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Saving for a Cause!: Pennies for Your Health! | Have you ever saved money to do or buy something special? Cindy Evans and her third-grade class saved pennies as part of a class project. What do you think Evans and her class did with the more than 1 million pennies they collected?
In 2000, Cindy Evans's third-grade class was reading about the Great American Smokeout in Weekly Reader. Ms. Evans teaches at Big Beaver Elementary School in Big Beaver, Pennsylvania.
The Smokeout is a day to help people quit smoking. The American Cancer Society organizes, or runs, the event.
"We read that about 1 million people quit smoking each year," said Ms. Evans. That's when her students asked her the question, “What does a million look like?” Ms. Evans told her class the only way to see 1 million was to collect 1 million objects.
"I was thinking about collecting macaroni," said the teacher. But her students had a better idea: to collect 1 million pennies to donate to the American Cancer Society. Soon the class was on a mission to collect 1 million pennies, or $10,000, by June.
The class project of collecting pennies quickly involved the whole community. According to Ms. Evans, the local bank had to order extra supplies of pennies because so many people were collecting the coins.
That June, the class presented the local office of the American Cancer Society with 1,177,500 pennies, or $11,775.
The Great American Smokeout will take place on November 15, [2012]. For the past 36 years [since 1976], the American Cancer Society has run this event to help people quit smoking. The group helps fight cancer, an illness that can cause death. Many doctors say that smoking tobacco causes several deadly illnesses. | 950 | 3 | Social Studies: Sports, Health & Safety | Before the class collected over 14,000 pennies, they collected | A. over 9,000 pennies.
B. over 23,000 pennies.
C. over 12,000 pennies.
D. over 29,000 pennies. | A | The author included a graph | A. to show how many pennies were collected each week.
B. to show how many students collected pennies.
C. to show the total number of pennies the class collected.
D. to show how many pennies the class needed to collect. | A | After the students collected 1 million pennies, | A. Ms. Evans suggested they collect macaroni.
B. the class decided to start collecting 1 million more pennies.
C. the class donated the money to the American Cancer Society.
D. the class read about the Great American Smokeout. | C | The bank had to order extra pennies because | A. so many people in the community were donating pennies.
B. 1 million people quit smoking each year.
C. the class wanted to collect one million pennies.
D. the class wanted to donate money to the American Cancer Society. | A | null | null | null | null | null | null | null | null | null |
A Dream Schedule | I don't like to forget my dreams. You know how sometimes you wake up, and you can remember your whole dream perfectly, but by dinner the entire thing is gone? I don't like that. Where do these dreams go? Why are dreams so easy to forget?
Here's the really strange thing, and maybe this has happened to you: Say you have a dream where you're riding a bike around the playground of your old school. You wake up, and pretty soon you forget the dream. But then your sister asks if she can borrow your bike, or you drive by your old school. And then it all comes back to you! How does that happen?
It’s one big mystery. People have walked on the moon, but they can't remember what they dreamed about last night!
Like I said, I don't like to forget my dreams. So I started writing my dreams down. As soon as I wake up, I rush over to the computer and start typing as fast as I can. Or I grab a notebook and a pencil. Anything works. What's important is to get it down before I forget everything.
I have some good dreams written down. Last week, I dreamed I was an octopus. I thought I looked normal, but I guess all octopuses think that! I swam around the ocean. I swam through a school of fish. I crept and I crawled. Right before I woke up, I was thinking about how quickly I could write down dreams with eight legs.
Have you ever had a dream in which you were flying? I haven't. But two weeks ago, I had a dream in which everyone except me was flying. That was disappointing. I watched them zoom around. And then I realized that nobody could tell me what to do. They were too high up in the air! I spent the rest of the dream trying to drive my mom's car.
I'm glad I started writing my dreams down. Still, though, I tend to miss some things. Even when I write as fast as I can, I still forget the details. I think the details are the most important part. They're what make dreams dreamy, don't you think?
For example, when I was an octopus, what did the water taste like? What did my tentacles feel like? What did the fish say to me? I forgot! Writing dreams down is good, but it's not good enough.
From now on, I'm writing my dreams down in advance. What do you think about that?
I'm not saying it's going to work right away. Like with everything, it'll take some practice. But before long, I expect to have the fullest, best, most detailed dreams anyone's ever had.
And here's the best part: I'll be the one picking my dreams! Who picks my dreams now? Who knows. Whoever it is, they're not going to be in charge for long. I'll be running the show.
I'll get myself a notebook, a real nice one. In big letters on the front I'll write: “Dream Schedule.”
Inside, I'll have one page for each day. I can plan weeks ahead if I want to. If I'm feeling dreamy, I'll plan out a whole week at once. Then I won't have to worry about it. I can't wait!
I already know what my first dream will be. I can see it now: I wake up in the morning, just like normal. It's Saturday. No school. I sit up in bed and yawn. I stretch my arms. All of a sudden, I realize something's off: I'm dreaming! | 470 | 3 | null | What does the person telling the story do to remember his or her dreams? | A. He or she writes the dreams down.
B. He or she plays games based on the dreams.
C. He or she tells the dreams to friends.
D. He or she makes up songs about the dreams. | A | Who or what is the main character of this story? | A. an octopus
B. the person telling the story
C. the mom of the person telling the story
D. the sister of the person telling the story | B | Dreams are difficult to remember. What evidence from the story supports this statement? | A. “Have you ever had a dream in which you were flying? I haven't.”
B. “People have walked on the moon, but they can't remember what they dreamed about last night!”
C. "Here's the really strange thing, and maybe this has happened to you: Say you have a dream where you're riding a bike around the playground of your old school.”
D. “I already know what my first dream will be. I can see it now: I wake up in the morning, just like normal.” | B | What does the person telling the story think will happen if he or she writes down dreams in advance? | A. He or she will have the dreams he or she wrote down.
B. He or she will only dream about being an octopus.
C. He or she will forget his or her dreams.
D. He or she will eventually walk on the moon. | A | What is the main idea of this story? | A. Unlike most other people, the person telling the story only has dreams about being an octopus.
B. Almost all people have dreams in which they are flying, so the person telling the story decides to try and have a flying dream as well.
C. The person telling the story decides to keep a dream schedule because he or she cannot remember all the details of his or her dreams.
D. The person telling the story has too many scary dreams, so he or she decides to keep a dream schedule and plan out his or dreams in advance. | C | Read these two paragraphs from the text: “I'm glad I started writing my dreams down. Still, though, I tend to miss some things. Even when I write as fast as I can, I still forget the details. I think the details are the most important part. They're what make dreams dreamy, don't you think? For example, when I was an octopus, what did the water taste like? What did my tentacles feel like? What did the fish say to me? I forgot! Writing dreams down is good, but it's not good enough.” Why might the author have included the questions in the second paragraph? | A. to hint that, in general, people who remember their dreams are more curious and ask more questions than other people
B. To convince the reader that dreams about being an octopus are more interesting than other kinds of dreams
C. to show the kinds of details that the person telling the story would like to remember from his or her dreams
D. to prove how important writing down dreams is to remembering the tiniest details of those dreams | C | Choose the answer that best completes the sentence. The person telling this story does not like forgetting dreams, ________ he or she writes them down. | A. so
B. but
C. although
D. for example | A |
Native Americans - The Star Maiden: An Ojibway Legend | One night, a young boy was sleeping under the stars. In a deep sleep, the boy dreamed about the silver stars in the night sky. There was one star in his dream that was brighter than all the others. Suddenly, this star began to move across the sky, floating closer and closer to Earth. It landed on a tree just above the boy’s head.
In his dream, the star was transformed into a beautiful young woman with long hair and glowing eyes. She was still shining like a star. The star maiden reached out to the boy and said, “I have seen your world. It has called out to me. Everything is so beautiful: the clear blue water, the pretty flowers and your people. I want to live in this world. If you speak to your wisest chiefs, perhaps I can change my form and live among your people. Ask them what form I should take.”
When the boy woke up, he ran to his village and found his chief. A meeting was called and all the wisest chiefs listened carefully to the boy’s story. One chief stood up and said, “Of course we will welcome this beautiful star into our village. Tell her that she may take on any form she wants. She can be anything that makes her happy. Go now and tell her this.”
That very night, the boy went back to the tree where he slept the night before, and waited. As he looked up, the bright star descended from the heavens. The star maiden appeared. Startled and excited, the boy told the woman what the chiefs had said. He led the star maiden back to the village.
The next day, the star maiden turned herself into a gorgeous wild flower. This didn’t make her happy though. Animals came close to crushing her in their path. The ground shook all around her and she was sad.
The next day, the star maiden turned into a lovely red rose. But the garden she lived in was far away from the village. She missed the people who she wanted to be around the most.
That night it seemed she gave up. She rose back up into the sky and the people in the village were afraid she was leaving for good because she couldn’t be happy among them.
They watched as the star maiden floated over their lake. She looked down into the water and saw her reflection and the reflection of her sister stars. “Come my sisters!” the star maiden called out. “Come with me and make these beautiful waters our home.”
The people smiled, and satisfied, they went to sleep. The next morning they went back to the lake and saw something magical. The lake was covered with hundreds of floating flower stars like the villagers had never seen. The star maiden and her sisters became water lilies.
So, every time you see a water lily, remember the star maiden and how she came down from heaven to live among us. | 660 | 3 | null | What does the star do first in the boy’s dream? | A. It lands on a tree.
B. It turns into a woman.
C. It talks to the boy.
D. It reaches out to the boy. | A | Which best describes what type of story this is? | A. non-fiction
B. biography
C. science fiction
D. legend | D | From what point of view is this story told? | A. first person
B. second person
C. third person limited
D. third person omniscient | D | This story explains how the Earth came to have | A. people
B. stars
C. visitors
D. water lilies | D | What is the story mostly about? | A. a boy who slept in a tree
B. how a star maiden became a water lily
C. where stars come from
D. where wildflowers and roses come from | B | The question below is an incomplete sentence. Choose the word that best completes the sentence. The star maiden wanted to live on earth ___________ could not decide what form she should take. | A. because
B. but
C. so
D. by | B | null | null | null |
This Is Not My Cat | She sat in front of the window, curled into a ball, feverishly licking herself. She was brown, black, grey, and orange—all the colors a cat can be swirled into a crazy patchwork. She looked like she had been the sole witness in the explosion of a paint store.
“You are a very lovely cat,” Aggie said. “I wish I knew what you were doing here.”
The cat looked up and meowed, as if to say she was asking herself just the same question.
Aggie had come home from school that day, same as always. She had fixed herself a plate of graham crackers and peanut butter, same as always. She had sat down on the couch to watch afternoon TV with the cat, same as always. Only one thing was different: this was the wrong cat. Aggie’s beloved cat Princess was jet black and on the heavy side. This interloper had an air of the jungle about her. She was muscular, smaller than Princess, and apparently much more fit.
“What did you do to my cat? !” asked Aggie, her mouth full of graham crackers. “How did you get in here? We don’t have a cat door. We didn’t leave any windows open. Did you teleport in through the glass? Or have you always been living in the house, and you just now decided to show yourself? Do you have an evil plan? !”
Although it appeared to consider her words carefully, the cat said nothing. Aggie turned off the TV in disgust. She was going to have to deal with this herself.
Taking the cat in the crook of her arm, she carried it outside. The cat wriggled in her arms, but Aggie held her tightly. “I’ve already lost one cat today. I’m not losing another one.”
She peered under bushes, behind the garbage cans, and in the secret corners inside the garage. Princess was nowhere to be seen. As she grew desperate, she even looked in the mailbox. The longer the search went on fruitlessly, the more the strange cat twisted in her arms. Finally, she started to hiss and claw.
“Fine! You want to come down, you come down.” Aggie set the cat down carefully. It did not run away. “That’s right. You stay close.”
As Aggie walked, the cat walked beside her, showing no inclination to run. A few times it crept off silently to nose into a patch of overgrown grass or bushes, apparently helping in the search for Princess. They found no sign of the vanished kitty.
“I guess I should try to figure out who owns you,” Aggie said. She knocked on her neighbor’s door, and Mrs. Munson opened it. She was a crag-faced woman whose constant scowling made her look older than she really was.
“What do you want?” asked Mrs. Munson, suspicious as always.
“My cat Princess is missing, and—”
“Do you think I’m stupid? You have a cat right there.”
“I know, but this isn’t my cat. You see—”
“So now you want two cats? That seems awfully greedy.”
“Actually, I wanted to ask if this was your cat.”
“I hate cats!”
“Do you know who she belongs to? Or have you seen any other cats wandering the—”
“No! Unlike you, I have more important things to do than think about cats. Good-bye!”
When Mrs. Munson slammed the door in Aggie’s face, the strange cat rubbed her head against Aggie’s ankle in sympathy. The next neighbors were less angry, but no more helpful. No one had seen Princess, and they had no idea whose cat this was. And even though nobody was quite as mean as Mrs. Munson, they all gave the distinct impression they did not care about Aggie’s problem.
“You lose a cat, you find a cat,” said Mr. Tanner. “You break even. What’s the problem?”
“But…I want my cat!”
Mr. Tanner shrugged and closed his door. Aggie and the strange cat padded to the edge of his front lawn to sit on the curb and sulk. It was getting dark now, and Aggie’s parents would be home soon. She had two mysteries on her hands—where this cat came from and where her cat went—and felt in her bones that if she let the sun go down without solving them, she never would. Beside her, the strange cat crouched and began to purr. There was something in the bushes.
“Princess?” Aggie called. The bushes rustled louder.
The strange cat lowered her stomach to the ground and pulled herself through the grass like a soldier might. Without meaning to, Aggie mimicked her, crouching as low as she could without falling over. They crept forward together as the bushes rustled louder and louder. Aggie leaned forward, one palm in the dirt, and tore the bushes open. The cat pounced, startling the shadowy creature hiding inside.
“Princess? !” asked Aggie, as the animal turned and ran away. She was about to go after it when a glimmer of light from a passing car illuminated it briefly. “Unless Princess was dressed up for Halloween, that was a raccoon. That’s my mom’s car. Let’s go home and see whether or not we can explain this mess.”
Aggie hefted the cat and trudged home. She opened the door and cried a forlorn, “Hey, Mom.”
“Hey, sweetheart,” said Mom. “What’s going on?”
“I’ve got some news about the cat.” Aggie walked into the living room, making eye contact with her mother and preparing to deliver the bad news, but her mouth couldn’t form words. There was Princess sitting right beside Mom on the couch, same as always.
“The cat, sweetheart?”
“We, uh… the strange cat entered from outside. We have two of them now.”
Mom looked as surprised to see the new cat as Aggie was to see the old. As the two cats met each other, Aggie stared at Princess, dying to know where she had been. Princess looked at her, black eyes shining and yawned, as if to say that she would never tell. | 660 | 3 | null | What is the name of the missing cat in the story? | A. Aggie
B. Princess
C. Mrs. Munson
D. Mr. Tanner | B | The problem in the story is that Aggie’s cat is missing. How is this problem solved? | A. Mrs. Munson slams her door in Aggie’s face.
B. Mr. Tanner tells Aggie that she has broken even.
C. Aggie discovers a raccoon hiding in some bushes in her neighborhood.
D. The cat reappears after Aggie goes out to look for it. | D | Read these sentences from the story: “’I’ve got some news about the cat.’ Aggie walked into the living room, making eye contact with her mother and preparing to deliver the bad news, but her mouth couldn’t form words. There was Princess sitting right beside Mom on the couch, same as always.” What can be concluded from these sentences? | A. Aggie has lost her ability to speak because of a toothache.
B. Aggie thinks her mom will be able to help her find Princess.
C. Aggie is surprised to see Princess.
D. Aggie is surprised to see her mom. | C | What is the opinion that Aggie’s neighbors have about her problem? | A. They think her problem is extremely important.
B. They do not think her problem is very important.
C. They do not think her problem will ever be solved.
D. They think her problem will resolve itself on its own. | B | What is a theme of the story? | A. how mysterious cats can be
B. how sneaky raccoons can be
C. how delicious graham crackers are
D. how helpful neighbors are | A | Read these sentences: “She was brown, black, grey, and orange—all the colors a cat can be swirled into a crazy patchwork. She looked like she had been the sole witness in the explosion of a paint store .” Why does the author write that the cat “looked like she had been the sole witness in the explosion of a paint store”? | A. to help the reader picture what the cat looked like by making a comparison
B. to help the reader understand where the new cat came from by mentioning a paint store
C. to encourage the reader to pay more attention to the colors of cats and other animals
D. to warn the reader about the danger of explosions in public places, such as paint stores | A | Choose the answer that best completes the sentence below. At the beginning of the story, Princess has disappeared; ________, she reappears. | A. particularly
B. as a result
C. for example
D. ultimately | D |
Shark Tale | What's your worst nightmare? Showing up at school in your underwear? Getting beaten up by some bullies? How about being attacked by a shark? That's just what happened to Bethany Hamilton when she was 13 years old.
Bethany has lived in Hawaii her whole life. The state, in the Pacific Ocean, is famous for its surfing. Bethany started surfing before she could walk.
As a child, Bethany spent almost all of her spare time riding the waves.
She dreamed of becoming a professional surfer. As a girl, she entered many surfing competitions. She won or placed well in many of the events.
Bethany was well on her way to being a champion surfer. Then disaster struck.
On October 31, 2003—Halloween day—Bethany woke up early. She left her house before sunrise. The first beach her mom drove her to didn't have big waves. So they drove to another beach.
At the second beach, Bethany ran into her friend Alana and Alana's father. The three of them paddled their surfboards out to sea. The best waves for surfing were crashing about a quarter of a mile offshore.
Bethany was looking for a wave to ride. She never saw a shark approach her from below. One second Bethany was paddling on her surfboard. The next second she was struggling for her life.
The 14-foot tiger shark ripped off her left arm below the shoulder. The shark also left a huge bite mark in Bethany's surfboard.
"I felt a pressure and kind of a jiggle-jiggle tug, which I know now was the teeth," Bethany wrote in her book, Soul Surfer. "It's funny—you would think having your arm bitten off would really hurt. But there was no pain at the time."
Bethany was startled, but somehow she did not panic. "It was over in a few seconds," she says. "I remember seeing the water around me turn bright red with my blood."
Bethany screamed to Alana and her father, "I just got attacked by a shark!" Using her right arm, Bethany began to paddle toward shore. Alana's father swam to her side and helped her.
A helicopter flew Bethany to a hospital. Doctors there stopped the bleeding and treated the shark wound. Bethany spent only a week in the hospital. Even before going home, she began dreaming of getting back on her surfboard.
On the day before Thanksgiving 2003—less than a month after the shark attack—Bethany was back in the ocean. The shark that had taken her arm had been hunted and killed. Bethany knew there were other sharks in the ocean, but she refused to let them scare her.
"Then it happened," Bethany remembers. "A wave rolled through. I caught it. Once I was on my feet, everything was easy."
Sharks or no sharks, Bethany Hamilton will stop at nothing to realize her dream of becoming a professional surfer. | 640 | 3 | Social Studies: Sports, Health & Safety | What did Bethany do less than a month after being attacked by a shark? | A. Bethany drove with her mom to the beach.
B. Bethany went out to dinner with her friend Alana.
C. Bethany went to the hospital for treatment.
D. Bethany got back in the ocean and went surfing. | D | Which of the following does the author describe last in the text? | A. Bethany’s experience when she was attacked by a shark
B. Bethany’s decision to go surfing after the attack
C. Bethany’s treatment in the hospital
D. Bethany’s dreams of becoming a champion surfer | B | Surfing has been important to Bethany since she was a child. What evidence from the text supports this conclusion? | A. “Bethany has lived in Hawaii her whole life. The state, in the Pacific Ocean, is famous for its surfing.”
B. “The first beach her mom drove her to didn't have big waves. So they drove to another beach.”
C. “As a child, Bethany spent almost all of her spare time riding the waves. She dreamed of becoming a professional surfer.”
D. “On the day before Thanksgiving 2003—less than a month after the shark attack—Bethany was back in the ocean.” | C | What can be inferred from the text? | A. Bethany Hamilton will definitely become a champion surfer.
B. Some people who are attacked by sharks never go back in the water.
C. The ocean around Hawaii is filled with vicious tiger sharks.
D. Bethany will probably stop surfing very soon. | B | What would be another good title for this text? | A. Bethany Hamilton, Professional Surfer
B. What to Do if You Are Attacked by a Shark
C. She Survived a Shark Attack
D. Hawaii, Land of Sharks | C | Read this sentence from the text. Bethany was startled , but somehow she did not panic. In this sentence, what does the word "startled" mean? | A. calm
B. shocked
C. angry
D. excited | B | Choose the word that best completes the sentence. Bethany wanted to keep surfing after the shark attack ___________ she got back in the water less than a month later. | A. after
B. but
C. because
D. so | D |
Are Roller Coasters Safe? | New roller coasters are getting bigger, faster, and scarier. Millions of kids and adults take these thrill rides each year. Some experts worry that the rides' sudden twists and turns are unsafe.
