Reading Specs 5th

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Alabama Reading and Mathematics Test
Item Specifications
for
Reading
Grade 5
Dr. Joseph B. Morton

State Superintendent of Education
Alabama State Department of Education
Montgomery, Alabama
Bulletin 2005, No. 85
Alabama G5 Reading Item Specs Spring 06

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No person shall be denied employment, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination in any program or activity on the basis of disability, sex, race, religion, national
origin, color, or age. Ref: Sec. 1983, Civil Rights Act, 42 U.S.C.; Title VI and VII, Civil Rights Act of 1964;
Rehabilitation Act of 1973, Sec. 504; Age Discrimination in Employment Act; Equal Pay Act of 1963;
Title IX of the Education Amendment of 1972: Title IX Coordinator, P.O. Box 302101, Montgomery,
Alabama 36130-2101 or call (334) 242-8444.
Published by Harcourt Assessment, Inc.
Copyright © 2005 by the Alabama State Department of Education.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval
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printing of complete pages, with the copyright notice, for instructional use and not for resale.
HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of
America and/or other jurisdictions.
Produced in the United States of America.

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ARMT GRADE 5 READING
ALABAMA STATE BOARD OF EDUCATION

Governor Bob Riley – President
Randy McKinney – District 1
Betty Peters – District 2
Stephanie W. Bell – District 3
Dr. Ethel H. Hall – District 4
Ella B. Bell – District 5
David F. Byers, Jr. – District 6
Sandra Ray – District 7
Dr. Mary Jane Caylor – District 8
ALABAMA STATE DEPARTMENT OF EDUCATION

Dr. Joseph B. Morton
State Superintendent of Education
Dr. Ruth C. Ash

Deputy State Superintendent of Education
Feagin Johnson, Jr.

Assistant State Superintendent of Education
Dr. Gloria Turner

Director, Student Assessment
Student Assessment
Miriam Byers, Education Administrator
Cathy Poage, Education Administrator
Dorothy DeMars, Education Specialist

Susan DuBose, Education Specialist
Kanetra Germany, Education Specialist
Shanetha Patterson, Education Specialist
Nannette Pence, Education Specialist
Susan Skipper, Education Specialist
Mark Ward, Education Specialist

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TABLE OF CONTENTS
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
DEFINITION OF READING MATERIALS . . . . . . . . . . . . . . . . . . . .2
CONTENT STANDARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
PASSAGES WITH ITEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
ITEMS NOT ASSOCIATED WITH A PASSAGE . . . . . . . . . . . . . . .23
ITEMS BY CONTENT STANDARD . . . . . . . . . . . . . . . . . . . . . . . . .25
ANSWER KEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
SAMPLE RESPONSE FORMAT . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
ii

INTRODUCTION
This bulletin provides specific information about the Alabama Reading and Mathematics
Test (ARMT). Educators representing each State Board of Education district as well as
both city and county school systems served on committees to determine the content
standards on which the ARMT is based. In addition, educators from throughout the state
of Alabama served on committees to review the content of the tests, including selecting
reading passages, reviewing specific test items, and determining achievement levels.
Teachers must be familiar with the information in this bulletin so that they may
incorporate effective teaching of the reading content standards with classroom
assessments. Using classroom assessments with similar test formats from time to time will
help to enable students to demonstrate proficiency on the various content standards in
reading.
Two item types are included in the ARMT. Multiple-choice and open-ended items assess
student performance on the ARMT in reading. Multiple-choice items carry a point value
of one, while open-ended items carry a point value of three. In this document, teachers
will see sample reading selections and representative item types for reading.
Content Standard A statement of what students should know

and be able to do by the end of the
academic year
Item Type Multiple-choice items, open-ended items
Additional Information Further information about the test items for

the content standard
Sample Items A collection of item types for each content

standard
Answer Key Answers for multiple-choice items
Scoring Rubrics for Open-Ended Items Scoring guide for open-ended items
1
Copyright © 2005 by the Alabama State Department of Education
All rights reserved.
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DEFINITION OF READING MATERIALS

Literary/recreational reading materials are generally read for pleasure, such as magazine
articles, poetry, novels, and short stories.
Informational/textual reading materials are generally read for information, such as
materials containing charts or graphs and materials found in encyclopedias, textbooks, lab
manuals, essays, and news magazines.
Functional reading materials are generally read for a precise action, such as directions,
maps, schedules, menus, catalogues, instructions, and other materials generally
encountered in everyday life beyond the classroom.
2
CONTENT STANDARDS
Grade 5
POINTS
CONTENT STANDARD
POSSIBLE
1 – Demonstrate reading vocabulary knowledge, including recognition of

multiple-meaning words.
• Word “chunks” or parts
9
Example: “mark,” “remark,” or “able” in remarkable
• Inflected endings such as ed or ing
• Possessives and contractions
2 – Use a range of strategies, including drawing conclusions such as opinions

about characters based on their actions and summarizing passages, to
comprehend fifth-grade literary/recreational materials in a variety
of genres.
• Determining sequence of events
• Comparing and contrasting 18
• Distinguishing fiction from nonfiction
• Using sentence structure and context
• Using prior knowledge and experience to interpret
• Skimming
• Inferring motive
3 – Recognize the use or effect of literary elements and devices—including

setting, character traits, stated purpose, metaphors, and simple
symbolism—and recognize stated purpose and gain information from
various text formats, including tables and charts.
• Persuasive techniques 18
• Main idea and supporting details
• Personification
• Implied purpose
3
4 – Use a wide range of strategies and skills, including using text features to
gain meaning, summarizing passages, and drawing conclusions, to
comprehend fifth-grade functional and textual/informational reading
materials.
• Determining cause and effect
• Distinguishing fact from opinion
• Previewing and predicting
• Using sentence structure and context 18
• Self-monitoring text understanding
Examples: rereading, using context clues, adjusting speed, accessing
prior knowledge and experiences
• Using expanded vocabulary
• Recognizing persuasive techniques
• Skimming
• Using reference materials
TOTAL POINTS POSSIBLE 63
4
PASSAGES WITH ITEMS

