FL FAST 4th Grade Reading Practice Test 3
Reading comprehension, vocabulary, and text evidence practice
FL FAST 4th Grade Reading Practice Test 3
Reading comprehension, vocabulary, and text evidence practice
Language Arts - Grade 4-5
- 1
PASSAGE SET 1 - The Compass on the Counter [1] The brass compass fit perfectly in Mira's palm. Its glass face was scratched, and the needle trembled toward north as if it were eager to begin an adventure. Mira turned it over and read the tiny words carved on the back: To Grandpa Eli, Explorer of Ordinary Places. [2] Mira had found it on the counter of Harbor Books, tucked beside a stack of nature journals. She had come in to buy a birthday card for her mother, but the compass seemed to call to her. For weeks, Mira had wanted a compass for the outdoor club at school. The club's hike was Friday, and everyone else had useful gear. Mira had only a water bottle with faded stickers. [3] Ms. Alvarez, the store owner, was in the storage room unpacking boxes. No one stood near the counter. Mira could easily slip the compass into her pocket. It probably belonged in the old-items basket, she told herself. Maybe someone had donated it and forgotten about it. [4] Then the bell above the door jingled. A boy about Mira's age hurried in with a worried man behind him. The man asked Ms. Alvarez whether anyone had seen a compass. His voice shook a little. The boy stared at the floor. [5] Mira's fingers closed around the compass. She imagined the outdoor club following her as she held it proudly. She also imagined the words on the back, which made the compass feel less like an object and more like a memory. [6] Ms. Alvarez shook her head. The man sighed. I promised my father I would keep it safe, he said. We stopped here after the memorial, and I must have set it down. [7] Mira's cheeks burned. She stepped forward, her sneakers squeaking on the wooden floor. I found it, she said, placing the compass gently on the counter. I was just looking at it. [8] The man held the compass with both hands. Thank you, he said. My father used this on walks with me when I was young. He said a person could be lost even on familiar streets if they forgot what mattered. [9] On Friday, Mira went to the hike without a compass. When the trail split, another student offered his. Mira took a turn guiding the group. She noticed moss on one side of a tree and the position of the sun. At lunch, her teacher praised her careful thinking. [10] That afternoon, Mira passed Harbor Books. In the window was a small notebook with a card beside it. For Mira, the card read. For knowing the right direction before holding any compass. Question 1: What moral dilemma does Mira face in the passage?
Think about the choice Mira has to make and why both sides matter to her.
Mira must decide whether to keep the compass for herself or return it to its owner. The dilemma is moral because she wants the compass, but she knows it may belong to someone else and has special meaning. - 2
(Use the passage from Question 1 to answer this question.) Question 2: Which sentence best explains why the compass is important to the man?
Look for the part where the man explains why he is searching for it.
The compass is important because it belonged to the man's father and reminds him of walks they took together. It is a family memory, not just a tool. - 3
(Use the passage from Question 1 to answer this question.) Question 3: How does Mira change from the beginning to the end of the passage?
Compare Mira's thoughts when she first holds the compass with her actions after she returns it.
At the beginning, Mira focuses on wanting the compass so she can feel prepared and proud. By the end, she understands that doing the right thing matters more than owning the object. - 4
(Use the passage from Question 1 to answer this question.) Question 4: Part A: Which character trait best describes Mira after she hears the man explain why he needs the compass?
Think about what Mira does when she has a chance to hide the compass.
Mira is honest. Even though she wants the compass, she tells the truth and returns it to the person who lost it. - 5
(Use the passage from Question 1 to answer this question.) Question 5: Part B: Which detail from the passage best supports your answer to Part A? a) The brass compass fit perfectly in Mira's palm. b) Mira had wanted a compass for the outdoor club at school. c) She stepped forward, her sneakers squeaking on the wooden floor. d) I found it, she said, placing the compass gently on the counter.
Choose the detail that shows Mira's action after she decides what to do.
The correct answer is d. The detail shows Mira telling the truth and returning the compass, which is the strongest evidence that she is honest. - 6
(Use the passage from Question 1 to answer this question.) Question 6: What does the word familiar mean in paragraph 8?
