Grade 5 - Unit 6 - The Unexpected: Name Date

GRADE 5 • UNIT 6 • THE UNEXPECTED
Name Date
Glenview, Illinois
Boston, Massachusetts
Chandler, Arizona
Upper Saddle River, New Jersey
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Directions: Read the following passage. Use information from the
passage to answer the questions.
City Hawks
The residents of one New York City apartment building were finding
dead pigeons and other small animals near the entrance to their building.
The sidewalk outside their home was dirty with bird droppings. The mess
was coming from somewhere high on the side of the building, twelve stories
up. That was where Pale Male and Lola, two red-tailed hawks, had built
their nest.
Red-tailed hawks are not normally found in the middle of a busy city.
They prefer wide-open country. They migrate as far north as Canada in the
summer and live throughout North America and Mexico in the winter. But
for whatever reason, the hawk that came to be known as Pale Male stopped
migrating and made New York City his year-round home.
Pale Male had picked a great place to live. Red-tailed hawks like to build
their nests on cliffs, so the side of a concrete building must have seemed a
lot like home to this red-tailed hawk. The apartment building was next to
Central Park, which is so large that more than 280 different species of birds
live there. The park is also a great habitat for small animals such as squirrels
and chipmunks. These animals are exactly what hawks eat in the wild, and the
large lake in the park was a plentiful source of water.
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Pale Male had lived on the buildings around Central Park for years. He
developed a large following of bird lovers who would sit in Central Park and
watch him soar over the area. Pale Male found a mate, a bird the watchers
called First Love. But First Love ate a pigeon that had been poisoned and she
died. Pale Male had two more mates that also died. Then he found Lola. With
his four female mates, Pale Male fathered more than two dozen city-raised
hawks.
But in December 2004, the human residents of Pale Male and Lola’s
apartment building had had enough. They wanted a clean sidewalk and no
more “surprises” from the pair of hawks. The building owner had an engineer
remove the nest and the metal bars that held it up. Pale Male tried rebuilding
the nest, but without the metal bars, the nest would not hold.
Next
2 Grade 5 • Unit 6 • Benchmark Test
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The removal of the nest made the news in New York. The story caught the
attention of animal lovers around the world. People asked the building owner
and city officials to put the nest back. Protesters set up on the street outside
the building, demanding that the nest be restored.
The Audubon Society, an organization that protects birds and other
wildlife, offered to help. They said they would work with the building owner to
make the nesting place less of a nuisance to people in the building, while still
allowing Pale Male and Lola to have their favorite perch.
With a new nesting site built specifically for them, Pale Male and Lola
returned to their “apartment” on New York’s Fifth Avenue. And the people
looking out for Pale Male and Lola continue to make sure they stay safe
from harm.
Next
Grade 5 • Unit 6 • Benchmark Test 3

Text-Based Comprehension
Directions: Read the questions below and choose the best answer.
1. Part A
What is the main idea of the selection?
A. Red-tailed hawks are interesting birds.

B. Red-tailed hawks must be protected.
C. People in New York City enjoy watching red-tailed hawks.
D. A hawk named Pale Male chose to live in an unusual place.
Part B
Which detail from the selection does not support that main idea?
A. “Pale Male had picked a great place to live.”

B. “Pale Male had two more mates that also died.”
C. “Pale Male stopped migrating and made New York City his year-
round home.”
D. “Pale Male and Lola returned to their ‘apartment’ on New York’s

Fifth Avenue.”
COMMON CORE STATE STANDARDS

Informational Text 1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text. Informational Text 2. Determine two or more main ideas of a text and
explain how they are supported by key details; summarize the text.
Next

2. Which was an effect of removing the metal bars that supported Pale Male and
Lola’s nest?
A. The hawks left New York City and moved to the country.
B. The hawks could not build their nest in the usual spot.
C. People lost interest in watching the hawks’ activities.
D. There was no effect on the hawks.
3. Provide two reasons why the apartment building in New York City was a
suitable place for the red-tailed hawks to live.

drawing inferences from the text. Informational Text 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. Informational Text 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).
Next

4. What is one of the author’s purposes for writing the second paragraph of
the selection?
A. to describe the location of the selection
B. to present an opinion on the issue
C. to give facts about red-tailed hawks
D. to give facts about New York City
5. Why did the people in the apartment building want the hawks’ nest removed?
A. They were tired of the mess the hawks made.

