • Test 1 5

Read the passage. Then answer the questions.

Shh! Someone Is Asleep!

Copyright © McGraw-Hill Education

Koalas sleep and eat in the same place—high in a tree.

6 Grade 2 • Test 1 Benchmark Assessments

A Long Winter’s Nap

Asleep in the Deep

tube. It sleeps until the stream flows again.

Benchmark Assessments Grade 2 • Test 1 7

Hours of Sleep Each Day

Copyright © McGraw-Hill Education

8 Grade 2 • Test 1 Benchmark Assessments

5 The following question has two parts. First, answer part A.

iv Grade 2 • Teacher Introduction Benchmark Assessments

Benchmark Assessments Grade 2 • Teacher Introduction v

vi Grade 2 • Teacher Introduction Benchmark Assessments

• uneven use of transitional use of source material and usage

Benchmark Assessments Grade 2 • Teacher Introduction vii

viii Grade 2 • Teacher Introduction Benchmark Assessments

• introduction or conclusion, if or imprecise grammar,

Benchmark Assessments Grade 2 • Teacher Introduction ix

x Grade 2 • Teacher Introduction Benchmark Assessments

Benchmark Assessments Grade 2 • Test 1 1

2 Grade 2 • Test 1 Benchmark Assessments

1 The following question has two parts. First, answer part A.

Benchmark Assessments Grade 2 • Test 1 3

2 Read the sentence from the passage.

3 What does each character do in the story? Mark an X in

4 Grade 2 • Test 1 Benchmark Assessments

4 How do the characters change in the story?

Benchmark Assessments Grade 2 • Test 1 5

6 Grade 2 • Test 1 Benchmark Assessments

Benchmark Assessments Grade 2 • Test 1 7

8 Grade 2 • Test 1 Benchmark Assessments

5 The following question has two parts. First, answer part A.

art B: Which sentence from the passage best helps you

Benchmark Assessments Grade 2 • Test 1 9

6 The following question has two parts. First, answer part A.

Which sentence best describes the main idea of the

10 Grade 2 • Test 1 Benchmark Assessments

7 The following question has two parts. First, answer part A.

What does the word sneak most likely mean?

Benchmark Assessments Grade 2 • Test 1 11

8 The following question has two parts. First, answer part A.

12 Grade 2 • Test 1 Benchmark Assessments

9 Which sentences from the passage best tell the main

Benchmark Assessments Grade 2 • Test 1 13

10 A student is writing a report about peacocks. She wrote

14 Grade 2 • Test 1 Benchmark Assessments

11 A student is writing a report about butterflies. He took

Benchmark Assessments Grade 2 • Test 1 15

12 A student is writing a report about insects. Which source

13 A student is writing a report about types of flowers.

16 Grade 2 • Test 1 Benchmark Assessments

Benchmark Assessments Grade 2 • Test 1 17

18 Grade 2 • Test 1 Benchmark Assessments

Benchmark Assessments Grade 2 • Test 1 19

14 The following question has two parts. First, answer part A.

20 Grade 2 • Test 1 Benchmark Assessments

15 The following question has two parts. First, answer part A.

Benchmark Assessments Grade 2 • Test 1 21

16 Put the events from the passage in the correct order.

17 Which words from the passage are compound words?

22 Grade 2 • Test 1 Benchmark Assessments

18 Which sentence from the passage best shows that Aunt

19 How does Aunt Becky help Jack solve his problem?

Benchmark Assessments Grade 2 • Test 1 23

24 Grade 2 • Test 1 Benchmark Assessments

Benchmark Assessments Grade 2 • Test 1 25

26 Grade 2 • Test 1 Benchmark Assessments

20 The following question has two parts. First, answer part A.

D Around the world, there are about 2,000 lightning

Benchmark Assessments Grade 2 • Test 1 27

21 The following question has two parts. First, answer part A.

What does the word explosion most likely mean?

28 Grade 2 • Test 1 Benchmark Assessments

22 The following question has two parts. First, answer part A.

Why did the author use the underlined phrase in