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4th grade (Year 5 in England) · 16 questions · Common Core: RI.4.8, RI.6.6 · England: Y5/6 Reading, KS2 SATs Reading
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The Four-Day Week: Promise and Pitfalls
In recent years, a growing number of companies have experimented with a four-day working week, in which employees work about 80 per cent of their usual hours for 100 per cent of their pay, on the condition that they maintain their output. Supporters argue that the model could transform working life. Critics warn that its benefits may be exaggerated.
The most widely reported trials have produced striking results. In one large study involving several dozen organisations, most companies chose to continue the four-day week after the trial ended. Employees reported less stress, better sleep and fewer days off sick, while company revenue remained broadly stable. For businesses struggling to recruit, the promise of an extra day off can be a powerful attraction.
Yet these findings come with important caveats. Companies that volunteer for such trials may already be enthusiastic about flexible working and well suited to it. Their success may not be representative of all workplaces. Moreover, many of the participating organisations were offices or creative businesses, where output is relatively easy to reorganise. In hospitals, schools or factories, where staff must be present to deliver a service, reducing hours without hiring more people may simply be impossible.
There are also questions about what happens in the long term. Early enthusiasm can fade, and the pressure to fit five days of work into four may eventually lead to longer, more intense working days, cancelling out the benefits to wellbeing.
None of this means the idea should be dismissed. It does suggest that the four-day week is less a universal solution than a tool that may suit some sectors far better than others. The challenge for policymakers is to learn from the trials without assuming that what worked for a marketing agency will work for an emergency ward.
Question 1
Read "The Four-Day Week: Promise and Pitfalls". What is the purpose of the reference to "an emergency ward" in the final sentence?
- A. to argue that hospitals are badly run
- B. to describe the writer's job
- C. to show that marketing agencies are dangerous
- D. to give a vivid example of a workplace where the model may not work
Why Do Leaves Change in Autumn?
In many parts of the world, autumn turns forests into blazes of yellow, orange and red. But where do these bright shades come from? The answer is hidden inside every leaf.
During spring and summer, leaves are busy making food for the tree. To do this, they use sunlight, water and air. A green substance called chlorophyll captures the energy from sunlight. There is so much chlorophyll in a leaf that it hides all the other shades.
As autumn arrives, the days grow shorter and there is less sunlight. Trees such as maples and oaks begin to get ready for winter. They stop making chlorophyll. As the green fades away, the yellows and oranges that were in the leaf all along begin to show.
Some trees, such as certain maples, also make a brand-new red substance in autumn. This is why some leaves turn bright red or purple.
Finally, the tree seals off each leaf where it joins the branch. The leaf dries out and falls. Without leaves, the tree uses less water during the cold winter months. In spring, new green leaves will grow, and the cycle will begin again.
Question 2
Read "Why Do Leaves Change in Autumn?". What is the author's main purpose?
- A. to describe a painting
- B. to tell a story about a forest
- C. to persuade people to plant trees
- D. to explain why leaves change in autumn
How to Build a Junk Robot
Do you have a pile of empty boxes and bottle tops? Instead of throwing them away, turn them into a robot! This project takes about an hour.
You will need: one cereal box, one smaller box (such as a toothpaste box), four cardboard tubes, bottle tops, glue, scissors and some tape.
Step 1: Ask an adult to help you cut a hole in the top of the cereal box. This will be the robot's body.
Step 2: Glue the smaller box on top of the body to make the head. Hold it in place for a minute while the glue sets.
Step 3: Tape two cardboard tubes to the sides of the body for arms and two to the bottom for legs.
Step 4: Glue bottle tops onto the head for eyes and onto the body for buttons and dials.
Step 5: Leave your robot to dry overnight before you play with it.
Top tip: Give your robot a name and write it on a label. Robots with names are much more fun!
Question 3
Read "How to Build a Junk Robot". What is the main purpose of this text?
