Thing

New York State Testing Program
Grade 5 Common Core

English Language Arts Test
Released Questions
July 2015
Copyright Information
From Road to the Red Planet by Tyrus Cukavac. In SCHOLASTIC NEWS, Edition 4,
October 4, 2010. Copyright 2010 by Scholastic Inc. Reprinted by permission.
Blue Jasmine: Copyright 2004 by Kashmira Sheth via Argo Navis. Reprinted with
permission by the Charlotte Sheedy Literary Agency on behalf of Kashmira Sheth. All
rights reserved.
From May I Help You? by Jill Liderman. Published in SCHOLASTIC NEWS, Edition 4,
February 1, 2010. Copyright 2010 by Scholastic Inc. Reprinted by permission.
NAO Nextgen robot form Aldebaran Daniel Santos Megina/Alamy.
Robotic fish in the London Aquarium Sam Toren/Alamy.
Presidential Pets: From PRESIDENTIAL PETS by Laura Driscoll, copyright 2009 by

Laura Driscoll, text. Used by permission of Grosset & Dunlap, Inc., a division of Penguin
Group (USA) Inc.
Cescas Reward: Public DomainPrinted in 1922.
Roys Secret: Adapted from Roys Secret by Barbara OConner. Published in

SCHOLASTIC STORYWORKS, April/May 2012. Copyright 2012 by Scholastic Inc.
Reprinted by permission.
Developed and published under contract with the New York State Education Department by NCS Pearson, Inc., 5601 Green
Valley Drive, Bloomington, Minnesota 55437. Copyright 2015 by the New York State Education Department. All rights reserved.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK /
ALBANY, NY 12234
New York State Testing Program

Grade 5 Common Core
English Language Arts Test
Released Questions
With the adoption of the New York P12 Common Core Learning Standards (CCLS) in ELA/Literacy and
Mathematics, the Board of Regents signaled a shift in both instruction and assessment. Starting in Spring 2013,
New York State began administering tests designed to assess student performance in accordance with the
instructional shifts and the rigor demanded by the Common Core State Standards (CCSS). To aid in the
transition to new assessments, New York State has released a number of resources, including test blueprints
and specifications, sample questions, and criteria for writing assessment questions. These resources can be
found at http://www.engageny.org/common-core-assessments.
New York State administered the ELA/Literacy and Mathematics Common Core tests in April 2015 and is now
making a portion of the questions from those tests available for review and use. These released questions will
help students, families, educators, and the public better understand how tests have changed to assess the
instructional shifts demanded by the Common Core and to assess the rigor required to ensure that all students
are on track to college and career readiness.
Released Questions Are Teaching Tools

The released questions are intended to help educators, students, families, and the public understand how the
Common Core is different. The questions demonstrate the way the Common Core should drive instruction and
how tests have changed to better assess student performance in accordance with the instructional shifts
demanded by the Common Core. They are also intended to help educators identify how the rigor of the State
tests can inform classroom instruction and local assessment.
Understanding ELA Questions

Multiple Choice
Multiple-choice questions are designed to assess Common Core Reading and Language Standards. They will
ask students to analyze different aspects of a given text, including central idea, style elements, character and
plot development, and vocabulary. Almost all questions, including vocabulary questions, will only be
answered correctly if the student comprehends and makes use of the whole passage. For multiple-choice
questions, students will select the correct response from four answer choices.
Multiple-choice questions will assess Reading Standards in a range of ways. Some will ask students to analyze
aspects of text or vocabulary. Many questions will require students to combine skills. For example, questions
may ask students to identify a segment of text that best supports the central idea. To answer correctly, a
student must first comprehend the central idea and then show understanding of how that idea is supported.
Questions will require more than rote recall or identification. Students will also be required to negotiate
plausible, text-based distractors. Each distractor will require students to comprehend the whole passage.
2015 ELA Grade 5 Released Questions i

Short Response
Short-response questions are designed to assess Common Core Reading and Language Standards. These are
single questions in which students use textual evidence to support their own answer to an inferential question.
These questions ask the student to make an inference (a claim, position, or conclusion) based on his or her
analysis of the passage, and then provide two pieces of text-based evidence to support his or her answer.
The purpose of the short-response questions is to assess a students ability to comprehend and analyze text. In
responding to these questions, students will be expected to write in complete sentences. Responses should
require no more than three complete sentences.
The rubric used for evaluating short-response questions can be found both in the grade-level annotations and
in the Educator Guide to the 2015 Grade 5 Common Core English Language Arts Test at
http://www.engageny.org/resource/test-guides-for-english-language-arts-and-mathematics.
Extended Response
Extended-response questions are designed to measure a students ability to Write from Sources. Questions
that measure Writing from Sources prompt students to communicate a clear and coherent analysis of one or
two texts. The comprehension and analysis required by each extended response is directly related to
grade-specific reading standards.
Student responses are evaluated on the degree to which they meet grade-level writing and language
expectations. This evaluation is made using a rubric that incorporates the demands of grade-specific Common
Core Writing, Reading, and Language standards. The integrated nature of the Common Core Learning
Standards for ELA and Literacy requires that students are evaluated across the strands (Reading, Writing, and
Language) with longer pieces of writing such as those prompted by the extended-response questions.
The rubric used for evaluating extended-response questions can be found both in the grade-level annotations
and in the Educator Guide to the 2015 Grade 5 Common Core English Language Arts Test at
http://www.engageny.org/resource/test-guides-for-english-language-arts-and-mathematics.
CCLS Alignment
The alignment(s) to the Common Core Learning Standards for English Language Arts are intended to identify
the primary analytic skills necessary to successfully answer each question. However, some questions measure
proficiencies described in multiple standards, including writing and additional reading and language
standards. For example, two point and four point constructed-response questions require students to first
conduct the analyses described in the mapped standard and then produce written responses that are rated
based on Writing standards. To gain greater insight into the measurement focus for constructed-response
questions please refer to the rubrics shown at the end of this document.
These Released Questions Do Not Comprise a Mini Test