Use the phrase familiar streets to help you understand the meaning.
In paragraph 8, familiar means known or often seen before. The man means that people can lose their sense of what matters even in places they know well. - 7
(Use the passage from Question 1 to answer this question.) Question 7: What is the point of view of the passage?
Ask yourself who is telling the story and whose thoughts the reader knows best.
The passage is told from a third-person limited point of view. The narrator uses words like Mira and she, and readers mainly know Mira's thoughts and feelings. - 8
(Use the passage from Question 1 to answer this question.) Question 8: Which event happens first in the passage?
Look back at the first few paragraphs and find the event that starts the plot.
Mira finds the brass compass on the counter of Harbor Books. This event begins the problem in the story. - 9
(Use the passage from Question 1 to answer this question.) Question 9: What theme is best supported by the passage?
Think about the message on the card in the store window.
A theme of the passage is that doing what is right can guide a person better than any object can. Mira learns that honesty gives her a stronger sense of direction than owning the compass. - 10
(Use the passage from Question 1 to answer this question.) Question 10: Why is the note in the store window important to the story?
Consider how the note connects to the title and to Mira's decision.
The note shows that Mira's honesty was noticed and valued. It also connects the idea of a compass with making good choices, which helps reveal the story's theme. - 11
PASSAGE SET 2 - Living with Water: Florida's Barrier Islands [1] A barrier island is a long, narrow strip of sand that lies parallel to the coast. Florida has many barrier islands along the Atlantic Ocean and the Gulf of Mexico. These islands are popular places for homes, hotels, fishing piers, and beach parks. They also protect the mainland from waves and storm surge. [2] Barrier islands are always changing. Wind pushes sand into dunes. Waves carry sand down the shoreline. During storms, water can wash over the island and move sand from the beach to the bay side. This process may sound destructive, but it is part of how barrier islands survive. When sand moves naturally, the island can adjust to rising seas and strong weather. [3] People, however, often want barrier islands to stay exactly where they are. Roads, seawalls, and buildings can interrupt the natural movement of sand. A seawall may protect one building for a while, but it can also cause waves to dig sand away from the beach in front of it. When beaches shrink, sea turtles have fewer places to nest, and shorebirds lose feeding areas. [4] Communities face difficult choices. Tourism brings jobs and money to coastal towns. Families enjoy visiting clean beaches, and some people have lived on barrier islands for generations. At the same time, storms can damage property and create expensive repairs. After a major storm, leaders may decide whether to rebuild in the same place, restore dunes with native plants, or move some structures farther from the water. [5] Scientists and planners study maps, tides, plant life, and storm history to make recommendations. One helpful method is dune restoration. Workers plant sea oats and other native grasses because their roots hold sand in place. Signs and fences keep visitors from walking on fragile dunes. Another method is beach nourishment, which adds sand to an eroded beach. This can help for a time, but it is costly and may need to be repeated. [6] There is no single solution for every island. A wise plan balances safety, nature, and community needs. Understanding how barrier islands work helps people make responsible decisions about where and how to build. Question 11: What is the main idea of the passage?
Think about what all the paragraphs explain about barrier islands and people's decisions.
The main idea is that Florida's barrier islands are important but constantly changing landforms, and communities must make careful choices about how to protect people, property, and nature. - 12
(Use the passage from Question 11 to answer this question.) Question 12: According to the passage, how do barrier islands help the mainland?
Look in paragraph 1 for the island's role during storms.
Barrier islands help protect the mainland from waves and storm surge. They act like a natural shield between the open water and the coast. - 13
(Use the passage from Question 11 to answer this question.) Question 13: How is the passage mainly organized?
Notice how the passage moves from explaining barrier islands to describing choices communities can make.
The passage is mainly organized by explaining a problem and possible solutions. It describes how barrier islands change, explains problems caused by building, and then gives methods such as dune restoration and beach nourishment. - 14
(Use the passage from Question 11 to answer this question.) Question 14: Part A: What can the reader infer about building on barrier islands?
Think about why communities face difficult choices after storms.