- A. to tell a story about a robot
- B. to persuade people to recycle
- C. to give instructions
- D. to describe a factory
The Vault at the Top of the World
On a frozen island in the Arctic Ocean, between Norway and the North Pole, a narrow concrete doorway sticks out of the side of a mountain. Behind it, a tunnel leads deep into the rock. This is the Svalbard Global Seed Vault, and it holds more than a million packets of seeds from almost every country on Earth.
Why keep seeds in a mountain? Farmers all over the world depend on many different varieties of crops, such as types of rice that survive floods or kinds of wheat that resist disease. If a variety disappears because of war, natural disaster or simple accident, it may be lost for ever. The vault is a back-up copy, like saving a precious file in two places.
The location was chosen with care. The vault is high enough above sea level to stay dry even if ice caps melt. Inside, the seeds are kept at about minus 18 degrees Celsius, cold enough to keep many of them alive for decades or even centuries. The surrounding rock is permanently frozen, so even if the power failed, the seeds would stay cold.
The vault opened in 2008. In 2015, it was used for the first time: scientists who had lost access to their own seed bank during a war in Syria withdrew samples, grew new plants and later sent fresh seeds back to the vault. The back-up had worked.
No one hopes the vault will be needed often. But like a fire extinguisher in a school corridor, it is reassuring to know it is there.
Question 4
Read "The Vault at the Top of the World". What is the author's main purpose?
- A. to tell a funny story
- B. to inform readers about the seed vault and why it matters
- C. to persuade readers to become farmers
- D. to give instructions for planting seeds
Question 5
Every pupil should learn to swim. Swimming keeps you fit, it is fun, and it could one day save your life. What is the author's main purpose?
- A. to entertain
- B. to explain how to swim
- C. to describe a pool
- D. to persuade
A Letter to the Council
Dear Councillors,
I am writing to ask you not to close Elm Street Library. I am nine years old, and the library is one of the most important places in our town.
First, the library helps children learn. Every Saturday, there is a story club where younger children listen to stories and older children like me read aloud. Many families cannot afford to buy lots of books, but at the library everyone can borrow them for free.
Second, the library is not just for children. My neighbour, Mr Haddad, goes there every week to use the computers because he does not have one at home. He uses them to apply for jobs and to talk to his grandchildren in another country.
Some people say that everything is online now, so we do not need libraries. However, not everyone has the internet at home, and a website cannot give you a quiet, warm place to study or a librarian who helps you find exactly the right book.
Please keep our library open. It belongs to all of us.
Yours faithfully, Priya Shah
Question 6
Read "A Letter to the Council". What is Priya's main purpose in writing this letter?
- A. to complain about Mr Haddad
- B. to persuade the council to keep the library open
- C. to describe her favourite book
- D. to explain how to use computers
The Clever Octopus
If you wanted to design an intelligent animal from scratch, you probably would not start with a creature that has no bones, three hearts and blue blood. Yet the octopus is one of the most remarkable problem-solvers in the animal kingdom.
In laboratories, octopuses have learned to unscrew jar lids to reach crabs inside. Some have escaped from their tanks at night, crept across the floor to a neighbouring tank to eat the fish, and then returned home before morning. In the wild, veined octopuses have been filmed collecting coconut shells, carrying them across the seabed and assembling them into a portable shelter – one of the few known examples of tool use by an invertebrate.
What makes this intelligence so surprising is how different the octopus brain is from ours. About two-thirds of its roughly 500 million nerve cells are not in its head at all but in its eight arms. Each arm can taste, touch and even make simple decisions on its own. Scientists are still debating what it might feel like to be an animal whose thinking is spread throughout its body.
The octopus's cleverness may be linked to its lifestyle. Without a shell for protection, it must outwit predators by hiding, changing colour in a fraction of a second, or squeezing through gaps no bigger than its beak. Survival depends on flexible thinking.
Strangely, most octopuses live only one or two years. They have no parents to teach them and usually die soon after laying eggs. Every skill they show, they must largely work out for themselves.
Question 7
Read "The Clever Octopus". Why does the writer open by describing the octopus's bones, hearts and blood?
