Sean Taylor M.Ed. Reading Sage: Advocating for Every Child to Read, Learn, and Thrive: GRADE 5 READING TEST with Answer Key 2026-2027

GRADE 5 END-OF-YEAR

READING ASSESSMENT

Texas Essential Knowledge and Skills (TEKS) Aligned

Webb’s Depth of Knowledge (DOK) Levels 1–4 • Two-Part Evidence Questions • Extended Response

Student Name:

Teacher:

Date:

Campus / School:

Sections	Passages	Total Questions	Total Points	Suggested Time
4	5	40	70	100–130 min

Webb’s Depth of Knowledge (DOK) — Student Reference

Level	Category	What you’re asked to do
DOK 1	Recall & Recognition	Identify facts, locate details, define vocabulary words in context, recognize story elements.
DOK 2	Skills & Concepts	Explain, compare/contrast, summarize, identify author’s purpose, determine theme, analyze cause/effect.
DOK 3	Strategic Thinking	Analyze author’s craft, evaluate evidence, synthesize across texts, draw and defend conclusions with multiple pieces of evidence.
DOK 4	Extended Thinking	Synthesize ideas across multiple texts, evaluate an argument, connect reading to broader concepts, form and defend original interpretations.

GENERAL DIRECTIONS

• Read each passage carefully before answering the questions.

• For multiple-choice questions, choose the BEST answer. Read all choices before selecting.

• For two-part questions, answer BOTH parts. Your answer to Part B must be directly supported by text evidence.

• For short answer and extended response questions, write in complete sentences. Every claim must be supported by specific evidence from the passage(s). Vague or general answers will not receive full credit.

• You may look back at the passages as often as needed.

• Grade 5 extended responses require you to cite evidence, explain your reasoning, and address counterarguments or alternative interpretations where relevant.

SECTION 1 — LITERARY TEXT (Fiction & Poetry) | Questions 1–10 | 22 Points

Passage 1: "The Astronomer’s Daughter" — Original historical fiction, c. 1610

The night Galileo showed Elena his telescope, she understood immediately that the world was larger than anyone had yet admitted. She was fourteen years old, her father’s apprentice in all but name, and she had already learned to grind the lenses herself — a skill her father had not intended to teach her and which she had acquired by watching his hands so many times that her own fingers knew the motion before her mind had given them permission.

"What do you see?" Galileo asked. He asked everyone this. He was less interested in the answer than in the quality of the silence before it.

Elena did not rush. She moved the instrument slowly, the way she’d been taught to move things that mattered. Then she said: "The moon has mountains. And the edge is not smooth — it is broken, like the hills above Pisa."

Her father looked up from his notes. He had expected her to say it was beautiful. Everyone said it was beautiful. Beauty was the refuge of those who did not look carefully enough.

"Good," he said. Just the one word. But Elena, who had been reading her father since before she could read letters, understood that this was the highest praise he had ever given anyone.

She stayed at the telescope for two more hours. She mapped the terminator line — the boundary between the moon’s lit and dark faces — with a precision that made her father, reviewing her sketches the next morning, go very quiet. He was not a man who went quiet easily.

"You understand what you’ve drawn," he said. It was not a question.

"The moon is a world," Elena said. "And if the moon is a world, then possibly the other lights are worlds too." She paused. "And if they are worlds, then we are not the center. We are just one of many."

Galileo set down his pen. Outside the window, the stars continued their indifferent turning.

"Yes," he said at last. "That is exactly what I have been afraid to write down."

Elena thought about that — about the difference between knowing something and being willing to say it. She thought about it for the rest of her life.

Use “The Astronomer’s Daughter” to answer Questions 1–7.

TEKS 5.7(A) — Plot, Setting & Character

Multiple Choice

DOK 1

1pt

What is the SETTING of this story?

A. A modern university observatory in Italy.

B. Galileo’s workshop in the early 1600s, at night.

C. A library where Elena is studying astronomy books.

D. A hilltop above Pisa where Elena watches the moon alone.

TEKS 5.7(C) — Character Motivation & Development

Two-Part (Evidence)

DOK 2

2pts

Part A: What does Galileo’s single-word response “Good” reveal about his character?

A. He is disappointed that Elena did not find the moon beautiful.

B. He is a man of few words who expresses the highest praise through restraint.

C. He does not believe Elena has truly understood what she saw.

D. He is distracted by his notes and barely hears her answer.

Part B: Which sentence from the story BEST supports your answer to Part A?

A. "He was less interested in the answer than in the quality of the silence before it."

B. "Beauty was the refuge of those who did not look carefully enough."

C. "Elena, who had been reading her father since before she could read letters, understood that this was the highest praise he had ever given anyone."