This document is NOT intended to show how operational tests look or to provide information about how
teachers should administer the test; rather, its purpose is to provide an overview of how the new test reflects
the demand of the CCSS.
The released questions do not represent the full spectrum of standards assessed on the State tests, nor do they
represent the full spectrum of how the Common Core should be taught and assessed in the classroom. It
should not be assumed that a particular standard will be measured with an identical question in future
assessments. Specific criteria for writing test questions as well as additional assessment information is available
at http://www.engageny.org/common-core-assessments.
One full-credit student response is provided with each released constructed-response question. The example
is provided to illustrate one of many ways students can achieve full credit in answering the test question. The
sample response is not intended to represent a best response nor does it illustrate the only way a student
could earn full credit.
ii 2015 ELA Grade 5 Released Questions

D irections
205041P
Read this article. Then answer questions 23 through 29.
Road to the Red Planet

by Tyrus Cukavac
1 It takes me 17 hours and 5 different airplanes to get from New York City to the spot
on Earth thats most similar to the planet Mars. I finally arrive on Devon Island, in
Canada. It is about 900 miles from the North Pole. Now I have some idea of what its like
to be on the Red Planet.
2 Humans are many years away from being ready to go to Mars. But some scientists are
already getting ready for the trip. Every summer, 25 to 30 experts gather on Devon Island.
They are part of the Haughton Mars Project. Through this project, the scientists do
research to prepare for future space exploration.
Much Like Mars
3 National Aeronautics and Space Administration (NASA) scientist Pascal Lee started
the project in 1997. Hes come to the island every summer since then. Lee tells me that he
chose Devon Island partly because it has an impact crater. That is a large hole in the
ground caused by a meteorite. The surface of Mars is filled with such craters. With its
frigid desert environment, Devon Islands Haughton Crater comes closest to the craters on
Mars.
4 However, Devon Island isnt exactly like Mars. For example, on Mars, temperatures can
drop to as low as -200F. Thats about four times as cold as it ever gets on the island. But
like Mars, no one lives on Devon Island.
5 For most of the year, the islands terrain is covered in snow. That means people can
work there only during the summer months, when the average temperature is about 34F.
(In fact, the island gets 24 hours of sunlight most days during the summer!)
6 At Haughton Crater, I watch the scientists perform experiments to practice working in
a Mars-like environment. Some wear spacesuits as they walk across the terrain. Others test
how well their robot rovers collect rock and soil samples. The scientists even set up a
greenhouse. This is to see how plants might grow under mostly lifeless conditions.
7 Were giving ourselves tasks that are very similar to what humans on Mars would
have to do, Lee tells me.
No Help From Outside
8 The scientists must also be able to get by without any help or additional supplies from
the outside world. That is just as it would be if they were on Mars. For much of the time,
2015 ELA Grade 5 Released Questions 1

cell-phone and Internet service is very limited on Devon Island. But this actually helps the
scientists. How? It lets them figure out what they would need to make human explorations
of Mars successful and safe.
9 This is what the earliest pioneers must have experienced when they started building a
town, says Lee.
A Future on Mars
10 Scientists have been studying Mars for decades. Recent robot missions there found
possible signs of frozen water. This suggests that life may have once existed on Mars. It
might even exist there now. (Experts say that such life would be tiny, probably no bigger
than a single cell.) Human exploration of Mars could help provide answers about whether
life was ever there.
11 NASA officials have said that they hope to put astronauts on the Red Planet by 2030.
Until then, the scientists I have met at Haughton Crater are working to make sure that
humans will be ready for such an adventure.
2 2015 ELA Grade 5 Released Questions

132050120_3
00 What does the word terrain mean as it is used in paragraph 5?
A bodies of water
B plant life
C surface features of the land
D area with small amounts of rain
Key: C
CCLS: RI.5.4:
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area.
Percentage of Students Statewide Who Answered Correctly: 81%
132050114_1
00 Which detail best reflects the main goal of the Haughton Mars Project?
A Now I have some idea of what its like to be on the Red Planet. (paragraph 1)
B That means people can work there only during the summer months . . . (paragraph 5)
C Others test how well their robot rovers collect rock and soil samples. (paragraph 6)
D Recent robot missions there found possible signs of frozen water. (paragraph 10)
Key: A
CCLS: RI.5.2:
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text.

132050112_2
00 Which sentence best supports the main idea of paragraphs 3 through 5?
A It is about 900 miles from the North Pole. (paragraph 1)

B It lets them figure out what they would need to make human explorations of Mars
successful and safe. (paragraph 8)
C Scientists have been studying Mars for decades. (paragraph 10)
D NASA officials have said that they hope to put astronauts on the Red Planet by 2030.
(paragraph 11)
Key: B
CCLS: RI.5.2:
text.
132050118_1
Which evidence best supports the point the author makes in paragraph 11?
A Scientists are practicing tasks they might perform on Mars.

B Scientists work on the island during the summer months.
C Scientists have gathered on the island since 1997.
D Scientists are limiting phone and Internet use.
Key: A
CCLS: RI.5.8:
Explain how an author uses reasons and evidence to support particular points in a text, identifying which
reasons and evidence support which point(s).

132050109_3
The main reason no one lives on Devon Island is because the island
A is difficult to reach
B has no Internet service
C is cold most of the year
D has continuous sunlight all summer
Key: C
CCLS: RI.5.1:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from
the text.
132050115_4
How have recent robot missions to Mars affected future exploration by humans?
A The missions determined when humans can safely travel to Mars.

B The missions suggested that humans will be able to survive on Mars.
C The missions discovered proof of life on Mars that only humans can confirm.
D The missions raised new questions about life on Mars that humans may answer.
Key: D
CCLS: RI.5.3:
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.

