Grade 6 - EQAO · PDF file6 Student Booklet: Language 2 Section C: Reading Grade 6, Spring...

Please note: The format of this booklet is different from that used for the assessment. The questions themselves remain the same.

RELEASED SELECTIONS AND ASSESSMENT QUESTIONS

Grade 6Assessment of Reading, Writing and Mathematics, Junior Division

Spring 2013

Student Booklet

Language 2Record your answers on the Multiple-Choice Answer Sheet.

Language 2Section C

Student Booklet: Language 2 3

Grade 6, Spring 2013 Section C: Reading

Iceberg Wranglers

June 2, 2000 St. John’s, Newfoundland 8:00 a.m. I’m finally on board my Uncle Austin’s boat. It’s not quite the cruise I imagined. It’s June, yet we are wearing our winter jackets! When we arrived, storm-force winds were blowing. Yesterday, waves were still crashing over the sea wall in the outer harbour. There haven’t been any boats out for days. I wonder if our iceberg adventure will even happen.

The winds are supposed to die down later tonight. Uncle Austin says we’ll go by tomorrow even though the ocean takes a while to calm down. Luckily the 15-metre Argo has a trawler hull built for ocean waves. My uncle’s friend Jack, who retired from the International Ice Patrol, has arranged for us to see an iceberg. We’ll be following a tugboat owned by an oil company that has many oil rigs in the Grand Banks that need protection from icebergs. Uncle Austin says that the tug may tow an iceberg! He calls it “a once in a lifetime opportunity.”

June 3, 2000 5:00 a.m. The winds have slowed down and the sun is already up. I’m tired but excited, since the trip is a go. Uncle Austin’s friend has arrived. I hear the captain of the tug over the marine radio. We’re all ready. “Pip Rudkin is in charge,” Jack says. “Pip is to icebergs what Superman is to crime.” An ice-patrol plane has already flown over and surveyed the iceberg and given the information to the oil company. They’ll use that information and their ice tugboat to push the iceberg away and prevent it from coming into contact with their oil-drilling platform.

We raise the anchor. St. John’s grows smaller while the waves grow higher. I am a little afraid when Jack says, “Welcome to Iceberg Alley!” Seeing my face he says: “No worries. With satellite images, photos from the plane and radar, they can pinpoint the iceberg and give us precise details. Anyway, out of 30 000 icebergs calved, or broken, from glaciers each year, only a few make it this far south. Years ago, in the fog and dark, sailors couldn’t see them, but they could hear and smell them!”

1

2

3

4

4 Student Booklet: Language 2

Section C: Reading Grade 6, Spring 2013

Written for EQAO.

“Icebergs smell?” I’m amazed.

“Like cucumbers!”

I can’t imagine ice smelling.

9:10 a.m. We’re 80 kilometres east of St. John’s. I’ve been wishing we were there for the last hour, but at least it’s been smooth sailing in the wake of the tug. We slow down and hear “Iceberg to starboard!” We all look to the right. Wow! I see my very first iceberg! It looks like a huge cliff, kind of bluish white and flat on top. It looks big.

“A small one, almost a bergy bit,” says Jack.

“A bergy bit?” I ask.

“It’s a piece of iceberg less than four metres high and 14 metres long. Tugs sometimes just nudge bergy bits and growlers out of the way. Growlers are the smallest icebergs and sound like an animal growling when the air trapped inside them escapes,” he continues.

“I guess 15 000-year-old air smells like cucumbers,” I remark.

We stay well back from the iceberg and use binoculars. Icebergs are dangerous and can roll over in seconds with no warning. The tug cruises alongside the iceberg using side-scan sonar to get a picture of the size and shape of the seven-eighths that lies beneath the surface. I don’t want to think about how big it really is.

The fun begins. The tug shoots huge water cannons at the berg. Nothing happens. Next they use a “propeller wash,” with the engines on full power while the tug is in neutral, and try to push the berg with the wash. We’re the only thing moving. It’s stubborn. Finally they use a lasso and make a loop around the berg with rope as thick as a tropical snake. With both ends joined at the tug’s stern, towing begins. “Doesn’t take much,” says Jack. “A kilometre or two and the berg will be clear of a collision course.”

We clap. Success! It’s just another day in the life of an ice tug, but an awesome day in my life. Uncle Austin was right. Except, for me, this was a once is enough in a lifetime opportunity. The only ice cube I want to see again is the one in my glass of juice.

5

6

7

8

9

10

11

12

13

14

15



1 Why does the narrator wonder if the “adventure will even happen” (paragraph 1)?

a Waves have damaged the boat.

b The wind continues to get stronger.

c The water has been rough for days.

d There have been only a few icebergs all year.