D. "He was not a man who went quiet easily."

TEKS 5.8(B) — Theme

Multiple Choice

DOK 2

1pt

Which statement BEST expresses a theme of “The Astronomer’s Daughter”?

A. Telescopes changed the world more than any other scientific tool.

B. Careful observation and the courage to speak truth are both essential to knowledge.

C. Daughters are always smarter than their fathers in scientific matters.

D. Fame and recognition are the rewards of scientific discovery.

TEKS 5.4(E) — Figurative Language & Author’s Craft

Two-Part (Evidence)

DOK 2

2pts

Part A: In paragraph 7, the author writes: “the stars continued their indifferent turning.” What does the word “indifferent” suggest about the stars in this context?

A. The stars are moving slowly because they are far away.

B. The stars do not care about the momentous conversation happening below them.

C. The stars are difficult to see because of the light from the telescope.

D. The stars represent Galileo’s lack of emotion when he gives Elena praise.

Part B: Why does the author include this image at this particular moment in the story?

A. To show that telescopes were not yet powerful enough to see the stars clearly.

B. To contrast the universe’s vast indifference with the enormous human significance of what Elena has just said.

C. To suggest that Galileo is about to give up his scientific work.

D. To show that Elena is more interested in the stars than in the moon.

TEKS 5.4(C) — Vocabulary in Context

Multiple Choice

DOK 1

1pt

In paragraph 5, Elena maps the “terminator line.” Based on context, what is the terminator line?

A. The outer edge of the moon’s visible surface as seen from Earth.

B. The boundary between the lit and dark portions of the moon.

C. A mathematical formula used to calculate the moon’s distance.

D. A line of craters across the moon’s surface.

TEKS 5.8(B) / 5.7(C) — Theme & Character Analysis

Short Answer

DOK 3

3pts

The story ends with Elena thinking “about the difference between knowing something and being willing to say it.” Explain what this distinction means, and analyze how BOTH Elena and Galileo demonstrate this difference within the story. Use at least TWO specific details from the passage to support your analysis.

Passage 2: "What the Light Remembers" — A poem

What the Light Remembers

The light that falls on your hand right now

left the sun eight minutes ago.

You are always living in the past,

reading a letter that’s already been sent.

The light from the nearest star beyond our sun

is four years old when it touches your face.

You are someone’s ancient message,

received at last.

The astronomers say: look up.

Every point of light is a different age of the universe,

a chorus singing at different speeds,

each voice arriving late,

each voice still true.

What you see is real.

What you see is gone.

Hold both.

Use “What the Light Remembers” to answer Questions 7–10.

TEKS 5.5(A) — Poetry: Central Idea

Multiple Choice

DOK 1

1pt

What is the central idea of this poem?

A. Astronomers are wrong about how long starlight takes to reach Earth.

B. When we observe light from stars, we are seeing the past, not the present.

C. The sun is too far away for its light to reach Earth in a short time.

D. Science cannot explain what we see when we look at the night sky.

TEKS 5.4(E) / 5.5(B) — Figurative Language in Poetry

Two-Part (Evidence)

DOK 2

2pts

Part A: In stanza 1, the poet compares the light reaching your hand to “a letter that’s already been sent.” What does this comparison suggest about the nature of starlight?

A. Starlight is like a written message — it carries information but was composed in the past.

B. Starlight travels in straight lines, like a letter being delivered.

C. The sun writes messages in light that scientists are learning to decode.

D. Receiving light from the sun is exactly like receiving mail.

Part B: In stanza 3, the poet describes the night sky as “a chorus singing at different speeds.” What type of figurative language is this, and what does it convey?

A. Simile — it suggests the stars are alike in their brightness.

B. Personification — it gives the stars human qualities and suggests each point of light has its own age and voice.

C. Hyperbole — it exaggerates how many stars there are in the sky.

D. Alliteration — the repeated sounds create a musical effect.

TEKS 5.9(F) — Cross-Text Synthesis

Two-Part (Evidence)

DOK 3

2pts

Part A: Both “The Astronomer’s Daughter” and “What the Light Remembers” deal with seeing beyond what is immediately obvious. How do the TWO texts differ in how they present this idea?

A. The story uses scientific facts, while the poem relies entirely on emotion.

B. The story presents discovery as a personal, human act; the poem presents it as a cosmic, universal condition.

C. The story is about the moon, while the poem is about a completely different topic.

D. The story shows that observation leads to fear, while the poem shows it leads to joy.

Part B: The poem ends with the instruction: “Hold both.” Which idea from “The Astronomer’s Daughter” BEST connects to this instruction?

