ICAS

2017
liislnJCtu:,r,s on the-AHSWl!R SHl$T and fttl our
NAME, SCHOOi.and <>nlER INFORMATION.
NOT a COIOUred or

ENGLISH ANSWER SHEET.

DO NOT OPEN TKIS BOOKLET NOT

UNTIL INSTRUCTED.
a• 50 MUI.TIPI.E-CHOICE QUl!STIONS ! � .
50 QUESTIONS
BEST a from
TIME AUOWED: 50 MINUJ,ES
the 11,;I male

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 Read the text and answer the questions that follow.

The wonder won,bat

i\t one o'clock, Zachariah was finally allowed to pLLl on
his costume. He pulled on some brown trnck-suit pants
and a brown T-shirt with a picture ofa wombat on il
For his feet there were brown furry slippers.
He looked al his homemade mask and cardboard cars and
hoped that they looked a bit like a wombat. The last thing
he had to put on was a cloak which his mother had made
out ofan old blue table-cloth. On the back was a huge
letter 'W' painted in bright yellow.
When he was ready, he stretched out his arms straight
ahead of him and ran to the lounge to show his parents.
I le zoomed once around the room before his dad scooped
him up and stood ltim on a chair.
'Look! Up on the chair! ls it a bird? Is it a plane?'
Zachariah's mother answered, 'No, it's the
Wonder Wombat!'
Zachariah got down from the chair and took off his
mask. He was focling a bit sulky. 'I'd still rather have a
real wombat than pretend to be one,· he grumbled.
His parents looked at each other. His dad patted the spare seat on the couch and
said, 'Come over here, Wonder Zach. We've got some good oews for you.· I le
1mdged his wife. 'You tell him, Tess.'
As Zachariah sat down, his mother put her arm around him and said, 'When
you get home from the party, thc.rc'II be a surprise waiting for you. Your dad's
going out soon and he'll bring ii back with h.i.m. •
Zachariah immediately began bouncing up and down on the seal, yelling 'Oh
boy. oh boy! I can't wait!' Then be stopped long enough lo ask, 'What is it? Is it
a pct? A wombat? It is, isn't it'!'
But his dad only winked at him and said, 'I guess you'll just have to wait and
sec, kiddo. By the way, bring the Birthday Girl with you-I think she'll want to
sec your surprise.·
Zachariah jumped up. 'Can l go over and tell Becky now? She asked me to get
there before the other kids.'
'Well, ii won't lake you long 10 walk all Lhe way nexl door,' said his mum. 'But
I think you're forgetting something.'
'What?'
'The birthday present.'
'Whoops. S(lrry.' He picked up a parcel from the coffee table and kissed his
mum. She straightened his cardboard cars.
'Now don't forget to say thank you to Becky's mother and be careful not to trip
on your cape.' she said.
'Have a good time, WW.' said his dad, 'and don't Ay 100 high or you might
crash inlo a jumbo jct.'

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 1. A ccording to the text, which parts of Zachariah's costume were homemade?
(A) mask, ears and cloak
(B) T-shirt, slippers and cloak
(C) pants, T-shirt and slippers
(D) pants, mask and ears

2. The word 'sulky' means that Zachariah was feeling

(A) tired.
(B) moody.
(C) bored.
(D) serious.

3. What did Zachariah want?

(A) a different costume

(B) a birthday party
(C) a friend
(D) a pet

4. By winking at his son, Zachariah's father was being

(A) careful.
(B) dishonest.
(C} secretive.
(D} patient.

5. 'you might crash into a jumbo jet'

Zachariah's father meant this to be

(A) a joke.
(B) a warning.
(C) a suggestion.
(D} an observation.

6. What was the atmosphere in Zachariah's family?

(A) busy
(B) polite
(C) forgetful
(D) playful

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 Read the text and answer the questions that follow.

HoUJ to build a castle

In 1979 a man named Michel Guyot, who lives in the Yonne district of Burgundy in France,
decided he wanted to build a castle from scratch. Like many of us. he was curious to know
how castles were built. He chose to build a thirteenth-cenlury-slyle castle on an abandoned
quarry site near his home in the Guedelon forest.

