🦉
Fred
Hi! I'm Fred the Owl, your reading coach. This is an Iowa / ITBS-style Grade 5 Reading Comprehension practice on famous public-domain texts — O. Henry's “The Gift of the Magi,” Mark Twain's Tom Sawyer, Jack London's Call of the Wild, Aesop's fables, and poems by Robert Frost and Carl Sandburg. Pick an answer and I'll coach you until you get it.
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Reading Comprehension — Grade 5

FlyingMinds Iowa Test Prep — public-domain literature, advanced questions
Grade 53 Sets90 questionsClassic FictionPoemsPaired Texts
📋 Test Overview
Test
Iowa / ITBS-style Reading Comprehension
Grade level
Grade 5 · three 30-question sets
Texts (all public domain)
O. Henry's “The Gift of the Magi” · Twain's Tom Sawyer · London's Call of the Wild · Aesop (Wind & Sun, the Milkmaid) · Frost's “The Road Not Taken” · Sandburg's “Fog” · informational & a paired set
Skills
Theme · inference · character & change · vocabulary in context · cause & effect · author's craft & purpose · figurative language (metaphor, simile, personification, symbol) · mood & tone · compare paired texts
How it teaches
Fred coaches on every wrong answer and lets the student try again; evidence-based with “Jump to paragraph”
Standards
RL.5.1–5.5, RL.5.9 · RI.5.1–5.5, RI.5.9 · L.5.4
0 / 90 stars · ✍️ 0 / 4 writing pieces
📖 Learn 📘 Set 1 📗 Set 2 📙 Set 3 ✍️ Write
Before you read: Strong readers infer, track how characters change, notice an author's craft, and prove every answer from the text.
📌 FlyingMinds rule: For every answer, point to the exact words in the passage that prove it.
🔮 WARM-UP · NOT SCORED
🦉 Fred asks: Think of a character who CHANGES in a story. How do they change, and what does it teach?
Sentence starter: The character __________ changes from __________ to __________, which shows __________ .

📘 Set 1 score: 0 / 30

Set 1 — “The Gift of the Magi,” a science passage, and Aesop's “The Wind and the Sun.”

Short story by O. Henry · Public Domain (adapted)
The Gift of the Magi
[1]

One dollar and eighty-seven cents. That was all. And the next day would be Christmas. Della counted the money three times, but it came to the same sad sum. She had been saving every penny for months, and this was the result.

[2]

There was clearly nothing left to do but flop down on the shabby little couch and cry. So Della cried. For she wished to buy a present for Jim, her husband — something fine and rare, something worthy of the man she loved. And one dollar and eighty-seven cents could not buy it.

[3]

Now, the Youngs had two treasures in which they both took mighty pride. One was Jim's gold watch, which had been his father's and his grandfather's. The other was Della's long, beautiful brown hair, which fell about her like a shimmering cascade.

[4]

Suddenly Della whirled from the window and stood before the mirror. Her eyes were shining, but her face had lost its color. She let her hair fall to its full length. Then she did it up again with trembling fingers, and hurried out the door and down the stairs to the street.

[5]

Where she stopped, the sign read: “Madame Sofronie. Hair Goods of All Kinds.” “Will you buy my hair?” asked Della. “Twenty dollars,” said Madame, lifting the heavy mass with a practiced hand. With the money clutched tight, Della flew to find the perfect chain for Jim's beloved watch.

📝 Questions — The Gift of the Magi

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RL.5.3CHARACTER
1. Why does Della cry at the start of the story? (paragraphs [1]–[2])
RL.5.1KEY DETAIL
2. What are the Youngs' two treasures? (paragraph [3])
L.5.4VOCAB
3. In paragraph [3], Della's hair is a 'shimmering cascade.' This compares her hair to —
RL.5.1INFERENCE
4. Why does Della go to Madame Sofronie's shop? (paragraph [5])
RL.5.3CHARACTER
5. What does selling her hair reveal about Della?
RL.5.2THEME
6. What theme is the story beginning to develop?
L.5.4VOCAB
7. In paragraph [2], a gift 'worthy of the man she loved' means a gift that is —
RL.5.4MOOD
8. The mood of paragraphs [1]–[2] is —
RL.5.1INFERENCE
9. Based on the ending, what will Della most likely do next? (paragraph [5])
RL.5.5AUTHOR'S PURPOSE
10. Why does the author tell us about BOTH treasures in paragraph [3]?
Informational Text
How Volcanoes Erupt
[1]

Deep beneath the Earth's surface, it is so hot that rock can melt into a thick, glowing liquid called magma. Because magma is lighter than the solid rock around it, it slowly rises toward the surface, collecting in spaces called magma chambers.