A. Elena maps the terminator line with great precision.

B. Elena thinks about the difference between knowing something and being willing to say it.

C. Galileo asks everyone what they see through the telescope.

D. Elena learned to grind lenses by watching her father’s hands.

Q10

TEKS 5.9(F) / 5.8(B) — Cross-Text Extended Synthesis

Extended Response

DOK 4

5pts

Both “The Astronomer’s Daughter” and “What the Light Remembers” explore the idea that seeing is not simple — that what we observe involves both truth and complexity, both knowledge and uncertainty. Write a response in which you: (1) identify the central idea each text communicates about observation and knowledge; (2) explain how the author’s choices — in craft, structure, or language — develop that idea; and (3) explain whether the two texts ultimately agree or disagree about what it means to truly understand what we see. Support your response with specific evidence from BOTH texts.

SECTION 2 — INFORMATIONAL TEXT (Nonfiction) | Questions 11–21 | 18 Points

Passage 3: "The Language Nobody Owns" — Nonfiction essay on the history of English

The Language Nobody Owns

English is the most widely spoken language in the world, used as either a first or second language by more than 1.5 billion people. It is the dominant language of science, aviation, diplomacy, and the internet. And yet, despite its global dominance, English is arguably the most borrowed, mixed, and grammatically inconsistent major language on Earth. Its chaotic spelling, its borrowed vocabulary from dozens of other languages, and its baffling irregular verbs are not accidents. They are the fingerprints of a language that has been conquered, traded, and remade more times than almost any other.

Old English, spoken in Britain from roughly 450 to 1100 CE, was a Germanic language brought by the Angles, Saxons, and Jutes who migrated from what is now northern Germany and Denmark. It was highly inflected — meaning that word endings changed to indicate grammatical function, the way Latin does. A modern English speaker would find it nearly incomprehensible. The opening lines of the epic poem Beowulf, written in Old English, read like a foreign language to contemporary eyes.

In 1066, the Norman Conquest changed English forever. When William the Conqueror defeated the Anglo-Saxon king Harold at the Battle of Hastings, French became the language of the English court, the law, and the ruling class. For the next three hundred years, England was effectively bilingual: French on top, English below. The result was a massive influx of French vocabulary into English. English already had “cow,” “pig,” and “sheep” from its Germanic roots. French added “beef,” “pork,” and “mutton.” The animal in the field kept its Anglo-Saxon name. The animal on the nobleman’s plate got a French one.

Latin and Greek entered English through two major channels: the Catholic Church, which used Latin as its official language from the early medieval period onward, and the Renaissance, which saw a revival of classical learning. Words like “document,” “library,” and “scholar” come from Latin; “philosophy,” “drama,” and “atom” come from Greek. The expansion of English vocabulary during the Renaissance was so dramatic that scholars coined a term for the new Latin and Greek-derived words flooding the language: “inkhorn terms,” a mocking phrase suggesting they were too scholarly to be of practical use.

The spread of the British Empire in the seventeenth through twentieth centuries carried English to every continent and brought back words from hundreds of other languages. From Hindi: “shampoo,” “jungle,” “bungalow.” From Nahuatl (the language of the Aztecs): “chocolate,” “tomato,” “avocado.” From Arabic: “algebra,” “algorithm,” “coffee.” English absorbed these words because its speakers encountered new things they had no words for, and borrowed rather than invented.

Today, English continues to evolve at a rapid pace. Linguists estimate that a new English word is coined approximately every two hours. Social media, technology, and global youth culture are the primary engines of new vocabulary. The word “selfie” was added to the Oxford English Dictionary in 2013; “gigabyte” in 1984; “sandwich” in 1755. Every new word is a small record of what its era needed to say.

Critics sometimes argue that English is being “contaminated” by foreign words, slang, or internet language, and that its purity should be protected. Linguists find this argument difficult to take seriously. English has never been pure. Its entire history is a story of contact, borrowing, and transformation. The language does not belong to one country, one culture, or one moment in time. It belongs to everyone who speaks it — and to everyone who will speak it in ways we cannot yet imagine.

Use “The Language Nobody Owns” to answer Questions 11–18.

Q11

TEKS 5.11(A) — Main Idea & Supporting Details

Multiple Choice

DOK 1

1pt

What is the MAIN idea of this article?

A. English is the most grammatically complex language in the world.

B. The Norman Conquest of 1066 was the most important event in the history of English.

C. English is a constantly evolving language shaped by centuries of cultural contact and borrowing.

D. The Oxford English Dictionary adds too many new words each year.

Q12

TEKS 5.11(C) — Cause & Effect / Text Structure

Two-Part (Evidence)

DOK 2

2pts

Part A: According to the article, why does English have two sets of words for many animals — one for the live animal and one for the meat?