In 1997 a group of fifty people began lhe enormous Lask of bringing this castle to life. But it
wasn'l just a matter of having the right architectural plans and the workers to carry them out:
Monsieur Guyot wanted this castle to be as authentic as possible. so he decided it would be
built using only the tools and the building methods employed in the Middle Ages. Monsieur
Guyot estimated construction would take around twenty-five years to comp!e1e. And that
means that this castle is still being built and won't be finished until 20221

Work has already been underway for over twenty years. and walking through the site you
see the workers using their hands, not electric tools, lo build this masterpiece. In keeping
with authentic ancient practices, they create pulleys• to hoist the stone up to the level on
which lhey are working; they use hand-forged chisels to shape the timber beams, and they
use their own bodies to form a human chain to carry great clumps of earth up handmade
stairs to form the floor of the Great Hall. Inside, the castle walls are rendered·• with lime to
create a weatherproof seal. Lime plaster is applied to provide a smooth surface and then the
walls are lime washed. Finally they are decorated with line drawings and then painted with
colourful murals using natural dyes. The floors are paved with kiln-fired paving tiles and the
carpenters and the blacksmiths are busy making the doors.

Oulside, beyond the castle and the workers' sheds, is a thirteenth-century farm where a
flock of sheep wanders about, oblivious to hundreds of curious visitors. Chickens squawk
and scatter. and pigs slosh about in mud. And cattle and horses are kept secure behind
handmade fences.

The scene is like something out of the Middle Ages.

But then, that's the point ... isn't it?

' wheels used with ropes or chains to lift or lower heavy objects
,r� covered

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 7. According to the text, why did Michel Guyot decide to build a thirteenth-century­
style castle?

(A) to build the first cast le in the Yonne district

(B) to find out for himself how it was actually done
(C) to make use of an abandoned piece of land
(D) to fulfil his childhood dream

1 8. What does the word 'authentic' mean in the text?

(A) historic
jJ
(B) complete
(C) genuine
(D) official

9. After about twenty years, the castle is still being built. Based on information in
the text. why is it taking so long?

(A) The builders are not using modern methods or electric tools.
(B) Michel Guyot's architectural plan is inaccurate.
(C) It is difficult to find experienced builders.
(D) There are many problems that Michel Guyot did not plan for.

10. Based on information in the text, what is the last step to complete the
castle walls?

(A) decorate with line drawings

(B) paint with murals
(C) wash with lime
(D) render with lime plaster

11. 'But then. that's the point ... isn't it?'

The word 'that' in the quotation refers to the fact that

(A) the site looks like it is from the Middle Ages.

(B) the Middle Ages was a long time ago.
(C) the castle was built in the Middle Ages.
(D) the buildings from the Middle Ages still look good today.

12. There are two footnotes in the text marked by asterisks ( • ). What is the
purpose of the footnotes?

(A) to add details about the construction process

(B) to help readers imagine the kind of work occurring at the building site
(C) to identify the parts of the construction that are still used today
(D) to provide definitions of technical terms

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 Read the text and answer the questions that follow.