2 Who most likely pays for the icebergs to be moved?

a Pip Rudkin

b an oil company

c the captain of the tugboat

d the International Ice Patrol

3 What does the word “surveyed” mean (paragraph 3)?

a guided

b patrolled

c informed

d examined

4 In paragraph 3, why is the narrator tired?

a The narrator starts the adventure at 8:00 a.m.

b The narrator is exhausted from the hard work.

c The narrator is writing a journal entry at 5:00 a.m.

d The narrator cannot sleep because the boat is rocking.

5 Why does paragraph 8 start with the time only?

a It is not important to the journal entry.

b The narrator is finished writing for the day.

c It is the time when the crew sees an iceberg.

d The narrator is continuing from the previous entry.


Section C: Reading Grade 6, Spring 2013

6 Some icebergs are called “growlers” (paragraph 11) because they make growling noises when

a tugs nudge them.

b they release trapped air.

c they roll without warning.

d waves crash against them.

7 Why do oil rigs need protection from icebergs?

a Icebergs create large waves.

b Icebergs look like huge cliffs.

c Icebergs can roll over suddenly.

d Icebergs can growl like an animal.

8 How is the iceberg finally moved?

a It is broken off.

b It is towed by a tug.

c It is pushed by a tug.

d It is hit with water cannons.

9 What is the meaning of “propeller wash” as used in paragraph 14?

a the boat’s propeller making a loud noise

b the boat’s propeller making a spinning motion

c the boat’s propeller forcing water against an iceberg

d the boat’s propeller cleaning the water near an iceberg

10 What does the phrase “I don’t want to think about how big it really is” (paragraph 13) suggest about the speaker?

a He is impressed by the age of the iceberg.

b He understands how difficult it is to lasso an iceberg.

c He is concerned by how little of the iceberg is visible.

d He is worried about the number of icebergs that break off each year.



11 Explain why the narrator states that “The only ice cube I want to see again is the one in my glass of juice.” Use specific details from the text to support your answer.

12 Explain why the first journal entry is effective in creating a sense of adventure for the reader. Use specific details and examples from the text to support your answer.


13 You are on the planning team for your school’s “Get Active Day.” Write a report for your teacher describing in detail what is planned for the day.

Ideas for My Report

Write your answer on the next page.

Section C: Writing Grade 6, Spring 2013


Write your report here. Remember to check your spelling, grammar and punctuation.

Grade 6, Spring 2013 Section C: Writing


Writing Multiple-Choice

14 Choose the sentence that does not belong in the following paragraph.

(1) All I want to do after school is play outdoors with my friends. (2) So, as soon as the bell rings, I grab my books, head for the door, rush home and get my homework done. (3) I often have homework assignments on the weekend too. (4) I like to stay outside until I am called in for dinner.

a Sentence 1

b Sentence 2

c Sentence 3

d Sentence 4

15 Choose the correct words to complete the following sentence.

___________ it was going to rain ___________ I had to walk home, I decided to take my umbrella with me.

a Since, and

b When, still

c Because, so

d Although, but

16 Choose the word in the following sentence that is described by the word “several.”

The coaches spoke to several of the runners on the track teams about the upcoming events.

a teams

b events

c runners

d coaches

17 Choose the best order for the following sentences.

(1) This summer, Sanjeet wanted to grow vegetables in containers.

(2) Sanjeet worked all weekend planting lettuce, carrots and several herbs.

(3) He was looking forward to a great harvest in the fall.

(4) Sanjeet purchased the necessary soil and seeds and read the labels carefully.

a 2, 4, 1, 3

b 1, 4, 2, 3

c 2, 1, 4, 3

d 1, 3, 2, 4

Section C: Writing Grade 6, Spring 2013

Language 2Section D


Section D: Reading Grade 6, Spring 2013

Spring Sweetness

Sap pipeline

2 Collection• A hole 1.3 cm in diameter and 6 cm

to 8 cm deep is drilled into the trunk of the tree.

• A hollow spike, called a spile, is inserted into the hole and a collecting bucket is hung from it.

• Large-scale maple syrup farms use plastic tubing to connect to every spile. Sap is automatically collected and pumped through the pipeline to the sugar house for processing.

1 The right trees • Sugar maples and black maples have the

highest sugar content.• A tree is at least 40 years old and 30 cm in

diameter before it’s tapped.• Warm days (5 °C) and frosty nights (–5 °C) get

the sap running.• Mid-February to early April is the season for maple

syrup. March is when the most sap is collected.