A. Different regions of Britain used different dialects to refer to farm animals.

B. After the Norman Conquest, the ruling French-speaking class used French words for food while English-speaking peasants kept Germanic names for the animals.

C. The Catholic Church required Latin words for all food served at religious feasts.

D. English borrowed the meat words from Arabic traders in the medieval period.

Part B: Which paragraph BEST explains this phenomenon?

A. Paragraph 2

B. Paragraph 3

C. Paragraph 4

D. Paragraph 5

Q13

TEKS 5.4(C) — Vocabulary in Context

Multiple Choice

DOK 1

1pt

In paragraph 2, the article says Old English was “highly inflected.” Based on the context clue in the same sentence, what does “inflected” most likely mean?

A. A language that uses symbols instead of letters.

B. A language in which word endings change to show grammatical function.

C. A language that is spoken very quickly by native speakers.

D. A language that borrows heavily from neighboring languages.

Q14

TEKS 5.11(D) — Author’s Purpose & Perspective

Two-Part (Evidence)

DOK 2

2pts

Part A: Why does the author include the examples “selfie,” “gigabyte,” and “sandwich” in paragraph 6?

A. To prove that new English words come mainly from technology.

B. To show that word invention spans centuries and reflects the needs of each era.

C. To argue that the Oxford English Dictionary adds words too slowly.

D. To show that social media has had a negative effect on the English language.

Part B: Which statement BEST describes the author’s overall perspective on language change?

A. Language change is dangerous and should be monitored by experts.

B. Language change is natural, inevitable, and reflects the history of human contact.

C. English is superior to other languages because it borrows so freely.

D. The internet is ruining the English language by adding too many slang words.

Q15

TEKS 5.11(B) — Summarizing

Multiple Choice

DOK 2

1pt

Which sentence BEST summarizes paragraph 7?

A. Critics are right to worry that English is becoming too mixed with foreign words.

B. Linguists and critics disagree about whether language change is harmful, but the history of English shows it has always evolved through contact.

C. The Oxford English Dictionary is the only institution that can protect the English language from contamination.

D. English will eventually replace all other world languages because of its adaptability.

Q16

TEKS 5.11(A) — Key Details

Multiple Choice

DOK 1

1pt

According to the article, which language contributed the words “chocolate,” “tomato,” and “avocado” to English?

A. Arabic

B. Hindi

C. French

D. Nahuatl

Q17

TEKS 5.11(D) / 5.9(D) — Author’s Craft

Short Answer

DOK 3

4pts

The author describes the “fingerprints” of a language that has been “conquered, traded, and remade” (paragraph 1) and ends by saying English “belongs to everyone who speaks it” (paragraph 7). Analyze how this opening and closing work together to develop the author’s central argument. What effect does the contrast between “conquered” and “belongs to everyone” create? Use evidence from at least TWO different paragraphs in your response.

SECTION 3 — PAIRED PASSAGES | Questions 22–31 | 15 Points

Passage 4A: "Should Students Grade Their Own Work?" — Informational / argumentative article

Should Students Grade Their Own Work?

In a growing number of schools across the United States, students are being asked to evaluate and grade their own assignments — a practice called self-assessment. Advocates argue that self-assessment teaches students to think critically about quality, builds metacognitive skills (the ability to think about one’s own thinking), and prepares students for a world in which they will often have to evaluate their own work without external feedback. Critics counter that self-grading is unreliable, open to bias, and undermines the meaning of grades altogether.

The research on self-assessment is more nuanced than either side often admits. A 2018 meta-analysis — a study that combines the results of many smaller studies — published in the journal Educational Psychology Review found that self-assessment improved student achievement in 77 percent of the studies reviewed, particularly when students were given explicit criteria against which to evaluate their work. In other words, self-assessment works best when it is structured, not open-ended.

Critics point out that students tend to overrate their own performance, particularly students who are already struggling. However, the same meta-analysis found that with training, students become significantly more accurate in their self-evaluations over time. The problem may not be self-assessment itself, but the failure to teach it properly.

One of the most consistent findings in education research is that students learn more when they understand what quality looks like. Rubrics, exemplars, and explicit discussion of standards all help students develop an internal sense of quality that they can apply to their own work. Self-assessment is simply the application of that internal sense to one’s own performance.

The question is not whether self-assessment can work, but whether schools implement it thoughtfully. Used well, it is a powerful tool. Used poorly, it is simply an opportunity for students to give themselves unearned As. The responsibility, as with most educational practices, lies with the teacher.

Passage 4B: "In Defense of the Red Pen" — Opinion essay

In Defense of the Red Pen

When my eighth-grade English teacher returned my first essay with more red ink than black, I was devastated. I was also, I eventually understood, very lucky. Every red mark was a lesson. Every correction was a standard I had not yet met. The experience of receiving honest, external feedback — from someone whose judgment was trained, experienced, and unbiased by affection for me — was irreplaceable.