Capture the flag

[ was the first to stop running. I had to stop. My lungs felt ready to explode;
burning with every breath r took. Bent forward, head down, hands on my knees,
l tried to focus on slowing my breathing and calming down. 'Then Maudie and
)acoh were there, red-faced and breathing hard. We looked at each other and lhen
back at the way we'd come. There was no one in sight; that had to be a good thing.
After all the planning and conniving we'd done to get to this point, I was pretty
confident no one would ever guess which route we'd taken.
'We'd better not stop here: said Maudie, her voice quiet but resolute. 'We're too
close and it's too open. 'We'll.stop for a bit when we get to the river, ok? Think
things through:
We looked at each other before nodding in silent agreement.
We walked three abreast now, like equals, with steady, measured steps. No one
spoke. l, for one, was glad of the silence. I was still !Tying to come to tern1s with
what we had done and getting it all straight in my head.
l glanced to my right and then my left. Maudie's serious face lit up momentarily as
she flashed me a quick, reassuring smile. Her face was grimed with dirt and dust
but she looked strong. Jacob was on autopilot. his face not giving anything away.
His little feet in their well-worn boots marched on. uncomplaining. Brave, now
that I thought of it; they both were.
Reaching the top of a long incline, we all stopped and h1rned as if by arrangement.
Far off in the distance, the school, cars and ant-sized people in the village spread
out like a half-played, abandoned board game. Not too far from the truth, r
thought, and found myself grinning. As we watched, a trio of tiny, red-clad figures
broke away from the slow monotony of the scene. They were too far away to be
individually recognisable but I had a fair inkling who they were. l wondered
whether a quick glance upwards on their part might be enough to give us away
but then almost laughed at the thought. We'd left nothing to chance this time and
there was no way that the Greens were going to lose again.
'v'vc turned as one and resumed walking but something had changed. Something
had shifted in our collective mood. No longer the underdog, every step we took
seemed to lighten and energise us, buoying us up in anticipation of the victory
that lay ahead.

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 -
13. At the beginning of the text, what caused the writer to stop?
(A) He was waiting for the others to catch up.
(B) He did not know where he was going.
(C) He was out of breath after running a long way.
(D) He had reached his destination.

14. Which word could best replace 'resolute'?

(A) determined (8) distressed (C) stubborn (D) aggressive

15. Jacob was described as being 'on autopilot' because he

(A) tried to ignore what was happening.
(B) appeared to be walking without thinking.
(C) was unsure of what he should be doing.
(D) felt scared about what might happen next.

16. Which option correctly shows what the village was described as and what technique
the writer used?
The village was described as Technique
(A) a board game. simile
(B) an ant colony. exaggeration
(C) a landscape. metaphor
(D) game pieces. alliteration

17. Who were the 'trio of tiny, red-clad figures'?

(A) Jacob, Maudie and the writer
(B) visitors to the village
(C) friends from the writer's school
(D) members of an opposing team

18. 'there was no way that the Greens were going to lose again'
Which pronoun could be used to replace 'the Greens'?
(A) you (B) (C) they (D) we

19. Which option best describes an 'underdog' in the text?

(A) someone who refuses to take part
(B) a participant who is unlikely to win
(C) a person who is less privileged
(D) someone who always tries their best

20. What were the characters most likely doing in the text?
(A) They were acting in a movie.
(B) They were on a challenging hike.
(C) They were performing a military operation.
(D) They were playing an organised game.

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 Read the text and answer the questions that follow.

Ratcatcmens
.JL �:.. .:.

Ever since the Great Plague of 1665, people in the Western world have viewed rats with
contempt and horror. These rodents not only spread disease, but also eat human food
and kill other animals. Rats have even stowed away on ships and colonised new lands.
This often means ecological disaster for insects and ground-dwelling or nesting birds.
Nowhere is this more evident than on islands. Due to their isolation, a high proportion
of island species are endemic (found nowhere else). While islands make up only 5%
of Earth's landmass, they are home to 20% of the world's mammal, reptile and bird
species. Unfortunately, about 75% of animal extinctions since 1600 have occurred
on islands. The main culprits are introduced rats In recent years, there has been
a growing movement to rid islands of rats and other introduced animals to give the
threatened native species a fighting chance. This is known as island restoration.
The formula for island restoration is simple: eliminate introduced species and then
reintroduce native species, if they are not already extinct. New Zealand is the world's
expert in island restoration and has cleared rats from more than 40 islands since the
1960s. Today, about 800 islands around the world are rodent-free. On most islands,
populations of native animal species have rebounded. Eight countries (New Zealand,
Australia, the UK, the USA, France, Mexico, Ecuador and the Seychelles) account for
more than 80% of island restoration.
In 2015 an international 'Rat team' eradicated rats from remote South Georgia Island,
near Antarctica, at great expense using a ship, three helicopters and 100 tonnes of
rat poison. South Georgia is the largest island restoration project ever undertaken.
The government of South Georgia gave the project the green light because rats had
exterminated 90% of the seabirds on the island and melting glaciers were giving them
access to the remaining seabird colonies.
Despite its successes, island restoration has its critics. Animal-rights activists protest
against killino animals to solve a problem that humans caused in the first place. They
accuse those involved of prioritising some species over others.
Other critics point to the huge expense of eradication programs. Sea and aerial
transport costs to faraway islands are high. In addition, many islands have inaccessible
places, such as steep mountains, where rodents can hide. Pesticides are also
expensive and so are the trained rodent detector dogs and their handlers that are often
required for complete success. The large costs involved in making islands rodent-
free cannot be avoided. But would this money be more effectively spent on other
conservation programs?
Another valid criticism comes from the unknown consequences of the large-scale use
of rat poison. In some projects in the past, untargeted species such as native rodents
and land crabs were poisoned. Secondary poisoning has also been recorded on the
Aleutian Islands where bald eagles and other birds ate poisoned rats.
Regardless of your viewpoint, island restoration is selective killing of some species
tor the sake of saving others. However, when weighed up against the possibility of
imminent extinction tor many endemic island species. could it be considered the lesser
of two evils?

