FL FAST 5th Grade Reading Practice Test 3
Reading comprehension, vocabulary, and text evidence practice
FL FAST 5th Grade Reading Practice Test 3
Reading comprehension, vocabulary, and text evidence practice
Language Arts - Grade 4-5
- 1
PASSAGE SET 1 - The Map on the Lunch Tray [1] On the first day at Bayview Elementary, Mateo carried his lunch tray as carefully as if it were a glass bridge. The cafeteria roared with voices. At his old school in Puerto Rico, he had known where to sit, which table wobbled, and who would trade mango slices for crackers. Here, every table seemed to have invisible walls. [2] He spotted an empty seat beside a girl drawing tiny boats on a napkin. Before he could sit, a boy in a soccer jersey waved. "That seat is saved," the boy said, though nobody was coming. Mateo nodded and moved on, his cheeks hot. [3] At the last table, he sat alone and opened the lunch his abuela had packed: arroz con gandules, plantains, and a small guava pastry wrapped in wax paper. The food smelled like Saturday afternoons in San Juan. A few students glanced over. Mateo folded the wax paper tighter, wishing his lunch were as ordinary as the square pizza everyone else had. [4] That afternoon, Ms. Dorsey announced a class project called "Where We Are From." Each student would create a map showing places, people, and memories that shaped them. "A map does not have to show only streets," she explained. "It can show belonging. It can show the route to becoming yourself." [5] Mateo stared at the blank poster board. He could draw the blue apartment building where he used to live, the basketball court under the almond trees, and the airport where he had tried not to cry. But would anyone understand those places? Would they laugh at the Spanish words he wanted to label in bright marker? [6] At home, Abuela watched him erase the same palm tree three times. "A map with no mistakes is a map that never traveled," she said. She placed the guava pastry wrapper beside his poster. Its red label read Dulce Isla. "Start with what you carried," she added. [7] Mateo glued the wrapper in the center. Around it, he drew a spiral of places: San Juan, the airplane window, the small Florida apartment, and finally Bayview Elementary. He wrote some labels in English and some in Spanish. The languages curved together like two rivers meeting. [8] On presentation day, Mateo's hands shook. When he held up his map, the room became quiet. He explained how plantains reminded him of his grandfather's garden and how the airport was both an ending and a beginning. When he finished, the girl who drew boats raised her hand. "My family moved from Haiti," she said. "Your spiral looks like the way I feel sometimes." [9] The boy in the soccer jersey looked at the floor, then said, "I like the river part. My dad says I speak English at school and Portuguese at home. It feels like switching teams without changing who you are." [10] At lunch, Mateo opened his tray again. This time, the smell of arroz con gandules rose like a flag. The girl with the boats sat across from him and offered half a sandwich. The soccer boy slid into the empty seat and asked, "Is that pastry good?" [11] Mateo broke the guava pastry into three uneven pieces. The invisible walls around the table did not crash down all at once, but a door opened. Mateo took a bite, tasted home, and for the first time all day, did not wish it tasted like anything else. Question 1: What character trait best describes Mateo at the beginning of the passage? Use details from the passage to support your answer.
Look at Mateo's actions in the cafeteria and how he feels about his lunch.
Mateo is cautious and uncertain at the beginning of the passage. He carries his tray very carefully, looks for a place to sit, and feels embarrassed when other students notice his food. These details show that he is nervous about fitting in at his new school. - 2
(Use the passage from Question 1 to answer this question.) Question 2: What does the phrase "invisible walls" mean in paragraph 1?
Think about how Mateo feels when he looks at the tables.
The phrase "invisible walls" means that the social groups in the cafeteria seem closed off even though there are no real walls. Mateo feels that he does not know where he belongs or how to join the other students. - 3
(Use the passage from Question 1 to answer this question.) Question 3: Explain how the class project helps move the plot forward.
Consider what changes after Ms. Dorsey assigns the project.
The class project gives Mateo a way to share his background with his classmates. It moves the plot forward by changing Mateo from someone who hides his identity to someone who explains it proudly, which helps other students connect with him. - 4
(Use the passage from Question 1 to answer this question.) Question 4: From which point of view is the passage told, and how does that point of view affect the story?