These are the directions given to students.
DIRECTIONS:
Read each passage. Then read each question about the passage. For some
questions you will need to choose the best answer and then mark the space
in your answer document. For other questions you will need to write your
response in the answer document.
5
A Brother’s Rice
Long ago, a father divided his land between his two sons, Ming and Chung. The
brothers shared the land equally that had been in the family’s possession for many years.
Over time, Ming married and had a family while Chung remained single.
The land produced an ample amount of rice. Each son worked diligently, cutting the
golden stalks, threshing the rice, and spreading it out in the hot sun to dry. A few years
passed and the brothers were satisfied.
One night as Ming was resting under the stars, he began to think of how fortunate he
was to have a wonderful family. Chung, however, had no one. This caused Ming to worry.
“I have my wife and two strong sons, but my brother is all alone. He has no one to help
him harvest the rice. I cannot sleep until I have done something!”
Ming got up, collected two large baskets of rice from his own yard, and carried them
over the fields to his brother’s yard. He felt a deep sense of satisfaction as he left his two
baskets of rice outside his brother’s hut.
The next morning, Ming nearly fainted in disbelief. He found two baskets of rice
outside his door. He had delivered the exact same amount to his brother the night before.
Ming scratched his head, confused. Perhaps he had not delivered the rice to his brother
after all; perhaps he had only dreamed about doing so. Regardless, he felt he must correct
the situation as soon as possible.
That night, Ming again gathered two baskets of rice from his own yard and headed
toward his brother’s house. It was a particularly dark night, and he had trouble finding his
way along the shadowy path. About halfway there, he bumped into someone in the
darkness.
“Brother!” said a voice. “It’s you! What brings you out so late tonight?”
“I was worried about you,” answered Ming. “I have my wife and sons to help me, but
you have no one. Last night I thought I had brought you two baskets of rice, but when I
awoke, the baskets of rice were back on my doorstep. Tonight, I am only bringing you
what I thought I had delivered last night.”
“Ah, my devoted brother!” laughed Chung. “I, too, was worried, but about you. You
have four mouths to feed, and I have only one. Surely you need a greater ration than I. So
last night, it was I bringing you two baskets of
rice! Like you, I found the two baskets of rice I
thought I had delivered and was confused. I
decided to return them to your home tonight
to make things right.”
The two brothers embraced and vowed
to always let the other know if he were in
need. They returned to their homes, satisfied
that each was comfortable with his own
portion of rice. Indeed, they learned that there
was truly no need for worry when their hearts
acted as one.
6
1. In the story, what advantage does 3. Ming and Chung are similar to each
Ming have over Chung? other because they both are —
A A larger area on which to plant rice A afraid of being poor

B Land that is better suited for farming B confused about the future
C The resources to harvest the rice faster C devoted to one another
D A better house and more possessions D excited about getting more rice
2. This story would most likely be found 4. Based on information in the story, you
in a — can tell that the father of Ming and
Chung loved his two sons equally
because —
A collection of folktales
B website about rice
A both Ming and Chung spoke highly of
C book of poetry him
D guide on farming B he gave them both the same amount
of land
C he taught both Ming and Chung the
best way to farm
D the brothers learned concern for each
other from him
7
5. Why did each of the brothers think 7. The author of this story most likely
that he had to help the other? believes that —
A Their father had taught them to put A showing concern for family members
others first. is an admirable trait
B Each thought that he was smarter B family members should never interfere
than the other. in each other’s lives
C They were both too proud to receive C it is a bad idea for family members to
help from others. work together
D Each thought that he had a more D family members who live apart have
secure life than the other. much better relationships
6. In the last paragraph, what does the 8. Which of these best describes how
author most likely mean when he says both Ming and Chung behaved in this
“their hearts acted as one”? story?
A The brothers loved things exactly the A Adventurously

same way.
B Colorfully
B The brothers shared the same feelings
for each other. C Courageously
C One of the brothers would always be D Generously

able to support the other.
D Each brother was the most important
person in the other’s life.
9. Ming and Chung could both best be

described as —
A afraid of being poor

B confused about the future
C devoted to family
D excited about getting food
8
10. It is understood from this story that 12. Summarize this story.
both Ming and Chung are —
Support your response with specific
details from the story.
A afraid of starving
B well-educated men
Write your response in the answer
C happy with their lives document.
D unable to think reasonably
13. How do the positive characteristics of

the two brothers teach a lesson to the
11. Which of these best describes Ming
reader?
and Chung’s father?
Use details from the story to support

A Fair your response.
B Lively
C Strong Write your response in the answer
document.
D Clever
9
Past and Future Friends

It was the first day of school. Mike looked around self-consciously and tightened his
grip on his books. When he spotted his friend Jack down the hall, he smiled slightly and
increased his pace. Before he could catch up, however, two other boys sprinted down the
hall and fell into step with Jack. Lou and Patrick, two of the most popular guys in school,
were Jack’s new football teammates. Mike stopped walking and watched Jack, Lou, and
Patrick laughing and playfully shoving each other as they walked down the hall.
Later that day, Mike saw that Jack was in his P.E. class. Relieved, he approached Jack
and was greeted with a “hey.” Before Mike could answer, though, Patrick strutted into the
gym and Jack hurried to join him on the court.
The scene in front of him faded away as Mike remembered another day of school
almost two years earlier.
“Got anything good?”
The dark-haired boy looked up from the cafeteria table where he was sitting alone. He waved
his hand at the remains of his paper-bag lunch. “Not really.”
“I’m Mike Adams,” Mike had said. “You’re Jack, right? How do you like Markham
Elementary School so far?”
Jack gave a small smile. “Can’t say I like being the new kid. People aren’t being very
friendly.”
“You just have to give them a chance,” Mike said. “Come over to my table, I’ll introduce
you.”
The two boys had quickly become best friends. They had done everything together:
practicing their skateboarding moves, riding their bikes to get ice cream, and fishing at
Miller’s Pond.
Still, Mike had not seen much of Jack over this last summer. Jack’s family had gone on
vacation for several weeks, and then Jack had started football practice, which was clearly
how he had become such good friends with Lou and Patrick. Mike felt a knot in the pit of
his stomach. Was he going to lose his best friend because he had not tried out for football?
As he looked at Jack’s stylish new clothes and haircut, the knot in his stomach grew.
After class, he left without trying to
talk to Jack, and for the next few days,
Mike avoided him altogether.
Mike was walking home from school
on Thursday when he heard footsteps
behind him.
“Hey Mike! Wait up!” It was Jack.
Catching up to Mike, he asked, “What’s
with you, man?”
“What’s with me?” Mike snapped.
“Where’s your fan club? Patrick and Lou?
I’m surprised to see you without them.”
(continued on next page)
10
Jack looked shocked. “They’re good guys. You just have to give them a chance.” He
shook his head, and as he turned to walk off, he muttered, “Tomorrow, come over to my
table, I’ll introduce you.”
Mike was a frozen statue as he watched Jack stomp away. Did his friend realize that
was the same invitation Mike had offered to Jack two years ago?
At lunch the next day, Mike entered the cafeteria and saw Jack and Lou sitting
together. Before he could change his mind, he carried his tray over to their table. Trying to
sound casual, he asked, “Got anything good?”
1. How can the reader tell that this story 3. Read these sentences from the story.
is realistic fiction?