[2]

Magma contains dissolved gases, much like the gas trapped in a bottle of soda. As the magma rises and the pressure on it drops, those gases begin to expand and form bubbles. The bubbles push the magma upward with greater and greater force.

[3]

When the pressure becomes too great, the magma blasts out through an opening called a vent. Once magma reaches the surface, it is given a new name: lava. An eruption may send out lava, ash, and rock high into the sky.

[4]

Not all eruptions are the same. Thin, runny lava flows out gently and builds wide, gently sloping mountains. Thick, sticky lava traps more gas and can erupt in a violent explosion, building steep, cone-shaped volcanoes.

[5]

Although volcanoes can be dangerous, they also build new land and enrich the soil. Scientists called volcanologists study volcanoes closely, watching for warning signs so they can help keep nearby communities safe.

📝 Questions — How Volcanoes Erupt

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RI.5.2MAIN IDEA
11. What is the main idea of this passage?
RI.5.4VOCAB
12. In paragraph [1], 'magma' is —
RI.5.1KEY DETAIL
13. Why does magma rise toward the surface? (paragraph [1])
RI.5.5TEXT STRUCTURE
14. The author compares the gas in magma to —
RI.5.4VOCAB
15. What happens to magma's name once it reaches the surface? (paragraph [3])
RI.5.3CAUSE & EFFECT
16. Why do some volcanoes erupt violently? (paragraph [4])
RI.5.3COMPARE
17. How is thin lava DIFFERENT from thick lava? (paragraph [4])
RI.5.1KEY DETAIL
18. Name one BENEFIT of volcanoes. (paragraph [5])
RI.5.4VOCAB
19. A 'volcanologist' is a scientist who —
RI.5.2AUTHOR'S PURPOSE
20. The author wrote this passage mainly to —
Fable by Aesop · Public Domain
The Wind and the Sun
[1]

The Wind and the Sun were arguing about which of them was stronger. They were still disputing the question when a traveler came walking down the road, wrapped in a warm cloak.

[2]

“Let us settle it this way,” said the Sun. “Whichever of us can make that traveler take off his cloak shall be called the stronger. You may try first.”

[3]

So the Sun slipped behind a cloud, and the Wind began to blow. He blew harder and harder, in cold and furious blasts. But the harder he blew, the more tightly the traveler wrapped the cloak around himself. At last the Wind gave up in despair.

[4]

Then the Sun came out from behind the cloud and shone gently down upon the traveler. The man, feeling the pleasant warmth, soon loosened his cloak. As the Sun grew warmer still, the traveler took the cloak off altogether and sat down in the shade to rest.

[5]

“You see,” said the Sun kindly, “gentleness and warmth accomplished what force and fury could not.”

📝 Questions — The Wind and the Sun

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RL.5.3PROBLEM
21. What are the Wind and the Sun arguing about? (paragraph [1])
RL.5.3PLOT
22. How do they decide to settle the argument? (paragraph [2])
RL.5.3CAUSE & EFFECT
23. What happens when the Wind blows hard? (paragraph [3])
L.5.4VOCAB
24. In paragraph [3], the Wind gives up 'in despair.' Despair means —
RL.5.3CAUSE & EFFECT
25. Why does the traveler take off his cloak? (paragraph [4])
RL.5.2THEME
26. What is the moral of this fable? (paragraph [5])
RL.5.3CHARACTER
27. How is the Sun different from the Wind?
RL.5.4FIGURATIVE
28. Giving the Wind and Sun the ability to argue and speak is an example of —
RL.5.2INFERENCE
29. The fable suggests that kindness is —
RL.5.9COMPARE
30. Like other Aesop fables, this story —
📗 Set 2 score: 0 / 30

Set 2 — a Tom Sawyer excerpt, Frost's “The Road Not Taken,” and a science passage.

