Grade 5 Unit 1 Assessment PL 1.0-1.

Name _______________________________________ Date ___________________

Read this passage about child workers in American history. Then answer the
questions.

Danger: Children at Work

*Factories- buildings where goods are made.

1 In the late 1800s, change took place in the United States. People moved from
farms into cities. They wanted to work in factories because they could earn steady
(weekly) paychecks.

Paychecks/wages

Families moved to look for jobs. But there were very few laws to protect those who
found work. There were no laws that kept children from working very long hours in
the factories.

2 Factory owners, in fact, preferred (liked) to hire children.

They were easier to manage. They were less likely to go on
strike (refuse to work).

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 6/17/20
Proficiency Level 1.0-1.9 1
Grade 5 Unit 1 Assessment PL 2.0-2.9

They worked for much lower wages than their parents. Often, their smaller hands could
better handle certain machines and tools. Their smaller bodies could fit into small
spaces in factories and mines.

Small hands could work the machines better Coal Mines- underground; where workers
than adult hands. would dig for coal.

3 By 1900, 18% of all American workers were younger than sixteen years old.
Children worked in mines, mills, and canneries (a type of factory). Other children
sold newspapers and shined shoes.

In Southern cotton mills, 25 percent of the workers were younger than fifteen years
old. Some of these children worked twelve hours a day in hot, enclosed places filled
with soot, dust, and loud noise. Many worked six days a week to earn a dollar. They
had little time for school or play and often became ill (sick). Yes, the United States
was beginning to hum with industry (have a lot of factories). But shamefully, the
engines in the mines, mills, and canneries were driven (controlled) by tiny hands.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 2
Grade 5 Unit 1 Assessment PL 2.0-2.9

4 Things began to change in the early 1900s. By then, adult workers all over the
country were demanding better treatment for children. States such as Massachusetts
and New York had already passed laws limiting children’s workdays to ten hours. The
laws also barred (kept) children from certain jobs. But change came slowly.

It wasn’t until 1904 that the National Child Labor Committee formed, led by reformers
(leaders who want change) including Jane Addams, Florence Kelley, and Lillian Wald.

In 1924 and 1937, Congress passed federal laws to regulate child labor. But the states
would not ratify (vote yes) them. The states kept their own laws, which varied a lot (were
different) from state to state.

5 Finally, in 1938, the Fair Labor Standards Act was passed. This new law set
minimum (lowest) ages of sixteen for work during school hours, fourteen for certain jobs
after school, and eighteen for dangerous work. It also limited the number of hours that
children could work in a week.

6 It’s hard to believe that young children were once

lowered into coal mines to work twelve-hour days. And
there was nothing anyone could do to stop it.

There are still parts of the country where children work hard. But today’s laws help keep
children in school and protect them from hard labor.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 3
Grade 5 Unit 1 Assessment PL 2.0-2.9

1. This question has two parts. Answer Part A and then Part B.

Part A Which sentence states a main idea in the passage?

A In the late 1800s, American factories were unhealthy (not healthy; made
people sick) places for children to work.

C Workers who went on strike (refused to work) in Massachusetts changed

history.

D When the National Child Labor Committee (group of people) formed, changes
to labor laws happened quickly.

Part B Which sentence from the passage supports the central idea (main idea) in Part
A?

A “Factory owners, in fact, preferred (liked) to hire children.”

B “By 1900, 18 percent of all American workers were under the age of sixteen.”

C “Some of these children worked twelve hours a day in hot, enclosed places
filled with soot, dust, and loud noise.”

2. In the late 1800s, huge numbers of people moved to the cities to

A go to school.
B work in factories.
D work in coal mines.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 4
 Grade 5 Unit 1 Assessment PL 2.0-2.9

3. Which sentence from the passage would best fit as a caption (a label that goes
underneath a picture) for the photograph?

“Caption”
“________________________________________”

A “Whole families moved to look for jobs.”

B “By 1900, 18 percent of all American workers were under the age of
sixteen.”
C “There are still parts of the country where children work hard.”

4. Read paragraph 3 below.

● Which phrase below shows evidence to support the claim (author’s
opinion) that working conditions in the early 1900s were harmful for
children?
● Circle one phrase.

Many worked six days a week to earn a dollar. They had little time for school or play and often
became ill (sick). Yes, the United States was beginning to hum with industry (have a lot of
factories). But shamefully, the engines in the mines, mills, and canneries were driven
(controlled) by tiny hands.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 5
Grade 5 Unit 1 Assessment PL 2.0-2.9

5. Choose two reasons factory owners preferred (liked) to hire children.

A Adults had to be in school at least three months every year.

B Children’s small hands and bodies could fit into tight spaces.
D Factories offered education as well as paychecks.
E Children were easier to control than adults.

6. Put the events in chronological order (time order) by writing number 1 (first) then 2,
then 3, and 4 (last) next to the sentence.