A The character’s experiences actually “Where’s your fan club? Patrick and
happened to real people. Lou? I’m surprised to see you without
them.”
B The characters are not real, but they
have believable experiences. Jack looked shocked. “They’re good
guys. You just have to give them a
C The characters have experiences that chance.”
are impossible in real-life situations.
D The characters are real people whose
experiences are invented by the Why did Jack look “shocked” in this
author. part of the story?
A He is angry at Mike’s behavior.

B He is unaware of Mike’s feelings.
2. Mike expects Jack to be friendly when C He is surprised Mike joined the team.
the new school year starts because
D He is amazed Mike is a friend of Lou’s.
they —
A have been pals since they met

B play on the same football team
C know many of the same people
D have spent the summer together
11
4. What happened after Jack offered to 6. Read this sentence from the story.
introduce Mike to his new friends?
Mike felt a knot in the pit of his

A Jack stopped Mike after school to stomach.
discuss their friendship.
B Mike avoided Jack and his friends in This sentence shows how Mike feels
the hallway. by —
C Mike remembered giving Jack the
same invitation two years ago.
A explaining that someone is sick
D Mike and Jack spent the summer
fishing at Miller’s pond. B describing a physical sensation
C comparing two similar emotions
D expressing the idea of hunger
5. Read this sentence from the story.
Before he could catch up, however, two 7. Which of these is a metaphor in the
other boys sprinted down the hall and story?
fell into step with Jack.
A “Mike was walking home from school

At this point in the story, Mike on Thursday when he heard footsteps
probably feels — behind him.”
B “The two boys had quickly become
best friends.”
A jealous of Patrick and Lou
C “Mike was a frozen statue as he
B confused by Jack’s actions watched Jack stomp away.”
C anxious to make new friends D “Before he could catch up, however,
D hopeful about the school year two other boys sprinted down the hall
and fell into step with Jack.”
12
8. In the story, how does Mike’s problem 10. What events in the story lead Mike to
begin? believe that Jack has neglected him as
a friend?
A He keeps to himself in the cafeteria.

Use examples from the story to
B He does not make the football team. support your response.
C He does not know anyone in school.
D He notices Jack with his new friends. Write your response in the answer
document.
9. Why did Mike believe he was going to

lose his friend Jack?

support your response.

document.
13
Living History
Partridge Pea, Mexican Hat, Black-
eyed Susan, Turtlehead, and Skunk
Cabbage are all names from the past. No,
they are not outlaws from the Wild West
nor cartoon characters from television.
They are a part of our nation’s history that
still exists today. These names refer to
wildflowers.
Wildflowers grow naturally. They are
the flowering plants you see (especially in
the springtime) growing in a meadow, in a
forest, or even along the side of the road.
Over 15,000 different kinds of wild plants
grow in the United States and Canada.
Wildflowers are different from other flowers because they thrive on their own, without
help from people.
Many of the wildflowers you see today are the same kinds that settlers saw hundreds
of years ago when they first came to this country. Some of these wildflowers even kept
their original names, such as the Mexican Hat and the Turtlehead. But be aware; these
names may refer to different plants depending on which part of the country they are
found!
There are a few types of wildflowers that came with the settlers. Seeds were collected,
packed, and later planted to remind the settlers of their home. Other times wildflower
seeds just happened to be mixed in with other grains and materials the settlers brought.
Many of these species of plants have flourished here for over two hundred years.
Wildflowers are important in many
Tips for Enjoying Wildflowers different ways.
1 Visit a botanical garden or The state flower of many states is often a
wildflower center. wildflower. A variety of wildflowers has been used
in the making of medicines. In fact, eighty percent
2 Create your own wildflower of medicines were originally developed from wild
garden in containers or your plants. Wildflowers also help the quality of the air
yard. by recycling carbon dioxide (a waste product of
3 Take a hike through the our breathing) and producing oxygen. In addition,
countryside during the spring. and perhaps most importantly, wildflowers furnish
nature with beauty wherever they are.
Many U.S. citizens have realized that wildflowers are an important part of the
country’s history. Former First Lady, Claudia “Lady Bird” Johnson, formed the National
Wildflower Research Center in Texas. The center is dedicated to protecting wildflowers.
Many botanical gardens and wildflower organizations, such as the Alabama Wildflower
Society, have been created to protect wildflowers and help us appreciate them across the region.
14
1. According to the passage, wildflowers 3. Which of these most accurately

can grow in a meadow, forest, or along describes the main idea of the passage?
the side of a road. In what other
natural setting could wildflowers grow?
A Wildflowers should be appreciated for
more than their beauty.
A A ceramic pot B Settlers brought wildflowers seeds
B A vacant lot mixed with their grain.
C A laboratory C Wildflowers improve the quality of the