From “The Adventures of Tom Sawyer” by Mark Twain · Public Domain (adapted)
Whitewashing the Fence
[1]

Saturday morning had come, and all the summer world was bright and fresh. There was cheer in every face and a spring in every step. But Tom Sawyer appeared on the sidewalk with a bucket of whitewash and a long-handled brush. Aunt Polly had ordered him to paint the fence — thirty yards of board fence nine feet high. Life seemed hollow, and existence but a burden.

[2]

He dipped his brush and passed it along the topmost plank, then sat down on a tree-box, discouraged. His friends would come skipping along on all sorts of delicious adventures, and they would make fun of him for having to work. The very thought of it burnt him like fire.

[3]

At this dark moment an inspiration burst upon him — nothing less than a great, magnificent idea. He took up his brush and went calmly to work. Soon Ben Rogers came in sight, eating an apple. Tom went on whitewashing, paying no attention to him.

[4]

“Hello!” said Ben. “You're up a stump, ain't you? Got to work, hey?” Tom turned suddenly and said, “Why, it's you, Ben! I warn't noticing.” “Say — I'm going swimming. Don't you wish you could? But of course you'd druther work — wouldn't you? Course you would!”

[5]

Tom looked at his work and said, “Work? Does a boy get a chance to whitewash a fence every day?” That put the thing in a new light. Ben stopped nibbling his apple. Before long, Ben was begging for the brush, and he even gave Tom his apple for the chance to paint. By afternoon, Tom had traded the job to boy after boy — and grown rich in treasures while they did his work.

📝 Questions — Whitewashing the Fence

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RL.5.3CHARACTER
31. How does Tom feel about painting the fence at first? (paragraphs [1]–[2])
L.5.4VOCAB
32. In paragraph [1], 'existence but a burden' means Tom feels life is —
RL.5.3PLOT
33. What is Tom's 'great, magnificent idea'? (paragraphs [3]–[5])
RL.5.1INFERENCE
34. Why does Tom say, “Does a boy get a chance to whitewash a fence every day?” (paragraph [5])
RL.5.3CAUSE & EFFECT
35. What is the result of Tom's trick? (paragraph [5])
RL.5.3CHARACTER
36. What does the trick reveal about Tom?
RL.5.2THEME
37. What big idea does this passage explore?
L.5.4VOCAB
38. In paragraph [3], an 'inspiration burst upon him.' Inspiration here means —
RL.5.4TONE
39. The tone of this passage is —
RL.5.2AUTHOR'S PURPOSE
40. Mark Twain most likely wrote this to —
Poem by Robert Frost · Public Domain
The Road Not Taken
[1]

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

[2]

Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

[3]

And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

[4]

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

📝 Questions — The Road Not Taken

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RL.5.1KEY DETAIL
41. What choice does the speaker face? (stanza [1])
L.5.4VOCAB
42. In stanza [1], the roads 'diverged.' Diverged means —
RL.5.1INFERENCE
43. Why is the speaker 'sorry' in stanza [1]?
RL.5.1KEY DETAIL
44. According to stanzas [2]–[3], how different are the two roads, really?
RL.5.4FIGURATIVE
45. In the poem, the two roads stand for —
RL.5.1INFERENCE
46. Why does the speaker think he will tell this story 'with a sigh'? (stanza [4])
RL.5.2THEME
47. What theme does the poem explore?
RL.5.5STRUCTURE
48. How many stanzas does the poem have, and how many lines each?
RL.5.4RHYME
49. Which words rhyme in stanza [1]?
RL.5.4MOOD
50. The overall mood of the poem is —
Informational Text
Why the Ocean Has Tides
[1]

If you visit the same beach in the morning and again in the evening, the water's edge may be in a very different place. Twice a day the sea slowly rises and then falls. This regular rise and fall is called the tides.

[2]

Tides are caused mostly by the Moon's gravity. Although the Moon is far away, its gravity still pulls on the Earth — and especially on the Earth's oceans. The water on the side of the Earth facing the Moon is pulled into a bulge, creating a high tide there.