Ask yourself whether the narrator is inside one character's thoughts or many characters' thoughts.
The passage is told from third-person limited point of view. The narrator uses words like "he" and focuses mostly on Mateo's thoughts and feelings, which helps the reader understand his worry, homesickness, and growing confidence. - 5
(Use the passage from Question 1 to answer this question.) Question 5: Part A: What is a theme of the passage?
Think about what Mateo learns by the end of the passage.
One theme of the passage is that sharing your true identity can help you find belonging. Mateo feels isolated at first, but when he shares his memories, language, and food, other students recognize their own experiences in his story. - 6
(Use the passage from Question 1 to answer this question.) Question 6: Part B: Which detail from the passage best supports your answer to Part A? a) "The cafeteria roared with voices." b) "He spotted an empty seat beside a girl drawing tiny boats on a napkin." c) "The languages curved together like two rivers meeting." d) "The invisible walls around the table did not crash down all at once, but a door opened."
Choose the detail that shows a change in Mateo's sense of belonging.
The correct answer is d. The detail "The invisible walls around the table did not crash down all at once, but a door opened" best supports the theme because it shows that Mateo's willingness to share himself begins to create belonging and connection. - 7
(Use the passage from Question 1 to answer this question.) Question 7: How does Mateo change from the beginning to the end of the passage?
Compare Mateo's feelings about his lunch in paragraph 3 and paragraph 11.
Mateo changes from embarrassed and unsure to more confident and accepting of himself. At first, he hides his food and feels alone, but by the end he shares his pastry and no longer wishes it tasted different. - 8
(Use the passage from Question 1 to answer this question.) Question 8: In paragraph 10, the passage says the smell of Mateo's food "rose like a flag." What does this simile suggest?
Think about what a flag can represent.
The simile suggests that Mateo's food becomes a sign of pride rather than embarrassment. A flag often represents identity, so the comparison shows that Mateo is beginning to value where he comes from. - 9
(Use the passage from Question 1 to answer this question.) Question 9: What is the main conflict Mateo faces in the passage?
Decide whether Mateo's biggest struggle is with another person, nature, or his own feelings.
Mateo's main conflict is internal. He struggles with whether to hide the parts of himself that make him different or share them with his new classmates. - 10
(Use the passage from Question 1 to answer this question.) Question 10: Why is the title "The Map on the Lunch Tray" a good title for the passage?
Think about how both the map project and Mateo's lunch are important to the story.
The title is fitting because the map and the lunch tray both represent Mateo's identity. His map shows the places and memories that shaped him, while his lunch connects him to home and helps him form new friendships. - 11
PASSAGE SET 2 - Why Schoolyards Need Pocket Prairies [1] Many schoolyards contain more asphalt than living plants. Blacktop is useful for basketball games and bus loops, but it also absorbs heat, sends rainwater rushing into storm drains, and provides little food or shelter for wildlife. A practical solution is to create pocket prairies, which are small areas planted with native grasses and wildflowers. Schools should replace some unused lawn or pavement with pocket prairies because these spaces cool the campus, support local species, and become outdoor classrooms. [2] A pocket prairie does not need to be large to make a difference. A strip beside a fence or a square near a library window can hold muhly grass, blanketflower, coreopsis, milkweed, and other native Florida plants. Native plants are adapted to local rainfall and soil, so they usually need less watering than imported ornamentals. Their deep roots also help rain soak into the ground instead of flowing across pavement. This reduces runoff, which can carry oil, fertilizer, and litter into nearby canals, lakes, and bays. [3] Pocket prairies can also reduce heat. On a sunny afternoon, pavement can become much hotter than the air around it. Plants cool an area by shading the ground and releasing water vapor through a process called transpiration. Even a small prairie island can make the edge of a playground more comfortable. Students may not notice the scientific term, but they will notice that a place with flowers and grass feels less harsh than a bare corner of concrete. [4] Wildlife benefits as well. Native bees, butterflies, and beetles need nectar and pollen. Birds feed on insects and seeds. Milkweed is especially important because monarch caterpillars can eat only milkweed leaves. When schools plant native species, they create stepping-stone habitats. These are small safe places that help animals move through neighborhoods where