IEP Progress Monitoring Tool

Reading Quest Assessment

Reading Level: 5th Grade

Student Name:

Date:

Teacher / Monitor:

Active Reading Checklist

Before reading, select two strategies you will use to help your mind stay active:

Visualizing Rereading Questioning Note-Taking

Passage 1: Fiction

The Whispering Oak

Maya dragged her sneakers through the overgrown grass of her new backyard, her sketchbook clutched tightly against her ribs. Her stomach had been doing slow, painful flips all morning. Starting at a new school tomorrow felt like stepping onto a tightrope without a safety net. She did not know a single person in this town, and her voice always seemed to vanish completely when she felt nervous.

She stopped at the edge of the woods where a massive, ancient oak tree stood guard. Its trunk was as wide as a minivan, and its roots rose up from the earth like giant, wooden knuckles. As a gentle breeze swept through the yard, the thousand emerald leaves above her began to rustle softly. To Maya, the sound did not resemble ordinary rustling at all; it sounded like a soft, comforting whisper.

She climbed onto one of the thick, low-hanging branches and closed her eyes. She took a deep breath, visualizing herself walking into her new classroom with her head held high. When she opened her eyes and looked down at her blank sketchbook, she felt a tiny spark of courage. She began to draw the giant leaves, knowing she would be okay.

Question 1 (Active Strategy)

Before reading, Maya looked at the title and pictured a giant tree in her mind. Which strategy did she use?

A Summarizing the conflict B Visualizing to support comprehension C Consulting a dictionary D Asking a clarifying question

Question 2 (WH-Word Meta)

Look at this question: "Where did Maya find the whispering oak?" What type of information does the word "Where" ask you to find?

A A person or character B A time or season C A location or physical place D A reason or purpose

Question 3 (Literal)

According to paragraph 1, what object was Maya holding tightly against her ribs as she walked?

A A novel B A copper key C A school backpack D A sketchbook

Question 4 (Inferential + Evidence)

How does Maya feel about starting her new school, and which detail supports this?

A Excited; her voice "vanished completely" B Anxious; her "stomach had been doing slow, painful flips" C Bored; she clutched her book "tightly against her ribs" D Angry; she "dragged her sneakers through the overgrown grass"

Question 5 (Sequencing)

Which option correctly details the temporal sequence of events in Maya's story?

A First Maya sits on a branch, then she walks outside, and finally she draws. B First Maya draws, next she climbs the oak tree, and then her stomach flips. C First Maya walks through the grass, next she climbs the oak tree, and finally she draws. D First she hears a whisper, then she closes her eyes, and next she walks outside.

Assessment Packet • Grade 5 Page 1 of 4

IEP Progress Monitoring Tool Reading Quest Assessment

Student Copy

Active Reading: Notes Area

Write down one key word or short question as you read to monitor your understanding:

Passage 2: Non-Fiction

Deep Sea Drifters

Deep below the ocean's surface, past the point where sunlight can reach, lies a cold world known as the midnight zone. This region starts about 3,280 feet down. Without solar light, plants cannot grow, yet this dark environment is teeming with specialized, fascinating creatures.

To survive in the shadows, many animals produce their own light through chemical reactions inside their bodies. This incredible ability is called bioluminescence. Most deep-sea organisms produce a blue or green glow. Because these specific wavelengths of light travel easily through seawater, they are highly visible to other creatures in the deep.

Animals use this natural glow for several vital survival tasks. For example, some fish use a small, glowing light dangling near their mouths like a fishing lure to attract unsuspecting prey. Others flash bright, rapid bursts of light to temporarily blind and confuse dangerous predators, giving them a chance to escape into the safety of the dark, abyssal waters.

Question 6 (Main Topic)

Which sentence best identifies the main topic of "Deep Sea Drifters"?

A How solar light helps underwater plants grow strong roots B The ways humans explore deep underwater trenches C How deep-sea animals utilize bioluminescent light to survive D The different temperatures found across ocean layers

Question 7 (Literal)

According to paragraph 2, which color glow do most deep-sea organisms produce?

A Red or orange B White or yellow C Blue or green D Purple or pink

Question 8 (Inference)

Why do some deep-sea fish flash bright, rapid bursts of light near a predator?

A To warm up the cold water around them B To blind and confuse the predator so they can escape C To signal to their family that it is time to sleep D To attract plants to feed on

Question 9 (WH-Word Meta)

Look at this question: "Why do jellyfish glow?" What does the word "Why" ask you to find?

A A specific list of names B A reason, cause, or explanation C A physical point on a map D The date when an event happened

Question 10 (Vocabulary Strategy)

In paragraph 3, the author uses the word abyssal. What strategy is best if you do not know this word?

A Skip the entire paragraph and move to the next page B Guess that it means "very bright and colorful" C Reread the surrounding text to find clues, or look up the word D Count the number of letters in the word to guess its meaning

Assessment Packet • Grade 5 Page 2 of 4

IEP Progress Monitoring Tool Reading Quest Assessment

Student Copy

Written Challenge (Optional)

Practice restating! Answer: "Where did Leo find the key?" in 1 complete sentence.

In the attic, Leo found the key inside...