High-speed coasters whip riders' heads back and forth. One report blamed coasters for 13 brain injuries from 1995 to 2000. Another report says some people have nearly died from coaster-related brain injuries.
Recently, two scientists set out to learn if coasters really do cause brain injuries. They studied the effects of riding three of the fastest coasters in the United States. The scientists say the coasters' twists and turns are not fast enough to cause brain injuries.
"People take more than 1 billion rides on roller coasters each year. The reports on brain injury are few and not proven," said Douglas Smith. He is one of the scientists who did the new study.
Some experts do not think the new study proves coasters are safe--especially for kids. They say the scientists studied only how coasters affect adults, not kids. They want a new study.
Edward Markey is a government official. Recently, he asked a group of experts to include children in their next study about roller coaster safety. Roller coasters have to be studied to make sure that "riders of all ages" are safe, Markey said. | 830 | 3 | Social Studies: Sports, Health & Safety | What is the main idea of this text? | A. People take more than 1 billion rides on roller coasters each year.
B. Studies about how roller coasters affect riders are done as more experts worry roller coasters are unsafe.
C. Two scientists studied the effects of riding three of the fastest coasters in the United States.
D. The idea for the roller coaster began with the ice slide. | B | What is this text? | A. a poem
B. a fictional story
C. a nonfiction article
D. none of the above | C | What is one clue that tells the reader this text is nonfiction? | A. It is a story about roller coasters.
B. It is about something that is real.
C. It is made-up.
D. It is about a person. | B | Which statement is an opinion? | A. Roller coasters are scary.
B. People take over 1 billion rides on coasters each year.
C. High-speed coasters whip riders' heads back and forth.
D. There are more than 1,400 roller coasters in the world today. | A | null | null | null | null | null | null | null | null | null |
Walking Tall | Many years ago, a little girl named Ruby Bridges arrived at her new elementary school. The school was in New Orleans, Louisiana.
As she walked toward the school’s front doors, an angry crowd of people shouted at her. United States marshals walked with her. A marshal is an officer. They were there to protect the first grader. That’s because the people didn’t want Ruby to go inside. But the 6-year-old walked into the school anyway. As she did, she marched into history books.
The day was Nov. 14, 1960. On that morning, little Ruby became one of the first African Americans to attend an all-white elementary school in the South.
Before then, the law in many states said that Black children could not attend the same schools as white children. People of different races also had to use separate public restrooms. It was called segregation. That is when people of different races are kept separate.
U.S. leaders worked to end segregation. They helped bring civil rights to all Americans. Those are the rights to be treated equally. A few months before Ruby started school, a federal court ordered an end to school segregation in New Orleans.
By the time Ruby started the second grade, there were no more angry people outside her school. There were other African American students in her class. Today, children of all races go to school together.
Bridges says she was never scared to go to school during the first grade. “I wasn’t really afraid,” she told WR News. “I didn’t really know what was going on at the time, and I loved school.”
WR News student reporter Kaelin Ray asked Ruby Bridges how it feels to make a difference.
Kaelin Ray: What was your first day at the school like? Ruby Bridges: My first day I spent sitting in the principal’s office, so it was very confusing.
KR: How does it feel to know that you are a part of U.S. history? RB: I’m [very] proud of that fact. My mother was really happy about me being able to attend that school. My father was more concerned about my safety. | 660 | 3 | Social Studies: Civics & Government, U.S. History | What happened to the state segregation law in Louisiana a few months before Ruby started school? | A. Some U.S. marshals helped Ruby enter the segregated school.
B. U.S. leaders worked to bring civil rights to all Americans.
C. A federal court ordered that school segregation must end.
D. A state court said that public bathrooms must be segregated. | C | Which of the following does the author describe first in the text? | A. The author describes how Ruby Bridges feels to be a part of U.S. history.
B. The author describes Ruby Bridges’ first day of school.
C. The author describes how Ruby’s second grade year was.
D. The author describes the laws of segregation. | B | Not everyone wanted to end segregation. What evidence from the text supports this conclusion? | A. “As [Ruby] walked toward the school’s front doors, an angry crowd of people shouted at her.”
B. “By the time Ruby started the second grade, there were no more angry people outside her school.”
C. “Bridges says she was never scared to go to school during the first grade.”
D. “...before Ruby started school, a federal court ordered an end to school segregation in New Orleans.” | A | What does the text imply? | A. Ruby and her family were very brave.
B. Ruby and her family did not understand what was happening.
C. Ruby and her family were worried about her safety.
D. Ruby and her family were happy to have U.S. marshals help them. | A | What would be another good title for this text? | A. Ruby Bridges Makes a Difference
B. Ruby Bridges and Her First Day of School
C. Ruby Bridges in the Principal’s Office
D. Ruby Bridges Loves History Books | A | Read this sentence from the text. That morning, Ruby became one of the first African Americans to attend an all-white elementary school in the South. In this sentence, what does the word "attend" mean? | A. to shout angrily
B. to be present
C. to be confused
D. to wait a long time | B | Choose the word that best completes the sentence. Ruby Bridges says that she wasn’t scared to go to school as a first grader ________ she didn’t really understand what was going on. | A. but
B. and
C. because
D. although | C |
Ants-on-a-Log | One day Jane and Kelvin were home alone, and they got hungry. Kelvin and Jane were brother and sister. Kelvin was six years old and Jane was sixteen.
“There’s nothing to eat in here,” Jane said.
“I know,” Kelvin said. “My stomach is rumbling. I wish we had some ants-on-a-log.”
Ants-on-a-log was Kelvin and Jane’s favorite food. They loved the taste of creamy peanut butter spread onto a celery stick and sprinkled with raisins – they thought it was the best food in the world.
“Kelvin,” Jane said. “Do you want to go to the store to get some?”
“Some what?” Kelvin said.
“Ants-on-a-log,” she said.
“Yup,” Kelvin answered. “Yup, yup!”
Now the two kids were excited. Jane ran to the basket where all the shoes were kept and picked out a pair of bright red sandals. Kelvin ran after her, and got his favorite blue sneakers. Jane had Kelvin sit down and helped him tie his shoes.
“I can almost taste them now,” Jane said.
Kelvin only smiled.
When they both had their shoes on, Jane and Kelvin opened the front door of their house and walked out onto the sidewalk. They lived on a street called Bell Haven Road. About five blocks down where Bell Haven Road met Fort Hunt Road, there was a supermarket.
They hopped and skipped and sang together as they walked down the street, and when they got to the intersection, Jane held Kelvin’s hand. She waited until the walk signal came on and all the cars stopped moving. Jane looked both ways, right and left, and walked Kelvin across the street.
When they got inside the supermarket they were overwhelmed by all the food. How would they be able to find all the ingredients?
“Excuse me,” Jane said, tugging on the shirtsleeve of a man who worked in the supermarket. “Can you please help me and my brother buy ingredients for ants-on-a-log?”
“Ants-on-a-log,” the supermarket man said, pursing his lips and scrunching his mustache back and forth. “Alright, follow me.”
First the supermarket man went to the vegetable section and picked out some celery. Then he walked over to the aisle where the peanut butter was kept and grabbed a jar. Finally, he found the raisin section and took a bag off the shelf.
“Here you go,” the man said, “this is all you need— this and some salt.”
“Salt?” Kelvin asked.
“Just a little bit,” said the supermarket man. “The combined taste of sweetness with just a little salt is one of the best tastes in the world. But not too much, mind you.”
“Alright, we’ll give it a shot!” said Jane.
And after they paid and made their way home, that’s exactly what they did – and it was delicious. | 730 | 3 | null | What is Kelvin and Jane’s favorite food? | A. celery
B. peanut butter
C. ants-on-a-log
D. raisins | C | What was the problem Kelvin and Jane faced at the beginning of the story? | A. They did not know how to get to the supermarket.
B. They were left home alone.
C. They did not know how to make ants-on-a-log.
D. They were hungry and did not have ingredients to make ants-on-a-log. | D | Read the following sentences: “First the supermarket man went to the vegetable section and picked out some celery. Then he walked over to the aisle where the peanut butter was kept and grabbed a jar. Finally, he found the raisin section and took a bag off the shelf.” Based on these sentences what can you conclude about the supermarket man? | A. He did not know what were the ingredients of ants-on-a-log.
B. He knew what ants-on-a-log was.
C. He was unsure about where the ingredients were located in the store.
D. He did not want to help Kelvin and Jane. | B | What is the evidence that the supermarket man has probably eaten ants-on-a-log before? | A. He agrees to help Jane and Kelvin find the ingredients.
B. He knows what they will taste like with a little salt.
C. He knows which aisle the peanut butter was kept.
D. He works in a supermarket. | B | This story is mainly about | A. two siblings’ trip to the supermarket to buy ingredients for ants-on-a-log
B. where different foods are located in a supermarket
C. how to make ants-on-a-log
D. how people who work at supermarkets can be very helpful | A | Read these sentences: “When they got inside the supermarket they were overwhelmed by all the food. How would they be able to find all the ingredients ?” What is the meaning of the word ingredients in this sentence? | A. shelves where different foods are stored for specific kinds of recipes
B. food items needed for making or cooking a specific kind of food
C. people who work at supermarkets
D. aisles where different foods are found | B | Choose the answer that best completes the sentence below. Jane and Kelvin needed to buy ingredients ______________ they made ants-on-a-log. | A. because
B. but
C. before
D. although | C |
The Same but Different | Maggie and Samantha are identical twin sisters. They were born just a few minutes apart, and they look exactly alike. They live with their mom and dad in Pennsylvania, and they go to the same elementary school.
Because Maggie and Samantha look exactly alike, sometimes other students at school have a hard time telling them apart. Maggie has blonde hair, and so does Samantha, just like their dad does. Maggie has green eyes, and so does Samantha, just like their mom does. They are around the same height too.
Maggie and Samantha like going to the same school. This is because they are not just twin sisters but best friends too. Every morning they take the yellow school bus from their house, and they sit together in the same seat. The sisters always have a lot to talk about, and they like to talk on the bus. They have a lot in common. Both girls enjoy a lot of the same television shows, books, and food. Both girls spend a lot of time together with their family, and they both like to play with their dog, Callie.
But even though Maggie and Samantha look alike and share a lot of the same interests, they are also very different. Maggie likes to play sports. She is on a soccer team and a basketball team. Samantha doesn’t really like sports. She likes to dance, and on the days that Maggie plays soccer, she goes to take jazz and tap-dancing lessons.
There are other differences between them too. Maggie likes to read mystery books, but Samantha likes to read books about animals. Maggie’s favorite dinner dish is spaghetti with meatballs, but Samantha’s favorite dinner dish is sushi. Maggie gets better grades in reading and Spanish, but Samantha gets better grades in math and science. Maggie likes to stay up late, and Samantha likes to go to bed early. Maggie likes the color red, but Samantha likes the color green.
Even though two people may come from the same family or look the same or have a lot in common, it does not mean that they are exactly the same. Everyone is different in her or his own way. That is what makes Maggie Maggie. And that is what makes Samantha Samantha. Maggie and Samantha like being different from each other as much as they like being similar. That is what makes them special. | 800 | 3 | Science: Life Science | Who are Maggie and Samantha? | A. sisters
B. classmates
C. dogs
D. parents | A | How does the author compare and contrast Maggie and Samantha? | A. The author explains that they have the exact same interests yet different personalities.
B. The author explains that they have some different interests yet they share the same looks.
C. The author explains that they both look alike but that they share nothing else in common.
D. The author explains that their personalities are exactly the same but their interests are completely different. | B | Read the following excerpt from the passage: “Both girls enjoy a lot of the same television shows, books and food. Both girls spend a lot of time together with their family, and they both like to play with their dog, Callie.” Based on this evidence, what conclusion can be made? | A. Maggie and Samantha have a lot in common.
B. Maggie and Samantha don’t have many interests.
C. Maggie and Samantha are best friends.
D. Maggie and Samantha don’t have much in common. | A | Based on the passage, which of the following conclusions about twins is true? | A. Twins are usually just like their parents.
B. It is unusual for twins to have differences.
C. Twins are unique people even though they share similarities with their twin siblings.
D. Twin siblings tend to be more athletic and musically talented than other people. | C | What is the main idea of this passage? | A. Even people with different interests can get along.
B. Even girls who love basketball can love soccer.
C. Even students at school can’t tell twins apart.
D. Even people who look identical are unique. | D | Read the following sentences: “Maggie and Samantha are identical twin sisters. They were born just a few minutes apart, and they look exactly alike.” As used in the passage, what does the word “identical” mean? | A. outgoing in nature
B. beautiful in appearance
C. appearing exactly alike
D. not resembling each other | C | Choose the answer that best completes the sentence below. Maggie and Samantha look alike and share a lot of the same interests; ________, they are also very different. | A. then
B. also
C. obviously
D. however | D |
Should Adoption Records Be Open? | Some people who were adopted want to find their birth parents. But some birth parents don't want to be found.
Beth Osborne had known all her life that she had been adopted. She loved the parents who raised her. Yet she always wondered who her birth parents were.
"It wasn't like I was trying to fill a big, huge void," she said. "I was curious."
When she was 18, Beth searched for her birth mother, and she found her.
"I was thrilled," said Judy Majdic. Majdic was 20 years old when she gave Beth up for adoption. She was a single mother. She said she couldn't afford to raise Beth alone.
"I always prayed that she would be all right," Majdic said. "I never stopped thinking about her."
Unlike Majdic, some birth parents don't want to be found. Those people are upset by new laws in some states. The laws open up adoption records. They let adults who were adopted search for their birth records.
Should those people be allowed to see their adoption records? Read the arguments. Then decide.
Many people wonder about where they came from. Millions of people want to learn more about their families. People who were adopted should be able to learn about their families, too.
For some adopted people, birth records are important to their health. Some have medical questions. They might need to find out about illnesses in their families.
Open adoption records might also help people find long-lost family members.
For example, members of the Oldham family have been searching for their sister Linda for more than 50 years. She had been taken from her abusive father when she was 7 months old. The family knows that she spent time in a state home for children. Later, a foster family adopted her. If the adoption records were opened, the Oldham family members might be able to find their lost sister.
If adopted people want to find out who their birth parents are, they should be allowed to do so.
Opening adoption records is a bad idea. It would hurt mothers who gave up their babies for adoption.
Usually, it is hard for a mother to give up her baby for adoption. Many of those mothers just want to move on with their lives. Opening adoption records could bring back painful memories.
Many mothers thought giving up their babies for adoption would be kept secret. If adoption records were opened, those women would feel as if they had been lied to. They would feel betrayed.
Many women who gave up children for adoption now have families of their own. They don't want their husbands and children to know that they once gave up a baby for adoption. Opening adoption records would reveal those secrets.
People who gave children up for adoption have a right to privacy. Opening adoption records could take that privacy away. The records should be kept secret. | 620 | 3 | Social Studies: School & Family Life | What is one reason stated in the text that adopted people look for their birth records? | A. One reason is to find out if they were adopted.
B. One reason is to give birth parents privacy.
C. One reason is to answer medical questions.
D. One reason is to tell the families of their birth parents about their adoption. | C | What is one argument against opening adoption records that is presented in the text? | A. One argument against opening adoption records is that birth parents have a right to privacy.
B. One argument against opening adoption records is that adopted people should be able to find out about illnesses in their families.
C. One argument against opening adoption records is that people have the right to connect with family members.
D. One argument against opening adoption records is that new laws to open adoption records are important. | A | New laws could help people find out who their birth parents are. Which evidence supports this conclusion? | A. “The laws open up adoption records. They let adults who were adopted search for their birth records.”
B. “Usually, it is hard for a mother to give up her baby for adoption. Many of those mothers just want to move on with their lives.”
C. “For some adopted people, birth records are important to their health. Some have medical questions.”
D. “The family knows that she spent time in a state home for children. Later, a foster family adopted her.” | A | What can be inferred from the text? | A. All adopted people are interested in opening their adoption records.
B. Most birth parents are glad to be found by children they placed for adoption.
C. All states in the United States will soon have laws opening adoption records.
D. Some adopted people do not want to search for their birth parents. | D | What would be another good title for this text? | A. Adoption Records: Open or Closed?
B. Why Adoption Records Should Stay Secret
C. Why Birth Parents Feel Betrayed
D. How to Find a Long-Lost Family Member | A | In the text, Beth Osborne says, “It wasn’t like I was trying to fill a big, huge void .” In this example, the word "void" most nearly means? | A. loud sound
B. empty space
C. long trip
D. important information | B | Choose the word that best completes the sentence. Beth Osborne had known all her life that she had been adopted. ___________, she had always wondered who her birth parents were. | A. However
B. Instead
C. Otherwise
D. Because | A |
A Dodgy Call | Captains have picked their teams. Balls made of rubber or foam have been passed. Now it is time to play the game that some students love and other students dread.
Of course, we're talking about the game of dodgeball.
Students have played dodgeball in gym for many years. Few people used to think twice about it. Now, dodgeball has come under fire.
The National Association for Sport and Physical Education does not support dodgeball. The group thinks the game should not be played in physical education (PE) classes. In recent years, some schools have banned dodgeball because it is too risky. They also think it allows some students to be bullies. Dodgeball has its critics. It also has its fans. Many students think it is fun. Some teachers think it is good exercise for students.
Where do you stand on dodgeball? Read the debate. Then make your call.
Dodgeball has caused trouble in PE classes for many years. Schools should ban the game once and for all.
PE classes are meant to improve the health of students. Dodgeball is not always a very active game. Most players only step away from thrown balls. Some players hide behind other players. That does little to help students get fit. Students should play more active games such as basketball and soccer.
In some schools, dodgeball is called killerball. It's a violent game. When thrown hard, the rubber balls can sting. The balls can cause bruises and bad scrapes. Students should not play a game in which something is hurled at their bodies on purpose.
Dodgeball enables bullying. Bullies openly pick on some students. Sometimes bullies continue to tease other students after the game has ended.
One role of schools is to keep students safe. Playing dodgeball can strike fear into some students.
Dodgeball is a mean and risky game. It has no place in schools.
Dodgeball is a part of many PE classes. Students have enjoyed playing the game for many years. There is no reason to ban it now.
Dodgeball is good for students. It helps them improve physical skills. It also teaches students about teamwork.
Studies show that young people are not as fit as they should be. But active games like dodgeball help students work up a sweat.
In dodgeball, players make short sprints. They run from thrown balls. Students also run to get loose balls. Throwing the balls helps students build strong arms.
Some people say that dodgeball is risky. All PE games and sports have risks. Dodgeball is no different. Still, it has become safer. Many schools make students wear eye gear and use soft foam balls.
Teachers make sure that students play dodgeball fairly. They also keep an eye out for bullies who might try to spoil the game. Rough players are often taken out of games.
Dodgeball is a fun game that is a good activity for students. Schools should continue to let students play dodgeball. | 550 | 3 | Social Studies: School & Family Life, Sports, Health & Safety | What sport has come under fire after having been played in physical education classes for many years? | A. basketball
B. dodgeball
C. baseball
D. soccer | B | The author presents two sides of an argument in the passage. One side thinks dodgeball should be banned in schools. What does the other side think? | A. Dodgeball should not be banned in schools.
B. Students should play more active games such as basketball and soccer.
C. PE classes are meant to improve the health of students.
D. Dodgeball pits the strong against the weak. | A | Supporters of banning dodgeball in schools argue that it does little to help students get fit. What evidence from the text supports their argument? | A. "Dodgeball is not always a very active game. Most players only step away from thrown balls. Some players hide behind otherplayers."
B. "Dodgeball is called killerball. It's a violent game. When thrown hard, the rubber balls can sting."
C. "Dodgeball enables bullying. Bullies openly pick on some students."
D. "One role of schools is to keep students safe. Playing dodgeball can strike fear into some students." | A | Supporters of keeping dodgeball in schools argue that it helps improve physical skills. What evidence from the text supports their argument? | A. "Students have played dodgeball in gym for many years."
B. "Dodgeball teaches students about teamwork."
C. "Rough players are often taken out of games."
D. "Throwing the balls helps students build strong arms." | D | What is the main idea of this passage? | A. In recent years, some schools have banned dodgeball because it is too risky.
B. Dodgeball is a fun game that is a good activity for students.
C. There is a debate about whether schools should ban dodgeball once and for all.
D. Dodgeball has caused trouble in PE classes for many years. | C | Read these sentences from the text. "In some schools, dodgeball is called killerball. It's a violent game. When thrown hard, the rubber balls can sting. The balls can cause bruises and bad scrapes. [...] "Dodgeball enables bullying. Bullies openly pick on some students. Sometimes bullies continue to tease other students after the game has ended. "One role of schools is to keep students safe. Playing dodgeball can strike fear into some students." What does the phrase "strike fear into" in the last sentence mean in this excerpt? | A. to make someone really scared
B. to make someone really happy
C. to make someone really thankful
D. to make someone really sleepy | A | Choose the answer that best completes the sentence. Physical education classes are meant to improve the health of students, _______ dodgeball does little to help students get fit. | A. and
B. but
C. next
D. soon | B |
Trouble in the Ocean | Many kinds of animals live in the ocean. Some of those animals are endangered. That means they are in danger of dying out. Only a few are left in the world. Scientists are trying to keep endangered animals safe.
