FL FAST 5th Grade Reading Practice Test 1
Reading comprehension, vocabulary, and text evidence practice
FL FAST 5th Grade Reading Practice Test 1
Reading comprehension, vocabulary, and text evidence practice
Language Arts - Grade 4-5
- 1
PASSAGE SET 1 - The New Room at the End of the Hall Maya had never noticed how loud cardboard could be until moving day. Boxes scraped across the apartment floor like chairs in a cafeteria. Tape ripped in sharp, sticky bursts. Her little brother, Nico, marched through the rooms wearing an empty box over his head and calling himself a robot. Everyone seemed busy being excited. Maya was not excited. She stood in the doorway of the bedroom she had shared with Nico since he was a baby. A rectangle of pale wall showed where her bookshelf had stood. The room already looked like it belonged to someone else. Their new house was only twenty minutes away, but to Maya it felt like crossing an ocean. At the apartment, she knew which stair squeaked, which neighbor baked cinnamon rolls on Saturdays, and which window caught the orange sunset. At the house, she would have her own room at the end of the hall. Her mother said this as if it were a prize. "You can paint it any color," Mom said, carrying a lamp. Maya shrugged. "What if I liked things the way they were?" Mom paused. "Then it makes sense that this feels hard. Liking the old place does not mean you cannot make room for the new one." At the house, Maya's new room smelled like fresh paint and sawdust. The walls were a plain white, and the single window looked onto a crooked oak tree. Its branches bent close to the glass, as though the tree were trying to peek inside. Nico dropped his dinosaur blanket on the floor. "Your room is far away," he said. "It is at the end of the hall, not another planet," Maya replied, but she felt the distance too. That night, the house made unfamiliar sounds. Pipes knocked. Leaves scratched the window. Maya lay awake, missing the apartment's steady hum of traffic. Then she heard a soft thump and a whisper. "Maya?" Nico stood in the doorway holding his pillow. "The shadows in my room are gigantic." Maya almost told him to wake Mom. Instead, she remembered how he used to climb into her bed during thunderstorms. She lifted the blanket. "Just until you fall asleep." In the morning, Nico was sprawled across her blanket, and Maya's arm had gone numb. Sunlight streamed through the window, turning the oak leaves gold. On the lowest branch sat a blue jay, tilting its head as if judging the boxes. Maya laughed for the first time since they arrived. After breakfast, she unpacked one box labeled MAYA - IMPORTANT. Inside were her sketchbook, a shell from last summer, her soccer medal, and a paper chain she and Nico had made for New Year's Eve. She taped the paper chain above her desk. Then she sketched the oak tree with the blue jay on its branch. Nico wandered in. "Can I help?" Maya looked around at the empty shelves and the white walls. She had wanted everything to stay the same, but the room no longer seemed empty. It seemed unfinished, which was different. "You can hand me the books," she said. "But the robot box stays in your room." By afternoon, Maya had arranged her shelves, hung her drawings, and placed the shell on the windowsill. The room still smelled new. The hall still seemed long. But when the blue jay returned to the oak tree, Maya pressed her palm against the glass and whispered, "I live here now." Question 1: What is the main conflict Maya faces in the passage?
Think about what Maya wants and what change she must deal with.
Maya's main conflict is that she is having trouble accepting the move from her familiar apartment to a new house. She misses the old place and feels unsure about making the new room feel like home. - 2
(Use the passage from Question 1 to answer this question.) Question 2: How does the setting of the new house affect Maya at first?
Look for details about sounds, smells, and distance in the new house.
At first, the new house makes Maya feel uncomfortable and lonely because it has unfamiliar sounds, a long hallway, and a room that smells new instead of familiar. - 3
(Use the passage from Question 1 to answer this question.) Question 3: Part A: Which character trait best describes Maya near the end of the passage?
Consider how Maya acts after she spends time in the new room.
Near the end of the passage, Maya is adaptable. She begins to accept the change by unpacking her important things, decorating her room, and saying that she lives there now. - 4
(Use the passage from Question 1 to answer this question.) Question 4: Part B: Which detail from the passage best supports your answer to Part A? a) "Maya was not excited." b) "The room already looked like it belonged to someone else." c) "She taped the paper chain above her desk. Then she sketched the oak tree with the blue jay on its branch." d) "Nico dropped his dinosaur blanket on the floor."
Choose the detail that shows Maya adjusting to her new situation.
The correct answer is c. This detail best supports the idea that Maya is adaptable because she is taking steps to make the new room feel personal and comfortable. - 5
(Use the passage from Question 1 to answer this question.) Question 5: What does the phrase "crossing an ocean" suggest about the move?