132050116_3
Why does the author quote Dr. Pascal Lee throughout the article?
A Dr. Lee is the scientist on the island who has the most information about Mars.
B Dr. Lee was hired by NASA to be the next scientist to explore Mars.
C Dr. Lee started the Haughton Mars Project and has remained involved since its
beginning.
D Dr. Lee lives at the research site on Devon Island and conducts experiments throughout
the year.
Key: C
CCLS: RI.5.3:

205053P
Read this story. Then answer questions 37 through 42.
Excerpt from Blue Jasmine

by Kashmira Sheth
1 So what if this summer is cooler than last, Seema? Last summer you were not leaving
us. Last summer our family was not breaking up. I wish this year and this summer had
never come. I hate this year! Raju said. He swung his face away and spat. Without
looking back, he sprinted home.
2 I stood near the acacia tree growing at the edge of an abandoned lot and watched
Rajus back as the dust rising from his shoes covered my white blouse and my beige
pinafore. I didnt worry about my clothes. School was over, and I would never wear this
uniform again. But Rajus anger worried me. I glanced at the acacia. It was brown and
bare except for the thorns. It looked like a starved stray dog baring its teeth. I started
walking home.
3 Raju was my cousin, and I wanted to tell him that everything would be finebut how
could I? Today was the last day of fifth grade, and after summer vacation when sixth
grade started, he would be walking to school by himself. For the first time, I wouldnt be
going with him. I would be in America.
4 Only a few months earlier, when the mango trees were jeweled with purplish-green
leaves and milky-white blossoms, a letter came that changed everything. At that time,
Mommy and my four-year-old sister, Mela, had gone to see Mommys parents, my Nanaji
and Nanima. The letter was from Dr. Davis, and Pappa was excited. Seema, he said to
me, Dr. Davis wants me to go to Iowa City to work with him.
5 Pappa was a microbiologist. He loved his work, and some days when he got busy
doing experiments in his laboratory, he forgot to eat lunch. On these days my
grandmother made one of his favorite dishes for dinner. I never could understand how
Pappa could forget his lunch while working with tiny bugs that he could only see under a
microscope. When I was eight, Pappa had gone to Iowa City for three months during the
summer to work with Dr. Davis, and I had missed him. I didnt want him to go away
again this summer.
6 How long will you be gone this time? I asked.
7 Well all go this time, he said, stroking my long hair.
8 All of us?
9 I mean, Mommy, Mela, you, and I, he said.

10 What about the rest of the family? I asked. In our family, besides Mommy, Pappa,
Mela, and me, there was my grandfather, Dadaji; my grandmother, Dadima; Pappas older
brother, my kaka; his wife, my kaki; and their two children, my cousins Uma and Raju.
11 We cant all go, Pappa said.
12 But you just said, Well all go this time.
13 I meant the four of us, Seema.
14 From that day on, the four of us, Pappa, Mommy, Mela, and I, broke off from our
family the way a lump of ice breaks off from a whole snow cone. In some ways the lump is
still the same as it was on the snow cone, but somehow, after it breaks off, its different. It
melts away too fast and it doesnt taste as good as the whole cone does.
15 When Pappa told me that Dr. Davis wanted him to work in his laboratory, I asked,
You mean, we would . . . we would go and live in Iowa, and I would go to school there?
16 Yes! Would you like that?
17 I . . . I dont know.
18 He looked at me. He was as excited as Mela when Dadaji lifted her up and bounced
her on his knees.
19 Does Raju know yet? I asked.
20 Kaka and Kaki are telling Uma and Raju right now.
21 That night I wondered why they hadnt told all of us at the same time. Why had Kaka
and Kaki told Uma and Raju, and why had Pappa told me?
22 When I went to bed, I wondered how I could leave the rest of my family and go to
America. We all lived in the same house, ate in the same kitchen. Raju and I went to
school together and were in the same class. Raju was my cousin, but he was as much my
brother as he was Umas brother. He was my best friend.
23 I missed Mommy that night. Pappa was so happy about going to America that I didnt
want to talk to him about my fears, but I wanted Mommy to hold me tight and tell me
that without the rest of the family we would be fine. That we would go to the new country
and make new friends. Pappa had called Mommy and told her about our going to
America, and I wondered if Mommy herself was as scared about the move as I was.
24 That night my sleep didnt flow like a stream, but came in spurts, like the water that
spewed from our faucet, on and off, in the heat of the summer. The next morning I was
tired and groggy.

14205045_1
How does paragraph 14 relate to paragraph 4?
A Paragraph 14 explains the effect of the event in paragraph 4.

B Paragraph 14 gives a solution to the problem introduced in paragraph 4.
C Paragraph 14 provides further details that summarize the event in paragraph 4.
D Paragraph 14 provides further details that contrast the information in paragraph 4.
Key: A
CCLS: RL.5.5:
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular
story, drama, or poem.
14205038_2
Which sentence from the story best shows how Seema feels about going to America
without Raju?
A I stood near the acacia tree growing at the edge of an abandoned lot and watched Rajus
back as the dust rising from his shoes covered my white blouse and my beige pinafore.
(paragraph 2)
B Raju was my cousin, and I wanted to tell him that everything would be finebut how
could I? (paragraph 3)
C Why had Kaka and Kaki told Uma and Raju, and why had Pappa told me?
(paragraph 21)
D Raju and I went to school together and were in the same class. (paragraph 22)
Key: B
CCLS: RL.5.1:
the text.

14205043_1
What does paragraph 23 of the story suggest about Seema?
A She does not want to spoil her fathers mood.

B She does not have to convince her mother to stay.
C She is upset that her fathers laboratory job keeps him busy.
D She is scared to be away from her mother.
Key: A
CCLS: RL.5.3:
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific
details in the text (e.g., how characters interact).
14205037_3
Which detail would be most important to include in a summary of the story?
A School was over, and I would never wear this uniform again. (paragraph 2)
B I never could understand how Pappa could forget his lunch while working with tiny
bugs that he could only see under a microscope. (paragraph 5)
C When I went to bed, I wondered how I could leave the rest of my family and go to
America. (paragraph 22)
D The next morning I was tired and groggy. (paragraph 24)
Key: C
CCLS: RL.5.2:
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or
drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

14205041_4
Which detail from the story best demonstrates the relationship among all the members of
Seemas family?
A Seema goes to the same school as her cousin.

B Seema spends most of her time with her cousin.
C The members of Seemas family visit each other.
D The members of Seemas family live in the same house.
Key: D
CCLS: RL.5.1:
the text.
14205039_3
Which sentence best expresses a theme of the story?
A Families often work together to accept change.