The reader can infer that building on barrier islands requires careful planning because these islands naturally move and storms can cause damage. - 15
(Use the passage from Question 11 to answer this question.) Question 15: Part B: Which detail from the passage best supports your answer to Part A? a) Florida has many barrier islands along the Atlantic Ocean and the Gulf of Mexico. b) Roads, seawalls, and buildings can interrupt the natural movement of sand. c) Families enjoy visiting clean beaches. d) Workers plant sea oats and other native grasses because their roots hold sand in place.
Choose the evidence that connects building with a possible problem.
The correct answer is b. This detail directly supports the inference because it explains how buildings and roads can interfere with the island's natural changes. - 16
(Use the passage from Question 11 to answer this question.) Question 16: What does the word restore mean in paragraph 4?
Use the nearby words dunes and native plants to figure out what the action does.
Restore means to bring something back to a better or earlier condition. In the passage, leaders may restore dunes by helping them recover after damage. - 17
(Use the passage from Question 11 to answer this question.) Question 17: Which statement from the passage is an opinion?
Look for a statement that includes a judgment rather than a fact that can be checked.
A wise plan balances safety, nature, and community needs is an opinion because the word wise shows a judgment. People may agree or disagree about what makes a plan wise. - 18
(Use the passage from Question 11 to answer this question.) Question 18: What is the author's purpose for writing the passage?
Decide whether the author is mainly telling a story, persuading strongly, or teaching information.
The author's purpose is to inform readers about barrier islands, explain why they change, and describe choices communities make to protect them. - 19
(Use the passage from Question 11 to answer this question.) Question 19: How does paragraph 5 support the main idea of the passage?
Look at the methods named in paragraph 5.
Paragraph 5 supports the main idea by giving specific examples of ways people can respond to changes on barrier islands, including dune restoration and beach nourishment. - 20
(Use the passage from Question 11 to answer this question.) Question 20: The word recommendations in paragraph 5 comes from the root commend, meaning to advise or praise, and the suffix -ation, meaning an action or result. What does recommendations mean in the passage?
Use the root and suffix meanings, plus the sentence, to determine the word's meaning.
Recommendations means suggestions or advice about what should be done. Scientists and planners study information so they can suggest helpful actions. - 21
PASSAGE SET 3 - The Moon Is a Lantern The moon is a lantern hung over the bay, Polished by waves at the end of the day. It pours silver ribbons across the dark tide, A path for shy minnows with nowhere to hide. Clouds are slow curtains that drift through the light, Opening softly, then closing the night. Palm trees stand whispering, tall and awake, Their shadows like paintbrushes sweeping the lake. The dock gives a creak, like an old wooden chair, While salt-scented breezes tiptoe through air. The stars are small campfires, steady and bright, Keeping the sky warm through velvet-blue night. I hold up my hands, but the moon will not stay; It spills through my fingers and shimmers away. Still, it follows me home on the puddles I pass, A lantern reflected in windows and glass. Tomorrow the sunlight will fold up the sea, But tonight the moon keeps a watch over me. Question 21: What extended metaphor is developed throughout the poem?
Look at the title and at repeated ideas about light.
The poem develops the extended metaphor that the moon is a lantern. This comparison continues as the moon gives light, creates a path on the water, and seems to watch over the speaker. - 22
(Use the passage from Question 21 to answer this question.) Question 22: What mood does the poem create?
Think about how the descriptions of the night make the reader feel.
The poem creates a calm and peaceful mood. Words and phrases such as softly, steady and bright, and keeps a watch over me make the night feel safe and gentle. - 23
(Use the passage from Question 21 to answer this question.) Question 23: Which line contains personification?
Find a line where something nonhuman acts like a person.
Palm trees stand whispering, tall and awake contains personification because it gives trees the human action of whispering and the human quality of being awake. - 24
(Use the passage from Question 21 to answer this question.) Question 24: How do the rhyming words affect the poem?
Notice pairs such as bay and day, tide and hide, and bright and night.
The rhyming words give the poem a smooth, musical rhythm. The rhyme helps the night scene feel gentle and flowing, like waves moving across the bay. - 25
(Use the passage from Question 21 to answer this question.) Question 25: Part A: What is the speaker's attitude toward the moon?