B. They weren’t bird lovers so they didn’t appreciate the hawks.
C. They didn’t like all the attention the hawks were getting.
D. They thought the hawks should build their nest in the park.

drawing inferences from the text.
Next

Vocabulary
6.
Part A
Circle the meaning of the word “bars” as it is used in the fifth paragraph of
the selection.
underwater banks along a shore bands of color
straight pieces of metal handrails used by ballet dancers
Part B
Which detail from the selection is the best clue to the meaning of “bars”?
A. The bars held the nest up.
B. People couldn’t walk on the dirty sidewalk.
C. The hawks ate animals from Central Park.
D. The story of the nest was in the news.

Informational Text 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. Language 4. Determine or clarify the meaning
of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing
flexibly from a range of strategies. Language 4.a. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a word or phrase.
Next

7. The Latin word “pipire” means “to chirp.” Use this meaning to figure out the
meaning of the word “pigeons” in the first sentence of the selection.
A. a type of cat
B. a type of dog
C. a type of bird
D. a type of fish
8. What is the meaning of the word “nuisance” in this excerpt from the selection?
“. . . to make the nesting place less of a nuisance to people in the building, . . .”
A. something that is admired

B. something that is not noticed
C. something that entertains
D. something that annoys

phrases in a text relevant to a grade 5 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., cause/effect relationships
and comparisons in text) as a clue to the meaning of a word or phrase. Language 4.b. Use common,
grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
Next

9. Which phrase from the selection gives a clue to the meaning of the word
“protects” in the next-to-last paragraph?
A. “work with”
B. “stay safe”
C. “be restored”
D. “less of a nuisance”
10. Which of the following words can be substituted for the word “plentiful”
without changing the meaning of this sentence?
“These animals are exactly what hawks eat in the wild, and the large lake in
the park was a plentiful source of water.”
A. poor
B. clean
C. ample
D. rare

comparisons in text) as a clue to the meaning of a word or phrase. Language 5.c. Use the relationship
between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Next

Writing – Constructed Response
Based on the information in the selection “City Hawks,” write a paragraph that
tells whether you agree or disagree with the building owners when they first
removed the red-tailed hawks’ nest. Write the paragraph from the point of view of
someone who lives in the building.
State your opinion and support it with reasons. Use your own ideas as well as
details from the text. Conclude with a sentence that restates your opinion.
To the Teacher: Use the Writing Rubric on page T7 to assess students’ writing.

drawing inferences from the text. Writing 1. Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. Writing 1.a. Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Writing 1.b. Provide logically ordered reasons that are supported by facts and details. Writing 1.d. Provide
a concluding statement or section related to the opinion presented. Writing 4. Produce clear and coherent
writing in which the development and organization are appropriate to task, purpose, and audience.
Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next

Directions: Read the following passage. Use information from the
passage to answer the questions.
The Truth About Austin’s Amazing Bats

by Ron Fridell
Ms. Murphy belongs to Bat Conservation International (BCI). BCI’s
mission is to teach people the truth about bats and to protect and conserve
bats’ habitats. BCI moved their headquarters to Austin in 1986. One of their
goals was to protect the bats that spent summers under the Congress Avenue
Bridge.
There’s a saying that goes “The more you know about bugs, the less they
will bug you.” The same can be said of bats. That’s why BCI members told
Austin residents all about the bats under the bridge. Their plan: Bring all
the fears and misinformation about bats out into the open, and then show
Austin’s residents what bats are really like. Then they will learn to like,
and even love, the bats. With this plan in mind, BCI members set to work
spreading the truth about bats.
Yes, they told Austin residents, there are such things as vampire bats. They
drink the blood of birds, goats, and cattle. First they lick the animal’s skin in
a spot where the blood vessels are close to the surface. Then they bite the skin
and drink. A vampire bat will drink about four teaspoons of blood per day.
But no, they do not prey on humans, and there are no vampire bats in Austin.
No, they told residents, a bat will not fly into your hair. Bats are not blind.
They can see just as well as opossums, raccoons, and other animals that come
out at night. Plus, bats use sound as well as sight to get around. They send out
squawks and squeals through their noses and mouths. The sounds are so high-
pitched that humans can’t hear them. When the sound waves hit something,
they echo back to the bat. Bats’ ears are set wide apart to help pick up the
echoes.
This special skill is known as echolocation. Ecologist Paul Garret writes, “I
observed this amazing ability in the attic of a historic church in Pennsylvania,
where I stood among a colony of ten thousand little brown bats. I watched
them fly around the small space, and they never collided with one another, the
walls or columns, or my hair.”
Yes, BCI members said, bats can carry rabies, a serious disease. But so can
dogs, cats, raccoons, and foxes. Raccoons are to blame for half of the rabies
cases in the United States. Bats, on the other hand, hardly ever carry the
disease. And bats do not want to bite you or get tangled in your hair. Bats
are shy and gentle creatures. People who come out to watch them on summer
nights have nothing to fear.
Next