Think about whether Maya is describing physical distance or her feelings.
The phrase suggests that the move feels huge and overwhelming to Maya, even though the new house is only twenty minutes away. It shows the emotional distance feels greater than the actual distance. - 6
(Use the passage from Question 1 to answer this question.) Question 6: What does the word unfamiliar mean in the sentence "That night, the house made unfamiliar sounds"?
Use the surrounding sentences about pipes, leaves, and traffic sounds.
Unfamiliar means not known or not recognized. Maya does not recognize the sounds of the new house yet. - 7
(Use the passage from Question 1 to answer this question.) Question 7: How does Nico help move the plot forward?
Think about what changes after Nico appears at Maya's door.
Nico helps move the plot forward by coming to Maya's room when he is scared. His visit reminds Maya of their bond and helps her begin to feel useful and connected in the new house. - 8
(Use the passage from Question 1 to answer this question.) Question 8: What is a theme of the passage?
Ask what lesson Maya learns about moving and adjusting.
A theme of the passage is that change can feel difficult at first, but people can make new places feel like home by bringing parts of themselves into them. - 9
(Use the passage from Question 1 to answer this question.) Question 9: From which point of view is the passage told, and how do you know?
Look at the pronouns and whose feelings are revealed.
The passage is told from third-person limited point of view. The narrator uses words like "Maya" and "she," and the reader mainly knows Maya's thoughts and feelings. - 10
(Use the passage from Question 1 to answer this question.) Question 10: How does Maya change from the beginning to the end of the passage?
Compare Maya's actions in the apartment with her actions after unpacking.
At the beginning, Maya feels sad and resistant because she wants things to stay the same. By the end, she has begun to accept the new room and sees it as a place she can make her own. - 11
PASSAGE SET 2 - Why Communities Should Protect Night Skies On a clear night far from city lights, the sky appears crowded with stars. The Milky Way stretches like a pale river across the darkness. For most of human history, people could look up and see such a sky. Today, however, many children can name more phone apps than constellations. The reason is not that the stars have disappeared. The problem is light pollution. Light pollution is excessive or poorly directed artificial light at night. Streetlights, parking lot lamps, billboards, stadium lights, and bright security lights can send light upward or sideways instead of focusing it where people need it. This wasted light brightens the night sky and makes faint stars difficult or impossible to see. Some people argue that brighter outdoor lighting always makes communities safer. Safety matters, but research shows that more light is not always better light. A glaring bulb can create harsh shadows where people or objects are harder to see. Lights that shine into drivers' eyes can reduce visibility. Well-designed lighting points downward, uses the right brightness, and turns on only when needed. In other words, smart lighting can support safety while also protecting the night sky. Light pollution affects more than stargazing. Many animals depend on darkness. Sea turtle hatchlings, for example, usually move toward the natural glow over the ocean after they leave the nest. Bright lights near beaches can confuse them and lead them away from the water. Migrating birds may circle lit buildings until they become exhausted. Insects are drawn to lights, which can interfere with feeding and reproduction. Because insects are food for many other animals, this disruption can spread through an ecosystem. Human health may also be connected to natural darkness. Our bodies follow circadian rhythms, internal cycles that help regulate sleep. Bright light at night, especially bluish light, can signal the brain to stay alert when the body should be resting. Scientists continue to study this issue, but many agree that reducing unnecessary nighttime light is a reasonable step for healthier communities. Protecting dark skies does not require turning every town into a wilderness. Communities can choose shielded fixtures that aim light downward. They can use warmer-colored bulbs, motion sensors, timers, and lower brightness levels. Businesses can turn off signs after closing. Homeowners can adjust porch lights so they illuminate steps instead of shining into neighbors' windows. These changes often save energy and money because less electricity is wasted. Several communities have already adopted dark-sky ordinances, or local rules about outdoor lighting. These ordinances do not ban light. Instead, they encourage responsible design. The goal is balance: enough light for people to move safely, but not so much that the night becomes a glowing ceiling. A starry sky is not just a beautiful view. It is part of science, culture, wildlife, and human wonder. If communities make thoughtful choices now, future students may step outside, look up, and discover that the universe was never far away. It was simply waiting for the lights to point in the right direction. Question 11: What is the author's main claim in the passage?
Look for the idea the author supports throughout the passage.
The author's main claim is that communities should reduce light pollution by using smarter outdoor lighting that protects night skies while still supporting safety. - 12
(Use the passage from Question 11 to answer this question.) Question 12: What is light pollution?