B Change provides new opportunities.
C Change can be difficult to accept.
D It is impossible to avoid change.
Key: C
CCLS: RL.5.2:
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or
drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

D irections
205027P
Read this article. Then answer questions 43 through 49.
May I Help You?

by Jill Lederman
1 Dont think robots are a part of your life? Think again! Theyre in more places than
you might know. In factories, robots put together everything from toys to cars. Some
homes have robots that vacuum floors or mow the lawn. And more robots are soon to
come. Experts predict that by 2025 we could have robots in every household!
2 Featured here are robots that have made news lately for the innovative ways they help
people at home or at work. You might be living or working with one of them one day!
Like a Human
3 Robots dont expect any thanks for all the
work they do for us. After all, they dont have
feelings. But that may be changing with Nexi, a
robot created by scientists at the Massachusetts
Institute of Technology (MIT). Nexi can move its
face to show anger, happiness, or sadness. It can
also raise its eyebrows to show surprise.
4 Humans can communicate using facial
expressions. Thats why researchers want Nexi to
use them too. Facial and body expressions help to
develop trust and understanding between a person
and robot, explains robotics researcher Sonia
Chernova. She helped develop Nexi at MIT.
5 Nexi was designed to work with people in
groups. People will be better able to work on a
team with Nexi if it can communicate like they do.
6 Nexi can also talk, identify human faces,
follow a person with its gaze, and pick up small
Nao robot
objects.
Household Helpers
7 How would you like a robot to help clean up your toys, or one that plays
hide-and-seek with you? Nao (NOW) can be programmed to do both those activities, and
more. A two-foot-tall robot, Nao was designed by a company in France to be a helper and
companion.

8 Nao can talk and walk. It can also remember faces, voices, and places. And it can be
programmed to assist with daily tasks, such as checking e-mail. Experts on robotic
inventions say that robots like Nao are here to stay. They predict that about 12 million
home-service robots will be sold over the next few years. Nao is expected to be available
in stores soon.
Robots at Work
9 Need a lift out of bed? RIBA, short for Robot for Interactive Body Assistance, will
lend its helpful arms! Some patients at hospitals and nursing homes have a hard time
getting in and out of bed. RIBA can gently lift a patient out of bed and help him or her
into a wheelchair. The robot can safely pick up and carry people weighing as much as
135 pounds. RIBAs inventors in Japan made RIBA look like a teddy bear to cheer up
patients. RIBA can also recognize faces and voices, and respond to spoken commands.
Experts say RIBA could be helping nurses at hospitals in as few as five years.
Water Bots
10 Robots that work in waterand
resemble familiar sea creaturesare
making a splash too. One of them is a
robotic fish. Researchers at MIT built
the robo-fish to swim in water to detect
pollution. It can also locate submerged
ships or oil and gas pipelines.
11 Other new underwater robots look
like clams, manta rays, and lobsters.
The two-foot-long robotic lobster has
eight legs to crawl along the seafloor. It
may one day help the U.S. Navy check
for underwater weapons.
Robotic fish
12 Theres even a robotic penguin!
Engineers in Germany designed it. Called the AquaPenguin, it uses flippers to paddle and
can move in all directions. Real penguins cant swim backward, but AquaPenguin can!
Still, AquaPenguin is meant to show just how life-like technology can be.

132050027_3
Why do scientists want to create robots that imitate human facial expressions?
A to encourage people to buy robots to do their tasks

B to encourage people to pay more attention to robotic work
C to help create a better connection between robots and people
D to help establish a reason for robots and people to work together
Key: C
CCLS: RI.5.1:
the text.
132050035_1
Which evidence best supports the idea that robots could be in every household by the
year 2025?
A Robots can perform daily tasks.

B Robots can work in many places.
C Robots can show human emotions.
D Robots can replace human workers.
Key: A
CCLS: RI.5.8:

132050034_2
Which evidence best supports the idea that Nao will be a popular invention?
A Nao is able to talk and walk.

B Nao has a number of different uses.
C Nao is the first robot to pick up toys.
D Nao has been praised by robotic experts.
Key: B
CCLS: RI.5.8:
132050032_1
Based on the article, which statement best explains what Nexi, Nao, and RIBA have
in common?
A They interact and communicate with humans.

B They have many possible military applications.
C They can perform medical services that pose difficulties to people.
D They are designed to imitate human emotions and facial expressions.
Key: A
CCLS: RI.5.3:

132050036_3
What does the expression making a splash (paragraph 10) mean?
A getting soaked
B swimming along
C creating excitement
D cleaning up
Key: C
CCLS: L.5.4,a:
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or
phrase.
132050025_4
Which detail best shows that robots can perform tasks that are difficult for humans?
A Theyre in more places than you might know. (paragraph 1)

B Some homes have robots that vacuum floors or mow the lawn. (paragraph 1)
C You might be living or working with one of them one day! (paragraph 2)
D It can also locate submerged ships or oil and gas pipelines. (paragraph 10)
Key: D
CCLS: RI.5.1:
the text.

132050030_4
Which detail would be most important to include in a summary of the article?
A A robotic penguin was designed by engineers in Germany.

B Because Nexi can raise its eyebrows, it can express feelings and emotions.
C Nao is a two-foot-tall robot that can be programmed to perform several tasks.
D Because some new robots act like humans in many ways, they will work well with people.
Key: D
CCLS: RI.5.2:
text.

305041P
Read this article. Then answer questions 54 and 55.
Excerpt from Presidential Pets

by Laura Driscoll
New Life, New Pet!