The green sea turtle lives in warm waters. An adult green sea turtle eats mostly plants. It can weigh up to 440 pounds. Its shell can grow to 4 feet long. A green sea turtle can’t pull its head into its shell the way some turtles can.
Why are green sea turtles endangered? People hunt them for their meat and eggs. The turtles also get trapped in nets used to catch fish. Pollution hurts the turtles too. If turtles eat trash, it can kill them.
The blue whale is the largest animal in the world. It is as big as an airplane. The whale can grow to 90 feet long and weigh more than 100 tons. A ton is equal to 2,000 pounds.
The blue whale lives in all the oceans. It eats tiny animals called krill. A blue whale can eat about 4 tons of krill each day.
Blue whales are endangered. People once hunted them for their meat and fat. The fat was used to make oil for lamps. Special laws now protect blue whales. People no longer hunt them.
The great white shark is the largest meat-eating shark. It grows to about 15 feet long. It weighs up to 5,000 pounds. The shark has rows of long, sharp teeth. It eats fish, dolphins, seals, and other ocean animals.
Great white sharks are often found in waters near the coast. A coast is a land next to the ocean.
People are a threat to great white sharks. People hunt them for their teeth, jaws, and meat. The sharks also get caught in fishing nets. | 560 | 3 | Science: Life Science | What does "endangered" mean? | A. in danger of dying out
B. in danger of being eaten
C. in danger of getting sick
D. in danger of being hunted | A | What does the text list and describe? | A. three laws passed to protect ocean animals
B. three endandered ocean animals
C. three types of pollution that harm ocean animals
D. three ways people are working to protect oceans | B | Fishing nets can be harmful to a number of species. What evidence from the text supports this conclusion? | A. Some ocean animals are endangered, or in danger of dying out.
B. People are a threat to great white sharks.
C. Green sea turtles and great white sharks get trapped in fishing nets.
D. Blue whales used to be hunted for their meat and fat. | C | What is a common threat of great sea turtles, blue whales, and great white sharks? | A. fishing nets
B. food shortages
C. pollution
D. humans | D | What is the main idea of this text? | A. Green sea turtles, blue whales, and great white sharks are protected by special laws.
B. Green sea turtles, blue whales, and great white sharks live in the ocean.
C. Green sea turtles, blue whales, and great white sharks are endangered animals.
D. Green sea turtles, blue whales, and great white sharks get caught in fishing nets. | C | Read this sentence from the text: "People are a threat to great white sharks. People hunt them for their teeth, jaws, and meat." What does the author mean by the sentence, "People are a threat to great white sharks"? | A. People put great white sharks in danger.
B. People scare great white sharks.
C. Great white sharks put people in danger.
D. Great white sharks scare people. | A | Choose the answer that best completes the sentence. Blue whales were once hunted for their meat and fat, ________ now special laws protect them from being hunted. | A. soon
B. also
C. like
D. but | D |
Food for Action | What's up? Why aren't we starting practice?" Amy said as she ran onto the field to join her teammates.
"The coach wants to talk to us about eating," Jillian answered.
"Eating?" Amy said. "I want to learn about fast pitch, not fast food." She dropped her glove and sat down in the middle of the pitcher's mound. Then she reached into her backpack and pulled out an apple.
"That looks good," Coach said as he walked up to the group. "And it will give you some energy."
"What do we need energy for?" Amy asked. "We aren't practicing. We're just talking."
"You need energy for everything," Coach answered. "To blink your eyes, to grow, even to sleep! Your body is like a car. It won't work if you don't put fuel in it."
"How much energy do you need?" Jillian asked.
Be a better and stronger athlete by fueling your body properly. Be sure to eat regular meals each day-no skipping. Always have breakfast to start the day. Eat a variety of foods, and be sure to get plenty of nutrition from the foods you eat. That means eating lots of fruits and vegetables, along with other complex carbohydrates such as whole-grain foods and cereal products, and protein.
Are you trying to lose weight to be better at your sport? In a word, don't. Talk to your doctor first. You may not need to diet. He or she can look at a number of factors-not just your weight. Your age, level of activity, and body type should all be considered. If you do need to go on a diet, your doctor may refer you to a registered dietician for advice. The dietician will help you come up with a healthy eating plan.
"That depends on your age, your size, and on how active you are," Coach explained. "Kids need a lot of energy because they're growing. Kids who play sports need even more. You need energy to keep your muscles moving and your brain sharp."
The coach explained that foods contain nutrients. One group is called carbohydrates. "Carbohydrates are your body's main source of energy," he said. "They come from foods that contain starches and sugars."
"Candy gives me energy," said Amy.
The coach laughed. "That's not quite what I had in mind. Healthier carbohydrates are the more complex ones. They come from foods such as fruits, vegetables, and pasta. If you do sports, about half of what you eat should be carbohydrates," he said.
"I love pasta," Beth said.
"Me too," said Amy between bites of apple. "But what about meat?" she asked.
"Meat has protein," Coach explained. "You need protein for growth and to build and repair muscles and cells. Protein also gives you energy if you don't get enough carbohydrates. Nuts, beans, tofu, fish, and chicken are all high in protein."
"How much should you eat?" asked Beth.
"You should try to have some protein at every meal. A serving size of chicken or fish is about the size of a deck of cards. Two tablespoons of peanut butter make a serving."
"What else do you need?" asked Amy.
"Well, kids use a lot of energy. When you're running or biking for a long time, some of that energy comes from fat that's stored on your body," Coach explained.
"E-w-w! That sounds gross," said Beth. "I liked the stuff about the carbohydrates better."
"Carbohydrates are just one kind of food your body needs. Try not to think of one food group as being 'better' or 'worse' than another. They are all important for good health. And the best thing you can do as a young athlete is to eat a variety of foods from the Food Guide Pyramid," Coach explained.
"What about water?" Amy asked, reaching for a bottle.
"Good question," said Coach. "Water makes up most of our body. It's about 55 to 60 percent for me as an adult. It's even more for you. Water keeps your body temperature normal. It also helps the body transport nutrients and remove waste.
"For kids who play sports, water is especially important. Kids don't sweat as much as adults, so they get hotter when they exercise. If your body temperature gets too high, you can get sick. That's why you have to drink a lot."
"What about sports drinks?" Amy asked.
"They're OK," said Coach. "They give you some energy because they have sugar in them, and you might like the way they taste and drink more. But you don't really need them. You're not playing an endurance sport, so you won't be working hard for more than two hours. Water is fine for you, and it's cheaper."
"But how do I know if I'm drinking enough?" asked Beth.
"If you get muscle cramps or get really tired during a game or practice, you should be drinking more," said Coach. "Don't wait until you're thirsty! Have some water about 10 minutes before you start your sport and then take a break about every 20 minutes to have some more. Don't forget to drink again when the game or practice is over. And that reminds me…," Coach said, checking his watch.
"We know. It's time to start practice," said Jillian.
"Yes," said Coach. "Oh, and Amy, after warmups, we'll work on some pitching skills. Now, let's go have some fun!"
It's the day of the big game. What should you eat to play your best? As a rule, eat what you normally eat, but be sure you give your body enough time to digest the food.
Here are some guidelines for eating on game day.
Up to one hour before the game: It's best not to eat anything. Your stomach should be a little empty at game time. Your body needs to focus on playing your sport-not on digesting your food. And you're less likely to feel sick if your stomach doesn't have a lot of food sloshing around in it.
One or two hours before: Fruit, fruit juice, or vegetable juice.
Two or three hours before: Fruit, fruit juice, or vegetable juice, as before. You can also add some complex carbohydrates. Try whole-grain breads, a bagel, etc. Avoid fats, which may upset your stomach during the game.
Three or more hours before: Any of the foods mentioned above are fine. You can add some protein too-lean meats, low-fat dairy foods, peanut butter, and so forth.
Don't forget to drink plenty of fluids. Figure about a cup for every half-hour or hour of play. Have some after the game too. Water is best, but you can drink fruit juice mixed with water if you like that. Avoid sodas, though. The sugar in them may upset your stomach. And the caffeine that some contain may make your body lose water faster. | 570 | 3 | Social Studies: Sports, Health & Safety | What food group is your body’s main source of energy? | A. proteins
B. fats
C. sugars
D. carbohydrates | D | How does Amy and Jillian’s coach describe proteins? | A. It’s good for you in small amounts, but you shouldn’t eat very much.
B. It is your body’s main source of energy.
C. It helps build and repair muscle cells and can give you energy.
D. It is stored in your body to help give your body energy. | C | Different foods have different nutrients in them. What evidence from the text supports this conclusion? | A. “‘If you get muscle cramps or get really tired during a game or practice, you should be drinking more,' said Coach. ‘Don't wait until you're thirsty!’”
B. “Water makes up most of our body. It's about 55 to 60 percent for me as an adult. It's even more for you. Water keeps your body temperature normal. It also helps the body transport nutrients and remove waste.”
C. “Eat a variety of foods, and be sure to get plenty of nutrition from the foods you eat. That means eating lots of fruits and vegetables, along with other complex carbohydrates such as whole-grain foods and cereal products, and protein.”
D. “Two or three hours before: Fruit, fruit juice, or vegetable juice, as before. You can also add some complex carbohydrates.” | C | How would the author probably describe Amy and Jillian’s coach’s attitude towards eating? | A. Protein is the most important food group to focus on when you’re eating.
B. Food isn’t a very important part of sports performance, but water is very important.
C. You should mostly try to eat fruits and vegetables, and sometimes carbohydrates.
D. You need to eat a variety of foods to give your body the fuel it needs to grow and play sports. | D | What is the main idea of this text? | A. Everyone needs energy from different food groups, like carbohydrates and proteins, to fuel their body, especially athletes who are using a lot of energy to play sports.
B. Carbohydrates are your body’s main source of energy, and they come from foods that contain starches and sugars.
C. Water is better for you than energy drinks that you buy at the store because energy drinks usually have sugar in them.
D. Amy and Jillian want to learn how to fast pitch so that they can improve their sports careers and become successful athletes. | A | null | null | null | null | null | null |
Look Who's Talking! | Many people have heard the loud trumpet sounds that elephants make. But did you know that elephants make a lot of other noises that humans can't hear?
Scientists have recently learned that each elephant has a unique voice. Unique means "one of a kind." Scientist Anne Savage told Weekly Reader, "Each person's voice is different. It's the same for elephants."
The scientists listened to the secret language of African elephants at Disney's Animal Kingdom in Florida. To hear the elephants, they used special equipment. Each elephant wore a radio collar fitted with a microphone. Then the sound was recorded and studied using a computer.
African elephants are endangered, or at risk of dying out. In the past, people have hunted the elephants for their ivory tusks. Today that practice is not allowed in most African countries. However, some people ignore the laws and still hunt elephants. The huge animals are also endangered because people build homes and farms in areas where elephants live.
African elephants are the largest living land animals. The average male weighs more than four cars!
An African elephant never sweats. Heat escapes through its large ears to keep the animal cool.
African elephants like to take baths every day. Then, they cover themselves in dirt to keep insects away.
The work scientists are doing at Animal Kingdom may help African elephants in the wild. "If we can tell individual voices apart, we can keep track of each elephant over time," says Savage. "We can tell when elephants are feeling nervous by the voices they are using. In the wild, that would help us know if they are in danger, so we can help them." | 780 | 3 | Science: Life Science | Scientists are listening to elephants because | A. elephants are trying to tell people important information.
B. elephants can teach people a lot about communication.
C. they want to help the elephants avoid extinction.
D. they want to train the elephants to defend themselves. | C | Because of hunting | A. elephants are becoming endangered.
B. elephants are communicating with each other more.
C. scientists are trying to take guns away from dangerous people.
D. all of the above. | A | Which of the following is an opinion? | A. Elephants make noises that people cannot hear.
B. Elephants sound like loud trumpets.
C. Each elephant has a unique voice.
D. Scientists are using microphones to listen to elephants. | B | Elephants cover themselves in dirt because | A. it keeps the insects off of them.
B. it keeps them cool.
C. it helps them to blend in with the surrounding environment.
D. they do not like to be clean. | A | null | null | null | null | null | null | null | null | null |
The First Greenmarket in New York City | Where do fruits and vegetables come from? When we go to the grocery store, there are shelves of carrots, lettuce, and broccoli. All of this produce comes from farms. Sometimes those farms are very far away. Many of the grapes sold in the United States are grown in South America. The lettuce could be grown in Mexico. Trucks, ships, and planes bring food from all over the world to a grocery store near you.
But there are also farms close by. In the 1970s one man thought that we should be eating more food from local farms. His name was Barry Benepe, and he lived in New York City. New York City is the largest city in the United States—over 8 million people lived there in 2013!
Barry knew that there were tasty vegetables being grown close to New York City. But the farmers couldn’t sell these vegetables to the people in the city. Grocery stores in New York bought their vegetables from far away and didn’t want to buy vegetables from the nearby farms.
Barry knew there had to be a way to sell local vegetables to New Yorkers. “What if the farmers could bring the vegetables to the city themselves?” he asked. Every week, the farmers would drive into the city and set up a market where they could sell their vegetables.
Barry took his idea to the city government. At first the city had doubts. It wasn’t sure New Yorkers would care enough to buy the vegetables from local farmers instead of the grocery store. But Barry convinced the city officials, and they agreed to help. The new farmers’ market was called a “Greenmarket.”
The first Greenmarket in New York City opened on a Saturday in July 1976. It was very popular. On the first day, most of the farmers sold everything they had. It felt like a party. People chatted and laughed. Neighbors met each other for the first time.
The fruits and vegetables at the Greenmarket were much fresher than the fruits and vegetables at the big grocery stores. It took a lot of time for tomatoes to come to New York from Mexico—they had to cross much of a continent. But tomatoes from near the city didn’t have to travel as far. The farmer could pick them on the same day. These local tomatoes were delicious.
“The success of the market is touching and smelling the fruits and vegetables,” said Barry. New Yorkers agreed. They loved the Greenmarket so much that they wanted more farmers’ markets. Barry worked with the city, and they made markets in other neighborhoods. By 2013, New York City had 54 farmers’ markets. They were in every part of the city and on every day of the week.
Other states saw how popular the farmers’ markets were and decided that they wanted to have their own markets. Soon there were farmers’ markets across the country. Barry Benepe had started a trend.
Now the farmers’ markets in New York City don’t just sell vegetables and fruits. You can also buy meat, bread, yogurt, eggs, milk, plants, and pastries. All of the foods at the farmers’ markets still come from farms that are close by. Not only does this help the farmers, it makes less pollution. | 750 | 3 | Social Studies: Geography, Societies & Culture | Where did the first Greenmarket open? | A. Chicago
B. Boston
C. New York City
D. San Francisco | C | The passage describes the sequence of events which led to the first Greenmarket in New York City. Which of the following is one of those events? | A. Farmers’ markets in New York City began selling other foods besides fruits and vegetables.
B. Barry Benepe convinced New York City government to help establish a farmers’ market.
C. Farmers’ markets were opened across the country after other states saw how popular the farmers’ markets in New York were.
D. New Yorkers demanded more farmers’ markets. | B | The New York City government was not eager to start a farmers’ market. What detail from the text supports this conclusion? | A. People chatted and laughed at the first Greenmarket.
B. The city government finally agreed to help Barry Benepe open the first Greenmarket.
C. The new farmers’ market was called a Greenmarket.
D. The city government wasn’t sure New Yorkers would care enough to buy the vegetables from the local farmers instead of the grocery store. | D | What does the passage suggest about Benepe’s role in the spread of farmers’ markets across the country? | A. Benepe’s role was important because he helped other states open farmers’ markets.
B. Benepe’s role was important because he started the trend of farmers’ markets.
C. Benepe’s role was not important because he only helped open Greenmarkets in one state.
D. Benepe’s role was not important because he was unable to influence the New York City government to open a farmers’ market. | B | What is this passage mainly about? | A. why people like fresh vegetables
B. how farmers’ markets got established in New York City
C. how to have a farm near New York City
D. what Barry Benepe did for a living | B | Read the following sentences from the passage: “It took a lot of time for tomatoes to come to New York from Mexico—they had to cross an entire continent. But tomatoes from near the city didn’t have to travel as far. The farmer could pick them on the same day. These local tomatoes were delicious.” As used in the passage, what does the word “local” mean? | A. nearby
B. country
C. unripe
D. far away | A | Choose the answer that best completes the sentence below. All the food, ______________ vegetables, fruit, eggs, meat, and milk, sold at farmers’ markets in New York City comes from a local farm. | A. consequently
B. except
C. such as
D. however | C |
A Dangerous Dust Storm | One day in 2011, in Phoenix, Arizona, a woman was getting in her car, which was parked in her driveway. Suddenly, her husband ran out of the house. He was waving his arms and yelling.
Without another word, the woman ran back in her house and shut the front door. The husband and wife stood at their front window. A few minutes later, the sky began to darken. And then, sand began to swirl around the house. Soon, sand and dust were everywhere, blowing all around the house. This lasted for almost an hour.
The woman and her husband were watching an especially violent type of dust storm. A dust storm is a kind of storm where wind picks up clouds of sand and dust from the desert and blows them into the air. Phoenix is built in the middle of the Sonoran Desert. It gets several dust storms every year. Most of the dust storms are very small, but some of them are very big. A large, thick dust storm hit Phoenix in 2011. It was more than a mile tall and 50 miles wide. Severe dust storms can last for up to three hours.
These dust storms happen in other areas too. Countries in the northern part of Africa can get very violent dust storms that last a long time. If this type of dust storm strikes near a farm, it can cover the farm with dust and sand. This means the farmer can no longer plant crops. Often the farm must be abandoned.
Dust storms can be very dangerous. When a dust storm hits, it makes it difficult to see. If you are outside during a dust storm, you may not be able to see more than a few inches in front of you. When a dust storm is approaching Phoenix, the local weather stations start broadcasting warnings for people to get off the street. People are told to park their cars, so they don’t crash. Airplanes are not allowed to take off from or land at the Phoenix airport because the pilots cannot see well.
The dust in a dust storm can also make people sick. Some of the dust can carry pesticides and toxins. People go inside during a dust storm so that they do not inhale the dust. People with pets, like dogs and cats and horses, also bring their animals inside so that they do not get sick.
Weather forecasters are always trying to get better at predicting when a dust storm will happen. The sooner they know a dust storm is coming, the sooner they can warn people about it. The sooner people are warned about a dust storm, the more lives will be saved. This is because more people will be able to get to safety before the dust storm strikes.
Paul Fisher and his family have lived in Arizona for more than 20 years. He can remember seeing many intense dust storms during that time. One time, he was out walking his dog, Jimbo, shortly after he had moved to Phoenix. As he was walking, he looked out at the desert and saw what looked like a big, dark wall. He stared at it for a few minutes. Suddenly, he realized what he was looking at. He grabbed Jimbo and ran back to the house. He was just able to get inside before the storm hit.
“Once you’re in a [violent dust storm], you never forget it,” he said. “It’s like a thunderstorm, but instead of rain, all you can see is sand.” | 820 | 3 | Science: Earth & Space Science | What happens during a dust storm? | A. heavy rains mix with dust and dirt, creating large rivers of mud
B. wind picks up clouds of sand and dust from the desert and blows them into the air
C. wind picks up clouds of sand and dust from the desert and forms a tornado
D. wind blows dust and dirt around high in the sky and away from the ground | B | The author lists different things people do to protect themselves during a dust storm. What is one of these things? | A. People get into their cars and drive away.
B. People stay outdoors to protect their animals.
C. People stay indoors with their animals.
D. People fly away in airplanes. | C | The text states that dust storms can be very dangerous. What evidence from the text best supports this statement? | A. “Soon, sand and dust were everywhere, blowing all around the house.”
B. “Weather forecasters are always trying to get better at predicting when a dust storm will happen.”
C. “Severe dust storms can last for up to three hours."
D. “The dust in a dust storm can also make people sick.” | D | Paul Fisher was out walking his dog Jimbo in Arizona when he saw an intense dust storm approaching. The passage says that he grabbed Jimbo, ran back to the house, and was able to get inside just before the storm hit. How can Paul’s actions best be described? | A. unusual
B. frightening
C. reasonable
D. irrational | C | What is the main idea of this text? | A. Violent dust storms can be very dangerous and harmful to humans and animals.
B. Countries in the northern part of Africa can get very violent dust storms that last a long time.
C. Local weather stations start broadcasting warnings for people to get off the street when a dust storm approaches the area.