- A. to argue that octopuses are dangerous
- B. to explain how octopuses breathe
- C. to compare octopuses with fish
- D. to show how unexpected its intelligence is
Should Primary Schools Ban Homework?
Every evening, in homes across the country, the same battle takes place: tired children, frustrated parents and a worksheet that nobody wants to finish. It is time for primary schools to ban homework.
The most important reason is that, for young children, the evidence for homework is weak. Several large reviews of research have found that homework has little measurable effect on the test results of pupils under eleven. Older students may benefit, but for younger children, the hours spent on worksheets do not seem to pay off.
Second, children need time to play, rest and be with their families. Play is not a waste of time; it builds creativity, problem-solving and friendships. A child who has spent six hours concentrating at school deserves an evening to explore, read for pleasure or simply be bored – which is when imagination often kicks in.
Some people argue that homework teaches responsibility. This is a fair point. However, children can learn responsibility in many other ways: feeding a pet, helping to cook dinner or practising an instrument they have chosen themselves.
Finally, homework can be unfair. Some children have parents who can help them every night and a quiet desk to work at. Others share a small space with siblings or have parents who work late. Homework can widen the gap between these children instead of closing it.
Schools should replace homework with something simple: read every day, for fun. That is one habit worth taking home.
Question 8
Read "Should Primary Schools Ban Homework?". Why does the writer open with a description of an evening 'battle'?
- A. to describe a real war
- B. to argue that parents are lazy
- C. to give statistical evidence
- D. to grab attention with a situation readers recognise
Should Our School Keep Bees?
Letter A: Yes to bees! Our school should put two beehives on the flat roof above the library. Bees pollinate fruit, vegetables and wildflowers, and in many places their numbers have fallen. A school hive would give local bees a safe home. It would also turn our roof into a living science lesson: we could study how a colony works, measure how much honey it makes, and plant bee-friendly flowers in the playground. Several schools near us already keep bees, and the beekeepers say pupils are never near the hives, because the roof is locked.
Letter B: Not so fast. I agree that bees are important, but I do not think hives are right for our school yet. Some pupils and staff are allergic to bee stings, and even a locked roof is close to open windows. Hives also need an expert to check them every week, and no one at school has that training. Instead, we could help bees in safer ways: plant a wildflower strip by the fence, build a bug hotel, and invite a beekeeper to visit with an observation hive behind glass. If, after a year, we find a trained volunteer, we could think about hives again.
Question 9
Read "Should Our School Keep Bees?". What is the main purpose of both letters?
- A. to entertain with a story
- B. to give instructions
- C. to describe a beehive
- D. to persuade the reader
The Long Wall
The Great Wall of China is not one wall at all. It is a network of walls, trenches and watchtowers built and rebuilt over more than two thousand years by different dynasties. If all its sections were laid end to end, they would stretch over 21,000 kilometres – more than half the distance around the Earth.
The earliest walls were built from packed earth around the seventh century BCE, when rival Chinese states defended their borders from one another. In about 220 BCE, the first emperor of a united China, Qin Shi Huang, ordered many of these separate walls to be joined together to protect the north from raiding groups.
The sections that most visitors see today are far younger. They were built during the Ming dynasty, between the fourteenth and seventeenth centuries. Ming builders used bricks and stone, which is why these sections have survived so well. Watchtowers were placed close enough together for soldiers to send signals using smoke by day and fire by night.
The wall came at a terrible cost. Hundreds of thousands of soldiers, prisoners and farmers were forced to work on it, often in freezing mountains or burning deserts. Many died, and stories and songs about their suffering are still told.
Did the wall work? Historians disagree. It slowed down small raids and helped control trade and travel, but determined armies could still break through or simply go around it. Today, its greatest power may be as a symbol – of human effort, of history and of a nation's identity.
Question 10
Read "The Long Wall". Why does the writer include paragraph 4?