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 21. A ccording to the text, how are rats able to reach new lands?
(A) They are good swimmers.
(B) They can survive on human and other food.
(C} They take advantage of human transportation.
(D} They follow insects and ground-dwelling birds.

22. Based on the information in the text, 75% of Earth's animal extinctions since 1600 have
occurred on islands because

(A} islands make up 5% of Earth's landmass.

(B) islands have a high proportion of endemic species.
(C) islands provide the ideal environment for animals.
i
(D) islands have more mammal, rept le and bird species than elsewhere.

23. What is the main purpose of the second paragraph?

(A) to outline the nature and extent of island restoration

(B) to highlight New Zealand's importance in island restoration
{C) to name the countries that have island restoration programs
(D) to describe the process and challenges of island restoration

24. Which of the following is NOT mentioned in the case study of restoration on
South Georgia Island?

(A) the cost of restoring remote areas

(B) the urgency of saving threatened species
(C) the impact of freezing temperatures on threatened species
(D) the range of equipment used

25. Which word from the text is different in meaning from the others?

(A) 'eliminate' (B} 'rebounded' (C) 'exterminated' (D) 'killing'

26. Which option could replace the phrase 'Regardless of'?

(A) In relation to
(B) As an alternative to
(C) No matter what
(D} Without taking Into account

27. What does the word 'imminent' mean?

(A) happening at a set time

(B) occurring very soon
(C) following a dangerous trend
(D) taking place slowly

28. What is the main purpose of the final sentence?

(A) to encourage alternatives to island restoration

(B) to question island restoration because it is selective killing
(C) to confirm island restoration as the only solution
(D) to suggest that island restoration has more benefits than disadvantages

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 Read the text and answer the questions that follow.

Margaret
Murry
lt was a dark and stormy night
in a small village in the United States.
In her attic bedroom, Margaret Murry, wrapped in an old patchwork quilt, sat on the foot of her
bed and watched the trees tossing in the fren;:ied lashing of the wind. Behind the trees clouds
scudded frantically across the sky. Every few moments the moon ripped through them, creating
wraith-like shadows that raced along tbc ground.
The house shook.
Wrapped in her quilt, Meg shook.
She wasn't usually afraid of weather. H's not just the weather, she thought. It's the weather on top
of everything else. On top of me. On top of Meg Murry doing everything \lrrong.
School. School was all wrong. She'd been dropped down to the lowest section in her grade. That
morning one of her teachers had said crossly, 'Really, Meg, I don't understand how a child with
parents as brilliant as yours are supposed to be can be such a poor student. If you don't manage to
do a little better you'll have to stay back next year.'
During lunch she'd fooled around a little to try to make herself feel better, and one of the girls said
scornfully, 'After all, Meg, we aren't babies any more. Why do you always act like one?'
And on the way home from school, walking up the road with her arms full of books, one of the
boys had said something about her 'dumb baby brother' . At this she'd thrown the books on the
side of the road and tackled him with every ounce of strength she had, and arrived home with her
blouse tom and a big bruise under one eye.
Sandy and Dennys, her ten-year-old twin brothers, who got home from school an hour earl.ier than
she did, were disgusted. 'Let us do the fighting when it's necessary,' they told her.
A delinquent, that's what I am, she thought grimly. That's what they'll be saying next. Not mother.
But them. Everybody else.