D. People in Phoenix, Arizona, know what to do when an intense dust storm approaches. | A | Read the following sentences: “Weather forecasters are always trying to get better at predicting when a dust storm will happen. The sooner they know a dust storm is coming, the sooner they can warn people about it.” As used in the passage, what does the word “predicting” mean? | A. saying that an event has happened
B. saying that an event will happen before it happens
C. saying that an event will never happen
D. saying that an event has never happened | B | Choose the answer that best completes the sentence below. During a dust storm, it is important to take precautions, __________ staying indoors. | A. such as
B. before
C. finally
D. although | A |
The Noisiest Cat | Melissa had a cat that loved her too much. The cat was named Roger. He was an older cat, about 10 years old, Melissa guessed. She knew because her parents told her they got Roger not long after Melissa was born. When she was little, Roger was little, too. They would run and play and fall down together. Now that she was bigger, Roger was big, too. Very big. Possibly, she thought proudly, he was the fattest cat in town. But more importantly, he was the sweetest.
When Melissa watched TV, Roger sat on her lap. When she did her homework, he sat on her paper. When she ate, he ate, too. Everywhere Melissa went, Roger followed.
“That cat loves you so much,” Melissa’s mother would say. “He doesn’t know what to do without you!”
Most of the time, this was great. Other girls had dolls. Other girls had stuffed animals. Other girls had guinea pigs and hamsters and hermit crabs—pets that were usually in cages or tanks. But Melissa didn’t need any of that. She had a big fat kitty that followed her everywhere.
Yes, it was all pretty great—until Melissa tried to go to sleep.
At night, Roger would sit outside her door perched like a hen on an egg. All night long, Roger would wait for Melissa to wake up. At first, he would wait quietly. But after a few hours, he would start to get impatient. Every night, at around one in the morning, Roger would start to yowl.
If you do not have a cat, you do not know what an awful noise a yowl can be. Cats make lots of nice noises—like purring and meowing and sneezing—but a yowl is not nice at all. It starts deep inside their throat and moves up slowly, getting louder all the time. “Heeeeeee-yowl!” Roger would say, over and over again. It sounded like he was being stepped on. It sounded like he was in pain. And it woke Melissa up every time. Her eyes would pop open. Her stomach would twist up. She would lie there for hours, listening to Roger’s awful cry. No human is strong enough to sleep through a yowling cat.
“Mom!” Melissa would say the next day. “Roger was yowling again last night. He kept me up for hours!”
“Oh sweetie,” Mom would say. “He just can’t stand to be without you. He loves you too much. Why don’t you just open your door and let him in?”
Melissa tried this once. When Roger started yowling, she stomped across her room and opened the door. He bounded in. She lay back down, and tried to go to sleep. She couldn’t. It isn’t easy to sleep when a cat is walking on your head. She moved Roger, but he came back. She hid her head under her blanket, but he just poked her over and over again with his paw. When he started to yowl again, Melissa got fed up. She jerked the blanket off her head and stood up.
“Oh no you don’t!” she said. “No yowling in here!” She put Roger out into the hall where he started his song again.
“Mom!” she said the next day. “Roger kept me up all night! First he walked on my head and then he kept yowling!”
“Oh dear,” said Mom. “I guess he just loves you too much. I have an idea. Take this spray bottle to bed with you. When he starts making noise, just give him a little squirt. Cats hate water. He’ll run right away.”
That night, Roger started yowling on time, at 1 a.m. sharp. Melissa was waiting for him. She gave him three quick squirts with the bottle, and he ran away. “Mmm,” she said. “Now I can get some sleep.”
But five minutes later, the cat was back—yowling away! Over and over she squirted him, and over and over he came back.
“What a piece of junk!” she said, and threw the bottle into the trash. Outside, Roger yowled some more.
“Fine!” she shouted. “You win!”
She opened the door, and Roger bounded inside. Soon he was sound asleep, cuddled on top of her head. Melissa didn’t care. She would rather have a cat for a hat, she decided, than a cat that wouldn’t be quiet. | 520 | 3 | null | Who is Roger? | A. a cat
B. Melissa’s brother
C. a dog
D. a hamster | A | What main problem does Melissa face in the story? | A. Her cat is the fattest cat in town.
B. Melissa’s cat does not like to play with her.
C. Her cat yowls at night and wakes her up.
D. Melissa wishes she had a guinea pig instead of a cat. | C | Roger does not like it when Melissa is asleep. What information from the passage supports this conclusion? | A. When Melissa watches TV, Roger sits on her lap.
B. Every night, Roger waits outside Melissa’s bedroom door and yowls.
C. A yowl is an awful noise that cats make deep in their throats.
D. Roger falls asleep on Melissa’s head at the end of the story. | B | How does Melissa feel about Roger? | A. She loves that Roger follows her everywhere and loves when he yowls at night.
B. She loves that Roger follows her everywhere and does not care when he yowls at night.
C. She is annoyed when Roger follows her everywhere and when he yowls at night.
D. She loves that Roger follows her everywhere, but is annoyed when he yowls at night. | D | What is the main idea of this story? | A. Cats do not make very good pets because they are too noisy.
B. If your cat is naughty, you should squirt it with a spray bottle.
C. Cats can be great pets, but sometimes they do annoying things.
D. Cats never sleep, so they don’t want their owners to sleep either. | C | Read the following sentences: “‘Oh no you don’t!’ she said. ‘No yowling in here!’ She put Roger out into the hall where he started his song again.” What does the author mean by “song”? | A. Roger’s singing
B. Roger’s yowling
C. Roger’s meowing
D. Roger’s purring | B | Choose the answer that best completes the sentence below. Roger ran away _____ Melissa squirted him with the spray bottle. | A. but
B. such as
C. so
D. after | D |
A Bit about Buttons | Buttons seem to be everywhere: on our shirts, the remote control, our jackets, and our phones. (Okay, not so many on the phone anymore!) They can be round or square or spider-shaped, made of wood or plastic, have stickers on them or numbers, but we see them wherever we look. Where did they come from? What were they first made for?
The English word “button” comes from the French verb bouter, which means “to push.” But before buttons got their English name, they were used mostly as decoration on clothes and jewelry. The earliest buttons were made of animal bones, horns, and skin.
The first time a button was actually pushed through a buttonhole was in the 13th century. Now, the most common use of buttons is as fasteners in clothing. They hold two pieces of fabric together.
Buttons from many ancient civilizations have been found. Some of them were found by archaeologists, who study the people of the past by recovering the things they left behind. The Indus Valley people used buttons, as did the ancient Egyptians and the ancient Chinese.
“Even the simplest things had a glorious pointlessness to them. When buttons came in […] people couldn't get enough of them, and arrayed them in decorative profusion on the backs and collars and sleeves of coats, where they didn't actually do anything. One relic of this is the short row of pointless buttons that are still placed on the underside of jacket sleeves near the cuff. These have been purely decorative and have never had a purpose …”
Buttons aren’t exactly pointless, even if in some cases they just serve a decorative purpose. Do this quick exercise: count the number of buttons on a man’s (suit) jacket—front, pockets, sleeves, and the rest of the jacket. They were placed there not because of their functionality, but because someone, centuries ago, thought they looked good. Hundreds of years later, they are still with us.
Our friend Bryson might not think too highly of buttons, but some people have taken them very seriously. One such man was a street sweeper in London called Henry Croft. He would wear suits with thousands of white pearly buttons to attract attention towards the cause of local hospitals. He started a tradition of men and women wearing suits and dresses decorated with mother-of-pearl buttons. These people became known as “Pearly Kings and Queens.” Even today, Pearly Kings and Queens continue to wear pearly clothing and collect funds for charity. | 940 | 3 | Science: Technology & Engineering | What is one thing that buttons are used for? | A. building monuments
B. pushing people out of the way
C. sweeping streets
D. decoration | D | What does the author include a list of in this passage? | A. The author includes a list of the kings and queens of England.
B. The author includes a list of the ways ancient Egyptians used buttons.
C. The author includes a list of fun facts about buttons.
D. The author includes a list of different kinds of phones. | C | Some buttons are pointless. What evidence from the passage supports this statement? | A. Special metal buttons were used to hide compasses during the World Wars.
B. “Pearly Kings and Queens” collect money for charity through the wearing of pearly suits.
C. Buttons on the underside of jacket sleeves near the cuff are purely decorative and have never had a functional purpose.
D. Buttons can be round, square, spider-shaped, wooden, plastic, and come with numbers or stickers on them. | C | What is an example of a button that has a purpose? | A. a button on a remote control that turns on the television when it is pressed
B. a button on the underside of a jacket sleeve near the cuff
C. a button that costs a lot of money and appeared on a coat collar in the 18th century
D. a round button made out of wood | A | What is this passage mainly about? | A. plastic
B. buttons
C. archaeology
D. London | B | Read the following sentence: “Buttons aren't exactly pointless , even if in some cases they just serve a decorative purpose” What does the word pointless mean? | A. without any use
B. too long
C. not safe for children
D. very cold | A | Choose the answer that best completes the sentence below. Some buttons have no purpose; _______, other buttons do. | A. specifically
B. first
C. previously
D. however | D |
What Should We Take to the Moon? | Extra socks. Toothbrush. Chewing gum. Toothpaste (to go with the toothbrush). Action figures. Lots and lots of action figures.
Toby looked at the pile with all his favorite stuff. He had arranged it into three neat rows. On the left was very important stuff. In the middle was kind of important stuff. On the right was not-so-important stuff.
“Action figures are very important,” he said. “Chewing gum is kind of important. Toothpaste is not so important.”
Toby was preparing for a trip to the moon. He didn’t know when he was going. He didn’t have any tickets. But he figured it had to be soon, and he wanted to be ready.
Earlier that night, Toby’s dad was watching the news. A lady with poofy hair talked to a scientist in a lab coat.
“When do you expect man will return to the moon?” asked the lady.
“Very soon,” said the scientist. “Very soon indeed.”
Toby usually ignored the news. But this made him look up from his homework. “Very soon…” he murmured to himself. “Very soon indeed!”
Toby had been excited about the moon ever since he first saw it in the night sky. It passed by his bedroom window at night, and when it was full, it filled Toby’s head with dreams. He wanted to fly in a spaceship. He wanted to vacation on the moon. He wanted to hike up mountains made of moon rock. He wanted to eat peanut butter and jelly sandwiches in a space colony, while the earth spun overhead.
Toby wanted to live on the moon. And now, according to the man on the news, that was going to happen. Very soon indeed.
As soon as he finished his homework, Toby went to his room. He took out his blue, plastic suitcase, and began arranging things on his bed. There was no time to waste, but that didn’t mean he hurried. Packing for a trip to the moon was too important to rush.
Toby had always been a planner. At Christmas dinner, he thought about where they would go for summer vacation. On summer vacation, he thought about what he might like for Christmas. Toby’s sister teased him about it, but Toby thought there was no harm in looking ahead. Tonight he wasn’t just looking ahead. He was looking up—to the moon.
When his suitcase was filled, Toby closed it. He pulled the zipper. It would not zip. His suitcase was too full.
With hands as careful as an astronaut’s, Toby lifted each object from his suitcase. He would have to leave something behind, but what? Even the toothpaste was too important to leave behind.
“Let’s see,” he said, consulting his list. “I’ll need shoes on the moon. I’ll need a book to read on the way. I’ll need my camera in case there are any aliens. And I’ll definitely need my sunglasses. Since it’s never cloudy on the moon, the sun will be very bright.”
Finally, there was only one thing left in his suitcase. As soon as he picked it up, Toby knew it would have to stay behind. It was an authentic moon rock, brought home by his brother from space camp. It was his most prized possession. It lived on his desk, and every time he saw it, his heart sang a little song. But he would find plenty of rocks on the moon.
Toby zipped up his suitcase and put it beside the door. When the time came to go to the moon, he would be ready. | 510 | 3 | null | What is Toby preparing for? | A. a trip to Mars
B. a family vacation
C. a sleepover
D. a trip to the moon | D | What motivated Toby to begin packing his suitcase? | A. Toby's dad had been watching the news earlier that night.
B. A scientist on the news said he expects man will return to the moon very soon.
C. He wanted to eat peanut butter and jelly sandwiches in a space colony.
D. Toby's sister told him to start preparing for their summer vacation. | B | Read these sentences from the text. Toby had been excited about the moon ever since he first saw it in the night sky. It passed by his bedroom window at night, and when it was full, it filled Toby’s head with dreams. [ . . . ] Toby wanted to live on the moon. And now, according to the man on the news, that was going to happen. Very soon indeed. Based on this evidence, how does Toby most likely feel about the possibility of going to the moon very soon? | A. confused and annoyed
B. bored and uninterested
C. thrilled and excited
D. nervous and scared | C | Read these sentences from the text. At Christmas dinner, [Toby] thought about where they would go for summer vacation. On summer vacation, he thought about what he might like for Christmas. Toby’s sister teased him about it, but Toby thought there was no harm in looking ahead. What conclusion can you draw about Toby based on this evidence? | A. Toby likes to do things at the last minute.
B. Toby likes to be prepared for whatever is coming up.
C. Toby likes his brother more than his sister.
D. Toby prefers summertime to Christmas time. | B | What is a theme of this story? | A. It's never too early to prepare for something.
B. You can do anything if you put your mind to it.
C. Family is more important than any object you can own.
D. There is no place as nice as your own home. | A | Read these sentences from the text. It was an authentic moon rock, brought home by his brother from space camp. It was [Toby's] most prized possession. It lived on his desk, and every time he saw it, his heart sang a little song. Why might the author have said that Toby's "heart sang a little song"? | A. to show that Toby liked music as much as he liked the rock
B. to suggest that Toby sang to the rock
C. to show how much Toby valued the rock
D. to show that Toby cared about his brother | C | Read this sentence from the text. It was an authentic moon rock, brought home by his brother from space camp. How could you rewrite this sentence without changing its meaning? | A. His brother, who was from space camp, brought home an authentic moon rock.
B. It was an authentic moon rock, which his brother had brought home from space camp.
C. His brother brought him home from space camp, along with an authentic moon rock.
D. It was an authentic moon rock that brought his brother home from space camp. | B |
Going to Bat -- In Jackie's Footsteps | Mo Vaughn of the New York Mets wears number 42. He wears it for a special reason.
A baseball player named Jackie Robinson wore number 42. He was an African American. He entered the major leagues in 1947. Until then, no African American had ever played in the majors. Robinson broke baseball's "color barrier." He opened the door for Black athletes to play in pro sports.
Vaughn wears number 42 as a tribute to Robinson. He also works with Robinson's daughter Sharon. She keeps her father's spirit alive by helping young people break through barriers of their own.
Before 1947, some team owners didn't think that Black athletes were good enough to play in the majors. Some fans didn't want to see Black and white athletes play together. Black players belonged to all-Black teams in all-Black leagues. A man named Branch Rickey wanted to change that. He ran the Brooklyn (New York) Dodgers. (Years later, the Dodgers moved to Los Angeles, California. They play there today.) In 1945, Rickey formed a plan to hire the game's first Black player.
Rickey chose Robinson. Rickey told Robinson that many people wouldn't like his playing in the big leagues. They would call him names. Other players would try to hurt him. But Robinson couldn't fight back, Rickey said. If he did, Black athletes would never be allowed in major-league baseball.
Robinson joined the Dodgers in 1947. He was the target of abuse from fans and other players. But he didn't fight. Instead, he played brilliantly. He won over his critics. He proved that Black athletes belonged on the field.
Robinson died in 1972. Today, his daughter Sharon runs a program called Breaking Barriers: In Sports, In Life.
In the program, she works with Vaughn and other major-league stars. She and the ballplayers visit schools all over the country. They talk to students about the kinds of barriers they face in life.
In one class, a boy talked about his mother's death. A girl talked about her parents' divorce. In other classes, students discussed problems with learning at school.
Students also learn that big-league ballplayers face problems in life. Vaughn missed a whole season because of an injury. But he used that time to train and get stronger. This year, he hopes to have his best season yet.
Sharon Robinson talks about what students need to overcome their problems. They need courage, she said. They need to use teamwork. And they must never quit.
Sharon Robinson said her program reminds people of the barriers her father broke. Vaughn agrees. He tells students why he wears Jackie Robinson's number.
"This number isn't mine," he said. "I just put it on and try to keep his memory alive as long as possible." | 610 | 3-4 | Social Studies: Sports, Health & Safety, U.S. History | Why did Mo Vaughn wear number 42? | A. because he likes even numbers
B. because he wanted to keep Jackie Robinson’s memory alive
C. because 42 is his favorite number
D. because he worked with Sharon Robinson on her youth program | B | What are the two main topics described by the author in this text? | A. how Branch Rickey wanted to change major league baseball and how big-league ballplayers today handle their problems
B. why Mo Vaughn wore number 42 as a Mets player and how Mo Vaughn worked with Sharon Robinson on her youth program
C. why Sharon Robinson decided to start a youth program and how her youth program helps people remember her father
D. how Jackie Robinson entered major league baseball and how Sharon Robinson helps young people with her youth program | D | Read this paragraph from the text. [Jackie Robinson] entered the major leagues in 1947. Until then, no African American had ever played in the majors. Robinson broke baseball's "color barrier." He opened the door for Black athletes to play in pro sports. What can you conclude about Jackie Robinson based on this evidence? | A. Jackie Robinson was the best baseball player to ever play in the major leagues.
B. Jackie Robinson was the first African American baseball player to play in the major leagues, but not the last.
C. Jackie Robinson was the only African American baseball player to ever play in the major leagues.
D. Jackie Robinson was the only African American baseball player to play on any pro sports team. | B | Based on the text, why might Jackie Robinson not have fought back against abuse from fans and other players? | A. He did not feel bothered or hurt by the abuse he received from fans and other players.
B. He wanted to save his reputation and make sure he would be remembered only for his skill in baseball.
C. He was worried that he might become the target of worse attacks if he responded to the abuse.
D. He wanted to ensure that Black players in the future would continue to be allowed to play in the major leagues. | D | What would be another good title for this text? | A. Jackie Robinson: Number 42
B. Jackie Robinson’s Daughter Sharon
C. Jackie Robinson: An Inspiration
D. The Life and Times of Jackie Robinson | C | Read this sentence from the text. Sharon Robinson talks about what students need to overcome their problems. In this sentence, what does the word "overcome" most nearly mean? | A. to be sad about
B. to work with
C. to understand
D. to defeat | D | Choose the word that best completes the sentence. Branch Rickey wanted a Black player on his major league baseball team, ___________ he asked Jackie Robinson to join. | A. so
B. since
C. if
D. after | A |
U.S. Presidents: James Madison | James Madison was the fourth president of the United States from 1809 to 1817. He is best known as the father of the Constitution for his leading role in shaping the document. Madison designed the Constitution’s system of checks and balances at the Constitutional Convention of 1787. The system balances the power between Congress, the president, and the Supreme Court. It gives each branch some control over the actions of the others. This way, one branch of government can't become too powerful. Madison also helped create the U.S. federal system. This system divides power between the central government and the states. Most importantly, in 1789, he drafted the first 10 amendments to the Constitution. The amendments are called the Bill of Rights.
Like his predecessor, Thomas Jefferson, Madison was a Virginia man. He served as secretary of state under President Jefferson from 1801 to 1809. During this time, Madison worked extra hard to keep America out of wars that were happening all over Europe. In 1812, however, Madison led America into a war with Great Britain. Great Britain was interfering with American trading ships. They were also becoming allies with the indigenous peoples in the west. The British encouraged the indigenous people to attack Americans.
Madison realized that his nation needed to fight back, even though they were unprepared. At one point in the War of 1812, British troops captured Washington, D.C. They destroyed the White House and other government buildings. But their success was only temporary. America won the war in 1815 when General Andrew Jackson defeated the British in the south.
The British invasion caused Madison and his wife, Dolly, to flee Washington, D.C. Dolly was famous for throwing lavish parties at the White House. The fact that the White House was burned by the British didn’t stop her. She continued her presidential entertaining from a new Washington home. Madison served out his second term while the White House was rebuilt. The war had brought an era of good feeling. Americans were more united. The economy was growing. Madison left office in 1817. He retired to Montpelier, his estate in Virginia. | 740 | 3-4 | Social Studies: U.S. History | According to the text, what does the U.S. federal system divide power between? | A. Congress, the president, and the Supreme Court
B. the central government and the states
C. the Constitution and the Bill of Rights
D. the White House and other government buildings | B | Based on the text, what describes the correct sequence of events in Madison’s life? | A. He wrote the Bill of Rights, served as president, served as Jefferson’s secretary of state, and designed the system of checks and balances.
B. He served as president, fought in the war with the British in 1812, argued with the British king, and served as Jefferson’s secretary of state.
C. He wrote the Bill of Rights, fled the White House while it was burning, won the war with the British in 1815, and helped write the Constitution.
D. He designed the system of checks and balances, wrote the Bill of Rights, served as Jefferson’s secretary of state, and served as president. | D | Read this paragraph from the text. James Madison was the fourth president of the United States from 1809 to 1817. He is best known as the father of the Constitution for his leading role in shaping the document. Madison designed the Constitution’s system of checks and balances at the Constitutional Convention of 1787. The system balances the power between Congress, the president, and the Supreme Court. It gives each branch some control over the actions of the others. This way, one branch of government can't become too powerful. Madison also helped create the U.S. federal system. This system divides power between the central government and the states. Most importantly, in 1789, he drafted the first 10 amendments to the Constitution. The amendments are called the Bill of Rights. What can you conclude about James Madison based on the evidence in this paragraph? | A. James Madison valued individual freedoms and a balance of power in the government.