Passage 3: Fiction

The Rusty Key

Leo sneezed as a cloud of gray dust billowed up from the heavy wooden trunk in his grandfather’s attic. The air up here was warm and smelled strongly of old newspapers and dried lavender. He was searching for a missing baseball glove, but a small glint of copper caught his eye.

Tucked deep inside a faded blue velvet jewelry box lay a tiny, intricate key. It was covered in rust and green spots, but it felt solid and heavy in his hand. Leo recalled his grandfather’s stories about a locked metal box that contained old family photographs from a century ago, supposedly hidden somewhere in this very house.

Leo ignored his dusty hands and immediately began looking for the lock that matched the key. He moved carefully from corner to corner, checking behind stack after stack of cardboard boxes. Finally, tucked neatly beneath a stack of wool blankets in the corner, he uncovered a small, locked iron box. The key slid smoothly into the old lock, turning with a heavy, satisfying click.

Question 11 (Summary & Conflict)

Which option is the most accurate summary of "The Rusty Key," including the main conflict?

A Leo goes to the attic to find a lost baseball glove but gets dusty. B Leo wants to unlock stories, so he reads old newspapers. C While searching, Leo finds an old key and looks through the attic until he uncovers and unlocks the historic photograph box. D Leo cleans out his grandfather's dusty attic and folds blankets.

Question 12 (Literal)

According to the passage, where did Leo find the tiny copper key?

A In a leather baseball glove B Inside a faded blue velvet jewelry box C Underneath a stack of wool blankets D Inside a locked iron box

Question 13 (Inference + Double Evidence)

Which two details show that Leo was determined to find the matching box?

A "clutched tightly" and "dragged her sneakers" B "sneezed as gray dust billowed" and "smelled of old papers" C "recalled stories" and "turned with satisfying click" D "ignored his dusty hands" and "moved carefully from corner to corner checking behind stacks"

Question 14 (Restate Question Format)

Which option correctly restates and answers: "What did the key look like?"

A It was a tiny key made of rusty copper. B The key was rusty, copper, and covered in green spots. C In the story, the key looked tiny, intricate, and was covered in rust. D The key looked rusty copper spots heavy.

Question 15 (Compound Sentence Structure)

Which of the following is a correctly written compound sentence about the passage?

A Leo searched the attic, and he found the locked iron box. B Because he found the copper key Leo opened the old wooden box. C He opened the lock with a satisfy click. D Leo found a tiny key, it was very rusty.

Assessment Packet • Grade 5 Page 3 of 4

IEP Progress Monitoring Tool Reading Quest Assessment

Student Copy

Passage 4: Non-Fiction

The Solar Cycle

Solar panels are becoming a common sight on rooftops, but how exactly do they work? These flat, blue-black panels are constructed using layers of silicon, a chemical element that acts as a semiconductor. When photons—which are tiny particles of pure light energy from the sun—strike the silicon cells, they knock electrons free.

Next, these loose electrons flow through a circuit, producing direct current (DC) electricity. Afterward, a machine called an inverter converts this flow into alternating current (AC) electricity. AC is the standard form of power used to run household appliances like refrigerators, lights, and computers.

Because solar panels rely completely on direct sunlight to knock electrons loose, they are much less effective during heavy rainstorms or thick cloud cover. However, modern systems can easily store excess energy in backup battery units, allowing homes to access clean, solar-generated electricity even in the middle of the night.

Question 16 (Central Idea)

What is the central idea of "The Solar Cycle"?

A Silicon is a highly expensive raw metal. B Solar panels turn light particles into household electricity. C Batteries are the only way to power a modern home. D Heavy rainstorms can break home appliances.

Question 17 (Literal)

According to paragraph 1, what material is used to construct solar panels?

A Heavy wooden trunks B Layers of silicon C Alternating current wire D Bioluminescent liquid

Question 18 (Inference)

Why might solar panels generate less power on a cloudy day?

A Clouds turn the panels from black to green. B The inverter stops turning when it gets wet. C Clouds block direct sunlight, meaning fewer photons hit cells. D Household appliances pull extra power during rainstorms.

Question 19 (Temporal Markers)

Which word in paragraph 2 serves as a temporal marker to show sequence?

A "electrons" B "Afterward" C "producing" D "standard"

Question 20 (Active Strategy Meta)

If a reader pauses to look up the definition of "photons," which strategy is that?

A Predicting how the passage will end B Visualizing character actions in their head C Consulting a reference tool to clarify meaning D Ignoring the word to finish quicker

Teacher IEP Scoring Matrix

IEP Objective Goal	Assessed Qs	Target
Active / Close Reading Strategy	1, 10, 20	3/4 Opps
WH Question Identification	2, 9	3/4 Opps
Literal Comprehension	3, 7, 12, 17	70-85% Acc.
Inferential + Evidence	4, 8, 13, 18	60-80% Acc.
Temporal Sequencing	5, 19	2/3 Opps
Main Topic / Central Idea	6, 16	3/4 Opps
Summary / Main Conflict	11	2/3 Opps
Restating Qs & Compound Sent.	14, 15	80% Acc.

Checkboxes & margin notes supply additional qualitative data!

Assessment Packet • Grade 5 Page 4 of 4

Reading Quest Assessment

Reading Quest Assessment

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