large natural areas have disappeared. [5] Some people object that pocket prairies look messy or require too much work. That concern is understandable, but it is not a strong reason to reject the idea. A prairie is not the same as an abandoned lawn. With a clear border, signs, and a maintenance schedule, it can look intentional and attractive. Students, families, and community volunteers can help remove weeds, collect data, and add mulch to paths. The work becomes part of the learning. [6] Pocket prairies turn science lessons into direct observation. Students can measure soil temperature, count pollinators, sketch plant structures, write persuasive letters, and calculate the area of the garden. They can also see how one local choice connects to larger environmental issues. A textbook might explain habitat loss, but a schoolyard prairie lets students witness restoration on a scale they can understand. [7] Schools do not need to transform every field into wilderness. Children still need open space for games and events. However, replacing one unused patch of grass or pavement with native plants is a reasonable compromise. A pocket prairie is small, but its impact is not merely decorative. It is a cooler corner, a habitat, a living laboratory, and a reminder that environmental solutions can begin just outside the classroom door. Question 11: What is the author's main claim in the passage?
Look for the sentence in the introduction that states what schools should do and why.
The author's main claim is that schools should replace some unused lawn or pavement with pocket prairies. The author argues that pocket prairies cool campuses, help wildlife, reduce runoff, and provide learning opportunities. - 12
(Use the passage from Question 11 to answer this question.) Question 12: Which key detail explains how pocket prairies help protect water quality?
Find the part of the passage that discusses storm drains, runoff, and roots.
Pocket prairies help protect water quality because native plants have deep roots that help rain soak into the ground. This reduces runoff that can carry oil, fertilizer, and litter into waterways. - 13
(Use the passage from Question 11 to answer this question.) Question 13: What does the word "transpiration" mean as it is used in paragraph 3?
Use the words immediately around the term to find its meaning.
In paragraph 3, "transpiration" means the process by which plants release water vapor. The context explains that plants cool an area by shading the ground and releasing water vapor. - 14
(Use the passage from Question 11 to answer this question.) Question 14: How is the passage mainly organized?
Think about whether the passage tells a story, compares two things, or supports a claim.
The passage is mainly organized as an argument with reasons and evidence. The author states a claim, gives several benefits of pocket prairies, responds to an objection, and ends with a conclusion. - 15
(Use the passage from Question 11 to answer this question.) Question 15: Part A: Why does the author include paragraph 5?
Look for the objection and the author's response to it.
The author includes paragraph 5 to address a possible counterargument. Some people may think pocket prairies are messy or difficult to maintain, so the author explains how planning and community help can solve those concerns. - 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) "Blacktop is useful for basketball games and bus loops" b) "A prairie is not the same as an abandoned lawn." c) "Milkweed is especially important because monarch caterpillars can eat only milkweed leaves." d) "Students can measure soil temperature, count pollinators, sketch plant structures, write persuasive letters, and calculate the area of the garden."
Choose the detail that answers an objection.
The correct answer is b. The detail "A prairie is not the same as an abandoned lawn" directly responds to the concern that pocket prairies look messy, so it best supports the idea that paragraph 5 addresses a counterargument. - 17
(Use the passage from Question 11 to answer this question.) Question 17: Which sentence from the passage states an opinion rather than a fact?
Look for a sentence that includes a recommendation or judgment.
The sentence "Schools should replace some unused lawn or pavement with pocket prairies because these spaces cool the campus, support local species, and become outdoor classrooms" states an opinion or claim. It tells what the author believes schools should do. - 18
(Use the passage from Question 11 to answer this question.) Question 18: What does the prefix "re-" mean in the word "replace" in paragraph 1?
Think about what happens when one thing takes the place of another.
The prefix "re-" can mean "again" or "back," but in the word "replace" it helps mean to put something in the place of something else. In the passage, schools would put pocket prairies where unused lawn or pavement used to be. - 19
(Use the passage from Question 11 to answer this question.) Question 19: What is the author's purpose for writing this passage?