1 November 4, 2008, was a night of big changes. Barack Obama had just been elected
the first African-American president of the United States. He and his wife, Michelle
Obama, and their young daughters, Malia and Sasha, were going to be the countrys next
First Family. They would soon leave their home in Chicago and move into the White
House in Washington, D.C. Sasha and Malia would start a new school. As the First Lady,
their mom would become one of the busiest and most famous women in the world. Their
dad was going to have the most important job in America.
2 In his victory speech, Barack Obama said, Sasha and Malia, I love you both more
than you can imagine. And you have earned the new puppy thats coming with us to the
White House.
3 This was big news for Sasha and Malia. But over the years, First Families have had
all kinds of pets: dogs, cats, mice, snakes, birds, elephants, sheep, horses, a hyena, a
hippo, and even an alligator! Only three presidents in US history did not have a pet in the
White House.
4 So why have pets been so popular with First Families? Maybe it is because pets can
make a big houselike the White Housefeel more like a cozy home. Pets can force a
busy president to make time for fun. And pets can give friendship to someone doing a
hard and sometimes lonely job.
A Presidents Best Friend
5 Can you guess the most popular White House pet over the years? The dog, of course.
In fact, every president for the last ninety years has had a dog. From terriers to retrievers,
spaniels to collies, each pet has had a personality as unique as his or her president.
6 During his time in the White House, George W. Bush (president from 20012009) had
three dogs. One was a Scottish terrier named Barney.
7 Barneys biggest claim to fame was as the star of Barney Cam. For Christmas in
2002, Barney shuffled around the White House with a tiny camera attached to his collar.
He filmed a dogs eye view of the holiday decorations. This footage was added to the
Bush familys Christmas video and was put on the Internet. Millions of people watched
and loved it!

8 After that, Barney Cam became a Christmas tradition in the Bush White House.
Famous singers and athletes even appeared in some of Barneys videos.
9 In 2005, the Bushes got another Scottish terrier named Miss Beazley. She came to the
White House as a ten-week-old puppy. Next to Barney, Beezie looked tiny. But a few
loud barks at Barney told him she was no pushover.
10 Before either Barney or Miss Beazley arrived, there was Spot, an English springer
spaniel. Spotty and Barney were good pals. The president sometimes took them on trips
together in Marine One, the presidential helicopter. Spot usually got on without a fuss. But
Barney? The president sometimes had to chase him around the lawn before he would go
aboard.
11 Spots mother, Millie, belonged to another First Family. Millie lived in the White
House when George W. Bushs father was president. His name was almost the same:
George H. W. Bush (19891993).
12 While Millie lived at the White House, she gave birth to Spot and her five brothers
and sisters.
13 Besides being a mom, Millie was a best-selling author! Millies Book: As Dictated to
Barbara Bush was published in 1990. It sold more copies than a book the president wrote!
14 President Bill Clinton (19932001), First Lady Hillary Clinton, and their
twelve-year-old daughter, Chelsea, came to the White House with only one peta cat
named Socks.
15 Socks had joined the Clinton family about two years earlier. Chelsea was at her piano
teachers house for a lesson. Socks, then a stray kitten, was playing in the teachers yard.
When Chelsea held her hands out to the kitten, he jumped right into her arms! Even
though Chelseas parents were allergic to cats, they couldnt resist adding the kitten to
their family.
16 As the First Pet, Socks became famous overnight. Letters to Socks poured in from his
fansespecially kids. Some asked Socks to send them his pawtograph.
17 Five years after moving into the White House, the Clinton family became dog
owners. Buddy, a chocolate Labrador retriever, was just a puppy when he arrived at the
White House.
18 Right from the start, he and the president were good friends. Buddy spent much of his
time napping behind the presidents desk in the Oval Office. At least once a day, Buddy
dropped his ball at President Clintons feet and started barking. He wouldnt stop until
Clinton came outside to play fetch.

14305038
In Excerpt from Presidential Pets, what is the most likely reason that Barack Obama decided
to get a new puppy when he was elected president? Use two details from the article to support
your response.
Primary CCLS: RI.5.1:

the text.
Secondary CCLS: L.5.1 and L.5.2
Statewide Average Points Earned: 1.45 out of 2
See Short-Response (2-point) Holistic Rubric and the full-credit sample student response.

In Excerpt from Presidential Pets, what is the most likely reason that Barack Obama decided
54 to get a new puppy when he was elected president? Use two details from the article to support
your response.
Score Point 2 (out of 2 points)

This response makes a valid inference from the text to explain the most likely reason that Barack
Obama decided to get a new puppy when he was elected president (they were going through big
changes). The response provides a sufficient number of concrete details from the text for support as
required by the prompt (their mom is the most busiest and famous women in the world and that their
dad has the most important job in America and they had to go to a new school and move out of Chicago).
This response includes complete sentences where errors do not impact readability.
Guide Paper 1
Page 59

14305040
According to Excerpt from Presidential Pets, how have pets historically affected life at the
White House? Use two details from the article to support your response.
Primary CCLS: RI.5.3:


According to Excerpt from Presidential Pets, how have pets historically affected life at the
55 White House? Use two details from the article to support your response.

This response makes a valid inference from the text to explain how pets historically affected life at the
White House (by comforting the president during his job). The response provides a sufficient number
of concrete details from the text for support as required by the prompt (Pets can force a busy president
to make time for fun and pets can give friendship to someone doing a hard and lonley job). This response
includes complete sentences where errors do not impact readability.
Guide Paper 3
Page 70

305037P
Read this story. Then answer questions 56 and 57.
Cesca lives in Venice, Italy, in the 1800s. Instead of streets crowded with horses and wagons,
she grows up in a world of waterways filled with gondolas, which take people to their
destinations.
Cescas Reward
by Clara Ingram Judson
1 When Cesca was a tiny baby her father had had a poor, old gondola which he used
for carrying folks to and from the fish market. But he never liked that. Always he dreamed
of owning a beautiful black gondola with brass railings and black velvet cushions so he
could get passengers to ride up and down on the Grand Canal. Fortunately he did more
than dream; he worked hard and saved his money, so that about the time Cesca was big
enough to help about the tiny house, he had saved enough money to buy the new
gondola.
2 Such a day as that was! Cesca could never forget it! Why, she had been almost afraid
to step into the gondola, it was so fine. And as for touching the brassesshe never even
thought of such a thing. But before very long, Cescas little brother was born and her