Look at how the speaker describes the moon's light and what it does at the end.
The speaker feels comforted and amazed by the moon. The speaker describes it as beautiful, gentle, and protective. - 26
(Use the passage from Question 21 to answer this question.) Question 26: Part B: Which detail from the poem best supports your answer to Part A? a) The moon is a lantern hung over the bay, b) Clouds are slow curtains that drift through the light, c) Still, it follows me home on the puddles I pass, d) But tonight the moon keeps a watch over me.
Choose the line that most clearly shows the moon making the speaker feel safe.
The correct answer is d. This detail best supports the idea that the speaker feels comforted by the moon because it describes the moon as watching over the speaker. - 27
(Use the passage from Question 21 to answer this question.) Question 27: What does the phrase velvet-blue night suggest about the night?
Think about what velvet looks and feels like.
The phrase velvet-blue night suggests that the night is dark, soft, and rich in color. The word velvet has a gentle and smooth connotation. - 28
PASSAGE SET 4 - PAIRED TEXTS Text 1: The Quiet Clicks Nico pressed his forehead to the aquarium glass and watched the dolphin trainer lower a floating ball into the pool. The dolphin, a gray female named Luna, tapped it with her nose. Click-click-click. The sound was quick and bright, like pebbles dropped into a jar. Nico was visiting the marine rescue center with his science club. He had expected dolphins to leap and splash. Instead, Luna seemed to be listening to invisible music. She turned, clicked again, and swam straight to a ring hidden near the bottom of the pool. How did she know where it was? Nico asked. Echoes, said Dr. Sato, the rescue center's veterinarian. Luna sends out clicks. When the clicks bounce off an object, she hears information about its size, shape, and distance. Nico thought about his little sister, Maya, who was learning to ride a bike. Yesterday she had crashed into the bushes because she stared at her feet instead of looking ahead. Nico had laughed before helping her up. She had not laughed. Dr. Sato gave the students a challenge. One person would wear a blindfold and locate a plastic bucket while a partner tapped two blocks together near it. Nico volunteered to be the guide, and his friend Andre wore the blindfold. Tap. Tap. Tap. Andre turned toward the sound and found the bucket. Your signals helped, Andre said, lifting the blindfold. On the bus ride home, Nico looked out the window at the bright sidewalk. Maybe people needed signals too, not clicks exactly, but patient clues. When Maya practiced biking that afternoon, Nico jogged beside her. Look toward the mailbox, he called. Keep your hands steady. You're getting it. Maya wobbled, then rolled forward without falling. Her smile flashed like sunlight on water. Nico clicked his tongue softly, and Maya giggled. For once, he had used what he learned to guide instead of tease. Text 2: Dolphin Echolocation Dolphins live in water that can be cloudy, dark, or full of moving fish. Sight is useful, but it is not always enough. To find food and explore their surroundings, many dolphins use echolocation, a natural system that works with sound. A dolphin makes a series of clicking sounds inside its head. The clicks travel through the water in sound waves. When those waves hit an object, such as a fish, rock, or floating toy, they bounce back as echoes. The dolphin receives the echoes through fatty tissue in its lower jaw. Then the information travels to the brain, where the dolphin can identify details about the object. Echolocation can help a dolphin judge distance, size, shape, speed, and even the material of an object. For example, a dolphin may tell the difference between a metal ball and a plastic ball. Scientists have learned about this ability through careful observations and experiments. Trainers may ask dolphins to find objects underwater, but responsible programs avoid tricks that harm or stress the animals. Dolphins are not the only animals that use echolocation. Bats use a similar system in the air to locate insects. Some whales, shrews, and swiftlets also use echoes to gather information. Human technology, including sonar on boats, works in a related way, but dolphin echolocation is part of the animal's body and behavior. Studying echolocation helps people understand animal senses and design better tools. It also reminds us that animals may experience the world in ways very different from our own. Question 28: In Text 1, why is Nico surprised by Luna's behavior?
Compare what Nico expected with what Luna actually does.