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 29. What does the word 'wraith-like' mean?

(A) ghost-like (B) ribbon-like (C) animal-like (D) candle-like

30. In the fifth paragraph, what is the purpose of the repetition of the words 'on top'?

(A) It reveals that Meg feels superior to other people.

(B) It highlights how uncomfortable Meg feels.
(C) It reinforces Meg's feelings of helplessness.
(D) It emphasises how protective Meg feels about her old quilt.

31. 'School.·
The paragraph starting with this word is best described as

(A) an introduction to Meg's brilliant parents.

(B) an introduction to one of Meg's teachers.
(C) a promise that something will happen.
(D) a flashback to something that has happened.

32. Which word from the text is a verb?

(A) 'freni:ied'
(B) 'manage'
(C) 'bruise'
(D) 'fighting'

33. Which option best describes other people's attitudes towards Meg?

Meg's teacher Meg's twin brothers

(A) cruel defiant
(B) arrogant furious
(C) insulting fearful
(0) frustrated annoyed

34. In the last paragraph, as Meg sat on the bed, she was

(A) planning what she would say to people.

(B) predicting what people would say about her.
(C) preparing to face her mother.
(D) pretending that she was upset.

35. In the last paragraph, Meg believed that her mother would

(A) ignore her. (B) cheer her. (C) support her. (D) scold her.

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 Read the text and answer the questions that follow.

Genghis Khan was the founder and Great Khan of the Mongol Empire, an
empire that eventually covered a huge area between modern day Korea and
Hungary. In the 12th century, Mongolia was a land populated by nomads
and farmers who were often involved in violent raids over access to water
and grazing land. Genghis united these many different clans into one nation
under a single flag and went on to build the Mongol Empire.
Genghis was born about 1155 near the Khentil Mountains in what is now
north central Mongolia. A birthmark on his hand meant, according to
Mongol folklore, that he was destined to become a great warrior and leader.
From an early age his mother, Hoelun, taught him about the harsh reality
ofliving in Mongol tribal society and the need to forge links with other
clans. As a nine year old, Genghis experienced these harsh realities when
bis father was poisoned during a meal with a rival tribe. Cn1elly, the young,
fatherless Genghis and his family were also expelled by their own clan and
left to fend for themselves. The family survived by eating roots, rodents
and fish.� these early childhood e, �nces contributed to Genghis
Khan's extraordinary leadership skills or, �'e, he was born to lead.
Although Genghis is famed for his ability to unite people, he is infamous
for his ruthlessness towards any tribe who resisted his plans. Genghis led
a ferocious army of warriors and implemented military strategies that are
still respected today. One strategy (also used hundreds of years later by
the French general Napoleon Bonaparte) was 'divide and conquer'. This
strategy involved cutting off lines of communication and separating sections
of the enemy army to make them feel alone and unprotected.
In contrast to Genghis Khan's fame in life, his burial is shrouded in mystery.
The cause of his death in 1227 is known-an infected wound caused by
an arrow-but the exact location of his grave has never been identified. It
is believed that his burial site is near his birthplace in the Khentii Aimag
region, somewhere close to the Onon River. Although modern technology
may eventually locate the burial place, there is strong feeling among the
Mongolian people that this would be a violation of Genghis Khan's final
request that he be buried in an unmarked grave.

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 36. The word 'founder', as it is used in the text, means that Genghis Khan
{A) located the Mongol Empire.
{B) invented the Mongol Empire.
{C) discovered the Mongol Empire.
{D) established the Mongol Empire.

37. In the second paragraph the word 'C ruelly' is used to

(A) express the writer's opinion about what happened.
(B) provide additional information about the rival tribe.
(C) emphasise that what happened is accurate.
(D) highlight that the information is essential.