air we breathe.
D A greenhouse
D Flowering plants are an important
resource for perfume.
2. According to the passage, which of

these traits sets wildflowers apart from
4. You can tell the author of this passage
other flowers?
wants the reader to —
A Wildflowers can flourish without

human help. A join the local Alabama Wildflower
Society
B Wildflowers bloom much better inside
a house. B become a supporter of plant research
C Wildflowers need a lot of fertilizer and C understand the many benefits of

space. wildflowers
D Wildflowers produce oxygen from D convince other students to grow

carbon dioxide. wildflowers in the classroom
15
5. The passage probably includes the 7. Read this sentence from the passage.
“Tips for Enjoying Wildflowers” table
because —
But be aware; these names may refer
to different plants depending on which
A most people are too busy to read part of the country they are found!
about different wildflowers
B the information encourages further The passage includes this warning
study of wildflowers because —
C wildflowers can only be enjoyed in
very specific locations
A some parts of the country do not keep
D there are too many different types of records of wildflowers
wildflowers to see at one time
B only some types of wildflowers are
named after historic places
C some of these names are very old and
difficult to pronounce
6. Which of these would be the best D confusion may result from a flower
choice for another title for this having different names
passage?
A Gathering Wildflowers
B Identifying the Wildflower 8. The table titled “Tips for Enjoying
Wildflowers” is included with the
C Wildflowers: Past and Present
passage to give the reader quick access
D Flowering Plants of North America to ideas for —
A planning projects related to

wildflowers
B making medicine from wildflowers
C naming flowers in the wild
D joining the Alabama Wildflower
Society
16
9. According to the passage, what role 10. Write a summary of this passage.
did the early American settlers play in
the development of wildflowers? Include important details from the
passage to support your response.
Include details from the passage to
support your response. Write your response in the answer
document.
document.
17
The Car that Loves Water

A recent scene on London’s River Thames was
far from normal. In fact, people walking by must
have thought they were watching a scene from a
spy movie. Before their eyes, a sports car splashed
into the water and sped up and down the river
reaching speeds of 30 miles per hour.
This fancy, complex car is called the
Aquada™.1 On the road, it can reach speeds of up
to 100 miles per hour, and if a bridge is out, that’s
no problem! The car just proceeds into the water.
At the touch of a button by the operator, its wheels
slide up into the wheel wells, and jet power propels the car through the water like a
speedboat.
Developers have been working for many years on a concept car that could travel both
on land and water. Yet, the forerunners of the Aquada had only been able to reach about a
third of its speed on the water, and could not switch easily from land to water. The Aquada
makes the land to water adjustment in a mere six seconds.
The inspiration for this car came from New Zealand. A man named Alan Gibbs built
his first vehicle for land and water in 1995. A few years later, he moved to Great Britain
where he finished his work on his new design he called the Aquada. According to Gibbs,
the car included more than 60 new functional inventions.
Planning and building this car took seven years. During that time, approximately
70 people worked on it. They produced a car that is fueled by unleaded gas and has a
175 horsepower engine. The aluminum frame helps the car handle well on the road. The
car’s body consists of light materials that help keep it afloat.
Although the Aquada looks like most sports cars, there are a few clear differences. The
most visible difference is that the car lacks doors. This is to keep water from leaking into
the car. The roof is removable so that passengers must climb over the sides in order to
enter the vehicle.
The first production line of the
Aquada consisted of only 100 vehicles.
One might wonder why so few cars were
produced. Since an enormous amount of
money was spent developing this sports
car, the starting price was around
$230,000 per car. So, if you want to enter
the spy business, you had better start
saving your pennies!
1“Aquada” is a registered trademark of Aquada Corporation Ltd.
18
1. Based on the information in the 3. The makers of the Aquada produced

passage, a reader can tell that Alan a small number of cars because —
Gibbs is —
A the cost of the car limits the number

A inaccurate of possible buyers
B dedicated B only movie companies want to use the

vehicle
C generous
C many people cannot operate the car in
D persuasive water
D the inventor wanted to make more
improvements
2. Which of these is not a characteristic

of the Aquada?
4. Which of these is an opinion in the
A It contains many new functional passage?
inventions.
B It travels faster on water than its A “. . . passengers must climb over the
forerunners. sides in order to enter the vehicle.”
C It can reach speeds of 175 miles per B “. . . a sports car splashed into the
hour. water and sped up and down the river
D It switches easily from land to water. . . .”
C “The car’s body consists of light
materials that help keep it afloat.”
D “In fact, people walking by must have
thought they were watching a scene
from a spy movie.”
19
5. Which of these is the best summary 7. Read this sentence from the passage.
sentence for the invention of the
Aquada?
Aquada™.
A Though it looks like a car from a
science fiction magazine, the Aquada
can propel itself through the water at According to the passage, the symbol
30 miles per hour and travel up to 100 after the word Aquada indicates —
miles per hour on land.
B The Aquada originally cost more than A the initial of the manufacturing
two hundred thousand dollars, and company
there were only 100 models produced
in its first year. B a trademark for the name of the car
C After seven years, and with the help of C the difference between the types of
70 people, Alan Gibbs produced the cars
Aquada, a lightweight sports car that
can travel on water. D an emblem that represents the
inventor
D Unlike most expensive sports cars, in
order to prevent water leaks, the only
way to enter the Aquada is through
the removable roof.
6. The Aquada does not have any doors

in order to —
A prevent water leaks

B reduce the weight of the car
C allow it to move faster
D make it look like other sports cars
20
A Comparison of the Aquada to the Leading Sports Car
Top Speed Engine Way to Number of 1st Average

Horsepower Enter or Year Cars Price
Exit the Produced in 2001
Vehicle
Aquada Land – 100 175 removable 100 $230,000
mph roof
Water – 30
mph
Leading 175 mph 345 doors 300 $55,000
Sports
Car
Note: The values listed are approximate. Each car has its own specifications.
8. According to the table, which of these probably makes the Aquada unavailable to the average
consumer?
A Its top speed on land