- A. to explain how bricks are made
- B. to argue that the wall should be knocked down
- C. to show the human cost of building the wall
- D. to describe the wall's shape
The Shark on the Motorway
During a storm last spring, a photo exploded across social media. It showed a large shark swimming beside cars on a flooded motorway. Within hours it had been shared more than 80,000 times, often with captions such as "Stay indoors — sharks in the streets!"
Fourteen-year-old Amira Haddad saw the photo in her family group chat. Something felt wrong. "The shark looked too sharp compared with the blurry water," she said. "So I decided to check."
First, Amira ran a reverse image search. She found the same shark in a wildlife photo published years earlier, on a website about ocean animals. Next, she checked two local news sites. Neither mentioned sharks; both reported flooding and road closures. Finally, she found an article from a fact-checking organisation explaining that the image had been edited and had appeared during several different storms in different countries.
Amira posted the fact-check in the group chat. "My uncle had already shared the photo," she laughed. "He was embarrassed, but he thanked me."
Fact-checkers say edited images spread fastest when they are shocking and arrive during real emergencies, when people are anxious and want to warn others. Their advice is simple: pause before you share, look for the original source, and check whether reliable outlets are reporting the same thing.
Question 11
Read "The Shark on the Motorway". What is the writer's main purpose in the final paragraph?
- A. to describe sharks
- B. to make readers afraid of storms
- C. to give readers practical advice for checking images
- D. to criticise Amira's uncle
Lady Montagu and the Smallpox Gamble
In the early eighteenth century, smallpox was one of the most feared diseases in Europe. It killed around three in every ten people it infected and left many survivors scarred or blind. Lady Mary Wortley Montagu knew its cruelty personally: the disease had killed her brother and marked her own face.
In 1717, while living in Constantinople (now Istanbul), where her husband was the British ambassador, she observed a remarkable practice. Local women would take a small amount of material from a mild smallpox sore and scratch it into the skin of a healthy person. The person usually developed a mild illness and was then protected for life. This process was called variolation.
Montagu was so impressed that she had her young son variolated. When she returned to England, she campaigned to spread the practice, despite fierce opposition. Some doctors resented being taught by a woman; others distrusted a practice from abroad. To win public confidence, Montagu had her daughter variolated in front of physicians from the royal court.
Variolation was not without risk: a small number of patients developed severe smallpox, and they could infect others. Decades later, in 1796, Edward Jenner developed a safer method using cowpox, a related but much milder disease. His method, called vaccination after the Latin word for cow, gradually replaced variolation.
Smallpox was declared eradicated worldwide in 1980. Jenner is often called the father of vaccination, but the story began with the courage of a woman who noticed what others had overlooked.
Question 12
Read "Lady Montagu and the Smallpox Gamble". What is the writer's main purpose in the final sentence?
- A. to argue against vaccination
- B. to criticise Jenner
- C. to explain how cowpox spreads
- D. to highlight Montagu's often-forgotten role
The Four-Day Week: Promise and Pitfalls
In recent years, a growing number of companies have experimented with a four-day working week, in which employees work about 80 per cent of their usual hours for 100 per cent of their pay, on the condition that they maintain their output. Supporters argue that the model could transform working life. Critics warn that its benefits may be exaggerated.
The most widely reported trials have produced striking results. In one large study involving several dozen organisations, most companies chose to continue the four-day week after the trial ended. Employees reported less stress, better sleep and fewer days off sick, while company revenue remained broadly stable. For businesses struggling to recruit, the promise of an extra day off can be a powerful attraction.
Yet these findings come with important caveats. Companies that volunteer for such trials may already be enthusiastic about flexible working and well suited to it. Their success may not be representative of all workplaces. Moreover, many of the participating organisations were offices or creative businesses, where output is relatively easy to reorganise. In hospitals, schools or factories, where staff must be present to deliver a service, reducing hours without hiring more people may simply be impossible.
There are also questions about what happens in the long term. Early enthusiasm can fade, and the pressure to fit five days of work into four may eventually lead to longer, more intense working days, cancelling out the benefits to wellbeing.