mother had much work to do. So Cesca was taught how to polish the brasses. Very
bright and shining she kept them, too, even though it did make her arm ache with
tiredness sometimes.
3 While Cesca was still smiling at the sunshine and her dreams, her father was putting
on his fresh coat and telling her mother good-by.
4 Want to ride with me today, Cesca? he asked smilingly, as he came toward her.
5 Such a question! Who wouldnt want to ride on a day like that?
6 Then you may sit in the big seat now, daughter mine, he said kindly. When we
arrive at the Grand Central Railway Station, you may curl up in a little ball and sit by my
feet. Such a good girl should have a ride this fine day. Cesca needed no urging. She
slipped along the center of the gondola until she came to the cushioned seat, and there she
sat, feeling very grand, and pretending she was a great lady sight-seeing.
7 A toss of the rope that held the gondola to the piling, a wave to the mother standing
in the doorway, one quick, skillful push with the long pole, and they were off! Through
the tiny canal that was their own street, into a dark, narrow passage between great
buildings, around a corner where her father shouted, Yo, ho! to warn any gondolier
coming from the other way, and, long before Cesca wanted the ride to be over, they
turned into the Grand Canal.
8 Cesca caught her breath; it looked so beautiful. As far as she could see, brightly
colored buildings gleamed in the sunshine, and gondolas covered the water. Here and
there a steamboat chugged along. There were not many, for the swish of the water, as the
steamboat went up the canal, was not good for the foundations of the buildings. The
gondoliers hated the steamboats, but Cesca rather liked them; she liked to rock in the
swell the steamboat left behind.
9 Along the canal her father poled till they reached the station, and there they waited
by the piling. It was about time for the morning train, and maybe he would get a good
passenger.
10 Cesca curled up in the bottom of the boat and eyed the people as they came from the
station. Surely some one would wish to ride; would see how beautiful her fathers gondola
was, and how bright and clean were the brasses! And some one did. Out from the station
came two Americans withhow Cescas brown eyes did open widea little girl just about
as big as Cesca!
11 Oh, lets take this boat! exclaimed the little girl gaily. See how clean and shining it
is, father? And see? Theres a little girl in it about as big as me.
12 Of course Cesca couldnt understand just what was said. But she couldnt help
understanding the smile of the little American girl, as Cescas father helped her into
the gondola.

13 That was a wonderful day. All day long they rode up and down the Grand Canal just
as Cesca loved to; they glided in and out of many a tiny canal at the side, and they feasted
on fruits shared with Cesca. Finally when evening came, the kind passengers were left at
their hotel. Cesca could hardly wait to get home and tell her mother all about it.
14 And tell her this, added her father when Cesca stopped the story, and began eating a
bowl of steaming cornmeal mush her mother set before her, tell her that they took our
gondola because it was so clean and shining. Its a good little helper I have, Francesca.
15 And Cescas little face flushed with joy.

14305026
How does Cescas father feel about his daughter? Use two details from the story to support
your response.
Primary CCLS: RL.5.3:


How does Cescas father feel about his daughter? Use two details from the story to support
56 your response.

This response makes a valid inference from the text to explain how Cescas father feels about his
daughter (loves his daughter very much and he shows it often). The response provides a sufficient
number of concrete details from the text for support as required by the prompt (Such a good girl
should have a ride this fine day and Its a good little helper I have, Francesca). This response includes
complete sentences where errors do not impact readability.
Guide Paper 1
Page 80

14305027
How do both Cesca and the American girl feel about the gondola? Use two details from the
story to support your response.

See Short-Response (2-point) Holistic Rubric and the full--credit sample student response.

Additional
How do both Cesca and the American girl feel about the gondola? Use two details from the
57 story to support your response.

This response makes a valid inference from the text to explain how both Cesca and the American
girl feel about the gondola (think that it is a fine gondola). The response provides a sufficient number
of concrete details from the text for support as required by the prompt (the American girl thinks that
it is very shinny, and clean and Cesca thought that the gondola was so beautiful that she was afraid of
stepping into it). This response includes complete sentences where errors do not impact readability.
Guide Paper 2
Page 90

305038P
Read this story. Then answer questions 58 and 59.
Roy Rigatoni likes his after-school job in the bookshop for many reasons, but one of them is
a secret.
Roys Secret
by Barbara OConnor
1 When Roy pushed open the door of the tiny bookshop, a bell tinkled and Mr. Banner
looked up with a frown.
2 Youre late again, he said, shoving a feather duster toward Roy.
3 Sorry, Roy said. I had a lot of chores.
4 Mr. Banner rolled his eyes and muttered under his breath about all those kids.
5 Roys mother had a tiny apartment but a huge heart. Ever since Roy could remember,
a steady stream of foster children had lived with them. They filled the bunk beds and the
fold-out couch and the cots in the hallway. They left piles of hand-me-down clothes in the
closets and thrift-shop toys on the floor. They passed outgrown sneakers along to the
younger kids and argued over who had the blue toothbrush and whose turn it was to do
the dishes. Every day, Roy was surrounded by noise, noise, noise . . . until he got to the
quiet little bookshop.
6 His dog, Rex, curled up on the rug in the back of the shop while Roy swished the
feather duster over the books. Tiny speckles of dust swirled in the late-day sunlight that
streamed through the front window. Roy worked his way up one side of a narrow aisle and
back down the other. Every now and then, he glanced at Mr. Banner, slouched in his beat-
up chair by the door.
7 Finally, the old mans whiskery chin dropped to his chest, his glasses slid down his
nose, and his snores filled the tiny shop.
8 Roy tiptoed to the back of the aisle and reached high up on the top shelf. He carefully
took down a small red book with gold lettering on the front. The Little Book of Fairy Tales.
9 Roy rubbed his hand over the smooth leather surface of the book. He traced the gold
lettering. Then he sat on the floor and opened the book. Within minutes, Roy had
disappeared from Banners Bookshop and drifted into a world of giants and elves, greedy
queens, and talking wolves. He wandered lands where mountains were made of glass, and
enchanted princes were turned into frogs. Dogs were called hounds. Girls were called
maidens. Hunters were huntsmen, and doves said, Prithee. There was a house made of
bread and cake and a boy no bigger than a thumb.