___ The Fair Labor Standards Act (law) set limits on a child’s age and hours a child can
work.

___ Children worked in mines, mills, and canneries (a type of factory).

___ Millions of Americans moved from farms to the cities.

___ Factory owners hired (gave jobs to) huge numbers of children.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 6
Grade 5 Unit 1 Assessment PL 2.0-2.9

On July 22, 1905, Florence Kelley gave a speech in Philadelphia about child labor
(children working in bad conditions) . Read this passage adapted from her
speech (when a person talks to a group of people). Then answer the questions.

A Speech by Florence Kelley

1 We have, in this country, two million children under the age of sixteen years who
are earning their bread (money for food). They are six and seven years old in the cotton
mills of Georgia. They are eight, nine and ten years old in the coal mines of Pennsylvania.

Georgia Pennsylvania
2 Tonight while we sleep, several thousand
little girls will be working in textile mills (clothing
factories), all night. They will work in the deafening
(loud) noise of the spindles and the looms. They
will spin and weave cotton and wool, silks, and
ribbons for us to buy.

3 In Georgia there is no restriction (rules)! A

girl of six or seven years old, just tall enough to
reach the bobbins (part of machine), works eleven hours by day or by night. And they
will work tonight, while we sleep.

4 Nor is it only in the South that these things occur (happen). For Alabama limits
the children’s work at night to eight hours. New Jersey permits (allows) children to work
all night long.

Alabama New Jersey

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 7
Grade 5 Unit 1 Assessment PL 2.0-2.9

5 Last year New Jersey took a long backward step. A good law was repealed
(taken back). It had required women and children stop work at six in the evening and at
noon on Friday. But now, in New Jersey, boys and girls after their fourteenth birthday
can work all night long.

6 In Pennsylvania, it was lawful (allowed) for children thirteen years of age to work
twelve hours at night. . . .

7 The children make our shoes in the shoe factories. They

knit* our stockings, our knitted underwear in the knitting
factories. They spin and weave our cotton underwear in the
cotton mills.

*Knit

Children braid straw for our hats. They spin and weave the silk and velvet we trim our
hats with.

8 We do not wish this. We prefer (like) to have our work done by men and women.
But we are almost powerless. However, citizens have the right of petition (request
change). I shall use this power in every possible way until the right to the ballot (vote) is
granted. 1

9 What can we do to free our consciences (parts of your minds that tell you if
something is right or wrong)? There is one line of action we can do. We can enlist (sign
up) the workingmen to stop child labor just as we strive (try) with them to free the
children.

10 For the sake (happiness) of the children . . . we should enlist the workingmen
voters, with us, in this task of freeing the children from toil (working hard)!

1 Women did not have the right to vote until 1920.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 8
Grade 5 Unit 1 Assessment PL 2.0-2.9

2 Tonight while we sleep, several thousand little girls will be working in textile
mills (clothing factories), all night. They will work in the deafening (loud) noise of the
spindles and the looms. They will spin and weave cotton and wool, silks, and ribbons
for us to buy.

7. According to Florence Kelly, where did thousands of little girls work all night?
A in coal mines
B on farms
C in textile mills

8. This question has two parts. Answer Part A and then Part B.
Part A How is “A Speech by Florence Kelly” different from “Danger: Children at Work”?

B It (the speech) was written to persuade.

C It (the speech) contains more historical dates and statistics (data/numbers).
D It is shorter, so it is much easier to understand.

Part B Which sentence from the passage supports the answer to Part A?

A “Nor is it only in the South (area of the U.S.A) that these things occur.”
B “They spin and weave our cotton underwear in the cotton mills.”
D “. . . we should enlist (sign up) the workingmen voters, with us, in this task
of freeing the children from toil (working hard)!”

9. In 1905, Kelley could use the right to petition (using a document to ask for change) to
bring about change because--
A women could not vote at that time.
B workingmen did not support her cause.
D there were no labor organizations (groups) then.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 9
Grade 5 Unit 1 Assessment PL 2.0-2.9

10. In paragraph 4, the ur in occur is pronounced (sounds/said) the same as the—

A our in four.

B ar in part.

C ir in girl.

11. In paragraph 9, the ea in appeal is pronounced (sounds/said) like the e in—

A ten.
B new.
D we.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 10
Grade 5 Unit 1 Assessment PL 2.0-2.9

12. This question has two parts. Answer Part A and then Part B.

Part A What is the main idea of Florence Kelley’s speech?

A Every night, thousands of children work in the textile mills (factories where
cotton is made into fabrics).
B We must help pass new labor (work) laws to protect our children.
D Some states are better than others for protecting children.

Part B Choose two sentences from these paragraphs that support the main idea in Part
A. Underline the sentences you chose.

9 What can we do to free our consciences (parts of your minds that tell you if
something is right or wrong)? There is one line of action we can do. We can enlist
(sign up) the workingmen to stop child labor just as we strive (try) with them to free the
children.