[3]

Surprisingly, there is a second bulge of high water on the far side of the Earth at the same time. As the Earth spins, different places pass through these bulges, so most coasts have two high tides and two low tides each day.

[4]

The Sun's gravity affects the tides too, though less than the Moon because the Sun is so much farther away. When the Sun and Moon line up, their pulls combine to make especially high tides. When they pull at right angles, the tides are gentler.

[5]

Tides matter to many living things. Animals in tide pools must survive being underwater and then exposed to air. People who fish, sail, or live near the coast study tide charts so they can plan around the changing water.

📝 Questions — Why the Ocean Has Tides

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RI.5.2MAIN IDEA
51. This passage mainly explains —
RI.5.1KEY DETAIL
52. What mainly causes the tides? (paragraph [2])
RI.5.3CAUSE & EFFECT
53. Why is there a high tide on the side facing the Moon? (paragraph [2])
RI.5.1KEY DETAIL
54. How many high and low tides do most coasts have each day? (paragraph [3])
RI.5.3COMPARE
55. Why does the Sun affect tides LESS than the Moon? (paragraph [4])
RI.5.3CAUSE & EFFECT
56. When do especially high tides happen? (paragraph [4])
L.5.4VOCAB
57. In paragraph [2], a 'bulge' of water is a place where the water —
RI.5.1INFERENCE
58. Why do people study tide charts? (paragraph [5])
RI.5.5TEXT STRUCTURE
59. The passage is organized mainly by —
RI.5.2AUTHOR'S PURPOSE
60. The author wrote this to —
📙 Set 3 score: 0 / 30

Set 3 — a Call of the Wild excerpt, Sandburg's “Fog,” and a fiction/nonfiction paired set.

From “The Call of the Wild” by Jack London · Public Domain (adapted)
Buck Sees Snow
[1]

Buck had lived an easy life on Judge Miller's sunny estate in California. He had never known cold, or hunger, or cruelty. Then, one night, he was stolen, sold, and shipped far to the north, locked in a crate on a rocking train.

[2]

His first day on the new land was a nightmare. Every moment was full of shock and surprise. He had been suddenly jerked from the heart of civilization and flung into the heart of things wild and frozen.

[3]

The first thing Buck noticed when he was let out of the crate was the white, cold something falling through the air. He blinked at it. More of it fell. He sniffed at it, then licked some up on his tongue. It bit like fire, and the next instant was gone.

[4]

This puzzled him. He tried it again, with the same result. The watching men laughed loudly, and he felt ashamed, though he did not know why. It was his first snow.

[5]

From that day Buck began to learn. He learned to dig a warm hole beneath the snow, to eat fast before the other dogs stole his food, and to watch and obey the strong. The soft house-dog of California was waking up, day by day, to the hard wisdom of the wild.

📝 Questions — Buck Sees Snow

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RL.5.3CHARACTER
61. What was Buck's life like before he was stolen? (paragraph [1])
RL.5.3PLOT
62. How does Buck come to the cold north? (paragraph [1])
L.5.4VOCAB
63. In paragraph [2], Buck is 'flung into the heart of things wild and frozen.' This means he is —
RL.5.1KEY DETAIL
64. What is the 'white, cold something' Buck sees? (paragraphs [3]–[4])
RL.5.1INFERENCE
65. Why does Buck not recognize the snow at first? (paragraph [3])
RL.5.4VOCAB
66. In paragraph [3], the snow 'bit like fire' on his tongue. This figurative language shows the snow felt —
RL.5.3CHARACTER
67. How does Buck CHANGE by the end of the passage? (paragraph [5])
RL.5.2THEME
68. What theme is developing in this passage?
RL.5.1INFERENCE
69. Why do the men laugh at Buck? (paragraph [4])
RL.5.5AUTHOR'S PURPOSE
70. London contrasts Buck's old life with his new one to —
Poem by Carl Sandburg · Public Domain
Fog
[1]

The fog comes
on little cat feet.

[2]

It sits looking
over harbor and city
on silent haunches
and then moves on.