How It’s Made

Spile

Spile

One sure sign of spring is when the sugar shacks open for fresh maple syrup. It takes about 40 litres of sap to make one litre of delicious syrup.


Grade 6, Spring 2013 Section D: Reading

Adapted from “Spring sweetness” by Susie Mah, published in 24 hours, February 20, 2008. © Sun Media Corp. Reprinted with permission.

3 Evaporation• Sap continuously enters from the holding

tank to stainless steel pans.• Pans are heated over wood- or oil-fuelled

fire to evaporate the water.• Finished syrup is strained then bottled.• Maple syrup is boiled even further to

produce maple cream, sugar and candy.

Maple Facts

• Tapping doesn’t hurt the tree. Only about 10% of its sap is collected per year.• The harvest season ends with the arrival of warm spring nights and bud

development in the trees.• Quebec accounts for 70% of worldwide maple syrup production.

Maple Syrup Producing Areas

Most maple syrup producers are located in Quebec, Ontario, New York, Vermont and New Hampshire.

■ Main syrup-producing region

■ Native range of sugar maple


1 When selecting a tree to tap for maple syrup, you should consider both the diameter of the trunk and the

a age of the tree.

b height of the tree.

c colour of the tree.

d location of the tree.

2 What makes maple candy different from maple syrup?

a Maple candy is bottled.

b Maple syrup starts as sap.

c Maple syrup takes longer to make.

d Maple candy needs more processing.

3 What does the word “flues” refer to?

a tubes used to heat the sap

b tubes used to collect the syrup

c dividers in the evaporation pan

d spiles from which the sap flows

4 How does the graphic “Maple Syrup Producing Areas” help the reader?

a It describes the process of collecting sap.

b It shows the time of year sap is collected.

c It indicates the size of the maple syrup farms.

d It identifies locations with maple syrup farms.

Section D: Reading Grade 6, Spring 2013


5 Choose one of the graphic images and explain how it helps the reader understand the process of making maple syrup. Use details from the text to support your answer.

6 Explain how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm. Use examples from the text to support your answer.

Grade 6, Spring 2013 Section D: Reading


7 You find a ring on the sidewalk and discover initials engraved on the inside.

Write a detailed story about how you find its owner and return the ring.

Ideas for My Story

Write your answer on the next pages.

Section D: Writing Grade 6, Spring 2013


Grade 6, Spring 2013 Section D: Writing

Write your story here. Remember to check your spelling, grammar and punctuation.


Section D: Writing Grade 6, Spring 2013


Writing Multiple-Choice

8 Choose the correct words to complete the following sentence.

The teacher asked ______________ students to remain seated and she gave _____________ of them a certificate for hard work.

a all, several

b both, many

c many, both

d several, both

9 Choose the sentence that is written correctly.

a After a busy day at school Mina could hardly wait, to get home and take a moment to relax.

b After a busy day at school, Mina could hardly wait to get home and take a moment to relax.

c After a busy day at school, Mina could hardly wait, to get home and take a moment to relax.

d After, a busy day at school, Mina could hardly wait to get home and take a moment to relax.

10 Choose the best opening sentence for the following paragraph.

______________________________ Most libraries do not allow food or drinks, to guard against damage to books or computers. When cars stop at red lights, people can cross the street and traffic flows. When people throw waste in garbage bins instead of on the ground, there is less litter and less pollution to the environment.

a Important new rules are created regularly.

b Rules are important for public safety and order.

c Rules need to be followed by children and adults alike.

d It is important for drivers to follow the rules of the road.

11 Choose the best order for the following sentences to create a paragraph.

(1) The astronauts congratulated each other and headed over to speak to the reporters gathered outside.

(2) They had been successful, since they had updated the main operating system to gather more information about space.

(3) The astronauts returned safely to Earth.

(4) Their mission had been to complete repairs on the International Space Station.

a 1, 4, 2, 3

b 3, 2, 4, 1

c 1, 3, 4, 2

d 3, 4, 2, 1

Grade 6, Spring 2013 Section D: Writing

2 Carlton Street, Suite 1200, Toronto ON M5B 2M9

Telephone: 1-888-327-7377 Web site: www.eqao.com

© 2013 Queen’s Printer for Ontario

2 Carlton Street, Suite 1200, Toronto ON M5B 2M9

Telephone: 1-888-327-7377 Web site: www.eqao.com

© 2013 Queen’s Printer for Ontario

Grade 6 - EQAO · PDF file6 Student Booklet: Language 2 Section C: Reading Grade 6, Spring...

Documents

Transcript of Grade 6 - EQAO · PDF file6 Student Booklet: Language 2 Section C: Reading Grade 6, Spring...