None of this means the idea should be dismissed. It does suggest that the four-day week is less a universal solution than a tool that may suit some sectors far better than others. The challenge for policymakers is to learn from the trials without assuming that what worked for a marketing agency will work for an emergency ward.
Question 13
Read "The Four-Day Week: Promise and Pitfalls". What is the purpose of the reference to "an emergency ward" in the final sentence?
- A. to describe the writer's job
- B. to show that marketing agencies are dangerous
- C. to argue that hospitals are badly run
- D. to give a vivid example of a workplace where the model may not work
Why Do Leaves Change in Autumn?
In many parts of the world, autumn turns forests into blazes of yellow, orange and red. But where do these bright shades come from? The answer is hidden inside every leaf.
During spring and summer, leaves are busy making food for the tree. To do this, they use sunlight, water and air. A green substance called chlorophyll captures the energy from sunlight. There is so much chlorophyll in a leaf that it hides all the other shades.
As autumn arrives, the days grow shorter and there is less sunlight. Trees such as maples and oaks begin to get ready for winter. They stop making chlorophyll. As the green fades away, the yellows and oranges that were in the leaf all along begin to show.
Some trees, such as certain maples, also make a brand-new red substance in autumn. This is why some leaves turn bright red or purple.
Finally, the tree seals off each leaf where it joins the branch. The leaf dries out and falls. Without leaves, the tree uses less water during the cold winter months. In spring, new green leaves will grow, and the cycle will begin again.
Question 14
Read "Why Do Leaves Change in Autumn?". What is the author's main purpose?
- A. to explain why leaves change in autumn
- B. to describe a painting
- C. to persuade people to plant trees
- D. to tell a story about a forest
How to Build a Junk Robot
Do you have a pile of empty boxes and bottle tops? Instead of throwing them away, turn them into a robot! This project takes about an hour.
You will need: one cereal box, one smaller box (such as a toothpaste box), four cardboard tubes, bottle tops, glue, scissors and some tape.
Step 1: Ask an adult to help you cut a hole in the top of the cereal box. This will be the robot's body.
Step 2: Glue the smaller box on top of the body to make the head. Hold it in place for a minute while the glue sets.
Step 3: Tape two cardboard tubes to the sides of the body for arms and two to the bottom for legs.
Step 4: Glue bottle tops onto the head for eyes and onto the body for buttons and dials.
Step 5: Leave your robot to dry overnight before you play with it.
Top tip: Give your robot a name and write it on a label. Robots with names are much more fun!
Question 15
Read "How to Build a Junk Robot". What is the main purpose of this text?
- A. to tell a story about a robot
- B. to describe a factory
- C. to persuade people to recycle
- D. to give instructions
The Vault at the Top of the World
On a frozen island in the Arctic Ocean, between Norway and the North Pole, a narrow concrete doorway sticks out of the side of a mountain. Behind it, a tunnel leads deep into the rock. This is the Svalbard Global Seed Vault, and it holds more than a million packets of seeds from almost every country on Earth.
Why keep seeds in a mountain? Farmers all over the world depend on many different varieties of crops, such as types of rice that survive floods or kinds of wheat that resist disease. If a variety disappears because of war, natural disaster or simple accident, it may be lost for ever. The vault is a back-up copy, like saving a precious file in two places.
The location was chosen with care. The vault is high enough above sea level to stay dry even if ice caps melt. Inside, the seeds are kept at about minus 18 degrees Celsius, cold enough to keep many of them alive for decades or even centuries. The surrounding rock is permanently frozen, so even if the power failed, the seeds would stay cold.
The vault opened in 2008. In 2015, it was used for the first time: scientists who had lost access to their own seed bank during a war in Syria withdrew samples, grew new plants and later sent fresh seeds back to the vault. The back-up had worked.
No one hopes the vault will be needed often. But like a fire extinguisher in a school corridor, it is reassuring to know it is there.
Question 16
Read "The Vault at the Top of the World". What is the author's main purpose?
- A. to tell a funny story
- B. to give instructions for planting seeds
- C. to inform readers about the seed vault and why it matters
- D. to persuade readers to become farmers
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