📝 Questions — Fog

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RL.5.2SUBJECT
71. What is the poem about?
RL.5.4FIGURATIVE
72. The poet compares the fog to —
RL.5.4FIGURATIVE
73. Describing fog as coming 'on little cat feet' is an example of —
L.5.4VOCAB
74. In the poem, the fog sits 'on silent haunches.' Haunches are —
RL.5.4INFERENCE
75. How does describing the fog as a cat make it seem? (whole poem)
RL.5.1KEY DETAIL
76. What does the fog do at the end? (stanza [2])
RL.5.5STRUCTURE
77. Does this poem use rhyme?
RL.5.4MOOD
78. The mood of the poem is —
RL.5.4AUTHOR'S CRAFT
79. Why might the poet choose a cat to describe fog?
RL.5.9COMPARE
80. Like 'The Road Not Taken,' this poem —
Fable by Aesop · Public Domain (Paired Text 1)
The Milkmaid and Her Pail
[1]

A milkmaid was carrying a full pail of milk on her head to the market. As she walked along the country road, she began to dream of all she would do with the money from the milk.

[2]

“With this money,” she thought, “I will buy three hundred eggs. The eggs will hatch into chicks, and I will sell the chicks. With that money I will buy a fine new gown, so grand that every young man at the fair will wish to talk to me. But I will simply toss my head and refuse them all!”

[3]

Lost in her daydream, the milkmaid tossed her head — just as she imagined doing at the fair. Down came the pail from her head, and all the milk spilled out upon the road. And with it spilled her eggs, her chicks, her new gown, and all her grand plans. The lesson she learned was this: do not count your chickens before they are hatched.

Informational Text · Paired Text 2
Why Planning Realistically Matters
[1]

Setting goals is a good thing, but wise planners know the difference between a realistic plan and wishful thinking. A realistic plan looks honestly at each step and at what could go wrong along the way.

[2]

Experts suggest breaking a big goal into small steps and asking, “What must happen first?” Each step depends on the one before it. If an early step fails, the later steps may never happen at all.

[3]

Good planners also prepare for setbacks. They keep a backup idea in case something does not go as hoped. By focusing on the next real step instead of only the final dream, planners are far more likely to succeed — and far less likely to be disappointed.

📝 Questions — Planning — Paired Texts

Pick an answer; Fred coaches you until you get it. Use the “Jump to paragraph” buttons to find your evidence.

RL.5.1PLOT
81. In the fable, what does the milkmaid plan to buy with her milk money? (Paired Text 1)
RL.5.3CAUSE & EFFECT
82. Why does the milk spill? (Paired Text 1)
RL.5.2THEME
83. What is the moral of the fable?
L.5.4VOCAB
84. In the article, 'wishful thinking' means —
RI.5.1INFORMATIONAL
85. According to the article, what should good planners do? (Paired Text 2)
RI.5.9COMPARE
86. How do the two texts connect?
RI.5.9COMPARE
87. How are the two texts DIFFERENT?
RL.5.1INFERENCE
88. Using BOTH texts, the milkmaid's biggest mistake was that she —
RI.5.9CONNECT
89. Which tip from the article would have helped the milkmaid MOST?
RI.5.9AUTHOR'S PURPOSE
90. Why pair an old fable with a modern article?
✍️ Write it. Explain your thinking with evidence from the texts. Fred checks length, key words, and mechanics.
✍️ WRITE #1 · THEME · SCORED
🦉 Fred asks: In “The Gift of the Magi,” what theme is the author developing through Della's actions? Use evidence.
Sentence starter: In The Gift of the Magi, the theme is __________ because Della __________ .

✍️ WRITE #2 · CHARACTER · SCORED
🦉 Fred asks: How does Tom Sawyer get the other boys to paint the fence? What does this reveal about him? Use evidence.
Sentence starter: Tom gets the boys to paint by __________, which shows he is __________ .

✍️ WRITE #3 · FIGURATIVE LANGUAGE · SCORED
🦉 Fred asks: Choose “The Road Not Taken” or “Fog.” Explain one example of figurative language (symbol, metaphor) and what it means.
Sentence starter: In __________, the poet uses __________, which means __________ .

✍️ WRITE #4 · COMPARE · SCORED
🦉 Fred asks: Compare “The Milkmaid and Her Pail” with “Why Planning Realistically Matters.” Tell one way they connect and one way they differ.
Sentence starter: Both texts __________. They are different because __________ .

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