10 Every day, Roy got lost in the fairy-tale world while Mr. Banner snored in his chair.
Every now and then, the bell over the door tinkled when someone came into the shop.
Mr. Banner would jump to his feet with a grunt and Roy would scurry to find a new spot
to put The Little Book of Fairy Tales. Sometimes he wedged the book on a shelf way down
on the bottom with the history books. Sometimes he tucked it between the cookbooks.
And sometimes he pushed it back behind the biographies.
11 Roy was hiding the book so that no one could find it. If no one could find The Little
Book of Fairy Tales, then no one would buy it. And if no one bought it, then Roy could
keep disappearing into the world of castles and talking wolves and evil queens.
12 Roy felt bad about hiding the book. Mr. Banner would be mad if he knew. His mother
would be mad if she knew. But Roy loved getting lost in those fairy-tale worlds. And best
of all, at the end of the day, he took the worlds home with him. Every night, he sat on the
floor of his tiny bedroom surrounded by sleepy-eyed children, and he told them some of
the stories he remembered from The Little Book of Fairy Tales. He told them about a little
man who spun gold into straw and a beautiful maiden whose hair hung down from the
tower of a castle. He told them about a princess who slept for 100 years and an evil queen
with a poison apple. The sleepy-eyed children listened in awe. They curled up on pillows
and snuggled with blankets while Roy described the mountains made of glass and the boy
no bigger than a thumb. He kept telling them stories until Mrs. Rigatoni scolded them to
turn out the lights and go to sleep.
13 Then one day, when Roy and Rex got to the bookshop, something bad happened.
Mr. Banner told Roy that he had sold the shop. A young couple from Oklahoma had
bought it and were changing the name to Hardys Bookshop. The Hardys would not need
Roy to sweep or dust or haul trash to the alley out back.
14 When Roy turned, Mr. Banner held out a book.
15 A small red book with a smooth leather cover and gold lettering.
16 The Little Book of Fairy Tales.
17 Maybe all those kids at home will like this, Mr. Banner said.
18 Then he shuffled over to his beat-up chair and plopped down with a groan.
19 Mr. Banner had known his secret all along!
20 Roy tried to say Thank you, but it came out soft and mumbled. He took a deep
breath, stood up straighter, and tried again. Thank you, he said loud and clear.
21 The old man looked up solemnly from his beat-up chair. Then he smiled a teeny-tiny
smile and winked. Youre welcome, he said.

14305030
Why does Roy feel that he needs to keep his reading of the fairy-tale book a secret? Use two
details from the story to support your response.

the text.

Why does Roy feel that he needs to keep his reading of the fairy-tale book a secret? Use two
58 details from the story to support your response.

This response makes a valid inference from the text to explain why Roy feels the need to keep his
reading of the fairy-tale book a secret (when he reads the book he can escape the real world). The
response provides a sufficient number of concrete details from the text for support as required by
the prompt (Roys mother had a tiny apartment but a huge heart. Ever since Roy could remember.
asteady stream of foster children had lived with them and Every day Roy was surrounded by noise, noise,
noise...until he got to the quiet little bookshop). This response includes complete sentences where
errors do not impact readability.
Guide Paper 1
Page 100

14305033
In both Cescas Reward and Roys Secret, the main characters learn lessons. What do
Cesca and Roy learn from the adults in the stories? How do Cesca and Roy show that they
have learned these lessons? Use details from both stories to support your response.
In your response, be sure to
explain what Cesca and Roy learn from the adults in the stories
describe how Cesca and Roy show that they have learned these lessons
use details from both stories to support your response

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches
to similar themes and topics.
Secondary CCLS: W.5.2, W.5.9, L.5.1, L.5.2, L.5.3, and L.5.4
See Extended-Response (4-point) Holistic Rubric and the full-credit sample student response.

In both Cescas Reward and Roys Secret, the main characters learn lessons. What do
59 Cesca and Roy learn from the adults in the stories? How do Cesca and Roy show that they
have learned these lessons? Use details from both stories to support your response.
In your response, be sure to
explain what Cesca and Roy learn from the adults in the stories
describe how Cesca and Roy show that they have learned these lessons
use details from both stories to support your reponse
Guide Paper 1a
Page 110
38 Guide Paper 1b 2015 ELA Grade 5 Released Questions
This response clearly introduces a topic in a manner that follows from the task and purpose (Cesca
and Roy show that they have learned these lessons in many ways). The response demonstrates insightful
comprehension and analysis of the texts (Cesca learns that if you actually work hard toward your
dreams, you can actually get it and Roy realized that Mr. Banner knew his secret all a long). The topic
is developed with relevant, well-chosen facts and concrete details from the texts (Her dad upgraded his
gondola to a better one, He had a very poor and ugly one, Mr. Banner told Roy that he sold his shop). The
use of varied, relevant evidence is sustained throughout (he held up the book Roy was hiding and gave
it to Roy and Mr. Banner just said youre welcome and smiled at him). The response exhibits clear,
purposeful organization, and ideas are skillfully linked using grade-appropriate words and phrases
(In both, Later, Then, So, In Conclusion). The language used is stylistically sophisticated with domain-
specific vocabulary (polished the railings and worked so hard that her dad let her ride on the gondola
with him). The concluding statement follows clearly from the topic and information presented (They
show that they have learned that lesson in many ways). This response demonstrates grade-appropriate
command of conventions, with few errors.
Page 112

2-Point RubricShort Response
Score Response Features
2 Point The features of a 2-point response are
Valid inferences and/or claims from the text where required by
the prompt
Evidence of analysis of the text where required by the prompt
Relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to the
requirements of the prompt
Sufficient number of facts, definitions, concrete details, and/or
other information from the text as required by the prompt
Complete sentences where errors do not impact readability
1 Point The features of a 1-point response are
A mostly literal recounting of events or details from the text as
required by the prompt
Some relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to the
requirements of the prompt
Incomplete sentences or bullets
0 Point* The features of a 0-point response are
A response that does not address any of the requirements of the
prompt or is totally inaccurate
A response that is not written in English
A response that is unintelligible or indecipherable
If the prompt requires two texts and the student only references one text, the response can be scored no higher
than a 1.
* Condition Code A is applied whenever a student who is present for a test session leaves an entire
constructed-response question in that session completely blank (no response attempted).