B. James Madison was more concerned about creating the Bill of Rights than creating the system of checks and balances.
C. James Madison believed the government should be strong, and he also believed the president should have absolute power.
D. James Madison wasn’t well known until he became famous during the Constitutional Convention of 1787. | A | Based on the text, how can you best describe the War of 1812? | A. It was a challenging but important win for America.
B. Burning the White House helped America win the war.
C. The war was an easy victory for America.
D. The war was an easy victory for Britain. | A | What is the main idea of the text? | A. James Madison had a lot in common with previous presidents, as he had played an important role in creating the new United States government.
B. The British burned down the White House during the War of 1812. This caused James Madison and his wife to flee the city, but it did not stop Dolly from throwing lavish parties.
C. James Madison is considered the father of the Constitution because of his work in creating the system of checks and balances and the federal system.
D. After playing an important role in writing the U.S. Constitution, James Madison went on to become the fourth president and led the country through the War of 1812. | D | Read these sentences from the text. In 1812, however, Madison led America into a war with Great Britain. Great Britain was interfering with American trading ships. They were also becoming allies with the indigenous peoples in the west. The British encouraged the indigenous people to attack Americans. What does the word “allies” mean here? | A. enemies
B. partners
C. opponents
D. family | B | Choose the answer that best completes the sentence. ______ Madison wanted to keep the peace, he was forced to declare war on the British in 1812. | A. Because
B. For
C. So
D. Although | D |
Friendship Problems Solved! | Your best bud ditches you for someone else. A teammate won't talk to you. A classmate picks a fight with you. A friend makes fun of your haircut.
Conflict is a normal part of all relationships. "Conflict happens when people have differing points of view or sets of needs," says Naomi Drew, the author of The Kids' Guide to Working Out Conflicts. "You can't avoid conflict, but you can choose how you handle it."
Current Health readers sent us their questions. We asked for advice from Drew and from William Bukowski, a psychology professor at Concordia University in West Montreal, Quebec, on how to keep cool and get along.
Q: My friends accuse me of things I didn't do. How should I respond? A: "First, ask yourself if there's anything you might have done to upset them," Drew advises. If so, own up. Good friends are honest with one another and themselves. If there's no truth to what they say, they may lack the facts. Calmly explain your side of the story. Also make sure they know you're happy to answer questions. You might say, "I'm always here to talk. Just ask me next time."
Q: A friend at school is trying to steal my other friends. How should I handle that? A: Don't be afraid to talk to a friend who's doing something you don't like. Make sure you don't blame or accuse your friend. Instead say, "I feel frustrated when you hang out with my friends and don't invite me." Make sure your friend understands how you feel so you can work through it together.
Q: My friend doesn't want me to hang out with another classmate. He makes fun of us. I think he's jealous. What should I do? A: Talk to your friend. Try to understand his feelings, and explain yours. You might say, "I think you're feeling bad because I sometimes hang out with _________. I'm still your friend, but I want to be his friend too. It's not OK to make fun of us. Please stop." If your friend continues to make fun of you, you might have to walk away to remove yourself from the situation.
Q: A new student started at my school, and my best friend ditched me to hang out with her. What should I do? A: "Relationships don't come from out of nowhere," says Bukowski. Remember, the best way to have a friend is to be a friend. Rather than feeling rejected, take the initiative; get to know the new student.
Q: My friend is popular, but she's rude to other people. She said if I don't starting acting mean, she'll stop being my friend. A: Never "sell out" just to be popular. Just because your friend is rude, you don't have to be. Rather than following her lead, treat people the way you want to be treated. By standing up for your beliefs, you'll be a role model—and you might even find some new friends.
Q: My friend and I fight a lot. One minute we're arguing, and the next we're friends again. I don't like it. How should I handle it? A: Good friends know when to back down. They know that "winning an argument" isn't always worth it. The next time you see a fight coming, ask yourself how strongly you feel. If the issue isn't important to you, let your friend "win" the argument. If you give a little, so may your friend. And remember, your point of view isn't the only one. "It's important to try to understand the perspective of the other person," says Bukowski. He or she "may see things differently."
Q: A kid at school keeps trying to steal my bike. What should I do? A: Stealing is never OK. "It's against the law, and you need to stand up for yourself," says Drew. "If you've already tried making the person stop, tell a teacher or parent. This isn't tattling; it's getting help [with] a problem." You might keep the person from breaking the law in the future.
Q: My friends want me to smoke cigarettes. I don't want to, but how can I say no? A: Think about all the reasons you don't want to smoke: It causes cancer, turns your teeth yellow, and makes all your clothes smell like cigarette smoke. "Stop, breathe, and chill out in your mind before you respond to your friends," Drew advises. Calmly tell them your reasons for not smoking. If your friends pressure you, don't give in. Only you have the right to decide how to treat your body. If they keep pressuring you, find new friends who respect your choices. | 540 | 3 | Social Studies: School & Family Life | When does conflict happen? | A. when people have different points of view
B. when people agree about something
C. when people are laughing at a joke
D. when people are excited about something | A | What is the structure of this text? | A. It lists common problems in friendships and then tells a story about one group of friends.
B. It describes a friendship between two people and then lists ways they could be better friends.
C. It tells a story about two friends and then describes the fights they have.
D. It is a list of questions about friendship problems, with answers from experts. | D | Read these sentences from the text. “Don't be afraid to talk to a friend who's doing something you don't like. Make sure you don't blame or accuse your friend… Talk to your friend. Try to understand his feelings, and explain yours.” What do you know about friendship based on this information? | A. Talking to your friends is an important part of solving problems.
B. It’s not always a good idea to be honest with your friends.
C. It can be hard to explain your feelings, so you shouldn’t try.
D. The best way to solve a problem is to tell a funny joke. | A | Read the “How to Make Up And Move On” section. What is the best way to act during a fight with a friend? | A. calm and curious
B. angry and upset
C. sad and confused
D. happy and excited | A | What does this text mostly talk about? | A. how to get your friends to do what you want
B. how to make more friends at school
C. tips to help you deal with friendship problems
D. how to calm down in a fight | C | null | null | null | null | null | null |
Sojourner Truth's Famous Speech | In the Broadway musical The Civil War, actress Cheryl Freeman gave a powerful monologue. The speech shocked the audience. It left them in tears. This monologue was taken from the words of Sojourner Truth. Sojourner Truth was an African American female abolitionist. She became one of the most famous abolitionists of her time.
Sojourner Truth traveled across the country and gave important speeches. She worked towards the freeing of enslaved African people in the United States.
Sojourner Truth was born into slavery in upstate New York. However, she escaped to freedom in 1826. She had to leave some of her own children behind.
After her freedom, Sojourner Truth worked hard to fight against slavery. She inspired thousands, including President Abraham Lincoln. She even met with him at the White House.
By 1850, Sojourner Truth also worked hard to fight for women’s rights. At the 1851 Women’s Rights Convention, she gave a speech in support of abolition and women’s rights. Today, no one knows exactly what she said. Sojourner Truth didn’t write down her speech, and there was no way to record video or sound. It had not been invented yet! Later, two people published versions of Sojourner Truth’s speech.
One version of the speech was published 12 years later. This version was written by Frances Gage, an abolitionist and the president of the 1851 Women’s Rights Convention. When people think of Sojourner Truth’s speech, they often think of Gage’s version. Gage’s version was even the one used for the monologue in The Civil War musical. But many experts agree that Gage’s version has some big problems. One problem is that Gage wrote her version many, many years later. In addition, some of the details of Sojourner Truth’s life were wrong. Gage also used words and phrases that Sojourner Truth wouldn’t have used!
Another version of Sojourner Truth’s speech was written by one of her friends, Marius Robinson. He was at the convention and heard the speech. Soon after, he wrote down what he remembered. His version was published just one month after Sojourner Truth gave her speech. Here’s a part of Robinson’s version of Sojourner Truth’s speech:
I am a woman’s rights. I have as much muscle as any man, and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?
I have heard much about the sexes being equal; I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. | 630 | 3 | Social Studies: U.S. History | According to the text, what did Sojourner Truth work towards? | A. getting to meet Abraham Lincoln
B. writing a Broadway play about her life
C. freeing enslaved African people in the United States
D. rescuing her children from slavery | C | What does the author describe in the beginning of the text? | A. how Sojourner Truth escaped from slavery
B. Sojourner Truth’s travels across the United States
C. how Sojourner Truth inspired Abraham Lincoln
D. a monologue that shocked Broadway audiences | D | Sojourner Truth’s speeches were moving and inspirational. What evidence from the text supports this conclusion? | A. During a play, Cheryl Freeman gave a monologue based on Sojourner Truth’s words.
B. A speech based on Sojourner Truth’s words moved an audience to tears.
C. Sojourner Truth traveled across the country and gave speeches.
D. Sojourner Truth left her children behind when she escaped from slavery. | B | Based on the text, why did President Lincoln probably meet with Sojourner Truth? | A. because they were both born into slavery
B. because he wanted to learn how she escaped slavery
C. because she had important things to say about slavery
D. because he needeed her help with making speeches | C | What is this text mostly about? | A. Broadway shows based on famous people
B. how Sojourner Truth and Abraham Lincoln became friends
C. why Sojourner Truth was good at public speaking
D. Sojourner Truth's speeches, especially a speech in 1851 | D | Why might the author have begun the text by talking about a modern Broadway show? | A. because the author enjoys attending Broadway shows
B. to tell the reader about a great play called The Civil War
C. to emphasize the importance of plays in the abolitionist movement
D. to link Sojourner Truth’s work to the present day | D | Choose the answer that best completes the sentence below. Sojourner Truth was born a slave in upstate New York, _________ she escaped in 1826. | A. after
B. because
C. instead of
D. but | D |
A Courtroom in the Classroom | Last week Miss Blake taught her third grade class about laws in the United States and what happens when people are accused of breaking those laws, or committing crimes. For example, one law says that people cannot steal from others. If a person is accused of stealing, the accused person may enter a criminal trial. This is when people determine if the accused person is guilty or not guilty based on evidence.
Trials take place in courtrooms, and Miss Blake wanted to show her third grade class what it’s like inside a courtroom of the United States, so she decided to stage a role-play of a criminal trial. There are many different people in the courtroom during a criminal trial. All of them have different but important jobs or roles. Miss Blake put her students’ names inside a hat. Next to the hat, she had a list of the different people who participate in a trial. As she went down the list of courtroom jobs, she picked a student’s name out of the hat. She then assigned the student to act out that role in the class role-play. Miss Blake thought it would be fun, and it was!
First on the list was the judge. Miss Blake chose Matthew Schwartz to play the judge. The judge sits high above everyone else in the front of the courtroom. He or she decides what is fair or unfair in the trial. He or she must try hard not to form an opinion on whether a person is guilty of a crime or not. Many people think the judge decides who is guilty or not, but that is not always true. In some cases (called bench trials), the judge decides the outcome of the trial. In other cases (jury trials), a jury decides the outcome of the trial.
The jury is a group of up to 12 citizens. In the United States, people are asked at random to be a part of the jury in a trial. They listen to evidence that is brought up. In a criminal trial, this evidence can suggest the person accused of a crime is either guilty or innocent. The jury has to listen to all of it. Then, all of the people on the jury vote on whether or not the person is guilty. The trial does not end until enough of the jury members agree on whether or not the person is guilty. Miss Blake chose twelve boys and girls to play the jury, and all of them were excited to listen to the evidence from the two lawyers.
A lawyer’s job is to use evidence to convince the jury that his or her version of what happened is right. In a criminal trial, one lawyer wants to show that a person is guilty of a crime. That lawyer is the prosecutor. The other lawyer, the defense lawyer, hopes to prove the person is not guilty. Christina Slick became the prosecutor, and Jeffrey Gecko was chosen as the defense lawyer in Miss Blake’s class role-play.
In the courtroom, there is also a bailiff and a court reporter. The bailiff stands close to the judge. His or her job is to make sure there is order in the court! Miss Blake thought that Jack Foster would be a great bailiff, and luckily picked his name out of the hat for the job. The court reporter writes out everything being said during the trial. This is important in case someone wants a statement repeated later on. Miss Blake chose Daisy Frank for that job.
The last person Miss Blake needed to choose was someone to play the defendant. The defendant is the person accused of doing some crime. The defendant might not have actually committed the crime, however. The jury will decide whether the defendant committed the crime at the end of the trial, after the lawyers have shown all of their evidence to the court. Miss Blake chose Charlie Samuels to pretend to be the defendant, but reminded the class that Charlie was only going to act like a bad boy who was accused of stealing a hot dog at lunch. Now that all of the roles had been chosen, the courtroom role-play could begin! | 960 | 3 | Social Studies: Civics & Government | What role does a judge play in a trial? | A. writes out everything said during a trial
B. decides what’s fair or unfair
C. keeps order
D. proves a person is not guilty | B | What does the author describe in this passage? | A. stealing a hot dog at lunch
B. Miss Blake’s class
C. how to role-play
D. the roles of people in a courtroom | D | In a criminal trial, a prosecutor uses evidence to try to show that a person is guilty of a crime, while a defense lawyer uses evidence to try to show that a person is not guilty of a crime. Based on this evidence, what conclusion can be made? | A. The lawyers tell the same version of what happened.
B. Two different versions of what happened are presented at a trial.
C. Both lawyers want the same outcome.
D. Only one lawyer uses evidence. | B | The jury in a criminal jury trial must decide whether a defendant is guilty or not. What impacts their decision? | A. how many jury members are part of the trial
B. how many times statements were repeated during the trial
C. the judge’s opinion about whether the defendant is guilty or not
D. how the prosecutor and defense lawyers present the evidence | D | What is this passage mainly about? | A. where the judge sits in court
B. where the bailiff stands in court
C. the people in a courtroom during a trial
D. the number of people on a jury | C | Read the following sentences from the passage: “As she went down the list of courtroom jobs, she picked a student’s name out of the hat. She then assigned the students to act out that role in the class role-play .” What does the term “role-play” mean? | A. to read about other people
B. to be yourself
C. to pretend to be someone
D. to take a quiz | C | Choose the word that best completes the sentence below. There are many different people in a courtroom, _____ the judge, jury, lawyers, bailiff, and court reporter. | A. however
B. including
C. so
D. then | B |
Li Bing and the Flooding | A very long time ago there were people who lived along a river in China. The river was named the Min River.
There was a problem with the Min River. The people who lived along it were scared of it because it would overflow. This happened once a year, every year. When the river overflowed, water would flood the people’s homes, and everything would get wet. This was a very bad thing for the people who lived along the Min River. It was a big problem. So some of the people got together and started to think about how they could fix it.
Eventually the governor of the people got involved. His name was Li Bing, and he was very smart. Li Bing investigated the problem. To investigate a problem means to study it carefully and learn as much about it as possible.
Li Bing found out that the problem of the flooding river started up in the mountains. The tops of the mountains were very high up in the sky, where it was very cold. When it was wintertime, it would get so cold that the tops of the mountains would become covered in snow. When springtime came, all the snow would melt. When snow melts it turns into water. The problem was that the melted water would fall down the mountains and go into the Min River. This is why it would overflow and flood people’s homes.
Li Bing knew that the melting snow was the cause of the flooding. But he also knew that he couldn’t stop the snow from melting. So he started to think about other ways that he could fix the problem. Then Li Bing had a great idea. He realized that the best way to solve the problem would be to turn it into an opportunity. An opportunity is a chance for something good to happen.
Away from the river there was a flat piece of land that had its own problem. It didn’t have any water. It needed water. So Li Bing started thinking about how he could get the extra water that was bad for the people who lived along the Min River to the flat plain of land that needed water to grow plants.
Li Bing got a bunch of workers together and created a levee in the Min River. A levee is a big wall that people build to stop water from going somewhere. The levee makes the water go somewhere else.
Li Bing and his workers made the levee out of bamboo and stones. It took him and his men four years to build. When the levee was done, the water stopped flooding the homes of the people who lived along the Min River and started going into the land that was flat and needed water. Now the people who lived along the river didn’t have to worry about the river flooding, and plants began to grow in the flat land. | 780 | 3 | Science: Technology & Engineering | What was the problem with the Min River? | A. The Min River became dry because there was not enough rainfall.
B. Once a year the Min River would overflow and flood a flat plain of dry land nearby where nobody lived.
C. The Min River was not big enough to build a levee in the river.
D. Once a year the Min River would overflow and flood homes of people living along it. | D | The problem with the Min River was that it flooded the people’s homes once a year. How did Governor Li Bing solve this problem? | A. He built a levee at the bottom of the mountains to keep the melted snow from going into the river.
B. He asked the people who lived along the river to build new homes on stilts
C. He built a levee in the Min River that made the extra water go to a flat plain of land.
D. He asked the people who lived along the river to move to a dry flat plain of land. | C | The levee was helpful in more than one way. Which evidence from the text best supports this conclusion? | A. The levee was built in the Min River and was made out of bamboo and stones.
B. The levee stopped the river from flooding the people’s homes and brought water to land that needed water to grow plants.
C. The Min River would overflow even after the levee was built yet it didn’t flood the people’s homes.
D. It took Li Bing and his workers four years to build the levee. | B | What was the flat plain of land away from the river like before the levee was built? | A. It was dry.
B. It was flooded.
C. It had many plants.
D. It had many houses. | A | What is this passage mainly about? | A. how melted snow from mountains can cause river flooding
B. how the people who lived along the Min River dealt with the problem of flooding
C. how levees are built in rivers and what materials they are made of
D. how Li Bing solved the problem of flooding along the Min River | D | Read the following sentence: “When the river overflowed water would flood the people’s homes and everything would get wet.” The word overflowed most nearly means that the river | A. was filled with plants
B. was filled with so much mud that the water would become very dirty
C. had too much water so it would flow over the sides of the river
D. did not have enough water so the river dried up | C | Choose the answer that best completes the sentence below. ___________ the overflowing Min River was a big problem, Li Bing turned it into an opportunity. | A. Although
B. So
C. On the other hand
D. However | A |
Man of Mystery | Been buried alive: He's done it. Lived in an ice tomb: He's done that, too. Stood high above New York City on a narrow pillar: David Blaine has been there, done that.
Some people say Blaine is a modern Houdini. Harry Houdini was a famous magician in the early 1900s. His tricks and great escapes amazed people.
When he was 5, Blaine saw a picture of Houdini doing a stunt. That image stuck with Blaine. It made him want to learn magic.
"You don't get into magic. Magic gets into you," Blaine wrote in his new book, Mysterious Stranger: A Book of Magic.
Blaine grew up in Brooklyn, New York. His mother raised him by herself.
Blaine's first deck of cards was old and yellowed. Blaine treasured the cards. He thought their old age made them magical.
As a young child, Blaine once did a card trick for a neighbor. Blaine did not know the man. The trick stunned the neighbor. It made the man smile. Blaine loved the way his magic made the man feel.
Now, at 39, Blaine still does what he calls "street magic." He walks up to strangers on the street and shows them magic tricks.
Blaine has made a career out of doing magic. He used to perform his tricks at parties. Now he does TV specials.
Blaine does more than simple magic tricks. He also does some very risky stunts.
In 1998, Blaine let himself be buried alive. Blaine spent a week in a coffin. He survived on a little water and oxygen from a tank.
A few years later, Blaine encased himself in a huge block of ice. He stayed in his icy tomb for two and a half days.
Last year [2002], Blaine reached new heights. He spent 35 hours standing on a pole 83 feet high. To end the stunt, he fell down onto a tall pile of cardboard boxes.
What makes Blaine do such crazy stunts? Perhaps Blaine's report of the crowd at his buried-alive stunt says it all.
"I saw something truly incredible…. I saw every race, every age group, and every religion gathered together smiling. That made everything worth it. I saw magic." | 630 | 3 | null | According to the text, what has David Blaine made a career out of? | A. writing books
B. doing magic
C. being buried
D. standing on a pole | B | Which of the following does the author describe last in the text? | A. The author describes some difficult tricks performed by David Blaine.
B. The author describes some similarities between David Blaine and Harry Houdini.
C. The author describes David Blaine’s first deck of magic cards.
D. The author describes some TV specials that Blaine has done. | A | Somehow David Blaine has found a way to survive in many dangerous situations. What evidence from the text supports this conclusion? | A. “As a young child, Blaine once did a card trick for a neighbor. Blaine did not know the man. The trick stunned the neighbor.”
B. “Been buried alive: He's done it. Lived in an ice tomb: He's done that, too. Stood high above New York City on a narrow pillar: David Blaine has been there, done that.”
C. “Some people say Blaine is a modern Houdini. Harry Houdini was a famous magician in the early 1900s. His tricks and great escapes amazed people.”
D. “Blaine's first deck of cards was old and yellowed. Blaine treasured the cards. He thought their old age made them magical.” | B | What does the text imply about David Blaine? | A. David Blaine will probably move back to Brooklyn some day.