The Austin bats are a species called Mexican Free-tailed bats. Free-tails
are medium-sized bats, with bodies that are around 3.5 inches (9 centimeters)
long, and they weigh about half an ounce—1/32 of a pound. The Free-
tails migrate each spring from central Mexico to roosting spots all over the
southwestern United States. Bats live in big groups called colonies. The 1.5
million Austin bats make up the largest urban bat colony in North America.
But overall, Free-tail populations in America are in trouble. Each year more
of them are killed. Some die from the poisonous pesticides farmers spray on
their crops. Others die or become homeless when people destroy the caves,
old buildings, and bridges where they roost. Austin’s love for the bats is vitally
important because it results in an undisturbed Free-tail colony.
Having so many bats in Austin has many benefits, and BCI members
educated the public about these benefits. Like honeybees, bats help plants
grow by pollinating flowers and scattering seeds. They also help control costly
crop and yard pests. When Austin’s bats go hunting at night, their prey is
flying insects. Their echolocation skills make them expert bug hunters. The
echoes from the noises the bats make bounce back and tell them exactly where
the insect is, where it’s headed, and how fast it’s moving.
Farmers have a special reason to love the bats. Many of the insects they eat,
such as cutworms and corn-borer moths, are serious crop pests. Without the
bats out there gobbling them up, these pests would be munching on cotton,
corn, and other crops in the countryside outside Austin.

The 1.5 million hungry Free-tails cover more than a thousand square miles
of countryside each night, and they fly as high as 10,000 feet (3,048 meters)
to catch their prey. During these nightly flights each bat eats close to its own
body weight in insects. In total, Austin’s hungry Free-tailed bats can consume
up to thirty thousand pounds of insects each night.
The people who live in the city have their own special reasons for loving the
Free-tails. For one thing, Austin’s bats eat loads of mosquitoes. If not for the
bats, Austin’s residents would have tons more mosquitoes biting their skin and
sucking their blood on summer evenings.
Next

August is the best month for bat-watching. That’s when most of the young
pups are ready to leave the roost and join their mothers to hunt. The bats
usually start coming out from under the bridge between 8:00 and 8:30 p.m.
People can call the special Bat Hotline for updates on the most likely time that
night, and BCI members are at the bridge each night to hand out information
and answer questions. They want to make sure that everyone knows the truth
about Austin’s amazing bats.
What is it about the bats—besides the benefits to farming and tourism—
that captivates visitors and residents of Austin? City dwellers often forget
about the natural world beyond their streets and skyscrapers, but when they
watch the bats soar, they rediscover the joy and mystery of nature. Some
believe that observing the bats links spectators to nature, and that the resulting
thrill is unforgettable. Photographer Tim Flach writes, “I’ve been fortunate
enough to see a number of natural wonders, but the bats will stay in mind for
the rest of my life.”
Next

Text-Based Comprehension
11. Provide two ways that bats benefit people, according to the passage.
12. Which of the following does the author say is one cause of the decline in
Free-tailed bat populations in the United States?
A. increasing numbers of dogs and cats
B. more light and noise at night
C. fewer caves and bridges
D. decreasing numbers of mosquitoes

drawing inferences from the text. Informational Text 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. Informational Text 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).
Next

13. What is one message that the author wants readers to remember?
A. People should learn from history.

B. Things aren’t always as they appear.
C. Avoid danger when you can.
D. People and nature don’t mix.
14. Which of the following is not something that BCI members told Austin
residents about bats?
A. Bats use echolocation because they are blind.
B. Bats use echolocation to avoid running into people.
C. Like many other animals, bats can carry rabies.
D. Vampire bats do not prey on humans.

drawing inferences from the text. Informational Text 2. Determine two or more main ideas of a text and
explain how they are supported by key details; summarize the text.
Next