Nico is surprised because he expected the dolphin to leap and splash, but Luna uses clicks and seems to listen for echoes to find objects underwater. - 29
(Use the passage from Question 28 to answer this question.) Question 29: In Text 1, what lesson does Nico apply when helping Maya ride her bike?
Think about how Nico's behavior changes after the activity at the rescue center.
Nico applies the lesson that clear, patient signals can help someone find the right direction. Instead of teasing Maya, he guides her with helpful clues. - 30
(Use the passage from Question 28 to answer this question.) Question 30: What does the phrase invisible music suggest in Text 1?
Think about what Nico hears and what he cannot see.
The phrase invisible music suggests that Luna is using sounds Nico cannot fully see or understand. It makes her clicking seem mysterious and skillful. - 31
(Use the passage from Question 28 to answer this question.) Question 31: What is the main idea of Text 2?
Look for the idea that is explained throughout the whole article.
The main idea of Text 2 is that dolphins use echolocation, a sound-based system, to understand their surroundings and locate objects in water. - 32
(Use the passage from Question 28 to answer this question.) Question 32: According to Text 2, how does a dolphin receive echoes?
Find the paragraph that explains the steps of echolocation.
A dolphin receives echoes through fatty tissue in its lower jaw. The information then travels to the dolphin's brain. - 33
(Use the passage from Question 28 to answer this question.) Question 33: How is Text 2 mainly organized?
Notice whether the article tells events in time order or explains steps and facts.
Text 2 is mainly organized as an explanation of a process. It describes how dolphin echolocation works and then gives examples of what it helps dolphins do. - 34
(Use the passage from Question 28 to answer this question.) Question 34: What is one important difference between Text 1 and Text 2?
Think about the purpose and form of each text.
Text 1 is a story with characters, a setting, and a lesson Nico learns. Text 2 is an informational article that explains facts about dolphin echolocation. - 35
(Use the passage from Question 28 to answer this question.) Question 35: What idea appears in both Text 1 and Text 2?
Look for information that appears in the story and in the article.
Both texts explain that dolphins use clicking sounds and echoes to locate or identify objects in water. - 36
(Use the passage from Question 28 to answer this question.) Question 36: What does the word identify mean in Text 2?
Use the nearby words details about the object as a clue.
Identify means to recognize or tell what something is. In Text 2, the dolphin's brain uses echo information to recognize details about an object. - 37
(Use the passage from Question 28 to answer this question.) Question 37: Part A: Which statement best compares the purposes of the two texts?
Ask why each author most likely wrote the text.
Text 1 is meant to entertain readers while showing how Nico learns from dolphin echolocation, while Text 2 is meant to inform readers about how echolocation works. - 38
(Use the passage from Question 28 to answer this question.) Question 38: Part B: Which detail from the passages best supports your answer to Part A? a) Nico pressed his forehead to the aquarium glass and watched the dolphin trainer lower a floating ball into the pool. b) For once, he had used what he learned to guide instead of tease. c) A dolphin makes a series of clicking sounds inside its head. d) Studying echolocation helps people understand animal senses and design better tools.
Choose the detail that shows Text 1 has a character lesson rather than only facts.
The correct answer is b. This detail best supports the purpose of Text 1 because it shows the story's lesson about Nico. Text 2's informational purpose is also shown by details like c and d, but option b most clearly proves that Text 1 entertains while teaching a lesson through a character. - 39
(Use the passage from Question 28 to answer this question.) Question 39: How does the information in Text 2 help the reader better understand Luna's actions in Text 1?
Connect the article's explanation of sound waves and echoes to the story's pool scene.
Text 2 explains the science behind Luna's actions. After reading Text 2, the reader understands that Luna's clicks bounce off objects and return as echoes, helping her find the hidden ring. - 40
(Use the passage from Question 28 to answer this question.) Question 40: The root phon means sound, and the prefix echo- relates to reflected sound. How do these word parts help explain the meaning of echolocation?
Break the word into parts and connect those meanings to what dolphins do.
The word parts show that echolocation means using reflected sound to locate things. Dolphins send out sounds and use the returning echoes to find or understand objects.