B. David Blaine could die doing one of his risky stunts.
C. David Blaine wanted to learn magic from a young age.
D. David Blaine likes being in very high places. | C | What is the main idea of the text? | A. David Blaine has based his magic tricks and stunts off of the same ones performed by Harry Houdini.
B. David Blaine is a career magician who has gained fame performing risky stunts and tricks.
C. David Blaine is a magician who is considered the best card trick performer in the world.
D. David Blaine is a magician who once spent a week buried alive as a stunt. | B | Read these sentences from the text. Blaine does more than simple magic tricks. He also does some very risky stunts . As used in this sentence, what does the word "stunts" mean? | A. exciting stories
B. fun activities
C. important decisions
D. dangerous actions | D | Choose the word that best completes the sentence. _________ David Blaine and Harry Houdini are both famous magicians, Harry Houdini is no longer alive. | A. However
B. Before
C. So
D. Although | D |
What's Your Cycle Style? | "C'mon, Devon, let's go for a ride," Janey said, snapping the chin strap of her bike helmet.
Devon eyed Janey's mountain bike. "Where do you want to go?"
"Somewhere bumpy and hilly and fun," Janey grinned.
Devon frowned. "I can't go to Monster Trails Park, Janey. My bike isn't made for that."
Janey sighed as she shook her head and stared at the skinny tires on Devon's 18-speed road bike. "Why don't you get a mountain bike like mine? You'd have more fun. I'm going to be the next girl star of mountain biking. I'm going to race, and I'm going to get into the Olympics. Don't you want to do that?"
Devon shook his head. "I like road racing that's smooth and fast. I could race in the Tour de France like Lance Armstrong. And this kind of biking is in the Olympics too."
Janey sighed. "See you around."
Devon shrugged. "I'll see you at the Olympics."
What do you like best about biking? Is it the freedom of riding over to your best friend's house? Is it the strong, confident feeling you get by using your muscles to power a piece of metal and rubber down the road? Or is it the thrill you get from barreling down a bumpy mountain trail that jolts your bones and sprays you with mud?
Riding a bike can be fun, good for you, and exciting too. A bike can also be your main mode of transportation. The Bicycle Council says that the main reason Americans use bikes is for recreation. The use of bikes for fitness and transportation to school or work rate much lower. If you've ever been in Europe, you know that thousands of people use bicycles to get to and from work. Those who ride bikes to and from work or school tend to be more fit than those who ride in cars and buses. Also, biking doesn't cause air pollution or use up any natural resources.
The most important type of bike is one that you can use safely. Get a bike that will suit the activity you plan to use it for. Your choices include the following:
Janey likes biking excitement. Devon enjoys endurance biking. Both styles are fun. And both make you strong by exercising your muscles, heart, and lungs.
Biking exercises your brain too--you need to learn safety rules, and the rules of the road. And if you do compete, there are even more rules to learn. Working out a winning strategy is also brain exercise.
The great thing about biking is that you can do it by yourself. But it's also fun to do with others. Here are a few places to meet other bikers:
Check with your local newspaper, bike shop, school, the YMCA, or a recreation center for information about these events and clubs.
Devon and Janey know what kind of biking they want to do. If you plan on general biking fun, a hybrid bike will be fine. Visit a bike shop and talk with someone who knows a lot about the different types of bikes. Then have fun with your cycling!
May is National Bicycle Safety Month. The National Bicycle Safety Network works to improve biking safety. They offer these tips: | 630 | 3 | Social Studies: Sports, Health & Safety | According to the text, what is the main reason Americans use bikes? | A. for excitement
B. for recreation
C. for fitness
D. for transportation | B | How does the author begin the text? | A. The author gives us an introduction to biking through a short introductory dialogue.
B. The author writes an introduction about the history of biking.
C. The author starts the text with biking safety tips.
D. The author begins by listing different types of bikes. | A | Read these sentences from the text. The Bicycle Council says that the main reason Americans use bikes is for recreation. The use of bikes for fitness and transportation to school or work rate much lower. If you've ever been in Europe, you know that thousands of people use bicycles to get to and from work. What is the author suggesting in these sentences? | A. Europeans are more skilled at bicycle riding.
B. Americans cause less pollution than Europeans, and therefore do not have to worry about bicycling for environmental reasons.
C. Europeans have more money than Americans and can therefore afford the hobby of bicycling.
D. Europeans use their bikes for transportation more frequently than Americans. | D | Based on the text, what is something bicyclists should do to stay safe? | A. Bicyclists should always wear dark clothing when riding.
B. Bicyclists should always stay on the sidewalk.
C. Bicyclists should make sure that they are visible.
D. Bicyclists should only ride mountain bikes. | C | What is the main idea of the text? | A. The best use for a bicycle is as a type of exercise, even though biking is a very dangerous way to exercise.
B. There are many different reasons why people use bicycles and many benefits to cycling.
C. Mountain bikes can be used on many different surfaces, including roads.
D. Many people in Europe use bikes to get to work, but people in the US don’t bike to work, because they’re afraid of sweating. | B | Read this sentence from the text. Or is it the thrill you get from barreling down a bumpy mountain trail that jolts your bones and sprays you with mud? As used in this sentence, what does the word “barreling” mean? | A. moving slowly
B. flipping over
C. falling
D. moving quickly | D | Choose the answer that best completes the sentence. Running offers many of the same benefits as bicycling, _______ bicycling also offers the ability to travel farther distances with less effort. | A. but
B. since
C. therefore
D. if | A |
Eruption! | The Colima (koh-LEE-mah) Volcano in Mexico has roared to life again. The 12,500-foot volcano is also called the "Volcano of Fire." Over the past few centuries, it has had several major eruptions.
The Volcano of Fire is Mexico's most active volcano. It has erupted many times over the years. What scientists are most worried about is the next big eruption. The volcano has had huge eruptions about every hundred years. In the 20th century, there was one that took place in 1913.
Scientists study the pattern of activity and compare it to data taken from the major eruption of 1913. Volcano experts can use their studies to predict a time period when there might be a large, explosive eruption.
The volcano is 20 miles north of the city of Colima. To make sure no one is in danger, officials created a safety zone around the volcano. People aren't allowed in that area.
Scientists use special equipment to track changes within the volcano. "We're looking for clues of another large, explosive eruption," says Luhr. "That way, we can be prepared."
Volcanoes are openings called vents on the surface of the earth. Volcanoes can be active (currently erupting or erupted not long ago), dormant (not currently active but likely to erupt someday), or extinct (unlikely to erupt again).
Magma is hot, melted rock beneath the surface of the earth. When magma erupts onto the surface of the earth, it is called lava. Magma collects in chambers beneath the earth's surface. After pressure from gases in the magma builds up, the magma erupts out of volcanoes. Volcanoes let out gases, ash, steam, and lava. | 820 | 3 | Science: Earth & Space Science | According to the text, how often has the Colima Volcano had huge eruptions? | A. every day in 1913
B. every day in the 20th century
C. once every 20 years
D. once every 100 years | D | The problem for scientists was finding when Colima would have its next big eruption and how they could keep people safe. What is the solution to this problem, as described in the text? | A. Scientists have estimated when the volcano will erupt, and they have notified the officials of Colima.
B. Officials created a safety zone around the volcano.
C. Scientists use special equipment to determine when the volcano will erupt.
D. A safety zone that includes Colima has been created, and no one is allowed in that area. | B | Scientists can predict the next eruption of a volcano based on its history of eruptions. What evidence based on the text supports this conclusion? | A. Scientists study the pattern of activity and compare it to data taken from the major eruption of 1913. Volcano experts can use their studies to predict a time period when there might be a large, explosive eruption.
B. What scientists are most worried about is the next big eruption. The volcano has had huge eruptions about every hundred years.
C. The volcano is 20 miles north of the city of Colima. To make sure no one is in danger, officials created a safety zone around the volcano.
D. Magma collects in chambers beneath Earth's surface. After pressure from gases in the magma builds up, the magma erupts out of volcanoes. | A | Based on the text, what types of volcanoes do scientists most likely pay the closest attention to? | A. active volcanoes only
B. dormant volcanoes only
C. extinct volcanoes only
D. both active and dormant volcanoes | D | What is this text mainly about? | A. the safety measures taken in preparation for the Colima Volcano’s next eruption
B. the dangers facing the people of Colima who live near the “Volcano of Fire”
C. the next big eruption of the Colima Volcano that scientists are expecting
D. the way a volcanic eruption starts after a period of being dormant | C | Read these sentences from the text. Magma collects in chambers beneath Earth's surface. After pressure from gases in the magma builds up, the magma erupts out of volcanoes. Volcanoes let out gases, ash, steam, and lava. Based on the text, what does the word “pressure” refer to? | A. the release of gases from the chambers in the earth’s surface
B. the force of gases in the magma
C. the eruption of gases from the volcano
D. the mixture of gases in the magma that collects in the chambers | B | Choose the answer that best completes the sentence. Scientists look for clues of another large, explosive eruption of the Colima Volcano. __________, scientists, officials, and people living near the volcano will be prepared for the next eruption. | A. In contrast
B. As a result
C. However
D. Initially | B |
Morning Sunshine! | Rise and shine! It’s morning, and the sun is rising. When we watch sunrises and sunsets, we may just think of the pretty colors in the sky. But sunrises and sunsets can tell us a lot about Earth and the different seasons.
When we watch the sun go up or down in the sky, we are actually seeing how the earth is rotating. We can’t feel the earth turning, because everything is moving with us. When a specific part of the earth’s surface faces the sun, the sky is bright for the day until that part of the earth’s surface turns away from the sun at night.
Our planet is always spinning around its axis. The axis is the invisible line through the center of the earth around which the planet turns. Imagine spinning a basketball on your finger. Now, imagine a line going from the tip of your finger, where it touches the basketball, straight through the center of the ball. That line would be the ball’s axis.
While the earth spins around its axis, it also moves around the sun in an ellipse, or an oval. It takes 365 ¼ days for the earth to complete one revolution around the sun. That’s how we measure one year. Mars takes 687 days to make one revolution around the sun; therefore, a year on Mars is longer than a year on Earth.
The earth’s axis is not straight up and down, but instead leans towards one side. This axial tilt causes our seasons, where one half of the planet gets more direct sunlight than the other half. As the earth revolves around the sun, the earth’s axis tilts toward the sun when it is summer in the Northern Hemisphere. It tilts away from the sun when it is winter in the Northern Hemisphere. North America is in the Northern Hemisphere (the top half of Earth), which leans away from the sun during December and January. When the top half of the earth leans away from the sun, the lower half of the earth leans towards the sun. The sun shines directly on the hemisphere leaning towards it and indirectly on the hemisphere leaning away from it. This is why when it is winter in North America it is summer in lower parts of the world, like Australia. Isn’t that interesting?
Every day, the time of sunrise and sunset changes. This is also because of Earth’s axis. In the winter, you can see how the days are shorter. The sun doesn’t stay in the sky for very long. The shortest day of the year is called the winter solstice. This happens around December 21 in the Northern Hemisphere. In the summer, it’s the opposite—the days are longer. The longest day of the year is called the summer solstice. This happens around June 21 in the Northern Hemisphere.
So, we can guess when our seasons will start. When the days are getting shorter, we know that winter is coming. When the days are getting longer, we know that summer is on its way! From observing and determining the patterns we find in sunrises and sunsets, we can predict the seasons in the future. | 870 | 3 | Science: Earth & Space Science | What is the axis of a planet? | A. the amount of time it takes the planet to make one rotation around the sun
B. the invisible line through the planet’s center, around which the planet turns
C. the part of the earth’s surface that faces the sun during the day
D. the line that divides the earth into northern and southern hemispheres | B | The cause of the sun rising and setting in the sky is the earth’s rotation. What is the effect? | A. The sky gets bright during the day and dark at night.
B. The earth experiences different seasons.
C. It takes the earth 365 ¼ days to rotate around the sun.
D. The earth is colder when the sun is setting. | A | The amount of direct sunlight a hemisphere receives determines the season of that hemisphere. What evidence from the passage supports this conclusion? | A. “The earth’s axis is not straight up and down, but instead leans towards one side.”
B. “When the top half of the earth leans away from the sun, the lower half of the earth leans towards the sun.”
C. “This axial tilt causes our seasons, where one half of the planet gets more direct sunlight than the other half.”
D. “North America is in the Northern Hemisphere (the top half of Earth), which leans away from the sun during December and January.” | C | Based on the passage, what can be concluded about Mars’s distance from the sun? | A. Mars is closer to the sun than Earth is.
B. Mars’s distance from the sun changes constantly.
C. Mars and Earth are the same distance away from the sun.
D. Mars is farther away from the sun than Earth is. | D | What is this passage mostly about? | A. the effects of the earth’s rotation around its axis
B. why the seasons in the Northern and Southern Hemispheres are opposite
C. how the rotation of the earth around its axis causes day and night
D. why the earth’s axis is tilted to one side instead of straight up and down | A | Read the following sentences: “While the earth spins around its axis, it also moves around the sun in an ellipse, or an oval. It takes 365 ¼ days for the earth to complete one revolution around the sun.” As used in the passage, what does the word “revolution” mean? | A. the act of moving in a random direction
B. the central line around which a planet turns
C. a complete turn around a central point
D. a regular, up-and-down motion | C | Choose the answer that best completes the sentence below. The earth is constantly spinning; ________, we cannot feel the motion because everything is moving with us. | A. meanwhile
B. however
C. finally
D. for example | B |
Bringing Books to Life | Lights, camera, action! Charlotte’s Web is spun from the page onto the big screen. The movie hit theaters in December 2006. It is based on the popular children’s book by E. B. White. The story is about the unlikely friendship between a pig and a spider.
Many children’s movies, from The Wizard of Oz to Stuart Little, were based on books. However, bringing a book to life isn’t always easy. "The book is such a classic," Charlotte’s Web director Gary Winick told WR News. "We had to make sure that all of the wonderful classic moments were in the film." A classic is a book or another work that stays popular over a long period of time.
Although filmmakers stuck to the book’s plot, they made some changes for the movie. For example, new characters—two crows—were added for laughs. "They [are] the comic relief," says Winick.
Filmmakers sometimes have to cut long stories to fit a movie time frame. Turning a short tale, such as The Cat in the Hat, into a full-length film can be just as hard. At the same time, moviemakers have to figure out how to stay true to the book.
Children’s books continue to inspire filmmakers. That is because many of the stories teach important lessons about life. Referring to Charlotte’s Web, Winick says, "To learn what loyalty, trust, and friendship mean is a great thing."
E. B. White (1899–1985) was born in Mount Vernon, New York. His full name was Elwyn Brooks White. He worked as a reporter for several newspapers and magazines. In 1939, White and his family moved to a farm in Maine. There, he was inspired to write children’s books about animals. He wrote Stuart Little in 1945. That book was followed by Charlotte’s Web (1952) and The Trumpet of the Swan (1970). All three books are classics. | 750 | 3 | null | The title “Bringing Books to Life” refers to: | A. characters from books coming alive.
B. turning books into movies.
C. making books popular again.
D. making stories in books happen in real life. | B | A ‘classic’ is | A. a very popular book.
B. a very long book.
C. a very good book.
D. a very old book. | A | E.B. White was probably inspired to write Charlotte’s Web because he | A. lived on a farm.
B. lived close to a zoo.
C. didn’t like people.
D. had a lot of pets. | A | In order for filmmakers to stay “true to the book”, they have to | A. know the book very well.
B. have all the same characters in the movie.
C. ask the author of the book to write the movie.
D. keep the movie very short. | A | null | null | null | null | null | null | null | null | null |
Meet the Judge! | Sonia Sotomayor’s job rules! On August 8 2009, she became a justice, or judge, on the U.S. Supreme Court. The Supreme Court is the highest court in the nation.
Sotomayor (soh-toh-migh-YOR) is the first Hispanic American to become a Supreme Court justice. She is also the third woman to sit on the nation’s top court.
The justice hopes her experience is “an inspiration for others,” she says. “It’s a sort of awesome sense of responsibility.”
Sotomayor was born and raised in New York City. Her parents are from Puerto Rico. As a child, Sotomayor worked hard in school. As an adult, she became a lawyer and a judge.
Sotomayor was selected by the President of the United States to become a justice in May 2009. But members of the U.S. Senate had to vote before she could join the High Court. They asked her questions and debated whether she would be a good judge. A majority, or most, of the senators voted for Sotomayor, so she became a justice.
Sotomayor has a big job. The nine justices on the Supreme Court interpret, or explain, the U.S. Constitution. They decide whether laws obey the document, which says how the country should be run. | 670 | 3 | Social Studies: Civics & Government, U.S. History | According to the text, why are justices selected for life? | A. Justices are selected for life so they can make decisions without worrying about being fired.
B. Justices are selected for life so they can learn more over time about the U.S. Constitution.
C. Justices are selected for life so they can serve as part of the judicial branch of the government.
D. Justices are selected for life so they can have extraordinary experiences. | A | Which of the following does the author describe first in the text? | A. The author describes the cases that the Supreme Court decides.
B. The author describes Sonia Sotomayor’s childhood.
C. The author describes Sonia Sotomayor’s new job.
D. The author describes the next Supreme Court term. | C | Read this paragraph from the text. Sotomayor was selected by the President of the United States to become a justice in May 2009. But members of the U.S. Senate had to vote before she could join the High Court. They asked her questions and debated whether she would be a good judge. A majority, or most, of the senators voted for Sotomayor, so she became a justice. Based on this evidence, what can you conclude about Sotomayor? | A. Becoming a Supreme Court justice is an easy process.
B. Sotomayor’s record and answers impressed the U.S. Senate.
C. The president wasn’t sure if he thought Sotomayor would be a good justice or not.
D. The President convinced the Senate to choose Sotomayor as a justice. | B | What can be inferred from the text? | A. Sonia Sotomayor is a very responsible person.
B. Sonia Sotomayor will be a Supreme Court justice for four years.
C. Sonia Sotomayor probably understands Spanish.
D. Sonia Sotomayor will work as both a lawyer and a Supreme Court justice. | A | What would be another good title for this text? | A. Sonia Sotomayor, A Woman from New York City
B. Sonia Sotomayor, A New Judge
C. Sonia Sotomayor, An Ordinary Person
D. Sonia Sotomayor, Making History | D | Read these sentences from the text. The justice hopes her experience is “an inspiration for others,” she says. “It’s a sort of awesome sense of responsibility.” In this example, what does the word "awesome" most nearly mean? | A. causing feelings of wonder
B. causing feelings of disbelief
C. causing feelings of happiness
D. causing feelings of anger | A | Choose the word that best completes the sentence. Sonia Sotomayor’s appointment as a Supreme Court justice is important _______ she is the first Hispanic American and the third woman to become a justice on the Supreme Court. | A. however
B. so
C. but
D. because | D |
Making Friends with Pizza | Roger is new in town, and it has been hard to make friends. The kids at school are nice, but Roger is shy. His birthday is coming up soon. He is planning a big party. It will be a lot of fun. There will be cake, and ice cream, and a treasure hunt. But what if none of the other kids want to come?
One week before his party, Roger and his dad go to their favorite restaurant. Benny’s Pizza Parlor makes the best pizza in town. Roger orders a large pie, with four kinds of cheese and extra pepperoni. He loves every bite. When he is finished, Roger and his dad go to the kitchen to talk to Benny.
“How was the pie?” Benny asks.
“It was an ooey-gooey mess!” says Roger. “That means I liked it.”
“Thank you!” says Benny.
Suddenly, Roger gets a great idea. “Benny,” he says. “Will you cook pizza for my birthday party?”
“Hold on, Roger,” says Roger’s dad. “Benny is very busy. He might not have time to make pizza for your party.”
“But everyone loves his pizza!” says Roger. “If we have it, I’ll be the most popular boy in school.”
“I know what to do,” says Benny. “I won’t cook pizza for your party. Instead, I’ll show you how to make it yourself!”
That week, Roger goes to Benny’s Pizza Parlor every day after school. Benny shows him how to combine flour and yeast and water into a dough. Then, after the dough has had time to sit, they pound it down and roll it as flat as a quarter. The most exciting part is when they get to throw the dough up into the air. When Benny throws the dough, it looks easy. But Roger is afraid to try.
“Don’t worry!” says Benny. “If you drop it, we can make more.”
But Roger doesn’t drop it. He throws the dough way up into the air. It spins around like a top. Before it hits the counter, Roger catches it on his knuckles—just like Benny showed him.
Next, they talk about toppings. Making cheese pizza is easy. You just choose all the cheese you want and sprinkle it on the dough. Then there is Roger’s favorite: pepperoni. That’s not hard either. Benny slices the pepperoni and lays it on top of the cheese. After that, it starts to get complicated. There is a meat lover’s pizza. There is Hawaiian, with ham and pineapple. There is even anchovy pizza, which Roger does not want to try.
“Come on,” says Benny. “Have a bite. It’s good.”
Roger takes a tiny bite. The anchovies taste like cat food. He makes a face, and says, “I think I’ll stick to pepperoni for now.”