15.
Part A
Which sentence from the passage is an opinion?
A. “A vampire bat will drink about four teaspoons of blood per day.”
B. “The sounds are so high-pitched that humans can’t hear them.”
C. “When Austin’s bats go hunting at night, their prey is flying insects.”
D. “‘The more you know about bugs, the less they will bug you.’”
Part B
Which phrase in the sentence helped you identify it as an opinion?
A. “so high-pitched”
B. “‘they will bug you’”
C. “about four teaspoons”
D. “hunting at night”

drawing inferences from the text.
Next

Vocabulary
16.
Part A
What is the best definition of the word “pups” in the next-to-last paragraph?
A. baby dogs
B. baby bats
C. old bridges
D. BCI members
Part B
Which detail helped you answer Part A?
A. “join their mothers”

B. “hand out information”
C. “out from under the bridge”
D. “at the bridge each night”

comparisons in text) as a clue to the meaning of a word or phrase.
Next

17. Which meaning of the homograph “links” is used in the last paragraph?
A. a golf course
B. loops of a chain
C. torches to light the way
D. joins or connects
18. What is the meaning of the word “pests” in this sentence from the passage?
“They also help control costly crop and yard pests.”
A. animals that make cute pets

B. animals that eat insects
C. animals that are destructive
D. animals that help plants

Next

19. Circle the word in the following paragraph that is a synonym for the
word “eat.”
“The 1.5 million hungry Free-tails cover more than a thousand square miles
of countryside each night, and they fly as high as 10,000 feet (3,048 meters)
to catch their prey. During these nightly flights each bat eats close to its own
body weight in insects. In total, Austin’s hungry Free-tailed bats can consume
up to thirty thousand pounds of insects each night.”
20. Which word is an antonym for the word “urban” in this sentence from
the passage?
“The 1.5 million Austin bats make up the largest urban bat colony in North
America.”
A. city
B. rural
C. known
D. protected

Next

Writing – Constructed Response
Based on the information in the passage from the selection The Truth About
Austin’s Amazing Bats, write a letter to a friend in which you describe a situation
that shows how the work of Bat Conservation International (BCI) has affected
you. Write it from the point of view of someone who lives in Austin, Texas.
Use details from the text to establish the situation and introduce the characters.
Use description to develop the experiences and events, and organize them in a
clear sequence. Use sensory details to convey personal experiences with the bats.
Provide a conclusion for your letter that follows from the experiences and events.
To the Teacher: Use the Writing Rubric on page T7 to assess students’ writing.

drawing inferences from the text. Writing 3. Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear event sequences. Writing 3.a. Orient
the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally. Writing 3.b. Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show the responses of characters to situations.
Writing 3.e. Provide a conclusion that follows from the narrated experiences or events. Writing 4. Produce
clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Next

Writing – Extended Response
You have read three texts about special groups of animals.
• The Truth About Austin’s Amazing Bats
• “City Hawks”
• The Mystery of Saint Matthew Island
Despite differences in the types of animals and their locations, these three
selections have important similarities in the type of information they present and
the style in which they present the information. Write a similar feature article for a
children’s magazine about an animal or group of animals. You may use facts and
details from the texts or from your own knowledge and experience. Introduce the
topic and then develop it with facts, details, and examples. Provide a concluding
statement that sums up your main points. Remember to follow the conventions of
standard English grammar, capitalization, punctuation, and spelling.
To the Teacher: Tell students they may use the space on this page to plan their writing. Then have them write
their response on the following pages. Use the Writing Rubric on page T8 to assess students’ writing.

drawing inferences from the text. Writing 2. Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. Writing 2.a. Introduce a topic clearly, provide a general observation
and focus, and group related information logically; include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension. Writing 2.b. Develop the topic with facts, definitions,
concrete details, quotations, or other information and examples related to the topic. Writing 2.e. Provide
a concluding statement or section related to the information or explanation presented. Writing 4. Produce
clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. Language 1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Next

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GRADE 5 • UNIT 6 • THE UNEXPECTED

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2 Grade 5 • Unit 6 • Benchmark Test

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Grade 5 • Unit 6 • Benchmark Test 3

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A. Red-tailed hawks are interesting birds.

A. “Pale Male had picked a great place to live.”

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COMMON CORE STATE STANDARDS

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A. They were tired of the mess the hawks made.

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COMMON CORE STATE STANDARDS

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straight pieces of metal handrails used by ballet dancers

COMMON CORE STATE STANDARDS

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A. something that is admired

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COMMON CORE STATE STANDARDS

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The Truth About Austin’s Amazing Bats

Grade 5 • Unit 6 • Benchmark Test 11

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A. People should learn from history.

COMMON CORE STATE STANDARDS

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COMMON CORE STATE STANDARDS

16 Grade 5 • Unit 6 • Benchmark Test

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A. “join their mothers”

COMMON CORE STATE STANDARDS