Find the sentence where the term is directly defined.
Light pollution is excessive or poorly directed artificial light at night that brightens the sky and makes it harder to see stars. - 13
(Use the passage from Question 11 to answer this question.) Question 13: How is the passage mainly organized?
Think about whether the author explains causes, effects, solutions, or a sequence of events.
The passage is mainly organized as a problem-and-solution text. It explains the problem of light pollution, describes its effects, and then offers ways communities can reduce it. - 14
(Use the passage from Question 11 to answer this question.) Question 14: What does the word excessive mean in the phrase "excessive or poorly directed artificial light"?
Use the examples of wasted light to figure out the meaning.
Excessive means more than needed or too much. The passage explains that some outdoor light is wasted by shining upward or sideways. - 15
(Use the passage from Question 11 to answer this question.) Question 15: Part A: What can the reader infer about the author's view of outdoor lighting?
Look for places where the author discusses balance and smart lighting.
The reader can infer that the author does not oppose all outdoor lighting. Instead, the author believes lighting should be carefully designed so it is useful without causing unnecessary harm. - 16
(Use the passage from Question 11 to answer this question.) Question 16: Part B: Which detail from the passage best supports your answer to Part A? a) "On a clear night far from city lights, the sky appears crowded with stars." b) "Some people argue that brighter outdoor lighting always makes communities safer." c) "These ordinances do not ban light. Instead, they encourage responsible design." d) "The Milky Way stretches like a pale river across the darkness."
Choose the evidence that shows the author's balanced position.
The correct answer is c. This detail best supports the inference because it shows the author wants responsible lighting, not the removal of all lighting. - 17
(Use the passage from Question 11 to answer this question.) Question 17: Which detail explains how light pollution can affect sea turtles?
Look in the paragraph about animals that depend on darkness.
Bright lights near beaches can confuse sea turtle hatchlings and lead them away from the ocean after they leave the nest. - 18
(Use the passage from Question 11 to answer this question.) Question 18: Is the statement "A starry sky is not just a beautiful view" a fact or an opinion? Explain.
Ask whether the statement can be proved directly or expresses a viewpoint.
The statement is mostly an opinion because it expresses a judgment about the value of a starry sky. The author supports this opinion with facts about science, culture, wildlife, and human wonder. - 19
(Use the passage from Question 11 to answer this question.) Question 19: What is the author's purpose for writing this passage?
Think about whether the author mainly entertains, informs, or argues for action.
The author's purpose is to persuade readers that reducing light pollution is important and practical. The author gives reasons and examples to convince communities to use smarter lighting. - 20
(Use the passage from Question 11 to answer this question.) Question 20: How do the final two paragraphs help develop the author's argument?
Consider what information the author provides after explaining the problem.
The final two paragraphs show that solutions already exist and that protecting the night sky has lasting value. They leave readers with a practical and hopeful reason to act. - 21
PASSAGE SET 3 - The Lighthouse in My Backpack 1 I carry a lighthouse in my backpack, 2 not stone, not glass, not steel. 3 It is the voice that says keep walking 4 when worry grips the wheel. 5 6 Its beam is made of questions, 7 bright arrows through the night: 8 What facts do I know already? 9 What choice will point me right? 10 11 Change rolls in like thunder, 12 clouds crowd every shore. 13 My old map folds behind me, 14 and new roads ask for more. 15 16 Still, the little tower turns, 17 sweeping doubt from side to side. 18 It does not stop the ocean, 19 but it teaches me to ride. 20 21 So when the hallway feels like waves 22 and strange doors line the sea, 23 I listen for that steady lamp: 24 Be brave. Begin. Breathe free. Question 21: What is the extended metaphor in the poem?
Look for one comparison that continues across many lines.
The extended metaphor compares inner courage or guidance to a lighthouse carried in a backpack. The speaker uses the lighthouse image throughout the poem to show how confidence helps during change. - 22
(Use the passage from Question 21 to answer this question.) Question 22: What mood is created by the poem?
Think about how the poem makes the reader feel by the end.
The poem creates a hopeful and encouraging mood. Although the speaker faces worry and change, the lighthouse image suggests guidance, bravery, and progress. - 23
(Use the passage from Question 21 to answer this question.) Question 23: What does the line "when worry grips the wheel" suggest?
Think about what a wheel controls and how worry is being described.
The line suggests that worry can feel as if it is taking control of the speaker's direction or choices. It uses personification because worry is described as gripping a wheel. - 24
(Use the passage from Question 21 to answer this question.) Question 24: Part A: What is the speaker's perspective about change?