They sprinkle the cheese on the dough. On top of the cheese, they put pepperoni—lots and lots of it. When Benny takes the pizza out of the oven, it is an ooey-gooey mess. It is also the best pizza Roger has ever tasted.
“Very nice,” says Benny. “I could not have done it better myself.”
Roger tells the kids at school that his party will have pizza from Benny’s. Everyone is excited. Everyone loves Benny’s pizza. But when they come to his house, Benny isn’t there. Instead, they see Roger, wearing an apron and a chef’s hat. The kids don’t believe that Roger knows how to make pizza. He’s ready to prove them wrong. Roger pounds down the dough, rolls it out, and throws it up into the air.
“Wow!” they say. “You look just like Benny.”
Roger makes them his favorite pie, with four kinds of cheese, and extra pepperoni. Everyone agrees the pizza tastes just like Benny’s. It might even be just a little bit better. | 520 | 3 | null | Who suggests that Roger make his own pizza for the party? | A. his father
B. his friends
C. Roger
D. Benny | D | Why is Roger worried in the beginning of the story? | A. He is afraid none of the other kids at school will want to come to his birthday party.
B. He doesn’t know how to make pizza like Benny for his birthday party.
C. He is new in town and is unsure if any of his old friends will make it to his birthday party.
D. He doesn’t know if the other kids at school will want to have a treasure hunt at his birthday party. | A | Roger wants Benny to make pizza for his birthday party. Roger says that everyone loves Benny’s pizza. Roger states, “If we have it, I’ll be the most popular boy in school.” What can be concluded based on this information? | A. Roger wants Benny to make pizza for his birthday party mainly because Roger loves Benny’s pizza so much.
B. Roger thinks the kids at school will not like him if they have Benny’s pizza at Roger’s birthday party.
C. Roger thinks the kids at school will like him if they have Benny’s pizza at Roger’s birthday party.
D. Roger does not care if the kids at school like him or not. | C | Why does Roger want the other kids at school to come to his birthday party? | A. It will give him a chance to make pizza for them.
B. It will give him a chance to become friends with them.
C. It will give him a chance to learn more about his new town.
D. It will give him a chance to hang out with his friends. | B | What is this story mainly about? | A. how to make pizza
B. how Roger learned to make pizza for his birthday party
C. why Roger has had a hard time making friends
D. the new town Roger lives in | B | Read the sentences: “The kids don’t believe that Roger knows how to make pizza. He’s ready to prove them wrong.” What does the author mean by the phrase “prove them wrong”? | A. Roger will show the kids he can’t make pizza.
B. Roger will show the kids he can make pizza.
C. Roger will start an argument with the kids.
D. Roger will beat the kids in a cooking competition. | B | Choose the answer that best completes the sentence below. Benny and Roger roll the dough very flat. _________, Benny throws the dough in the air. | A. Next
B. In conclusion
C. However
D. But | A |
A Hot, Hot Day | It was a hot, hot day. Pug the Pig was talking to Dot the Dog under the shade of the big elm tree. Pug talked in oinks and Dot talked in barks, but they could understand each other just fine. In fact, they talked every day. They were best friends.
The other animals on the farm thought they were silly. “Cats should play with cats, chickens should play with chickens, cows should play with cows, horses should play with horses, dogs should play with dogs, and pigs should play with pigs,” they would say. When the other animals saw Pug and Dot together, they would shake their heads and laugh. Pug and Dot did not care. They each had a very best friend, so they were happy.
Pug and Dot each thought the other had a funny tail. Pug would snort in delight when Dot wagged her big, fluffy tail. Dot would jump up and down when Pug wiggled his curly tail. Today, it was so hot out that Pug and Dot were too tired to wiggle and wag their tails.
“It’s so hot out, you could fry an egg on my back,” Pug said.
“It’s so hot out, I’m sweating out of my paws,” Dot said, panting between words.
Pug giggled. “Imagine if we sweat like Farmer Fred.”
“I wasn’t joking,” Dot said. “I really am sweating from my paws.”
“Wowee!” Pug said, staring with wide eyes at Dot’s wet paws. “That must be uncomfortable, having damp paws.”
“Actually, it helps in this heat. That’s why people sweat all over. It cools you down,” Dot explained.
“Well, gee. I wish I could sweat like people,” Pug said with a frown.
“Pigs don’t sweat much, but there is another way you could cool down,” said Dot. “Are you thinking what I’m thinking?”
Pug smiled and wiggled his tail with excitement.
“Mud bath!” they yelled at the same time.
Pug trotted and Dot dashed across the field to the pool of mud by the lake. Pug rested in the cool mud, sighing with relief. Dot leapt into the fresh, clear lake water. She swam back and forth, making sure to stay near the mud so she and Pug could talk as they bathed. They were best friends, after all. | 760 | 3 | null | What kinds of animals are Pug and Dot? | A. a dog and a cat
B. a cat and a chicken
C. a pig and a dog
D. a horse and a cow | C | The two main characters in this story are Pug and Dot. How can both of these characters be described? | A. nervous, careful, and jumpy
B. friendly, cheerful, and excited
C. lonely, shy, and quiet
D. loud, self-centered, and confident | B | Read these sentences from the text: The other animals on the farm thought they were silly. 'Cats should play with cats, chickens should play with chickens, cows should play with cows, horses should play with horses, dogs should play with dogs, and pigs should play with pigs,' they would say. When the other animals saw Pug and Dot together, they would shake their heads and laugh. Based on this evidence, why did the other animals think Pug and Dot were silly? | A. because Pug and Dot were the same kind of animal, but they did not play with each other
B. because Pug and Dot were not the same kind of animal, but they still played with each other
C. because they all wanted to play with Pug and Dot, but Pug and Dot did not play with them
D. because Pug and Dot always played funny jokes on the other animals | B | Pug and Dot enjoy their differences. What evidence best supports this conclusion? | A. “Pug trotted and Dot dashed across the field to the pool of mud by the lake. Pug rested in the cool mud, sighing with relief.”
B. “‘Wowee!’ Pug said, staring with wide eyes at Dot’s wet paws. ‘That must be uncomfortable, having damp paws.’”
C. “When the other animals saw Pug and Dot together, they would shake their heads and laugh. Pug and Dot did not care.”
D. “Pug would snort in delight when Dot wagged her big, fluffy tail. Dot would jump up and down when Pug wiggled his curly tail.” | D | What is a theme of this story? | A. There is no room for selfishness in friendship.
B. The closer you are to someone, the less well you know him or her.
C. You don’t need to be very alike to be great friends.
D. The best friends are ones who are similar. | C | Read these sentences from the text: The other animals on the farm thought they were silly. 'Cats should play with cats, chickens should play with chickens, cows should play with cows, horses should play with horses, dogs should play with dogs, and pigs should play with pigs,' they would say. When the other animals saw Pug and Dot together, they would shake their heads and laugh. Pug and Dot did not care. They each had a very best friend, so they were happy. Why might the author have included the details about what the other animals on the farm thought and said? | A. to show that Pug and Dot thought differently about friendship than the other animals
B. to suggest that Pug and Dot’s friendship was pretty normal for the farm
C. to make the reader wonder what the other animals’ daily lives were like
D. to suggest that Pug and Dot were only friends because they couldn’t be friends with other animals | A | Pug talked in oinks and Dot talked in barks, but they could understand each other just fine. How could you rewrite this sentence without changing its meaning? | A. Pug talked in oinks and Dot talked in barks, so they could understand each other just fine.
B. Pug talked in oinks and Dot talked in barks, even though they could understand each other just fine.
C. Even though Pug talked in oinks and Dot talked in barks, they could understand each other just fine.
D. After Pug talked in oinks and Dot talked in barks, they could understand each other just fine. | C |
Back from the Brink | The future looks bright for some endangered animals! Thanks to tough laws and hardworking scientists, many of these animals are doing well.
The bald eagle is one success story. The bird became the symbol of the United States in 1782. At that time, about 100,000 bald eagles lived in what is now the continental United States. By 1963, only 417 nesting pairs remained.
Hunting and loss of habitat contributed to the decline, or drop in number. However, the biggest threat came from DDT, a chemical used for farming. DDT made the birds’ eggshells so thin that chicks couldn’t survive.
In 1972, DDT was banned, or not allowed. In 1973, the Endangered Species Act was created. That law protects threatened plants and animals. Bald eagles soon gained protection under this law.
By 2006, there were more than 7,000 bald eagle nesting pairs in the lower 48 states. In August 2007, the bald eagle was officially taken off the federal list of threatened and endangered animals. However, it has continued to be protected by other laws.
"It is a good endangered species success story," spokesperson Nicholas Throckmorton of the U.S. Fish and Wildlife Service told Weekly Reader. "Caring citizens have brought our national symbol back from the brink of extinction."
The bald eagle isn’t the only species to have seen an increase in its population. Here are some other success stories. | 780 | 3 | Science: Life Science | According to the text, when was the bald eagle removed from the federal list of threatened and endangered animals? | A. in 1972
B. in 1973
C. in 2006
D. in 2007 | D | Read these two sentences from the text. “Hunting and loss of habitat contributed to the decline or loss in number [of bald eagles].” “By 1963, only 417 nesting pairs [of bald eagles] remained.” Which of the following describes the relationship between these two sentences? | A. The sentences describe two steps in a process.
B. The two sentences contrast two events.
C. The two sentences make a comparison.
D. The first explains the reason for the second. | D | Read these sentences from the text. In 1972, DDT was banned, or not allowed. In 1973, the Endangered Species Act was created. That law protects threatened plants and animals. Bald eagles soon gained protection under this law. By 2006, there were more than 7,000 bald eagle nesting pairs in the lower 48 states. What can you conclude based on this information? | A. There is nothing people can do to protect animals from harm.
B. Laws can help keep endangered animals from going extinct.
C. Bald eagles now have nothing to worry about anymore.
D. Laws always work to protect animals from becoming endangered. | B | Which of the following conclusions about the Endangered Species Act is supported by the text? | A. It helped make bald eagles’ eggshells thicker.
B. It helped the bald eagle become a U.S. symbol.
C. It saved endangered animals from extinction.
D. It stopped the threat of the chemical DDT. | C | Which statement supports the main idea of this text? | A. By 1975, only 220 to 320 bears lived in Yellowstone.
B. People used to hunt Hawaiian green sea turtles.
C. The Endangered Species Act was created in 1973.
D. The future is bright for some endangered animals! | D | Read this sentence from the text. Caring citizens have brought our national symbol back from the brink of extinction. As used in this sentence, what does the word “brink” mean? | A. edge
B. success
C. crime
D. law | A | Choose the answer that best completes the sentence. Scientists worked to save endangered animals. _________, the animals will be taken off the endangered species list. | A. Earlier
B. First
C. Like
D. Therefore | D |
Attack of the Leftovers | “We have too many mashed potatoes,” said Caroline.
“I know!” said her brother, Stewart. “I am sick of them.”
“We’ve had mashed potatoes for lunch.”
“We’ve had mashed potatoes for dinner.”
“We’ve even,” said Caroline with a grimace, “had them for breakfast.”
“Thanksgiving is over,” said her brother, crossing his arms. “We want new food.”
Thanksgiving had happened five days earlier. Everyone came over to their house: aunts and uncles and cousins. Even a long-lost aunt from Alabama. They ate turkey and mashed potatoes and stuffing and gravy. Lots and lots of gravy. It was great. It made everyone sleepy.
But when everyone left, the food was still there. Turkey. Mashed potatoes. Stuffing. Gravy. Everywhere! The counters were covered. Food invaded the fridge. It sat on Caroline and Stewart’s plates for days and days. Eventually, it got boring.
“Pleeeeeeeeeeease,” said Stewart. “Make us something else!”
“Not mashed potatoes.”
“Anything but that!”
“Hmm,” said Mom. She was quiet for what seemed like a long time. Her finger tapped against her mouth. “I think I have an idea.”
She took out a container. Stewart’s mouth fell open.
“Mom!” he shouted. “Are you crazy? Those are the mashed potatoes.”
“They sure are,” said Mom. “I think I just remembered something my grandmother used to do.”
Mom pulled out a frying pan and a jug of vegetable oil. She poured the oil in the pan. It went glug, glug, glug. She turned on the heat. Stewart and Caroline backed away. They are not allowed near the stove when hot oil is in the pan.
While the oil got hot, Mom fixed the potatoes. She turned the container upside down. “Plop!” went the potatoes. They fell onto the counter in a cold, hard block. With her sharpest knife, Mom sliced the potatoes into squares. She dusted them with flour. She sprinkled them with salt. She covered them with pepper.
And then she slid them into the oil.
Sizzle! went the oil. Sizzle, sizzle, sizzle!
“Whoa, Mom,” said Caroline. “What are you doing?”
“I’m frying the potatoes. The same way you would make French fries. It’s a good way to get rid of leftovers.”
When the potatoes stopped sizzling, they were done. Mom lifted them from the oil and let them dry. Once they were cool, Caroline picked one up in her hands.
“Don’t you want one, Stewart?”
“No!” he said. “I told you. No more mashed potatoes.”
Caroline lifted the block of crisp, brown potato to her mouth. She took a tiny bite—the tiniest bite in the world.
“Oh boy,” she said. “Oh boy, Stewart. These are good.”
He took a bite, too. She was right. The potatoes didn’t taste like mashed potatoes at all. They were crisp and brown on the outside. They were creamy and fluffy on the inside. It was like eating a crispy cloud.
“See?” said Mom. “Leftovers aren’t the end of the world.” | 300 | 3-4 | null | What have Caroline and Stewart eaten for lunch, dinner, and breakfast? | A. turkey
B. mashed potatoes
C. stuffing
D. gravy | B | What main problem do Caroline and Stewart face at the beginning of the story? | A. They have run out of mashed potatoes.
B. Thanksgiving is over and they are sad.
C. They do not like turkey and mashed potatoes.
D. They are sick of eating Thanksgiving leftovers. | D | Caroline and Stewart normally like Thanksgiving food. What evidence from the story supports this conclusion? | A. “They ate turkey and mashed potatoes and stuffing and gravy. Lots and lots of gravy. It was great.”
B. “Thanksgiving had happened five days earlier. Everyone came over to their house: aunts and uncles and cousins.”
C. “But when everyone left, the food was still there. Turkey. Mashed potatoes. Stuffing. Gravy. Everywhere!”
D. “Food invaded the fridge. It sat on Caroline and Stewart’s plates for days and days. Eventually, it got boring.” | A | Why does Stewart yell, “‘Are you crazy? Those are the mashed potatoes,’” when his mother takes out a container of mashed potatoes? | A. He is excited to eat the mashed potatoes.
B. He knows that Mom will prepare potatoes in a new way.
C. He thinks Mom plans to serve them more mashed potatoes.
D. He does not want Mom to eat the mashed potatoes. | C | What is this story mostly about? | A. two children who discover a new way to eat leftovers
B. two children who do not like Thanksgiving
C. one family’s Thanksgiving dinner
D. how to cook mashed potatoes for breakfast, lunch, and dinner | A | Read the following sentences: “We have too many mashed potatoes,” said Caroline. “I know!” said her brother, Stewart. “I am sick of them.” “We’ve had mashed potatoes for lunch.” “We’ve had mashed potatoes for dinner.” “We’ve even,” said Caroline with a grimace , “had them for breakfast.” As used in this sentence, what does the word “grimace” mean? | A. smile
B. frown
C. laugh
D. sigh | B | Choose the answer that best completes the sentence below. ________ Mom fried the mashed potatoes, they became crisp and brown on the outside. | A. But
B. Thus
C. Such as
D. After | D |
Magic Tomatoes | Luke’s father is a farmer. To be more precise, his dad is a fruit-and-vegetable farmer. Instead of cows, pigs, sheep, and horses, Luke’s house is surrounded by corn, squash, lettuce, and tomatoes.
Luke does not mind that there are no animals. In fact, he likes living on a fruit-and-vegetable farm much better. If you asked Luke, he would say that a fruit-and-vegetable farm is magical.
“What do you mean, magical?” Luke’s friend Tom asked one day.
“Well, it’s like this,” said Luke. “My dad casts a spell, and soon enough the fruits and vegetables appear where there used to be bare dirt!”
Now, Luke knows that this is not really magic. But all the same, he feels it is pretty special that his dad is able to create something as grand as a corn field where there used to be nothing. Sometimes, Luke sets his alarm clock, so he can wake up before the sunrise, too. He eats cereal with his dad and asks him what spells he is going to cast.
“I’m planting tomatoes today, son,” Luke’s father explained. “Tomatoes ripen best in very hot summer heat, so I need to plant the seeds early in spring. That way there will be tall, healthy tomato vines once August arrives.”
“How do you make sure the vines grow tall and healthy?” Luke asked.
“They grow strong when you give them care and attention and have a little bit of hope,” his father laughed.
“Can I help?” Luke begged.
“Of course!” exclaimed his father.
So on days Luke did not have school, he helped his father, and Luke learned more about his dad’s magical work.
Luke learned that a tomato plant indeed needs a lot of care. He spent one whole day in the early June sun, sinking wooden stakes into the ground by young tomato sprouts. After the tomato vines had grown a little taller, Luke tied them to the stakes so that they would not topple over and lose their special fruit.
“The tomatoes sure need a lot of attention!” Luke exclaimed one late afternoon. He had been double and triple tying the vines, because the weather forecaster had predicted wind and rain for that night. Luke’s father wanted to make sure his tomatoes did not get blown over in the storm.
“Most worthwhile things do require a lot of attention, Luke,” replied his father with a smile.
“What do you mean?” asked Luke.
“Well,” said his father, standing up straight and wiping the sweat from his forehead. “We should pay close attention to things that make our lives better.”
“That is why you pay attention to Mom?” asked Luke.
“Yes,” replied his father. “I pay close attention to you and Mom, because you both make my life better. You both make me very happy.”
The rest of Luke’s work that day went by a lot quicker. Taking care of the tomato plants, Luke imagined he was taking care of his mom and dad. With a little bit of family magic and a lot of attention, Luke was certain these would be the most beautiful tomatoes he had ever seen once August arrived. | 850 | 3 | Science: Life Science | What kind of farmer is Luke’s dad? | A. a dairy farmer
B. a grain farmer
C. a fruit-and-vegetable farmer
D. a cow-and-chicken farmer | C | One effect in this story is that Luke learns about tomatoes and farming. What is the cause? | A. Luke’s house is surrounded by lettuce.
B. Luke helps his father grow tomatoes.
C. Luke explains what he means by “magical” to his friend Tom.
D. Luke sometimes sets his alarm clock so that he can wake up before sunrise. | B | Luke’s father pays a lot of attention to his son. What evidence from the story supports this statement? | A. Luke’s father is a fruit-and-vegetable farmer.
B. Luke’s father says that most worthwhile things require a lot of attention.
C. Luke’s father pays a lot of attention to Luke’s mother.
D. Luke’s father listens to his son’s questions and answers them. | D | What is Luke’s opinion of the work his father does? | A. Luke thinks his father’s work is special and interesting.
B. Luke thinks his father’s work is a waste of time and money.
C. Luke thinks his father’s work is strange and confusing.
D. Luke thinks his father’s work is evil and dangerous. | A | What is a theme of this story? | A. the benefits of exercise
B. the effects of being lazy
C. giving care and attention to worthwhile things
D. making friends with people who are different from you | C | Read the following sentences: “Luke’s father is a farmer. To be more precise , his dad is a fruit-and-vegetable farmer.” Why does the author start the second sentence with the words, “To be more precise”? | A. to make readers look up a word
B. to make sure readers are paying attention
C. to create a clear picture in readers’ minds
D. to let readers know that more detail is coming | D | Choose the answer that best completes the sentence below. Luke asks about his father’s work on the farm; _______ he starts helping his father with work on the farm. | A. before
B. then
C. for example
D. on the contrary | B |
Saving the World from Smallpox | Sometimes to solve a tough problem, you have to ask the right questions. If you look carefully, you can find the right questions to ask. Edward Jenner was a doctor who lived hundreds of years ago. He solved one of the toughest problems around and saved thousands of lives by preventing a disease called smallpox.
For hundreds of years, smallpox was one of the worst diseases you could catch. “Pox” are bumps filled with pus, and they showed up on sick people’s skin. Thousands of people died from smallpox every year. Smallpox was around for a long time – even Egyptian pharaohs caught it. A lot of the people who caught smallpox died, but most of the people killed by smallpox were children. People who didn’t die had ugly scars afterwards.
No one knew how to prevent people from catching smallpox. Doctors knew that if you had smallpox and didn’t die, you couldn’t catch it again. Some doctors thought you could inoculate against smallpox. That meant that if you gave people a mild version of the disease, they would be protected from getting the bad version. But it was very dangerous to inoculate people with smallpox. Sometimes it worked, but other times people who were given the mild version still got very sick with smallpox. Sometimes they died.