B Its ability to drive on water
C The horsepower of its engine
D The cost of the vehicle
21
9. Explain why the title is appropriate for 10. Explain why seeing the Aquada for the
the passage. first time, people “must have thought
they were watching a scene from a spy
Use details from the passage to movie.”
Use details from the passage to
Write your response in the answer support your response.
document.
document.
22
ITEMS NOT
ASSOCIATED WITH
A PASSAGE
23
DIRECTIONS:
Read the sentence in the box. Then choose the answer in which the underlined
word is used in the same way. Mark the space for the answer you have chosen.
1. The ocean’s waves will wreck the 2. The bell will ring four times to let our
sandcastle. school know about the fire drill.
A Martha was a wreck after she lost her A Laura had to clean up the ring of juice
favorite toy. her glass left on the table.
B Look at the wreck John is driving to B My ears started to ring from the loud
school. noise in the hallway.
C His friends plan to wreck their old tree C The class formed a ring around Mark
house so they can build a new one. and sang to him for his birthday.
D The field was a wreck after the exciting D My sister brought me a silver ring
soccer game ended. from Arizona.
24
ITEMS BY
CONTENT STANDARD
25
Content Standard 1
Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words.
• Word “chunks” or parts
Example: “mark,” “remark,” or “able” in remarkable
• Inflected endings such as ed or ing
• Possessives and contractions
Item Type
Multiple-choice
Additional Information
Items not associated with passages
Sample Multiple-Choice Items

The items below reference “Items Not Associated with a Passage” on page 24.
1. The ocean’s waves will wreck the 2. The bell will ring four times to let our
sandcastle. school know about the fire drill.
A Martha was a wreck after she lost her A Laura had to clean up the ring of juice
favorite toy. her glass left on the table.
B Look at the wreck John is driving to B My ears started to ring from the loud
school. noise in the hallway. *
C His friends plan to wreck their old tree C The class formed a ring around Mark
house so they can build a new one. * and sang to him for his birthday.
D The field was a wreck after the exciting D My sister brought me a silver ring
soccer game ended. from Arizona.
26
Content Standard 2
Use a range of strategies, including drawing conclusions such as opinions about characters based
on their actions and summarizing passages, to comprehend fifth-grade literary/recreational
materials in a variety of genres.
• Comparing and contrasting
• Distinguishing fiction from nonfiction
• Skimming
• Inferring motive
Item Type
Multiple-choice
Open-ended
Items associated with literary/recreational passages and poetry

The items below reference “A Brother’s Rice” on page 6.
1. In the story, what advantage does 2. This story would most likely be found
Ming have over Chung? in a —
A A larger area on which to plant rice A collection of folktales *

B Land that is better suited for farming B website about rice
C The resources to harvest the rice faster * C book of poetry
D A better house and more possessions D guide on farming
27
The items below reference “A Brother’s Rice” on The items below reference “Past and Future
page 6. Friends” on pages 10–11.
3. Ming and Chung are similar to each 6. How can the reader tell that this story
other because they both are — is realistic fiction?
A afraid of being poor A The character’s experiences actually

happened to real people.
B The characters are not real, but they
C devoted to one another * have believable experiences. *
D excited about getting more rice C The characters have experiences that
are impossible in real-life situations.
D The characters are real people whose
experiences are invented by the
4. Based on information in the story, you author.
can tell that the father of Ming and
Chung loved his two sons equally
because —
7. Mike expects Jack to be friendly when

A both Ming and Chung spoke highly of the new school year starts because
him
they —
B he gave them both the same amount
of land *
A have been pals since they met *
C he taught both Ming and Chung the
best way to farm B play on the same football team
D the brothers learned concern for each C know many of the same people
other from him
D have spent the summer together
5. Ming and Chung could both best be

described as —
A afraid of being poor

C devoted to family *
D excited about getting food
28
The items below reference “Past and Future Friends” on pages 10–11.
8. Read these sentences from the story. 9. What happened after Jack offered to
introduce Mike to his new friends?

“Where’s your fan club? Patrick and A Jack stopped Mike after school to
Lou? I’m surprised to see you without discuss their friendship.
them.”
B Mike avoided Jack and his friends in
Jack looked shocked. “They’re good the hallway.
guys. You just have to give them a
chance.” C Mike remembered giving Jack the
same invitation two years ago. *
D Mike and Jack spent the summer
Why did Jack look “shocked” in this fishing at Miller’s pond.
part of the story?
A He is angry at Mike’s behavior.

B He is unaware of Mike’s feelings. *
C He is surprised Mike joined the team.
D He is amazed Mike is a friend of Lou’s.
29
Sample Open-Ended Items

The item below references “A Brother’s Rice” on The item below references “Past and Future
page 6. Friends” on pages 10–11.
10. Summarize this story. 11. Why did Mike believe he was going to
lose his friend Jack?
Support your response with specific
details from the story. Use examples from the story to
document. Write your response in the answer
document.
30
Content Standard 3
Recognize the use or effect of literary elements and devices—including setting, character traits,
stated purpose, metaphors, and simple symbolism—and recognize stated purpose and gain
information from various text formats, including tables and charts.
• Persuasive techniques
• Main idea and supporting details
• Personification
• Implied purpose
Item Type
Multiple-choice
Open-ended
Phrases or poetry may be used.
Items not associated with a passage will be used.

