“create a google form quiz with questions and answer choices only include teacher key CHECK IN A PRACTICE The Last Light in the Workshop 1. Every afternoon, Lena passed the old boatbuilding workshop on her way home. Its windows were dusty, its sign leaned toward the street, and the door had not opened in months. Her grandfather used to say that the workshop had once sent boats from the harbor to places whose names sounded like adventures. 2. When a storm damaged the town’s small public dock, the council announced that it might have to close the harbor walkway until repairs could be made. Lena watched neighbors struggle to carry groceries around the long detour. She wondered whether the abandoned workshop held anything that could help. 3. One Saturday, she asked Mr. Alvarez, the former boatbuilder, if she could look inside. He studied her for a moment, then handed her a ring of keys. “Tools don’t do much sitting still,” he said. “Neither do ideas.” 4. The workshop smelled of cedar and salt. Along one wall stood shelves of hand tools, each labeled in careful handwriting. Lena found plans for a small floating platform, a design her grandfather had once described as a temporary bridge. The paper was yellow at the edges, but the measurements were clear. 5. For two weeks, Lena and a group of volunteers cleaned the workshop and built a model. Their first platform tilted sharply when they placed buckets of sand on one side. Lena wanted to start over, but Mr. Alvarez pointed to the model. “It failed honestly,” he said. “Now it has told you what to fix.” 6. The second model stayed level. With help from local carpenters, the volunteers built a sturdy temporary walkway beside the damaged dock. On the day it opened, people crossed it carrying bags, strollers, and fishing poles. The town council agreed to fund the permanent repairs. 7. Lena walked home past the workshop. Its door was open, and warm light spilled onto the sidewalk. The building had not changed much, but it no longer seemed abandoned. It seemed to be waiting for the next idea. 1. Which statement best expresses a theme of the story? A. Old buildings should always be preserved exactly as they are. B. Problems can lead to useful discoveries when people keep trying. C. Young people should avoid asking experienced adults for help. 2. In paragraph 5, what does the phrase “It failed honestly” most likely mean? A. The model’s failure revealed a real problem that could be corrected. B. The volunteers had not followed the directions at all. C. The model was too expensive to repair. 3. How does Mr. Alvarez affect Lena’s response to the failed model? A. He convinces her to abandon the project. B. He reminds her that mistakes can provide useful information. C. He takes over the project and makes every decision. 4. What can the reader infer about the workshop by the end of the story? A. It has become useful to the community again. B. It will be turned into a museum immediately. C. It will be closed because the dock is repaired. 5. How does the author’s description of the workshop in paragraph 7 contribute to the story? . A. It shows that Lena has forgotten her grandfather. B. It suggests a change from neglect to renewed possibility. C. It explains why the town council delayed repairs. 6. Which statement best describes the relationship between paragraphs 1 and 3? A. Paragraph 1 presents benefits, while paragraph 3 explains challenges that must be managed. B. Paragraph 1 gives a personal story, while paragraph 3 gives a poem. C. Both paragraphs argue that trees should not be planted. After the Rain The clouds loosen their gray grip, and rooftops shine like polished stone. A sparrow tests the silver air, then calls as if it owns the dawn. Along the curb, small rivers run, carrying leaves past broken chalk. The puddles hold the upside-down sky; the whole street learns a brighter walk. By noon, the sun has dried the steps, but in a crack beside the wall, one green shoot lifts its folded head— proof that small things rise through all. 7. Which mood is created by the poem? A. Hopeful and refreshed B. Angry and threatening C. Nervous and suspicious 8. What does the phrase “the clouds loosen their gray grip” suggest? A. The storm is beginning to grow stronger. B. The clouds are moving away, and the weather is clearing. C. The sky is becoming darker for the night. 9. What is the significance of the green shoot in the final stanza? A. It symbolizes resilience and new growth. B. It shows that the street has been damaged beyond repair. C. It proves that the rain will return the next day. 10. How does the poem’s imagery contribute to its meaning? . A. It makes the rainy street seem frightening and dangerous. B. It helps the reader picture a world becoming brighter after a storm. C. It focuses attention on how expensive city repairs can be. Passage A: The Case for a School Garden 1. A school garden can turn science lessons into hands-on investigations. Students can compare how plants grow in different amounts of sunlight, measure rainfall, and observe insects. Instead of reading only about ecosystems, students can see relationships among soil, water, plants, and animals. 2. Gardens can also connect students with the community. Families may share growing tips, local gardeners can volunteer, and harvested vegetables may be used in cooking demonstrations or donated when school rules allow. A garden can give students a shared project that requires patience and teamwork. 3. A garden is not effortless. It needs a reliable watering plan, safe tools, and someone to care for it during weekends and school breaks. Schools should begin with a manageable space and a clear schedule rather than planting more than they can maintain. Passage B: Think Before You Plant 1. School gardens can be valuable, but schools should not assume that every campus is ready for one. Some spaces receive too little sunlight, while others have soil that needs testing before food plants can be grown. A garden also takes time away from other activities unless teachers coordinate how it fits into instruction. 2. Before starting, a school should identify its goals, costs, and available helpers. Raised beds, soil, seeds, water access, and tools may require funding. If a garden depends on one enthusiastic teacher, it may struggle when that teacher changes jobs or takes on other responsibilities. 3. A small pilot garden can help a school test its plan. Students and staff can record how much time care requires and what supplies are used. If the pilot succeeds, the school can expand. If it does not, the school can revise the plan without wasting as many resources. 11. What idea do both passages support? A. Schools should plan carefully before beginning a garden. B. School gardens should replace science classes. C. Only professional gardeners should work with students. 12. How do the authors’ perspectives differ? A. Passage A emphasizes learning and community benefits, while Passage B focuses more on readiness and potential challenges. B. Passage A opposes gardens, while Passage B argues that all schools need one C. Both authors focus only on the cost of seeds. 13. Which detail from Passage B most strongly supports starting small? A. Students can observe insects in a garden. B. A pilot lets a school measure the time and supplies needed before expanding. C. Families may share growing tips. 14. Which statement best summarizes the relationship between the passages? . A. Passage B completely disproves the claims in Passage A. B. Passage A describes possible benefits, while Passage B adds cautions about making a garden successful. C. Both passages argue that gardens are too difficult for schools. 15. Which question would both authors most likely want a school to answer before planting? A. Who will help maintain the garden over time? B. Which student can grow the tallest plant in one day? C. Can the garden be completed without any planning?”