The current enthusiasm for self-grading in schools makes me uneasy. I understand the theory: students who evaluate their own work develop metacognitive skills, become more independent, and learn to apply quality standards rather than just receive grades. These are genuine benefits, and I don’t dismiss them.

But there is something the theory misses. The value of external feedback is not just the information it contains — it is the credibility of its source. A student grading their own essay is in a fundamentally different position than a trained reader. They know what they were trying to say. They see the intention, not the effect. An outside reader sees only the words on the page. That gap — between what a writer intends and what a reader receives — is precisely what good feedback is designed to illuminate.

There is also a deeper concern. Grades are a form of communication between student, teacher, family, and institution. When students grade themselves, that communication is compromised. A transcript that reflects self-assessed grades does not convey the same information as one that reflects independent evaluation. Colleges, employers, and other institutions rely on the credibility of external assessment. Self-assessment cannot replicate that credibility.

I am not arguing against reflection, goal-setting, or the development of metacognitive skills — all of which are valuable and should be part of any education. I am arguing that these goals can be achieved without replacing external feedback with self-assessment. The red pen is not the enemy of student growth. It is one of its most reliable instruments.

Use both Passage 4A and Passage 4B to answer Questions 22–28.

Q22

TEKS 5.11(C) / 5.9(F) — Cross-Text: Claims

Multiple Choice

DOK 2

1pt

Which statement BEST describes the central claim of Passage 4B?

A. Self-assessment should be banned from all schools because it is inaccurate.

B. External feedback from trained readers provides something self-assessment cannot replicate.

C. Red pens are the best tool for providing feedback on student writing.

D. Students learn nothing from self-grading and should not be asked to do it.

Q23

TEKS 5.11(C) / 5.9(F) — Comparing Evidence

Two-Part (Evidence)

DOK 2

2pts

Part A: Both passages acknowledge that self-assessment has genuine benefits. Which benefit do BOTH authors agree on?

A. Self-assessment improves student test scores on standardized assessments.

B. Self-assessment builds metacognitive skills and helps students think about quality.

C. Self-assessment works best when students are grading science assignments.

D. Self-assessment is more accurate than teacher grading in most cases.

Part B: Despite agreeing on this benefit, on what point do the two authors MOST FUNDAMENTALLY disagree?

A. Whether students enjoy evaluating their own work.

B. Whether self-assessment can or should replace external feedback.

C. Whether research on education is reliable or useful.

D. Whether teachers should use rubrics when grading student work.

Q24

TEKS 5.11(D) — Author’s Craft: Evidence Types

Multiple Choice

DOK 2

1pt

How does the author of Passage 4A MAINLY support the argument that self-assessment can improve achievement?

A. By sharing a personal story about grading their own work in school.

B. By citing a peer-reviewed meta-analysis and explaining what it found.

C. By listing the names of schools that have adopted self-assessment policies.

D. By arguing that teachers are too busy to grade all student work themselves.

Q25

TEKS 5.11(D) — Author’s Craft: Evidence Types

Multiple Choice

DOK 2

1pt

How does the author of Passage 4B MAINLY support the argument that external feedback is irreplaceable?

A. By citing research studies showing self-assessment is less accurate than teacher grading.

B. By using personal narrative and logical reasoning about the gap between intent and effect.

C. By listing examples of schools that have abandoned self-assessment programs.

D. By presenting data showing that self-assessed grades inflate student transcripts.

Q26

TEKS 5.9(F) / 5.11(C) — Cross-Text Evaluation

Short Answer

DOK 3

4pts

Passage 4A uses a research study as its primary evidence. Passage 4B uses personal experience and logical reasoning. Which type of evidence do you find MORE convincing for this particular argument, and why? In your answer, refer specifically to HOW each author uses their evidence and explain what each type of evidence can and cannot prove. Use details from BOTH passages.

SECTION 4 — VOCABULARY, LANGUAGE & GRAMMAR | Questions 32–40 | 15 Points

Directions: Answer the questions below about vocabulary, figurative language, grammar, and author’s craft. You may refer to all passages.

Q27

TEKS 5.4(B) — Word Parts & Etymology

Multiple Choice

DOK 1

1pt

The word “metacognitive” appears in Passage 4A (paragraph 1) and Passage 4B (paragraph 2). The prefix “meta-” means “about” or “beyond,” and “cognitive” relates to thinking or mental processes. What does “metacognitive” mean?