1. Why did each of the brothers think 2. In the last paragraph, what does the
that he had to help the other? author most likely mean when he says
“their hearts acted as one”?
A Their father had taught them to put

others first. A The brothers loved things exactly the
B Each thought that he was smarter same way.
than the other. B The brothers shared the same feelings
C They were both too proud to receive for each other. *
help from others. C One of the brothers would always be
D Each thought that he had a more able to support the other.
secure life than the other. * D Each brother was the most important
person in the other’s life.
31
3. The author of this story most likely 5. It is understood from this story that
believes that — both Ming and Chung are —
A showing concern for family members A afraid of starving

is an admirable trait *
B well-educated men
B family members should never interfere
in each other’s lives C happy with their lives *
C it is a bad idea for family members to D unable to think reasonably

work together
D family members who live apart have
much better relationships
6. Which of these best describes Ming

and Chung’s father?
4. Which of these best describes how A Fair *

both Ming and Chung behaved in this
story? B Lively
C Strong
A Adventurously D Clever
B Colorfully
C Courageously
D Generously *
32
The items below reference “Past and Future Friends” on pages 10–11.
7. Read this sentence from the story. 9. Which of these is a metaphor in the
story?
Before he could catch up, however, two

other boys sprinted down the hall and A “Mike was walking home from school
fell into step with Jack. on Thursday when he heard footsteps
behind him.”
At this point in the story, Mike B “The two boys had quickly become
best friends.”
probably feels —
C “Mike was a frozen statue as he
watched Jack stomp away.” *
A jealous of Patrick and Lou
D “Before he could catch up, however,
B confused by Jack’s actions * two other boys sprinted down the hall
and fell into step with Jack.”
C anxious to make new friends
D hopeful about the school year
10. In the story, how does Mike’s problem

begin?
8. Read this sentence from the story.
A He keeps to himself in the cafeteria.

Mike felt a knot in the pit of his
stomach. B He does not make the football team.
C He does not know anyone in school.
This sentence shows how Mike feels D He notices Jack with his new friends. *
by —
A explaining that someone is sick

B describing a physical sensation *
C comparing two similar emotions
D expressing the idea of hunger
33
The items below reference “Living History” on page 14.
11. According to the passage, wildflowers 14. You can tell the author of this passage
can grow in a meadow, forest, or along wants the reader to —
the side of a road. In what other
natural setting could wildflowers grow?
A join the local Alabama Wildflower
Society
A A ceramic pot B become a supporter of plant research
B A vacant lot * C understand the many benefits of
C A laboratory wildflowers *
D A greenhouse D convince other students to grow

wildflowers in the classroom
12. According to the passage, which of

15. The table titled “Tips for Enjoying
these traits sets wildflowers apart from
Wildflowers” is included with the
other flowers?
passage to give the reader quick access
to ideas for —
A Wildflowers can flourish without
human help. *
A planning projects related to
B Wildflowers bloom much better inside wildflowers *
a house.
B making medicine from wildflowers
C Wildflowers need a lot of fertilizer and
space. C naming flowers in the wild
D Wildflowers produce oxygen from D joining the Alabama Wildflower
carbon dioxide. Society
13. Which of these most accurately

describes the main idea of the passage?
A Wildflowers should be appreciated for

more than their beauty. *
B Settlers brought wildflowers seeds
mixed with their grain.
C Wildflowers improve the quality of the
air we breathe.
D Flowering plants are an important
resource for perfume.
34
The items below reference “The Car That Loves Water” on page 18.
16. Based on the information in the 17. Which of these is not a characteristic
passage, a reader can tell that Alan of the Aquada?
Gibbs is —
A It contains many new functional

A inaccurate inventions.
B dedicated * B It travels faster on water than its

forerunners.
C generous
C It can reach speeds of 175 miles per
D persuasive hour. *
D It switches easily from land to water.
35
The item below references “The Car That Loves Water” on page 18.
A Comparison of the Aquada to the Leading Sports Car
Top Speed Engine Way to Number of 1st Average

Horsepower Enter or Year Cars Price
Exit the Produced in 2001
Vehicle
Aquada Land – 100 175 removable 100 $230,000
mph roof
Water – 30
mph
Leading 175 mph 345 doors 300 $55,000
Sports
Car
Note: The values listed are approximate. Each car has its own specifications.
18. According to the table, which of these probably makes the Aquada unavailable to the average
consumer?
A Its top speed on land

B Its ability to drive on water
C The horsepower of its engine
D The cost of the vehicle *
36

The item below references “A Brother’s Rice” on The item below references “Living History” on
page 6. page 14.
19. How do the positive characteristics of 21. According to the passage, what role
the two brothers teach a lesson to the did the early American settlers play in
reader? the development of wildflowers?
Use details from the story to support Include details from the passage to
your response. support your response.
Write your response in the answer Write your response in the answer
document. document.
The item below references “Past and Future Friends” on pages 10–11.
20. What events in the story lead Mike to

believe that Jack has neglected him as
a friend?


document.
37
Content Standard 4
Use a wide range of strategies and skills, including using text features to gain meaning,
summarizing passages, and drawing conclusions, to comprehend fifth-grade functional and
textual/informational reading materials.
• Determining cause and effect
• Distinguishing fact from opinion
• Previewing and predicting
• Self-monitoring text understanding
Examples: rereading, using context clues, adjusting speed, accessing prior knowledge and
experiences
• Using expanded vocabulary
• Recognizing persuasive techniques
• Skimming
• Using reference materials
Item Type
Multiple-choice
Open-ended
Items apply to textual/informational and functional materials.

The item below references “Living History” on page 14.
1. The passage probably includes the

“Tips for Enjoying Wildflowers” table
because —
A most people are too busy to read

about different wildflowers
B the information encourages further
study of wildflowers *
C wildflowers can only be enjoyed in
very specific locations
D there are too many different types of
wildflowers to see at one time
38
The items below reference “Living History” on page 14.
2. Which of these would be the best 3. Read this sentence from the passage.
choice for another title for this
passage?
But be aware; these names may refer to
different plants depending on which
A Gathering Wildflowers part of the country they are found!
B Identifying the Wildflower