10 For the sake (happiness) of the children . . . we should enlist the workingmen
voters, with us, in this task of freeing the children from toil (working hard)!

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 11
Grade 5 Unit 1 Assessment PL 2.0-2.9

Look back to “Danger: Children at Work” and “A Speech by Florence Kelley” to write a
response in graphic organizer

13. Based on these two passages, describe the kinds of jobs children did in the
early 1900s in U.S. cities.

“Danger: Children at Work” “A Speech by Florence Kelley”

One job a child did in the city One job a child did in the city
was_____________________________ was_____________________________

_______________________________. _______________________________.

The job was ____________ because The job was ____________ because

_______________________________ _______________________________

______________________________ ______________________________

_____________________________. _____________________________.

The text says, “____________________ The text says, “____________________

________________________________ ________________________________

________________________________.“ ________________________________.“

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 12
Grade 5 Unit 1 Assessment PL 2.0-2.9

Read this paragraph written by a student. It contains (has) some mistakes in grammar
and punctuation, and some words are missing. Then answer the questions about
revising and editing the paragraph.

(1) In 1974, the federal government lowered the speed limit to 55 miles per
hour on all U.S. highways. (2) The goal was to save gasoline and cars use
less fuel at lower speeds. (3) For thirteen years, the federal government
_________the new speed limit in every state. (4) By 1987, many states
wanted to ______ the speed limit. (5) Several Western states raised the limit
to 70 miles per hour. (6) States in the Northeast set the limit at 65 miles per
hour but later raised it to 70. (7) In Hawaii, 60 miles per hour. (8) People
decide that saving gas was not that important anymore. (9) If the price of gas
goes way up in the future, speed limits probably __________.

14. How should sentence 2 be punctuated?

(2) The goal was to save gasoline and cars use less fuel at lower speeds.

A The goal was to save gasoline and, cars use less fuel at lower speeds.
B The goal was to save gasoline, and cars use less fuel at lower speeds.
D Correct as is

15. Which word or words best fit in the blank in sentence 3?

A enforces
C enforced
D will enforce

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 13
Grade 5 Unit 1 Assessment PL 2.0-2.9

(1) In 1974, the federal government lowered the speed limit to 55 miles per hour
on all U.S. highways. (2) The goal was to save gasoline and cars use less fuel at
lower speeds. (3) For thirteen years, the federal government _________the new
speed limit in every state. (4) By 1987, many states wanted to ______ the speed
limit. (5) Several Western states raised the limit to 70 miles per hour. (6) States
in the Northeast set the limit at 65 miles per hour but later raised it to 70. (7) In
Hawaii, 60 miles per hour. (8) People decide that saving gas was not that
important anymore. (9) If the price of gas goes way up in the future, speed limits
probably __________.

16. Use the dictionary definition in the box below to answer the question.

1. al·tar n. a raised structure used in religious services

2. al·ter v. to change or make different

Which word best fits in the blank in sentence 4?

A altar
D alter

17. How should sentence 6 be punctuated?

A States in the Northeast set the limit at 65 miles per hour, but they later raised it
to 70.
B States in the Northeast, set the limit at 65 miles per hour; but they later raised
it to 70.
D Correct as is

18. Which word or words best fit in the blank in sentence 9?

A change
B changed
D will change.

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 14
 Grade 5 Unit 1 Assessment PL 2.0-2.9

19. Imagine (pretend) that you work in a coal mine, a factory, or a mill every
day . . . in the 1800s.

Use information from “Danger: Children at Work” and “A Speech by Florence

Kelley” to write a personal letter (First Person Point of View: I, my, we) to a
friend telling about your job.
Where do you work?
What is your day like?
What jobs do you do?
Who do you work with?
Features Ideas/Evidence from the text Commented [1]: This is a great graphic organizer, but
it does not follow correct placement of the parts of a
Date letter, if that is the standard.
_____________________

Greeting
Dear ________________,

Hook/Where
do you work? __________________________________________________________________

My job is ___________________________________________________________

__________________________________________________________________

What is your
day like? My day is ________because _________________________________________

_______________________________________________________________

_______________________________________________________________

________________________________________________________________.

What jobs do
you do?
Adapted from Benchmark Advance 2018 Assessments
For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 15
 Grade 5 Unit 1 Assessment PL 2.0-2.9

Throughout the day I have to __________________________________________

_______________________________________________________________

_______________________________________________________________,

which makes me feel ______________________________________________.

Who do you
work with? In the __________________, I work with _________________________________

__________________________________________________________________

__________________________________________________________________.

Thoughts and
Feelings At the end of the day I feel ______________________ because _______________
(about your
job)/ Final ________________________________________________________________
Thought
_________________________________________________________________.

_________________________________________________________________

Closing/
Signature Sincerely,
(Who is
writing the (Name) ____________________
letter?)

Adapted from Benchmark Advance 2018 Assessments

For English Learner Students Last Revised 8/19/21
Proficiency Level 2.0-2.9 16