Look at how the speaker describes change and how the lighthouse helps.
The speaker believes change can be frightening, but it can be faced with courage, questions, and steady inner guidance. - 25
(Use the passage from Question 21 to answer this question.) Question 25: Part B: Which detail from the poem best supports your answer to Part A? a) "not stone, not glass, not steel" b) "Change rolls in like thunder" c) "It does not stop the ocean, / but it teaches me to ride." d) "My old map folds behind me"
Choose the lines that show both difficulty and a way to manage it.
The correct answer is c. This detail best supports the answer because it shows that the speaker cannot stop change, represented by the ocean, but can learn how to handle it. - 26
(Use the passage from Question 21 to answer this question.) Question 26: Identify one example of alliteration in the poem and explain its effect.
Look for repeated beginning sounds in nearby words.
One example of alliteration is "Be brave. Begin. Breathe free." The repeated b sound makes the final advice sound strong, steady, and memorable. - 27
(Use the passage from Question 21 to answer this question.) Question 27: How does the structure of the poem help communicate its message?
Notice how the ideas change from the first stanza to the last stanza.
The poem is organized in short stanzas that move from worry to guidance and then to courage. This structure mirrors the speaker's process of facing change step by step. - 28
PASSAGE SET 4 - PAIRED TEXTS Text 1: Tickets to the Moon In July 1969, Ruthie sat cross-legged on the braided rug, close enough to the television that her grandmother warned she would ruin her eyes. The screen glowed in shades of gray. Men at a news desk spoke in careful voices, as if loud words might knock the astronauts off course. Ruthie clutched two paper tickets she had made from a grocery bag. One said RUTHIE: MOON PASSENGER. The other said GRANDMA: WINDOW SEAT. She had drawn stars around the edges and a rocket with more flames than science probably allowed. "We are not going to the moon," Grandma said, lowering herself into the armchair. "We are watching other people go." "Same thing if you imagine hard enough," Ruthie said. Grandma smiled, but her eyes stayed on the television. She had been born before airplanes crossed the ocean regularly. Now people were stepping onto another world. Ruthie wondered if growing older meant watching the impossible become ordinary. The picture flickered. A voice from Mission Control crackled through the room. Ruthie's father, who worked nights at the hospital, had left a note beside the television: Wake me for the first step. No exceptions. When the astronaut finally came down the ladder, everyone leaned forward. Even Grandma stopped knitting. Ruthie felt the room hold its breath. The boot touched the surface. The words came through, broken but clear enough: "That's one small step for man, one giant leap for mankind." Ruthie looked at her ticket. Suddenly it seemed less like a game and more like a promise. If people could build a machine, cross black space, and land on a dusty place in the sky, maybe a girl from a small town could become the person who designed the next one. Grandma reached for her ticket and tucked it into her Bible. "Window seat," she said softly. "I had a fine view." Years later, when Ruthie studied engineering, she kept her moon passenger ticket taped inside her notebook. It reminded her that history was not only something printed in textbooks. Sometimes it entered a living room, silver and crackling, and asked a child what she planned to do next. Text 2: The Apollo 11 Mission Apollo 11 was the first mission to land humans on the Moon. The mission was part of the United States space program and was carried out by NASA, the National Aeronautics and Space Administration. The three astronauts were Neil Armstrong, Edwin "Buzz" Aldrin, and Michael Collins. Apollo 11 launched from Kennedy Space Center in Florida on July 16, 1969. The spacecraft had several important parts, including the command module, Columbia, and the lunar module, Eagle. Collins remained in orbit around the Moon inside Columbia, while Armstrong and Aldrin descended toward the lunar surface in Eagle. On July 20, 1969, Eagle landed in an area called the Sea of Tranquility. As the lunar module approached the surface, the astronauts had to respond to computer alarms and limited fuel. Armstrong guided Eagle to a safer landing area. After landing, he reported, "The Eagle has landed." Armstrong became the first person to step onto the Moon. Aldrin joined him soon afterward. The astronauts collected rock and soil samples, took photographs, set up scientific experiments, and planted an American flag. They spent about two and a half hours outside the lunar module. The mission was watched by millions of people around the world. For many viewers, the Moon landing represented courage, scientific achievement, and the possibility of new discoveries. It also showed the importance of teamwork. Thousands of engineers, scientists, technicians, mathematicians, and support workers contributed to the mission's success. Apollo 11 returned safely to Earth on July 24, 1969, when the command module splashed down in the Pacific Ocean. The mission remains an important event in space exploration because it proved that humans could travel to another world and return safely. Question 28: In Text 1, why does Ruthie make paper tickets?