The passage includes this warning
C Wildflowers: Past and Present *
because —
D Flowering Plants of North America
A some parts of the country do not keep

records of wildflowers
B only some types of wildflowers are
named after historic places
C some of these names are very old and
difficult to pronounce
D confusion may result from a flower
having different names *
39
4. The makers of the Aquada produced 6. Which of these is the best summary
a small number of cars because — sentence for the invention of the
Aquada?
A the cost of the car limits the number

of possible buyers * A Though it looks like a car from a
B only movie companies want to use the science fiction magazine, the Aquada
vehicle can propel itself through the water at
30 miles per hour and travel up to 100
C many people cannot operate the car in miles per hour on land.
water
B The Aquada originally cost more than
D the inventor wanted to make more two hundred thousand dollars, and
improvements there were only 100 models produced
in its first year.
C After seven years, and with the help of
70 people, Alan Gibbs produced the
Aquada, a lightweight sports car that
can travel on water. *
5. Which of these is an opinion in the
passage? D Unlike most expensive sports cars, in
order to prevent water leaks, the only
way to enter the Aquada is through
the removable roof.
A “. . . passengers must climb over the
sides in order to enter the vehicle.”
B “. . . a sports car splashed into the
water and sped up and down the river
. . .”
C “The car’s body consists of light
materials that help keep it afloat.”
D “In fact, people walking by must have
thought they were watching a scene
from a spy movie.” *
40
7. The Aquada does not have any doors 8. Read this sentence from the passage.
in order to —

A prevent water leaks * Aquada™.
B reduce the weight of the car

According to the passage, the symbol
C allow it to move faster
after the word Aquada indicates —
D make it look like other sports cars
A the initial of the manufacturing

company
B a trademark for the name of the car *
C the difference between the types of
cars
D an emblem that represents the
inventor
41

The item below references “Living History” on The items below reference “The Car That Loves
page 14. Water” on page 18.
9. Write a summary of this passage. 10. Explain why the title is appropriate for
the passage.
Include important details from the
passage to support your response. Use details from the passage to
document. Write your response in the answer
document.
11. Explain why seeing the Aquada for the

first time, people “must have thought
they were watching a scene from a spy
movie.”
Use details from the passage to


document.
42
ANSWER KEY
43
ANSWER KEY
“A Brother’s Rice” (pages 6–9)
Correct Content
Item Answer Standard
1. C 2
2. A 2
3. C 2
4. B 2
5. D 3
6. B 3
7. A 3
8. D 3
9. C 2
10. C 3
11. A 3
44
“A Brother’s Rice” (continued)

12. Content Standard 2
Score Point The response should
The response demonstrates a thorough understanding of the story by summarizing

the passage and including complete details for support. Details may include, but are
not limited to, the following:
• Ming and Chung farmed an equal portion of their father’s land that was
composed of rice paddies.
• Ming felt guilty that his brother had no one to help him farm, so he sneaked
3 over and left two baskets of rice in Chung’s yard.
• The baskets reappeared the next day, causing Ming confusion.
• When he went to return the baskets, he bumped into his brother.
• Chung was also worried about Ming because he had more mouths to feed, so he
was delivering two extra baskets of rice.
• They realized each brother was fine with the amount, but discovered that they
both had each other’s best interests in mind.
The response demonstrates a general understanding of the story by summarizing the
2 passage and including some details for support. The response is not as complete or
organized as a score point 3 response.
The response demonstrates a limited understanding of the story by summarizing the
1
passage but includes little or no support.
0 The response demonstrates no attempt to address the prompt.
45
“A Brother’s Rice” (continued)

The response demonstrates a thorough understanding of the story by explaining how

the positive characteristics of the brothers teach a lesson and includes complete
details for support. Details may include, but are not limited to, the following:
• Each brother worked diligently and was rewarded with good, healthy crops and a
satisfying lifestyle.
3 • Each brother was willing to share his part with the other and expected nothing in
return. Their generosity was rewarded with having a wonderful relationship with
each other and the knowledge that if one needs something, the other will be there
to help.
• Each brother worried and cared deeply for the other and this emphasized the
benefits of having a close relationship with family.
The response demonstrates a general understanding of the story by explaining how
2 the positive characteristics of the brothers teach a lesson and includes some details
for support. The response is not as complete or organized as a score point 3 response.
The response demonstrates a limited understanding of the story by explaining how
1 the positive characteristics of the brothers teach a lesson but includes little or no
support.
46
ANSWER KEY
“Past and Future Friends” (pages 10–13)
Correct Content
1. B 2
2. A 2
3. B 2
4. C 2
5. B 3
6. B 3
7. C 3
8. D 3
The response demonstrates a thorough understanding of the events that contribute to

Mike’s feelings and includes clear and accurate details from the text. Examples may
include, but are not limited to, the following:
• On the first day of school, when Mike sees Jack in the hall, he starts to go up to
him.
3 • Patrick and Lou appear and Jack goes off with them.
• He doesn’t even seem to notice Mike.
• Then, when they go to P.E., Jack says hello to Mike, but then Jack leaves with
Patrick and Lou.
• Mike also feels left out of the group because Jack is wearing stylish clothes, has
a new haircut, and plays football.
The response demonstrates a general understanding of the events that contribute to
2 Mike’s feelings and includes some detail for response. It has some elements of a
score point 3 response, but is less complete and in-depth.
The response demonstrates a limited understanding of the events that contribute to
1
Mike’s feelings and includes bare or no support.
47
“Past and Future Friends” (continued)

The response demonstrates a thorough understanding that certain circumstances and

events led Mike to believe he was going to lose his friend and includes complete
details for support. Examples may include, but are not limited to, the following:
3 • Mike did not try out for the football team like his friend Jack did.
• Jack had stylish new clothes and haircut.
• Jack joined another friend on the court instead of stopping to talk to Mike.
• They didn’t see much of each other during the summer.
• Jack has made friends with two of the most popular boys in school.
The response demonstrates a general understanding that certain circumstances and
events led Mike to believe he was going to lose his friend and includes some details
2
for support. The response is not as complete or organized as a score point 3
response.
The response demonstrates a limited understanding that certain circumstances and
1 events led Mike to believe he was going to lose his friend but includes little or no
support.
48
ANSWER KEY
“Living History” (pages 14–17)
Correct Content
1. B 3
2. A 3
3. A 3
4. C 3
5. B 4
6. C 4
7. D 4
8. A 3
The response demonstrates a thorough understanding of the role the settlers played
in the passage. The response contains supporting details from the passage which
may include, but are not limited to, the following:
• Many of the wildflowers you see today are the same kinds that the settlers saw
3 hundreds of years ago.
• There are a few types of wildflowers that came with the settlers.
• Seeds were collected, packed, and planted to remind the settlers of home.
• Some seeds were unknowingly mixed in with grains and materials the settlers
brought.
The response demonstrates a general understanding of the role the settlers played in
2 the passage, and includes some supporting detail. However, the response lacks the
thoughtfulness and detail of a point 3 score.
The response demonstrates a limited understanding of the role the settlers played in
1
the passage and contains little to no supporting detail.
49
“Living History” (continued)