38. In the second paragraph what is the purpose of the words 'Perhaps' and 'maybe'?
(A) to present an argument supported by fact
(B) to introduce a series of related ideas
(C) to offer some possibilities for readers to consider
(D) to show that one fact is more certain than the other

39. In the underlined words 'who resisted his plans', what do the words 'who' and 'his'
refer to?

'who' 1
his'
(A) tribes a nomad
(B) nomads Genghis Khan
(C) tribes Genghis Khan
(D) Genghis Khan Napoleon Bonaparte

40. What is the 'contrast' referred to at the beginning of the final paragraph?
(A) Genghis Khan was more famous in life than in death.
{B) Genghis Khan had an eventful life but a very ordinary death.
(C) Genghis Khan's life is well-documented but little is known about his gravesite.
(D) Genghis Khan lived through many battles but died from a simple arrow wound.

41. 'also used hundreds of years later by the French general Napoleon Bonaparte'
Why does the writer include this information?
(A) to compare the military power of the two conquerors
(B) to show that the Mongol Empire reached as far as France
(C) to prove that Napoleon Bonaparte was as intelligent as Genghis Khan
(D) to emphasise the effectiveness of a military strategy used by Genghis Khan

42. Which of the questions below can be answered successfully using only information
from this text?
(A) What is the general location of Genghis Khan's birthplace?
(B) Who assisted Genghis Khan in leading the Mongols?
(C) Who inspired Genghis Khan's 'divide and conquer' strategy?
(D) Why did Genghis Khan request to be buried in an unmarked grave?

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 The River
The river flows past poplars and willows
and brambles, muttering unceasingly
to itself, obi ivious to the hawk that lazes
overhead and the plovers wittering through
the grass. On the banks sheep doze, trot
and prop, or gaze at nothing, lost in their
sheep-thoughts. Woolgathering.
The river speaks, the riffles and eddies
notations of its voice. Light spills along
the surface, pleating, folding, revealing
twisting currents that curl over stones and
weed. Wind combs the trees, ruffles their
reflections. It cools Marc's face and hands,
runs its chilling fingers through his hair.
And all the while the river speaks to him.
Each day he passes by lush fields where
the long-horned cattle, shaggy and curious,
tear up the grass, snorting through their
soft wet nostrils. This evening, when the
trout begin to feed, he'll bring his fishing
rod. Maybe he'll catch a decent one to
take back home.
He knows his family isn't doing well. His
father has been forced to sell off land to
the neighbour, a city chap looking for a
place with river frontage. Marc's two sisters
sometimes work in the big house, which
Marc has only seen from the outside. The
neighbour's garage is as big as the house
where Marc lives.
I
When Marc arrives home, the table is laid
for lunch. He can smell chops-burnt bone
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and melted fat-and hear the potatoes
boiling starchily in a dented pot.
'Baked beans?' his mother asks. He
nods. 'Mind you slice the bread nice and
thin,' she reminds him, handing over the
serrated knife. Butter softens in a saucer.
Tm going out later.'
'You can't go fishing, not this evening. Your
father wants to talk to you.'
Marc feels a tightness in his jaw. The
night before, through the thin walls
separating the two bedrooms. he'd heard
disconnected words and phrases: 'price'.
'offer', 'not too late', 'able to adjust'. He'd
rolled over, pulling the pillow close around
his ears. the blood throbbing in his head.
It is now the hour before dusk and the river
is alive with insects. He can see his mother
hunched over in the vegetable garden
tearing out weeds, the chickens nodding
around her as they search for food. His
father must still be in the shed, where
he's trying to fix the tractor. Grabbing his
rod. Marc quietly pulls the screen door
closed behind him. As he glances back,
the windows are reflecting the sinking sun.
It's as if the inside of the house is ablaze.
Marc turns his back on its brilliance and
runs towards the river's chant.
 -
43. Marc hoped to catch a trout to take back home because it would

(A) provide a meal for his family.

(B) be something he could boast about.
(C} show how successful he was at fishing.
(0) keep the fish population under control.