New York State Grade 4-5 Expository Writing Evaluation Rubric
SCORE
CRITERIA CCLS 4 3 2 1 0*
Essays at this level: Essays at this level: Essays at this level: Essays at this level Essays at this level:
clearly introduce a topic in a clearly introduce a topic in a introduce a topic in a manner introduce a topic in a manner demonstrate a lack of
CONTENT AND ANALYSIS:
manner that follows logically from manner that follows from the task that follows generally from the that does not logically follow comprehension of the text(s) or
the extent to which the
the task and purpose and purpose task and purpose from the task and purpose task
essay conveys ideas and W.2
information clearly and R.19
accurately in order to demonstrate insightful demonstrate grade-appropriate demonstrate a literal demonstrate little
support an analysis of comprehension and analysis of comprehension and analysis of comprehension of the text(s) understanding of the text(s)
topics or texts the text(s) the text(s)
develop the topic with relevant, develop the topic with relevant partially develop the topic of the demonstrate an attempt to use provide no evidence or provide
COMMAND OF EVIDENCE:
well-chosen facts, definitions, facts, definitions, details, essay with the use of some evidence, but only develop ideas evidence that is completely
the extent to which the
concrete details, quotations, or quotations, or other information textual evidence, some of which with minimal, occasional irrelevant
essay presents evidence
W.2 other information and examples and examples from the text(s) may be irrelevant evidence which is generally
from the provided texts to
W.9 from the text(s) invalid or irrelevant
support analysis and
2015 ELA Grade 5 Released Questions

reflection R.19
sustain the use of varied, sustain the use of relevant use relevant evidence with
relevant evidence evidence, with some lack of inconsistency
variety
exhibit clear, purposeful exhibit clear organization exhibit some attempt at exhibit little attempt at exhibit no evidence of
COHERENCE,
organization organization organization, or attempts to organization
ORGANIZATION, AND
organize are irrelevant to the
STYLE: the extent to which
task
the essay logically
organizes complex ideas,
skillfully link ideas using grade- link ideas using grade- inconsistently link ideas using lack the use of linking words exhibit no use of linking words
concepts, and information
appropriate words and phrases appropriate words and phrases words and phrases and phrases and phrases
using formal style and
W.2
precise language
L.3 use grade-appropriate, use grade-appropriate precise inconsistently use appropriate use language that is imprecise use language that is
L.6 stylistically sophisticated language and domain-specific language and domain-specific or inappropriate for the text(s) predominantly incoherent or
language and domain-specific vocabulary vocabulary and task copied directly from the text(s)
vocabulary
provide a concluding statement provide a concluding statement provide a concluding statement provide a concluding do not provide a concluding
that follows clearly from the topic that follows from the topic and that follows generally from the statement that is illogical or statement
and information presented information presented topic and information presented unrelated to the topic and
information presented
demonstrate grade-appropriate demonstrate grade-appropriate demonstrate emerging demonstrate a lack of are minimal, making
CONTROL OF
command of conventions, with command of conventions, with command of conventions, with command of conventions, with assessment of conventions
CONVENTIONS: the extent
W.2 few errors occasional errors that do not some errors that may hinder frequent errors that hinder unreliable
to which the essay
L.1 hinder comprehension comprehension comprehension
demonstrates command of
the conventions of L.2
standard English grammar,
usage, capitalization,
punctuation, and spelling
If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.
If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.
Responses totally unrelated to the topic, illegible, or incoherent should be given a 0.
A response totally copied from the text(s) with no original student writing should be scored a 0.
* Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-response question in that session completely blank (no response
attempted).
41

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New York State Testing Program

Grade 5 Common Core

Presidential Pets: From PRESIDENTIAL PETS by Laura Driscoll, copyright 2009 by

Cescas Reward: Public DomainPrinted in 1922.

Roys Secret: Adapted from Roys Secret by Barbara OConner. Published in

New York State Testing Program

Released Questions Are Teaching Tools

Understanding ELA Questions

2015 ELA Grade 5 Released Questions i

These Released Questions Do Not Comprise a Mini Test

ii 2015 ELA Grade 5 Released Questions

Road to the Red Planet

2015 ELA Grade 5 Released Questions 1

2 2015 ELA Grade 5 Released Questions

00 What does the word terrain mean as it is used in paragraph 5?

2015 ELA Grade 5 Released Questions 3

00 Which sentence best supports the main idea of paragraphs 3 through 5?

A It is about 900 miles from the North Pole. (paragraph 1)

A Scientists are practicing tasks they might perform on Mars.

4 2015 ELA Grade 5 Released Questions

A The missions determined when humans can safely travel to Mars.

2015 ELA Grade 5 Released Questions 5

6 2015 ELA Grade 5 Released Questions

Excerpt from Blue Jasmine

2015 ELA Grade 5 Released Questions 7

8 2015 ELA Grade 5 Released Questions

How does paragraph 14 relate to paragraph 4?

A Paragraph 14 explains the effect of the event in paragraph 4.

2015 ELA Grade 5 Released Questions 9

What does paragraph 23 of the story suggest about Seema?

A She does not want to spoil her fathers mood.

Which detail would be most important to include in a summary of the story?

10 2015 ELA Grade 5 Released Questions

A Seema goes to the same school as her cousin.

Which sentence best expresses a theme of the story?

A Families often work together to accept change.

2015 ELA Grade 5 Released Questions 11

May I Help You?

12 2015 ELA Grade 5 Released Questions

2015 ELA Grade 5 Released Questions 13

A to encourage people to buy robots to do their tasks

A Robots can perform daily tasks.

14 2015 ELA Grade 5 Released Questions

A Nao is able to talk and walk.

A They interact and communicate with humans.

2015 ELA Grade 5 Released Questions 15

What does the expression making a splash (paragraph 10) mean?

A Theyre in more places than you might know. (paragraph 1)

16 2015 ELA Grade 5 Released Questions

Which detail would be most important to include in a summary of the article?

A A robotic penguin was designed by engineers in Germany.

2015 ELA Grade 5 Released Questions 17

Excerpt from Presidential Pets

New Life, New Pet!

18 2015 ELA Grade 5 Released Questions

2015 ELA Grade 5 Released Questions 19

Primary CCLS: RI.5.1:

Secondary CCLS: L.5.1 and L.5.2

Statewide Average Points Earned: 1.45 out of 2

20 2015 ELA Grade 5 Released Questions