10. Content Standard 4:
The response demonstrates a thorough understanding of why the author thinks

wildflowers are important. The response includes complete supporting details from
the passage which could include, but are not limited to, the following:
• They are part of the nation’s history that still exists today.
• Wildflowers grow naturally.
3 • Many wildflowers are the same kinds that settlers saw hundreds of years ago.
• A variety of wildflowers are used to make medicines.
• “Lady Bird” Johnson formed a National Wildflower Research Center in Texas to
protect wildflowers.
• Wildflowers recycle carbon dioxide in the air and produce oxygen.
• Wildflowers furnish nature with beauty.
The response demonstrates a general understanding of why the author thinks
2 wildflowers are important. The response includes some supporting details from the
passage, but is less complete or in-depth than a point 3 score.
The response demonstrates a limited understanding of why the author thinks
1 wildflowers are important and includes little to no supporting detail from the
passage.
50
ANSWER KEY
“The Car that Loves Water” (pages 18–22)
Correct Content
1. B 3
2. C 3
3. A 4
4. D 4
5. C 4
6. A 4
7. B 4
8. D 3
The response demonstrates a thorough understanding that the title is appropriate for
the passage and includes details for support. Examples may include, but are not
limited to, the following:
3 • The car can travel on water in mere seconds.
• Other prototypes and trials were unsuccessful, or slow to perform.
• The car’s body has a light aluminum frame that helps keep it afloat.
• There are no doors on the cars due to possible leakage.
The response demonstrates a general understanding that the title is appropriate for
2 the passage and includes few details for support. The response is not as complete or
in-depth as a score point 3 response.
The response demonstrates that the title is appropriate for the passage and includes
1
bare or no details for support.
51
“The Car that Loves Water” (continued)

The response demonstrates a thorough understanding that the Aquada resembled a

car from a spy movie and includes details for support. Examples may include, but
are not limited to, the following:
• A sports car that travels on water is a rare thing and has only been seen in
3 various spy movies or fictional pieces.
• At the touch of a button, the wheels slide up and use jet power to propel the
boat.
• The car makes an adjustment from land to water in 6 seconds.
• The car is very expensive and usually only large corporations such as movie
companies can afford it.
The response demonstrates a general understanding that the Aquada resembled a car
2 from a spy movie and includes details for support. The response is less complete and
in-depth than a score point 3 response.
The response demonstrates a limited understanding that the Aquada resembled a car
1
from a spy movie and includes bare or no details for support.
52
ANSWER KEY
“Items Not Associated with a Passage” (page 24)
Correct Content
1. C 1
2. B 1
53
SAMPLE RESPONSE
FORMAT
54
SAMPLE RESPONSE: MULTIPLE-CHOICE
1 A B C D
2 A B C D
3 A B C D
E
4 A B C D
5 A B C D
6 A B C D
7 A B C D
8
9
10
A
A
A
B
B
B
C
C
C
D
D
D
PL
M
SA
55
SAMPLE RESPONSE: OPEN-ENDED
DO NOT WRITE OUTSIDE THE BOX.

Answer question in this box.
E
PL

M
SA
56

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AL06Spr_G5_R_ItemSpec.

qxd 9/30/05 4:12 PM Page 1

Alabama Reading and Mathematics Test

Dr. Joseph B. Morton

Alabama G5 Reading Item Specs Spring 06

Published by Harcourt Assessment, Inc.

Copyright © 2005 by the Alabama State Department of Education.

Produced in the United States of America.

Alabama G5 Reading Item Specs Spring 06

ARMT GRADE 5 READING

ALABAMA STATE BOARD OF EDUCATION

ALABAMA STATE DEPARTMENT OF EDUCATION

Dr. Ruth C. Ash

Feagin Johnson, Jr.

Dr. Gloria Turner

Dorothy DeMars, Education Specialist

Alabama G5 Reading Item Specs Spring 06

ARMT GRADE 5 READING

DEFINITION OF READING MATERIALS . . . . . . . . . . . . . . . . . . . .2

PASSAGES WITH ITEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

ITEMS NOT ASSOCIATED WITH A PASSAGE . . . . . . . . . . . . . . .23

ITEMS BY CONTENT STANDARD . . . . . . . . . . . . . . . . . . . . . . . . .25

ANSWER KEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

SAMPLE RESPONSE FORMAT . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Alabama G5 Reading Item Specs Spring 06

ARMT GRADE 5 READING

Content Standard A statement of what students should know

Item Type Multiple-choice items, open-ended items

Additional Information Further information about the test items for

Sample Items A collection of item types for each content

Answer Key Answers for multiple-choice items

ARMT GRADE 5 READING

DEFINITION OF READING MATERIALS

ARMT GRADE 5 READING

1 – Demonstrate reading vocabulary knowledge, including recognition of

2 – Use a range of strategies, including drawing conclusions such as opinions

3 – Recognize the use or effect of literary elements and devices—including

ARMT GRADE 5 READING

TOTAL POINTS POSSIBLE 63

ARMT GRADE 5 READING

PASSAGES WITH ITEMS

ARMT GRADE 5 READING

ARMT GRADE 5 READING

A A larger area on which to plant rice A afraid of being poor

ARMT GRADE 5 READING

A The brothers loved things exactly the A Adventurously

C One of the brothers would always be D Generously

9. Ming and Chung could both best be

A afraid of being poor

ARMT GRADE 5 READING

13. How do the positive characteristics of

Use details from the story to support

ARMT GRADE 5 READING

Past and Future Friends

(continued on next page)

ARMT GRADE 5 READING

“What’s with me?” Mike snapped.

A He is angry at Mike’s behavior.

A have been pals since they met

ARMT GRADE 5 READING