44. What comparison is drawn between Marc's father and their neighbour?

(A) Marc's father has a large family but their neighbour lives alone.
(B) Marc's father works hard but their neighbour is lazy.
(C) Marc's father is poor but their neighbour is rich.
(0) Marc's father has many cattle but their neighbour doesn't.

45. How did Marc feel when his mother told him that his father wanted to talk
to him?
i
(A) detached (B) confused (C) irr tated (0) anxious

46. Based on information in the text, what was Marc's father likely to talk to him about?
(A} that Marc was not allowed to go fishing at night by himself
(B) that their home would be demolished very soon
(C) that he had been offered a job in another location
(0) that he had to sell the house and the family would have to move away

47. In the second last paragraph. the word 'he'd' stands for

(A) he did. (B) he had. (C) he could. (0) he would.

48. How does the description in the first two paragraphs relate to the rest of
the narrative?

(A) It describes what attracted Marc to learn how to fish.

(B) It contrasts the calm of nature with the turmoil in the family.
(C) It suggests the reasons why Marc's father had to sell his land.
(0) It highlights the closeness between the land and the family.

49. Throughout the narrative, the river is described as if

(A) it is Marc's companion.

(B) it is potentially dangerous.
(C) it exerts pressure on Marc.
(0) it has a secret.

50. What effect does the use of the present tense have?

(A) It makes Marc appear more truthful.

(B) It creates a closeness between readers and Marc.
(C) It emphasises that the events are real.
(0) ll shows that the events are happening quickly.

15 2017 ICAS t�!ish P'a!X!(COUNSW Gbb:d Pry Iim1toc

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SOURCES
Page 2 "The Wonder Wombc1C text from Firs/ At I asl
aod other s1ories by Julia McClelland© Text
Julia McClelland 1990.
Page 4 "How 10 build a castle" text adapted from
'How 10 build a castle' by Penny Garnsworthy.
published 1n The S<:/1001 M,ig:1,ine - Touchdown,
March 2015 Vol. 100 No. 2. Copyright© NSW
Department of Education.
200<> caslle image by Chris1ophe.Fino1 -chups:1/
commons.,Nikime;div.orgly;ikiJFil(tCasllc_
P.ige 1 O ..M<1rg<1re1 Murry" I ext from A Wrinkle m (ime
by Madeleine t:Englc. Copynght © Madeleine
L'Engle Franklln.1962. All rights reserved. First
publisl1ed in the U.S.A.1962. Reproduced by
permission of /\aron M. Priest Lilerury Agency.
Page 12 Genghis Khan iniaye by Chinneeb <hltp:/1
cn.w1kipcd1a.org/w1ki/Filc:Gcnghis_Khan_
Equestrian Statue.JPG> licensed under the
Crealive Commons Altribution-Sharn Alike 3.0
Unporlcd licence.

I
Guedelon_2005.Jpg> licensed under the
Creative Commons Altribution-SharcAhke 3.0
Unported licence <htlps:/lcreativecommons.
orgAicenses.lby-sa/3.0>. 2015 caslle image by
Asmoth <https:l/commons.w1k1me<:ha.org/wikil
File:Gu%C3%A9delon_-_ao%C3%66l.201 o_� r.
JPG> licensed under the Creative Commons
/\llrit.,uhon-ShareAlike 4.0 lnlernahonal licence
<htlps://creu!ivecon,rnon�.orgJ11cens<-�s/
by-sa/4.0>.

THE FOLLOWING YEAR LEVELS

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  English | 2017 | Year 5

Questions
The table below shows all questions. The questions answered incorrectly by XXXXX are shaded. Questions can be
sorted by clicking on the table header. Click on the question to view it.

