Which detail from the story BEST supports the answer to Part A?

" ... because I was going to do the right thing."

"Yes, they might ambush me .... "

"Like my heart was heavier and lighter ... "

" ... I got to the property line without harm .... "

Which detail from the story BEST supports the answer to Part A?

" ... I could taste the sadness in his voice when he told me I couldn't stay with him .... "

" ... a letter from Gideon telling folks that I would be received by Pastor Howard at the Manifest depot ... "

"The doctors said I was lucky to come out of it."

" ... while he worked a railroad job back in Iowa."

Which detail from the passage supports the answer in Part A?

" ... stared at Miss Roscoe, too surprised to answer." (paragraph 3)

"It seemed like a dream .... " (paragraph 7)

"' ... should be very sorry to have to put you down again."' (paragraph 6)

" ... quailed alike under the glance of her keen dark eyes." (paragraph 1)

Which detail from the story supports the answer to Part A?

"'What's so hard about growin' a tree anyway?"'

"Paul hems an' haws, but he sees as how he has to make good on his word."

"Paul is upset for a minute, then he realizes he don't need to brag to anybody .... "

"Not wishin' to hurt any of 'em, he picks 'em up, one at a time .... "

Which detail from the passage supports the answer to Part A?

"So he gets down on his knees an' he folds his hands around that little spot o' dirt an', gentle as he can, breathes his warm breath onto that tiny little seed."

"'What's so hard about growin' a tree anyway?"'

"Paul is upset for a minute, then he realizes he don't need to brag to anybody, that that little slip o' green is all the happiness he needs right now."

"'It's always easier to chop somethin' down than to make it grow."'

RL.5.1 | Quizalize

RL 5.1

RL 5.1, RL 5.2, RL 5.4

SPANISH STUDENTS 10/20/25 STANDARDS LC.RL.5.2c Determine the theme of a story, drama, or poem including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic LC.RL.5.3a Compare characters, settings, events within a story; provide or identify specific details in the text to support the comparison. LC.RL.5.3b Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). LC.RL.5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. LC.RL.5.5a Use signal words (e.g., meanwhile, unlike, next) to identify common types of text structure (e.g., sequence, compare/contrast, cause/effect, description) within a text. LC.W.5.1a Produce an opinion piece which has an introduction that states an opinion and has an organizational structure in which ideas are logically grouped to support the writer's opinion

RTI SPANISH STUDENTS 9/30/25 Standards: LC.RL.5.1a I CAN Refer to details and examples in a text when explaining what the text says explicitly. LC.RL.5.1b I CAN Refer to specific text evidence to support inferences,interpretations, or conclusion LC.RL.5.2a I CAN Summarize a portion of text such as a paragraph or a chapter. LC.RL.5.2b I CAN Summarize a text from beginning to end in a few sentences. LC.RL.5.2c I CAN Determine the theme of a story, drama, or poem including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.

NCSCOS Grade 5 ELA / Reading - Skill: 5.RL.1

NY State Testing Released Questions - English Language Arts - Grade 5 (2018 Session 1) - RL.5.4

NY State Testing Released Questions - English Language Arts - Grade 5 (2018 Session 1) - RL.5.3

HW/EC Standards Quiz 9/17/24 RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

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