A. Thinking about a topic in great depth and detail.

B. Thinking about one’s own thought processes — awareness of how you think.

C. Using memory tricks to help remember new information.

D. Applying scientific methods to the study of the human brain.

Q28

TEKS 5.4(E) — Figurative Language & Connotation

Two-Part (Evidence)

DOK 2

2pts

Part A: In Passage 3 (paragraph 1), the author calls the mixed, borrowed features of English the language’s “fingerprints.” What does this metaphor suggest?

A. Every language has a unique, traceable identity formed by its history.

B. English is a criminal language that stole from other languages.

C. Fingerprints are used to track criminals, just as linguists track language change.

D. The borrowed words in English are too small to see without scientific tools.

Part B: What is the CONNOTATION of the word “fingerprints” as used here?

A. Negative — fingerprints suggest something has been handled carelessly.

B. Neutral — fingerprints simply identify without judgment.

C. Positive — fingerprints suggest each contact has left a meaningful, traceable mark.

D. Negative — fingerprints are associated with crime and contamination.

Q29

TEKS 5.12(A) — Grammar: Clauses & Phrases

Multiple Choice

DOK 1

1pt

Read this sentence from Passage 4A: “A 2018 meta-analysis, published in the journal Educational Psychology Review, found that self-assessment improved student achievement in 77 percent of the studies reviewed.” What is the grammatical function of the phrase “published in the journal Educational Psychology Review”?

A. It is the main clause of the sentence, stating the main action.

B. It is a participial phrase that modifies “meta-analysis.”

C. It is an adverb phrase that explains when the study occurred.

D. It is a prepositional phrase that shows location.

Q30

TEKS 5.9(D) — Author’s Tone & Word Choice

Multiple Choice

DOK 2

1pt

The author of Passage 4B writes: “I was devastated. I was also, I eventually understood, very lucky.” What is the tone of this sentence, and what does it suggest about the author’s attitude toward the experience?

A. Bitter and resentful — the author is still angry at the teacher.

B. Reflective and grateful — the author now sees value in what was painful at the time.

C. Sarcastic and dismissive — the author is mocking the teacher’s feedback methods.

D. Confused and uncertain — the author is still unsure whether the feedback helped.

Q31

TEKS 5.12(B) — Grammar: Punctuation & Syntax

Multiple Choice

DOK 1

1pt

Read this sentence from Passage 3: “English already had ‘cow,’ ‘pig,’ and ‘sheep’ from its Germanic roots. French added ‘beef,’ ‘pork,’ and ‘mutton.’” Why does the author put the animal and meat words in quotation marks?

A. To show they are misspelled versions of the correct words.

B. To indicate these are words being discussed as words, not used in their normal meaning.

C. To show they are direct quotes from an earlier publication.

D. To signal that these words are no longer used in modern English.

Q32

TEKS 5.4(E) / 5.9(D) / 5.11(D) — Author’s Craft: Extended Analysis

Extended Response

DOK 3

5pts

Choose ONE of the following sentences and write an extended analysis: Option A (Passage 3): “Every new word is a small record of what its era needed to say.” Option B (Passage 4B): “The red pen is not the enemy of student growth. It is one of its most reliable instruments.” In your response: (1) explain in your own words what the sentence means; (2) identify any figurative language or rhetorical technique used; (3) explain WHY the author chose this particular language to end their argument; and (4) evaluate how effectively this ending supports the author’s overall purpose. Use specific evidence from the passage to support your evaluation.

SCORE SUMMARY

Section	Questions	Points Possible	Points Earned
Section 1: Literary Text	1–10	22
Section 2: Informational Text	11–21	18
Section 3: Paired Passages	22–31	15
Section 4: Vocabulary & Language	32–40	15
TOTAL	40 Questions	70 Points

Performance Bands

Score Range	Performance Level
63–70 pts (90–100%)	Advanced — Exceeds Grade 5 Reading Expectations
56–62 pts (80–89%)	Proficient — Meets Grade 5 Reading Expectations
42–55 pts (60–79%)	Developing — Approaching Grade 5 Reading Expectations
Below 42 pts (Below 60%)	Beginning — Below Grade 5 Reading Expectations