Think about Ruthie's imagination while she watches the television broadcast.
Ruthie makes paper tickets because she imagines that she and her grandmother are passengers on the Moon mission. The tickets show her excitement and sense of wonder about the event. - 29
(Use the passage from Question 28 to answer this question.) Question 29: What does Ruthie realize after hearing the astronaut's words?
Look at what Ruthie thinks after she looks at her ticket.
Ruthie realizes that the Moon landing is more than something to watch. It inspires her to believe she might help design future spacecraft and become part of space exploration herself. - 30
(Use the passage from Question 28 to answer this question.) Question 30: What character trait best describes Ruthie?
Consider both her pretend tickets and her future goal.
Ruthie is imaginative and ambitious. She turns the broadcast into an imaginary journey and later dreams of becoming an engineer. - 31
(Use the passage from Question 28 to answer this question.) Question 31: According to Text 2, what was Apollo 11?
Look at the first paragraph of the informational text.
Apollo 11 was the first mission to land humans on the Moon. It was carried out by NASA and included astronauts Neil Armstrong, Buzz Aldrin, and Michael Collins. - 32
(Use the passage from Question 28 to answer this question.) Question 32: What problem did Armstrong and Aldrin face as Eagle approached the Moon's surface?
Find the paragraph that describes Eagle landing in the Sea of Tranquility.
They faced computer alarms and limited fuel as the lunar module approached the surface. Armstrong had to guide Eagle to a safer landing area. - 33
(Use the passage from Question 28 to answer this question.) Question 33: What does the word descended mean in Text 2?
Use the direction of travel from orbit to the surface as a clue.
Descended means moved downward. In Text 2, Armstrong and Aldrin descended toward the Moon's surface in the lunar module Eagle. - 34
(Use the passage from Question 28 to answer this question.) Question 34: How are Text 1 and Text 2 different in purpose?
Ask whether each text mainly tells a story or explains information.
Text 1 is written to tell a fictional story about how the Moon landing inspires a child. Text 2 is written to inform readers about the facts and events of the Apollo 11 mission. - 35
(Use the passage from Question 28 to answer this question.) Question 35: Part A: What idea is developed in both Text 1 and Text 2?
Think about what both texts suggest about the meaning of the Moon landing.
Both texts develop the idea that the Apollo 11 Moon landing inspired people and represented an important achievement made possible by courage, science, and teamwork. - 36
(Use the passage from Question 28 to answer this question.) Question 36: Part B: Which detail from the passage best supports your answer to Part A? a) "She had drawn stars around the edges and a rocket with more flames than science probably allowed." b) "For many viewers, the Moon landing represented courage, scientific achievement, and the possibility of new discoveries." c) "Collins remained in orbit around the Moon inside Columbia." d) "Grandma said, lowering herself into the armchair."
Choose the detail that states the broad importance of the Moon landing.
The correct answer is b. This detail best supports the answer because it directly explains the larger meaning of the Moon landing and connects to the inspiration Ruthie feels in Text 1. - 37
(Use the passage from Question 28 to answer this question.) Question 37: How does the phrase "history was not only something printed in textbooks" affect the meaning of Text 1?
Think about how Ruthie is connected to the historical event.
The phrase shows that Ruthie experiences history personally as it happens. The Moon landing enters her home through the television and influences her future dreams. - 38
(Use the passage from Question 28 to answer this question.) Question 38: Which information from Text 2 helps the reader better understand the television moment in Text 1?
Look for the fact in Text 2 that matches the scene Ruthie watches.
Text 2 explains that Armstrong became the first person to step onto the Moon on July 20, 1969. This helps the reader understand why Ruthie's family leans forward and treats the moment as important. - 39
(Use the passage from Question 28 to answer this question.) Question 39: Compare how Grandma in Text 1 and the author of Text 2 view the Moon landing.
Compare a character's reaction with the informational author's explanation.
Grandma views the Moon landing with personal wonder because it shows how much the world has changed during her life. The author of Text 2 views it as a major historical and scientific achievement involving astronauts and many workers. - 40
(Use the passage from Question 28 to answer this question.) Question 40: What is one theme of Text 1, and how does Text 2 support that theme with facts?
Connect Ruthie's dream with the factual success of Apollo 11.
One theme of Text 1 is that great achievements can inspire young people to imagine new futures for themselves. Text 2 supports this theme by explaining that Apollo 11 proved humans could travel to another world and return safely, showing that difficult goals can be reached.