50 questions in total, 40 answered correctly

XXXXX's AU
Question Number Area Assessed Description Correct Answer
Answer % Correct

Text Retrieve information in a

1 A ✔ 96
comprehension narrative

Identify the meaning of a

2 Vocabulary B ✔ 83
word in a narrative: sulky

Text Identify what a character

3 D ✔ 94
comprehension wants in a narrative

Text Interpret a character's

4 C ✔ 93
comprehension actions in a narrative
Understand that a character's
Text
5 words in a narrative are a A ✔ 94
comprehension
joke
Evaluate the mood of a
6 Writer's craft D ✔ 87
family in a narrative

Text Locate information in a

7 B ✔ 82
comprehension factual text
Identify the meaning of a
8 Vocabulary word in a factual text: C A 39
authentic
Text Understand the reason for an
9 A ✔ 95
comprehension outcome in a factual text

Text Identify the last step in a

10 B ✔ 52
comprehension process in a factual text

Identify a pronoun reference

11 Syntax A ✔ 79
in a factual text

Identify the purpose of

12 Writer's craft D ✔ 69
asterisks in a factual text
Identify the cause for
Text
13 character's behaviour in an C ✔ 94
comprehension
action narrative

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 Identify a synonym for a word
14 Vocabulary from an action narrative: A ✔ 77
resolute
Explain a character's
Text
15 behaviour in an action B ✔ 58
comprehension
narrative
Identify a comparison and its
16 Writer's craft literary technique in an action A ✔ 71
narrative
Determine the identity of
Text
17 characters from a description D ✔ 75
comprehension
in an action narrative
Replace a noun group with a
18 Syntax pronoun in an action D ✔ 75
narrative
Interpret idiomatic language
19 Vocabulary B ✔ 63
use in an action narrative
Synthesise a text to draw a
Text
20 conclusion from an action D ✔ 72
comprehension
narrative
Text Interpret a supporting detail
21 C ✔ 83
comprehension in a factual text

Text Analyse part of a factual text

22 B D 42
comprehension to link cause and effect
Understand the main purpose
Text
23 of a paragraph in a factual A C 25
comprehension
text
Select a factor not mentioned
Text
24 in a case study in a factual C ✔ 44
comprehension
text
Recognise a word in a factual
text that is different from
25 Vocabulary B ✔ 82
other selected words:
rebounded
Identify an alternative for a
26 Syntax connective in a factual text: C A 58
Regardless of
Identify the meaning of a
27 Vocabulary word in a factual text: B ✔ 45
imminent
Interpret the main purpose of
Text
28 the last sentence in a factual D B 30
comprehension
text
Identify the meaning of a
29 Vocabulary word in a narrative: wraith- A ✔ 78
like

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 Interpret the purpose of
30 Writer's craft C B 43
repetition in a narrative

Recognise the use of

31 Writer's craft D ✔ 78
ashback in a narrative

32 Syntax Identify a verb in a narrative B ✔ 18

Analyse a narrative to infer

Text
33 multiple characters' attitudes D ✔ 51
comprehension
towards the main character
Text Interpret a character's
34 B ✔ 72
comprehension thoughts in a narrative
Summarise what a character
Text
35 thinks her mother's attitude C ✔ 58
comprehension
will be in a narrative
Interpret the meaning of a
36 Vocabulary word in a historical recount: D ✔ 49
founder
Evaluate the writer's use of a
37 Writer's craft A ✔ 57
word in a historical recount
Interpret the purpose of
38 Writer's craft modal adverbs in a historical C ✔ 66
recount
Identify pronoun references
39 Syntax in a sentence in a historical C ✔ 69
recount
Identify what is being
Text
40 contrasted in a historical C ✔ 48
comprehension
recount
Infer the purpose of including
41 Writer's craft speci c information in a D ✔ 54
historical recount
Synthesise a historical
Text recount to determine the
42 A ✔ 54
comprehension question that can be
answered
Text Identify a character's
43 A ✔ 82
comprehension motivation in a narrative

Text Compare two characters in a

44 C ✔ 72
comprehension narrative

Text Infer a character's feelings in

45 D C 63
comprehension a narrative

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 Draw an inference about the
Text
46 most likely topic of a future D C 52
comprehension
conversation in a narrative
Identify the full form of a
47 Syntax B ✔ 70
contraction: he'd
Evaluate how the descriptive
48 Writer's craft opening paragraphs relate to B D 38
the rest of a narrative
Analyse a narrative to infer
49 Writer's craft A ✔ 60
how a river is portrayed
Evaluate the effect that
50 Writer's craft present tense has on a B D 33
narrative

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