Ask whether the author mainly wants to entertain, inform, or persuade.
The author's purpose is to persuade readers that pocket prairies are a valuable addition to schoolyards. The author uses facts, examples, and responses to objections to support this argument. - 20
(Use the passage from Question 11 to answer this question.) Question 20: Explain how the author connects a local action to a larger environmental issue.
Look at the final two paragraphs and the examples of environmental problems.
The author connects a local action to a larger issue by showing that a small schoolyard prairie can help with problems such as runoff, heat, habitat loss, and pollinator survival. This shows that environmental solutions do not always have to be large to matter. - 21
PASSAGE SET 3 - Gate Made of Wind Freedom is not a golden key kept shining in a king's pocket. It is a gate made of wind, opening wider when voices gather. It is the drumbeat in a marching street, the whisper under a locked door, the seed that splits the sidewalk with a green and stubborn roar. Freedom wears no single face. It borrows yours and mine. It asks the quiet heart to speak and teaches bent backs how to shine. Some days it arrives like sunrise, soft gold across the floor. Some days it comes as thunder, shaking every door. Still, freedom keeps on walking, barefoot through dust and rain. It carries songs like lanterns and lifts them up again. Question 21: What abstract idea is explored in the poem?
Look at the word that is repeated throughout the poem.
The poem explores the abstract idea of freedom. It describes freedom through images such as a gate, a drumbeat, a seed, sunrise, thunder, and songs. - 22
(Use the passage from Question 21 to answer this question.) Question 22: What is the overall mood of the poem?
Think about how the images of seeds, sunrise, and walking make you feel.
The overall mood of the poem is hopeful and determined. The poem suggests that freedom may face obstacles, but it continues to grow, speak, and move forward. - 23
(Use the passage from Question 21 to answer this question.) Question 23: Identify one metaphor in the poem and explain what it means.
A metaphor compares two things without using like or as.
One metaphor is "It is a gate made of wind." This means freedom is not a physical object that can be locked away. It is powerful, moving, and able to open when people work together. - 24
(Use the passage from Question 21 to answer this question.) Question 24: How does the poet use personification in the poem?
Find places where freedom does something a person would do.
The poet personifies freedom by saying it "wears no single face," "asks," "teaches," "keeps on walking," and "carries songs." These human actions make freedom seem active and alive. - 25
(Use the passage from Question 21 to answer this question.) Question 25: Part A: What is the speaker's perspective on freedom?
Consider whether the speaker thinks freedom is simple, difficult, personal, or shared.
The speaker sees freedom as something people must share, protect, and continue working toward. Freedom is not shown as easy or automatic, but it is presented as powerful and worth pursuing. - 26
(Use the passage from Question 21 to answer this question.) Question 26: Part B: Which lines from the poem best support your answer to Part A? a) "Freedom is not a golden key / kept shining in a king's pocket." b) "It is the drumbeat in a marching street, / the whisper under a locked door" c) "Some days it arrives like sunrise, / soft gold across the floor." d) "Still, freedom keeps on walking, / barefoot through dust and rain."
Choose the lines that show effort and endurance.
The correct answer is d. The lines "Still, freedom keeps on walking, / barefoot through dust and rain" best support the idea that freedom requires persistence and continues despite difficulty. - 27
(Use the passage from Question 21 to answer this question.) Question 27: How does the poem's structure contribute to its meaning?
Think about why each stanza gives a new picture of freedom.