GRADE 5 END-OF-YEAR READING ASSESSMENT

OFFICIAL ANSWER KEY & SCORING RUBRIC

FOR TEACHER / ADMINISTRATOR USE ONLY

Quick Reference Answer Key — Multiple Choice & Two-Part

Q#	Correct Answer	Standard	DOK	Rationale / Key Point
Q1	B	5.7(A)	DOK 1	Setting is Galileo’s workshop at night in the early 1600s.
Q2A	B	5.7(C)	DOK 2	One word of praise = maximum praise from a restrained man.
Q2B	C	5.7(C)	DOK 2	'Highest praise he had ever given anyone' supports restraint as praise.
Q3	B	5.8(B)	DOK 2	Observation + courage to speak truth = the theme of Elena and Galileo.
Q4A	B	5.4(E)	DOK 2	'Indifferent' = stars are unmoved by the enormity of human discovery.
Q4B	B	5.4(E)	DOK 3	Contrast: human moment of revelation vs. universe’s cosmic scale.
Q5	B	5.4(C)	DOK 1	Context clue in same sentence: 'boundary between lit and dark faces.'
Q7	B	5.5(A)	DOK 1	Central idea = light we see is old; we observe the past.
Q8A	A	5.4(E)	DOK 2	Letter = message from the past carrying information.
Q8B	B	5.5(B)	DOK 2	Stars 'sing' = personification; each has its own age/voice.
Q9A	B	5.9(F)	DOK 3	Story = personal human discovery; poem = universal cosmic condition.
Q9B	B	5.9(F)	DOK 3	'Hold both' = knowing + uncertainty; Elena holds knowing + risk.
Q11	C	5.11(A)	DOK 1	Main idea = evolving language shaped by centuries of contact.
Q12A	B	5.11(C)	DOK 2	Norman Conquest: French ruling class = French food words; peasants kept animal words.
Q12B	B	5.11(C)	DOK 2	Paragraph 3 explains the animal/meat word split directly.
Q13	B	5.4(C)	DOK 1	Context clue: 'word endings changed to indicate grammatical function.'
Q14A	B	5.11(D)	DOK 2	Three words from different centuries = change spans eras and needs.
Q14B	B	5.11(D)	DOK 2	Para 7: language change is natural, inevitable, historical.
Q15	B	5.11(B)	DOK 2	Both sides presented; history shows English always evolved.
Q16	D	5.11(A)	DOK 1	Para 5 explicitly names Nahuatl as the source of all three words.
Q22	B	5.9(F)	DOK 2	4B’s claim: external feedback from trained readers is irreplaceable.
Q23A	B	5.9(F)	DOK 2	Both passages acknowledge metacognitive benefit explicitly.
Q23B	B	5.9(F)	DOK 2	Fundamental disagreement: can self-assessment replace external feedback?
Q24	B	5.11(D)	DOK 2	4A cites 2018 meta-analysis: research is primary evidence type.
Q25	B	5.11(D)	DOK 2	4B uses personal narrative + logic about intent vs. effect gap.
Q27	B	5.4(B)	DOK 1	Meta- = about + cognitive = thinking; thinking about one’s own thinking.
Q28A	A	5.4(E)	DOK 2	Fingerprints = unique traceable marks left by historical contact.
Q28B	C	5.4(E)	DOK 2	Connotation here is positive: meaningful, identity-forming marks.
Q29	B	5.12(A)	DOK 1	Participial phrase modifying 'meta-analysis' — not main clause.
Q30	B	5.9(D)	DOK 2	Devastated then lucky = reflection + gratitude; painful but valuable.
Q31	B	5.12(B)	DOK 1	Use-mention distinction: words are mentioned (discussed), not used.

SECTION 1 — LITERARY TEXT: Short Answer & Extended Response Rubrics

Question 6 — Short Answer / Extended Response (3 points)

[3 pts] Full credit (3 pts): Student explains that 'knowing' is the internal act of understanding, while 'being willing to say it' requires courage to face consequences. Elena demonstrates both — she understands immediately that Earth is not the center, and she says it clearly. Galileo demonstrates the gap: he has known for some time but has 'been afraid to write it down' (para 7). Student cites at least TWO specific details (e.g., Elena's statement in para 6; Galileo’s 'afraid to write down' in para 7; the final line about thinking about this distinction 'for the rest of her life'). Complete sentences throughout.

[2 pts] Partial (2 pts): Student identifies the distinction clearly and addresses both characters but cites evidence from only one, OR cites two pieces of evidence but does not fully connect to both Elena and Galileo.

[1 pt] Minimal (1 pt): Student identifies that Elena and Galileo are different without explaining the knowing/saying distinction or citing evidence.

[0 pts] Off-topic or blank.

Question 10 — Short Answer / Extended Response (5 points)

[5 pts] Full credit (5 pts): Strong response addresses all three required elements: (1) The story presents discovery as a personal act of courage requiring both observation AND the will to articulate truth; the poem presents observation as a universal condition — everyone who sees light from the sky is automatically 'living in the past.' (2) Story uses dialogue and characterization to develop these ideas; poem uses figurative language (simile, personification, contrast) to develop the cosmic theme. (3) The texts ultimately agree: both suggest that seeing requires 'holding both' the real and the complex — what you see is true, and what you see is incomplete. Student uses at least three specific pieces of evidence across both texts. Sophisticated sentence structures.