The poem is written in short stanzas that each offer a different image of freedom. This structure helps show that freedom has many forms and can be understood through many experiences. - 28
PASSAGE SET 4 - PAIRED TEXTS Text 1: A Red Light on the Sand [1] I had volunteered for the turtle patrol because my older sister said it would look good on a service record. At first, that was the truth. I imagined walking the beach at sunrise, writing a few numbers on a clipboard, and returning home before the day became hot. I did not imagine feeling responsible for animals I had never seen. [2] Our team met at 5:30 on a June morning. The sky over the Atlantic was still gray, and the sand held the night's coolness. Ms. Alvarez handed me a small flashlight covered with red plastic. "White light can confuse hatchlings," she said. "If we need light, we use red. Mostly, we use our eyes." [3] We walked in a slow line above the tide mark, searching for tracks. Sea turtle tracks looked like tire marks made by a tiny tractor. When we found a nest, Ms. Alvarez showed me how to mark it with wooden stakes and yellow tape. "We protect the nest," she said, "but we do not disturb it." [4] Near a row of condos, I noticed something wrong. A deep path of turtle tracks curved away from the water and toward the parking lot. At the edge of the dunes, tiny hatchlings were scattered like moving pebbles. Several were crawling toward a bright security lamp. [5] My first feeling was panic. My second was anger. How could one light pull them in the wrong direction? Ms. Alvarez knelt beside me. "They follow the brightest horizon," she explained. "Before buildings, that was usually moonlight over the ocean." [6] We called the wildlife hotline. While we waited for a trained responder, we shielded the hatchlings from the lamp with our bodies and kept curious people back. I held the red flashlight low, and its glow looked weak compared with the harsh white lamp. Still, one hatchling turned toward the darker shape of the sea. Then another followed. [7] By the time the responder arrived, most of the hatchlings were moving in the correct direction. No one cheered loudly because the beach felt like a library where the books were alive. I watched the last turtle pause at the foam, then vanish into a wave. [8] Later, I helped Ms. Alvarez place a notice in the condo office asking residents to close curtains and use turtle-safe lights during nesting season. I had joined the patrol to earn hours. I stayed because the beach had become more than scenery. It was a nursery, and even a small bulb could decide which way a new life would turn. Text 2: How Artificial Light Affects Sea Turtles [1] Sea turtles have nested on Florida beaches for thousands of years. Adult females crawl from the ocean, dig nests in the sand, and lay eggs. Weeks later, hatchlings emerge and travel toward the water. This journey is dangerous even under natural conditions because birds, crabs, fish, and rough waves reduce the number of hatchlings that survive. [2] Artificial light adds another challenge. Hatchlings usually move toward the brightest natural horizon, which is often the open sky reflected over the ocean. Lights from buildings, parking lots, roads, and flashlights can cause hatchlings to crawl inland instead. This problem is called disorientation. A disoriented hatchling may become exhausted, be eaten by a predator, dry out after sunrise, or be struck by a vehicle. [3] Artificial light can also affect adult turtles. Bright beaches may discourage females from nesting in suitable areas. If a female avoids a beach because of light, she may choose a poorer nesting site or return to the water without laying eggs. For threatened and endangered sea turtle species, each nest matters. [4] Communities use several strategies to reduce light pollution during nesting season. People can turn off unnecessary outdoor lights, close curtains after dark, and replace bright white bulbs with long-wavelength amber or red lights. Fixtures can be shielded so light points downward instead of spreading across the beach. Many coastal towns also require beach furniture to be removed at night so turtles do not become trapped. [5] Education is important because many harmful choices are accidental. A visitor may not realize that a phone flashlight can mislead hatchlings. A property owner may install a bright security lamp without knowing its effect. Signs, volunteer patrols, and local rules help people understand how everyday actions influence wildlife. [6] Protecting sea turtles does not mean people can never enjoy the beach at night. It means using the beach responsibly during nesting season. When communities reduce artificial light, they help hatchlings find the ocean and give ancient travelers a better chance to continue their journey. Question 28: In Text 1, why does the narrator first join the turtle patrol?
Look at the first paragraph of Text 1.
The narrator first joins the turtle patrol because the narrator's older sister says it will look good on a service record. At first, the narrator is motivated more by earning service hours than by concern for turtles. - 29
(Use the passage from Question 28 to answer this question.) Question 29: How does the narrator's attitude change by the end of Text 1?
Compare why the narrator joins the patrol with why the narrator stays involved.
By the end of Text 1, the narrator feels personally responsible for protecting the beach and the turtles. The narrator changes from wanting service hours to understanding that the beach is a living habitat where human choices matter. - 30
(Use the passage from Question 28 to answer this question.) Question 30: What does the phrase "moving pebbles" suggest about the hatchlings in Text 1?
Think about how pebbles look on a beach.
The phrase "moving pebbles" suggests that the hatchlings are very small, dark, and hard to see on the sand. It also emphasizes how fragile they seem in a large and dangerous environment. - 31
(Use the passage from Question 28 to answer this question.) Question 31: What is the main idea of Text 2?
Look for the problem and solution explained throughout Text 2.
The main idea of Text 2 is that artificial light can harm sea turtles, but communities can reduce the problem through responsible actions such as turning off lights, closing curtains, and using turtle-safe bulbs. - 32
(Use the passage from Question 28 to answer this question.) Question 32: According to Text 2, what is disorientation?
Find the sentence in Text 2 that defines the term.
Disorientation is the problem that happens when artificial lights cause hatchlings to crawl away from the ocean instead of toward it. The hatchlings mistake human-made lights for the brightest natural horizon. - 33
(Use the passage from Question 28 to answer this question.) Question 33: Part A: What conclusion can be drawn from both texts about human actions near nesting beaches?
Think about what the two texts say about lights and responsible behavior.
Both texts show that human actions near nesting beaches can either harm or help sea turtles. Lights, furniture, and careless behavior can create danger, but volunteers, education, and turtle-safe lighting can improve the turtles' chances of survival. - 34
(Use the passage from Question 28 to answer this question.) Question 34: Part B: Which detail from the paired texts best supports your answer to Part A? a) Text 1: "Our team met at 5:30 on a June morning." b) Text 1: "At the edge of the dunes, tiny hatchlings were scattered like moving pebbles." c) Text 2: "Lights from buildings, parking lots, roads, and flashlights can cause hatchlings to crawl inland instead." d) Text 2: "Sea turtles have nested on Florida beaches for thousands of years."
Choose the detail that directly connects human actions to turtle safety.
The correct answer is c. This detail best supports the conclusion because it directly explains how human-made lights can harm hatchlings by leading them away from the ocean. - 35
(Use the passage from Question 28 to answer this question.) Question 35: How are the purposes of Text 1 and Text 2 different?
Decide which text tells a personal story and which explains facts.
Text 1 is written to share a firsthand experience and show how the narrator learns to care about turtle protection. Text 2 is written to inform readers about how artificial light affects sea turtles and what communities can do to help. - 36
(Use the passage from Question 28 to answer this question.) Question 36: How does Text 1 help readers understand the information in Text 2?
Find the event in Text 1 that matches the explanation in Text 2.
Text 1 gives a specific example of the problem explained in Text 2. The narrator sees hatchlings crawling toward a security lamp, which helps readers picture how artificial light causes disorientation. - 37
(Use the passage from Question 28 to answer this question.) Question 37: What does the suffix "-tion" mean in the word "disorientation"?
Think about other words with the same suffix, such as action or celebration.
The suffix "-tion" means an action, process, or state. In "disorientation," it helps show the state or process of being confused about direction. - 38
(Use the passage from Question 28 to answer this question.) Question 38: Which text uses more sensory details, and why?
Look for details that appeal to sight, touch, or sound.
Text 1 uses more sensory details because it is a firsthand account. It describes the gray sky, cool sand, red flashlight, harsh white lamp, and hatchlings moving on the beach so readers can experience the event with the narrator. - 39
(Use the passage from Question 28 to answer this question.) Question 39: What is one similarity between Ms. Alvarez in Text 1 and the communities described in Text 2?
Think about who works to solve the problem in each text.
Both Ms. Alvarez and the communities described in Text 2 take action to protect sea turtles. Ms. Alvarez guides the patrol and helps notify residents, while communities use rules, signs, lighting changes, and education to reduce harm. - 40
(Use the passage from Question 28 to answer this question.) Question 40: Which statement best explains the message shared by both texts?
Think about what both texts teach readers about responsibility.
Both texts share the message that small choices can have serious effects on wildlife. A single light can mislead hatchlings, but responsible actions such as using red or amber lights and educating people can help sea turtles survive.