[4 pts] Strong partial (4 pts): Addresses all three elements but one is underdeveloped, or evidence is strong but interpretation in element 3 is surface-level.

[3 pts] Partial (3 pts): Addresses two of the three required elements clearly with specific evidence from both texts.

[2 pts] Developing (2 pts): Addresses one element well with evidence from one text, OR uses both texts but without specific evidence or analysis.

[1 pt] Minimal (1 pt): Identifies a similarity or difference between texts without evidence or analysis of craft.

[0 pts] Off-topic or blank.

SECTION 2 — INFORMATIONAL TEXT: Short Answer Rubric

Question 17 — Short Answer / Extended Response (4 points)

[4 pts] Full credit (4 pts): Student identifies that 'conquered' suggests something taken by force (negative), while 'belongs to everyone' suggests shared ownership (positive). The contrast argues that English’s history of forced borrowing ultimately produced a democratic, globally shared language. Student cites evidence from at least two paragraphs: opening paragraph framing ('fingerprints of a language conquered, traded, remade') and closing paragraph ('belongs to everyone who speaks it — and to everyone who will speak it in ways we cannot yet imagine'). Strong responses may also reference para 3 (Norman Conquest) or para 5 (colonial borrowing) to show how specific historical conquests produced specific borrowings that became shared vocabulary. Full analysis of how opening/closing work together.

[3 pts] Partial (3 pts): Identifies the contrast and its argumentative effect with evidence from two paragraphs, but the analysis of how opening and closing 'work together' is underdeveloped.

[2 pts] Partial (2 pts): Identifies what the opening or the closing does but does not analyze how they work together as a rhetorical strategy.

[1 pt] Minimal (1 pt): Summarizes the article without analyzing the specific sentences or their relationship.

[0 pts] Off-topic or blank.

SECTION 3 — PAIRED PASSAGES: Short Answer Rubric

Question 26 — Short Answer / Extended Response (4 points)

[4 pts] Full credit (4 pts): Student takes a clear position and defends it with reasoning that addresses both evidence types. Strong response notes: research evidence (4A) can demonstrate patterns across many cases (77% of studies) but cannot capture what individual feedback feels like or explain the intent/effect gap. Personal evidence (4B) can illustrate a specific, vivid principle (the gap between what a writer intends and what a reader receives) but cannot prove this is universal. Student evaluates the limitation of each type and explains why one is more or less convincing FOR THIS SPECIFIC ARGUMENT. Cites specific evidence from both passages.

[3 pts] Partial (3 pts): Student takes a clear position and evaluates both evidence types with some analysis of limitations, but one evaluation is underdeveloped or lacks specific evidence.

[2 pts] Partial (2 pts): Student prefers one type of evidence and explains why, but does not evaluate the limitations of the other, OR evaluates both but without specific evidence from the passages.

[1 pt] Minimal (1 pt): 'I like research more because it’s facts' without analysis or evidence.

[0 pts] Off-topic or blank.

SECTION 4 — VOCABULARY & CRAFT: Extended Response Rubric

Question 32 — Short Answer / Extended Response (5 points)

[5 pts] Full credit (5 pts): Student chooses one sentence and addresses all four elements. Option A: (1) meaning = each new word captures what its historical moment required to express; (2) technique = metaphor ('record'); (3) chosen because it transforms the dry list of words (selfie, gigabyte, sandwich) into a statement about historical necessity — words aren’t random, they’re evidence; (4) evaluation = effective because it gives the reader a framework for understanding ALL word creation, not just these examples. Option B: (1) meaning = external feedback is not punishment but a tool for growth; (2) technique = extended metaphor (red pen = instrument), antithesis ('not the enemy... one of its most reliable instruments'); (3) chosen because it reframes the entire essay’s opening image (red ink = devastation) into a positive; (4) evaluation = effective because it completes the personal narrative arc and makes the logical argument emotionally satisfying. Student uses specific evidence from the passage in complete sentences throughout.

[4 pts] Strong partial (4 pts): Addresses all four elements, but the evaluation (element 4) is surface-level ('it works because it summarizes the essay') rather than analytical.

[3 pts] Partial (3 pts): Addresses three of the four elements with specific evidence.

[2 pts] Developing (2 pts): Explains meaning and identifies figurative language, but does not explain why the author chose the language or evaluate its effectiveness.

[1 pt] Minimal (1 pt): Paraphrases the sentence without analysis.

[0 pts] Off-topic or blank.

Texas TEKS-Aligned Grade 5 End-of-Year Reading Assessment • Hess’s Cognitive Rigor / Webb’s DOK • The Digital Trivium

Total: 40 Questions • 70 Points • Sections 1–4 • 5 Passages • DOK Levels 1–4