Edward Jenner was interested in stopping people from catching smallpox, but he didn’t know how such a bad disease could be prevented. He wondered if there could be a way to inoculate people safely. One day, Dr. Jenner was talking with a dairymaid, a girl who milked cows. She told him that she never worried about catching smallpox. Why? Because she had already caught cowpox. Cowpox was a similar disease that people could catch from cows. But cowpox was much less dangerous and never killed anyone.
Dr. Jenner heard many more stories about how people believed dairymaids were immune to smallpox because they had already caught cowpox, so he decided to do an experiment with cowpox. This experiment was done at a time when people had not yet figured out how to safely do experiments with diseases to find treatments. While Dr. Jenner’s experiment wasn’t very safe, he was able to learn some very important information about smallpox.
For his experiment, Dr. Jenner found a dairymaid with cowpox and took pus from one of the pox on her arm. Then he made a cut on the arm of a boy named James Phipps and put some of the pus into the cut. Soon James Phipps caught cowpox. A few weeks later Dr. Jenner gave James a mild dose of smallpox. If James got sick, they would know that the inoculation didn’t work. But James didn’t catch smallpox! Dr. Jenner had solved the smallpox problem.
At first other people didn’t believe Dr. Jenner. Lots of people made fun of him and laughed at him. People didn’t know much about germs yet and thought he might be crazy. But Dr. Jenner continued to try his experiment with other children and to observe what happened. Over and over again, giving children cowpox helped keep them safe from smallpox. Dr. Jenner became a world hero. Fewer and fewer people got smallpox, and now no one gets it. | 900 | 3 | Social Studies: Sports, Health & Safety | What is smallpox? | A. the act of giving people a mild version of a disease to prevent them from catching a bad version
B. a disease that gave people bumps on their skin and sometimes killed them
C. a disease some people used to catch from cows but never died from
D. a name that people called Dr. Jenner after he began experimenting on children | B | Smallpox used to be a problem. How did Dr. Jenner solve this problem? | A. Dr. Jenner gave children mild versions of smallpox to prevent them from getting the bad version.
B. Dr. Jenner talked to doctors that inoculated people against smallpox by giving them mild versions of the disease.
C. Dr. Jenner studied the writings of Egyptian pharaohs who had caught smallpox.
D. Dr. Jenner came up with the idea of giving people cowpox to protect them from smallpox. | D | People who had caught cowpox could not catch smallpox. What evidence from the passage supports this statement? | A. After James Phipps caught cowpox, he was given a dose of smallpox but did not get sick.
B. Some people who were inoculated against smallpox got very sick and died from the inoculation.
C. People who caught smallpox developed bumps filled with pus on their skin.
D. Many people thought Dr. Jenner was crazy because they did not know much about germs. | A | What caused James Phipps to catch cowpox? | A. spending much of his childhood milking cows
B. spending time playing with other children who had smallpox
C. drinking the milk of a cow that had cowpox
D. the pus from a dairymaid with cowpox | D | What is this passage mainly about? | A. why many people did not believe in Dr. Jenner’s smallpox cure at first
B. what Dr. Jenner was like as a child and teenager
C. the problem of smallpox and how it was solved
D. the pharaohs and doctors of ancient Egypt | C | Read the following sentences: “Edward Jenner was a doctor who lived hundreds of years ago. He solved one of the toughest problems around and saved thousands of lives by preventing a disease called smallpox.” What does the word “disease” mean? | A. sickness
B. cure
C. doctor
D. dairymaid | A | Choose the answer that best completes the sentence below. Some people did not catch smallpox, _______ dairymaids. | A. yet
B. particularly
C. in summary
D. before | B |
How to Have an Adventure | To have an adventure, first you need to have a dog. You also need to have a small backpack, some juice, and a sandwich, in case your adventure makes you hungry. Although you don't need a map, a route, or a plan—it's best to have no plan at all, in fact—it's never a bad idea to have a goal. For instance, you could want to know what happens to the golf balls that are collected from the sand traps each evening. Or you may wish to learn what it's like to play on the school playground when no one else is there. Or you might want to find out which Mexican restaurant in town sells the best taco. (If you are trying to have this adventure, you will not need a sandwich. )
Kurt had a backpack, juice and a sandwich. He had the best dog in the world, a sad-eyed bulldog named Roscoe. And he had a goal. Having already solved the mysteries of the missing golf balls, the empty playground, and the taco tasting, he had something far more adventurous in mind for this sweltering summer Sunday. With Roscoe at his side, Kurt was going to venture where no boy had gone before. He was going to answer questions that no one but he dared ask. He was going to confront the bees.
Ever since his family moved to town, Kurt had wondered where the honey came from. In their last town, Kurt's mother bought honey at the store in a little plastic bear, the same as everyone else. But since the big move—that's what Kurt's dad always called it, “the big move”—their honey came in a jar, with a crooked label that had obviously been applied by hand. “Hilltop Hives,” it said. “Locally Made, Locally Eaten.”
“How local is this honey?” he asked his mom the night before, as he spread it on a biscuit.
“Pretty local,” she said. “The woman who makes it lives somewhere in town.”
“On a hill?”
“Yep. The one behind the movie theater.”
That was all Kurt needed. He had his plan.
The hill behind the movie theater was not a big one. It was easy to walk up it if you took the main road—you could even ride your bike—but nobody ever had an adventure by walking on roads. While the usher wasn't looking, Kurt and Roscoe walked around the back of the movie theater, where the dumpsters were: a concrete corner littered with broken glass and empty soda cans.
“The guys who work here must drink a lot of soda,” said Kurt. “But if they work at a movie theater, how come they don't just get big fountain drinks for free?” He wrote this question down in his notebook, to be answered on a future adventure. He helped Roscoe over the wall—the old dog didn't climb as well as he used to—and heaved himself after. The concrete scratched his palms a little, but Kurt did not worry about it. An adventurer fears no pain.
As they scrambled up the hill face, Kurt sweated and Roscoe panted. Halfway up, they paused for a juice break. “On an adventure,” Kurt reminded Roscoe, “it's vital to stay hydrated.” The dog panted in agreement as he sipped his juice. “Okay, buddy,” said Kurt as he wiped the juice from his chin. “Onward!” They went onward together, stepping over gnarled tree roots and under low-hanging branches, until they reached the top. Kurt peered over the edge of the hill, to make sure nothing dangerous lay ahead. It was then that he saw the alien.
“Oh, wow,” he said.
The creature wore a bulky white spacesuit, with a screen on the helmet that obscured its face. It held a wheezing brown weapon, which sprayed smoke all around.
“That is a pretty freaky alien,” Kurt said. “And probably really dangerous. Let's go see.”
Kurt swallowed his fear, and a little more juice, as he approached the creature. Intent on whatever it was doing with the smoke-weapon, the alien did not turn around. Kurt was very close to it now. The alien didn't see him—it wasn't too late to turn around. He sweated, from fear instead of heat, and decided it would be safer to run away. He was about to turn around when Roscoe chimed in.
“Bark!” said Roscoe. “Bark bark bark.”
The alien whirled around. It definitely saw them now. The alien grabbed Kurt's hand and pulled him back towards the hill. Roscoe followed, because that is what dogs do. Kurt screamed, but only a little. A good adventurer never loses his cool.
“What are you doing here?” said the alien.
“Having an adventure!” said Kurt.
A strange sound came from behind the alien's mask, a throaty rippling sound, like gift wrap being ripped. The alien, Kurt realized, was laughing. It raised its hands to the helmet, and lifted the mask.
“Welcome to Hilltop Hives,” said the alien, who was—Kurt now saw—not an alien at all. It was a lady, with short brown hair and crinkles around her smile. “I'm Brenda. I'm sorry for grabbing your wrist like that. But bees can be very dangerous if you're allergic.”
“I'm not allergic to anything, and I'm not afraid of anything.”
“What about him?” she said, pointing at Roscoe.
“He's not afraid of anything except for thunder.”
“Well then. Want to meet the bees?”
First, Brenda gave Kurt a bee-suit of his own—with heavy canvas gloves and a helmet just like hers, with a screen that let in light but kept out bees. It was hot in the suit, but he liked being hot better than being stung. Once he was outfitted, they approached the hives. There were six of them, each taller than Kurt, with boxes and boxes piled on top of each other. Brenda explained to Kurt that she takes care of the hives and protects them so that the bees have a safe place to make their honey.
“Each one of those is full of bees?” asked Kurt.
“Yep,” she said. “Tens of thousands.”
“Wow. You have more pets than anyone I know.”
She opened one of the hives, moving very slowly, so as not to upset the creatures inside.
Within the box were eight slats, each covered in honeycomb, and full of swiveling, swarming, waggling bees. Kurt's eyes went wide as she explained to him how the bees worked, how they lived and died, and how every moment of their life was spent making honey in service of their queen.
“What do they make the honey out of?” he asked.
“Pollen,” she said. “From flowers.”
“Where do they get the flowers?”
“Everywhere! I grow flowers all around the hill, without using any harmful chemicals that can kill the bees. But the bees don’t just use the flowers on the hill here. They fly up to five miles each day to find new flowers, then come home and tell the other bees about it, using a special kind of dance.”
“You're joking.”
“I never joke about honey.”
Kurt peered closely at a cluster of quivering bees. It did look a little bit like they were dancing.
“Five miles,” he said. “There's a lot you can see in five miles.”
“No kidding,” she said. “For bees, every day is an adventure.” | 780 | 3 | null | Where do Kurt and Roscoe go on their adventure? | A. inside a movie theater
B. a planet in outer space
C. the emergency room of a hospital
D. a hill with lots of bees | D | What is the plot of this story? | A. An alien comes to earth, hides on the top of a hill, and kidnaps a boy.
B. A boy goes on an adventure to Hilltop Hives and meets the bees there.
C. A dog gets lost, a boy goes looking for it, and he finds it in a Mexican restaurant.
D. A woman puts on a bee-suit, decides to take off the helmet, and gets stung. | B | Read this sentence from the story: “‘For bees, every day is an adventure.’” What evidence from the story supports this statement? | A. The hives that Kurt sees are taller than he is.
B. The honey that Kurt’s family eats comes from Hilltop Hives.
C. Kurt sees a creature with a wheezing brown weapon that sprays smoke.
D. Bees fly up to five miles every day to find new flowers. | D | Why does Kurt think Brenda is an alien when he first sees her? | A. Brenda has short brown hair and crinkles around her smile.
B. As Kurt is about to turn around and run away after climbing the hill, Roscoe barks.
C. Brenda is wearing something that looks like a white space suit with a helmet hiding her face.
D. Brenda explains to Kurt how bees work, how they live and die, and how they spend their lives making honey. | C | What is a theme of this story? | A. the dangers of talking to people you do not know
B. the harmful effects that pollution has on animals
C. the excitement of having an adventure
D. the fun of growing up and becoming an adult | C | Read the following sentence: “Kurt swallowed his fear , and a little more juice, as he approached the creature.” What does it mean that Kurt swallowed his fear? | A. Kurt kept his fear under control
B. Kurt touched his throat with one hand
C. Kurt was too afraid to keep going
D. Kurt screamed for help | A | Choose the answer that best completes the sentence below. Kurt wants to find the bees; _______, he does. | A. ultimately
B. however
C. particularly
D. initially | A |
Light Bounces! | Take a look around. What do you see? All of the objects that surround you—a book, a plant, a pen, a door and even your own body—can only be seen thanks to light. Light is a type of energy that helps us see the world we live in. When it’s completely dark, it is impossible to see anything. Light comes from different places. The sun, stars, lightning and fire all give off light. So do light bulbs, flashlights and candles. Most living things need light in order to survive.
Some objects produce their own light, but most do not. The walls in the room you are in do not give off their own light. The light coming down from the ceiling lights above your head bounces right off the walls. If it didn’t, we would not be able to see the walls at all. How do we see things? When light from any source bounces off an object and into our eyes, we are able to see that object. Take a look at your pencil. You can see the pencil because light is bouncing off it and entering your eyes. This “bouncing off” is called “reflection.”
Transparent, or see-through, objects let the light pass right through them. Light can shine through glass and clear plastic. It can also move through water and air. When light travels, it travels in a straight line.
Some objects block the light, like trees, buildings, and even you! When an object blocks the light, light cannot pass through to the other side. This is how shadows are made. When the sun shines on a tree, it cannot shine right through the tree. The tree blocks the light beams. On the other side of the tree, you will see a dark spot that is shaped like the tree. That is its shadow, the place where the sun cannot reach.
Try standing in front of a wall that is all lit up by a flashlight. Your body does not allow light to pass through it, so it will create a shadow on the wall. You can use all kinds of objects to block the light and make shadows. Try forks and spoons from your kitchen, your shoes or a stuffed animal. Try moving your body or one of these objects around to change the shape of the shadow! The closer the object moves to the flashlight, the bigger and fuzzier its shadow will be. The further the object moves away from the flashlight, the smaller and sharper its shadow will be.
Using a mirror, you can take light from one place and make it travel to another. Point your flashlight at the mirror. Now tilt the mirror. By moving the mirror around, you can make the light beam bounce off its shiny surface and fall on different objects in the room. Have you ever wondered why you can see your own face in a mirror? Light shines on your face, then bounces off it and hits the mirror you are looking into. Then, the light bounces, or reflects, off the mirror and right into your eyes.
Light bounces around! If it didn’t, we’d be left in the dark. | 720 | 3 | Science: Physical Science | What important kind of energy helps us to see the world that we live in? | A. chemical energy
B. light energy
C. heat energy
D. potential energy | B | What does the author mainly describe in the passage? | A. how electricity helps to power our light bulbs
B. how the movement of light helps us to view objects
C. how some objects produce their own light
D. how the energy of light helps plants to grow | B | Read the following sentences: “When the sun shines on a tree, it cannot shine right through the tree. The tree blocks the light beams. On the other side of the tree, you will see a dark spot that is shaped like the tree. That is its shadow, the place where the sun cannot reach.” Based on this evidence, what conclusion can be made? | A. When an object blocks the light, light can pass through to the other side.
B. When an object blocks the light, light cannot pass through to the other side.
C. Sunlight has the ability to pass directly through trees.
D. The dark spots behind the trees are places where other trees can’t grow. | B | Read the following sentences: “Try standing in front of a wall that is all lit up by a flashlight. Your body does not allow light to pass through it, so it will create a shadow on the wall. You can use all kinds of objects to block the light and make shadows. The closer the object moves to the flashlight, the bigger and fuzzier its shadow will be. The further the object moves away from the flashlight, the smaller and sharper its shadow will be. Based on this evidence, what will you see if you shine a flashlight on a wall, then place a fork very close to the flashlight? | A. a big and fuzzy shadow shaped like a fork
B. a small and sharp shadow shaped like a fork
C. a big and fuzzy shadow shaped like a flashlight
D. a small and sharp shadow shaped like a flashlight | A | What is this passage mostly about? | A. the way flashlights work
B. the way our eyes work
C. the way light moves
D. the way trees grow | C | Read the following sentences: “ Transparent , or see-through, objects let the light pass right through them. Light can shine through glass and clear plastic.” As used in the passage, “transparent” can be understood to have the same meaning as what word? | A. objects
B. pass
C. shine
D. clear | D | Choose the answer that best completes the sentence below. We are able to see objects ________ when light moves, it bounces off of the objects and into our eyes. | A. until
B. because
C. thus
D. even | B |
A New Friend | One day in March—not a special day for any reason, not a birthday or a holiday—Charlie woke up to the sound of panting right outside his bedroom door. Light from the sun was shining through the gaps in the window blinds, and Charlie squinted, rubbing his eyes and stretching. When he listened more carefully, he also heard squeals of delight along with the panting noises. That must be Lila, his little sister, who was always excited about everything. Their mom called Lila the Energizer Bunny, even though neither Charlie nor Lila knew what that was.
Really, though: Lila got excited about everything—pizza toppings, the mail, the first day of school, going to the park, getting a gold star sticker when she did her chores, watching her favorite cartoon, helping their mom make snickerdoodle cookies. Charlie could go on and on. He had gotten used to being the “boring one,” the kid who didn’t scream and shout and get excited about things.
Charlie groaned and rolled out of bed. I guess I have to go see what this is all about, he thought. He pulled on some jeans and a t-shirt, and then took a deep breath before opening the door to his bedroom.
Something small and furry rushed at him, and Lila started happy-screaming (as she called it). Charlie looked down at the tiny thing that was head-butting his ankles. He bent down and picked up the puppy, holding it a few inches away from his face. It was so small! It kept jumping forward in his arms to lick his face, and he finally hugged it to his chest and let it. Its tongue was scratchy and warm.
Wow, Charlie thought. Lila was jumping around Charlie in circles and chanting in a singsong voice, “He’s excited, he’s excited, Charlie is so excited!”
Their mom walked into the hall and smiled when she saw Charlie holding the puppy.
“You like him, Char?” she asked.
“I love him!” Charlie said. He rubbed the top of the puppy’s head and played with his floppy ears. His whole body was so soft and pillowy. Charlie wanted to bury his face in the puppy’s fur.
“What should we call him, kids?” their mom said, picking Lila up and setting her on her hip to quiet her down.
“How about Happy?” Charlie suggested.
“That’s a great idea!” shouted Lila. | 980 | 3 | null | What tiny furry thing did Charlie find outside of his bedroom? | A. a rat
B. a mouse
C. a kitten
D. a puppy | D | Which two things does the author contrast in the second paragraph of the text? | A. Charlie’s and Lila’s personalities
B. Charlie’s and Lila’s voices
C. Charlie’s and Lila’s looks
D. Charlie’s and Lila’s tastes in clothes | A | Read this paragraph from the text: Charlie groaned and rolled out of bed. I guess I have to go see what this is all about, he thought. He pulled on some jeans and a t-shirt, and then took a deep breath before opening the door to his bedroom. Based on this evidence, what conclusion can you draw about Charlie? | A. Charlie did not feel happy and was worried about what might be happening.
B. Charlie felt curious and scared about what might be happening.
C. Charlie did not feel excited or eager to see what was happening.
D. Charlie felt enthusiastic and pleased about what was happening. | C | When Charlie met the new puppy, Lila jumped around him in circles chanting, “He’s excited, he’s excited, Charlie is so excited!” What did Charlie do that showed he was excited? | A. Charlie groaned as he rolled out of bed to see what was happening in the hall.
B. Charlie did not stop Lila from jumping around him in circles and chanting.
C. Charlie hugged the puppy to his chest and let it lick his face.
D. Charlie looked down at the puppy as it head-butted his ankles. | C | What is the main idea of this story? | A. Charlie and Lila are brother and sister, but they are very different.
B. Charlie is not the kind of kid who screams and gets excited about things.
C. Lila gets very excited because her family gets a new puppy.
D. Charlie meets and immediately loves his family’s new puppy. | D | Read these sentences from the text. Really, though: Lila got excited about everything—pizza toppings, the mail, the first day of school, going to the park, getting a gold star sticker when she did her chores, watching her favorite cartoon, helping their mom make snickerdoodle cookies. Charlie could go on and on. He had gotten used to being the 'boring one,' the kid who didn’t scream and shout and get excited about things. Why might the author have discussed the difference between Charlie and Lila in this paragraph? | A. to show the reader how much Charlie loves his sister, Lila
B. to show the reader that Charlie doesn’t get excited easily
C. to show the reader that Lila is a better student than Charlie
D. to show the reader that Lila is more interesting than Charlie | B | Choose the answer that best completes the sentence. Lila was always excited about everything, ________ Charlie didn’t scream and shout and get excited about things. | A. because
B. but
C. so
D. then | B |
Climb to the Sky! | There was one tree in Doug’s backyard. Only one tree, but it was enough. It was the biggest tree Doug had ever seen. His dad called it a magnolia. Doug thought that was a pretty good word. It sounded strong. It sounded old. This tree was strong. This tree was old. Doug was young. He was not very strong. But he knew he could climb that tree.
He waited until the weather was perfect: early autumn—crisp, but not cold. He wore a blue sweater and beat-up old shoes. His gloves were thick, to protect him from the bark. He was ready.
“Wait here,” he told his dog, Harvey. “I’ll be back later.”
As Harvey watched, Doug leapt for the lowest branch. He nearly slipped, but held on. Using all his strength, he pulled himself up. He could not do a pull-up in gym class, but when it counted, he could lift himself.
He continued slowly. Doug was careful. He did not want to fall and embarrass himself in front of his dog. He looked for a good handhold before letting go of the one he had. He watched his feet as they moved. He was in no hurry. He had all day.
Halfway up the tree, Doug took a break. He did not feel tired but wanted to rest before he got exhausted. This is what mountain climbers did. Doug was not a mountain climber, but he wanted to be one someday.
“Hello,” he said to a passing ladybug. “Any advice for my final ascent?”
The ladybug said nothing. Doug did not need her help. It was time to continue. He was just a few branches from the top when something terrible happened.
He lifted his left leg and placed it onto the next branch. The wood was old but not strong. It split down the side and fell to the earth with a horrible crack. Doug was watching. He was prepared. As his left foot slipped, he squeezed tight with his arms. For a terrifying moment, he dangled in air. Breathing slowly, he swung his legs forward and found a foothold. He was secure again.
“That’s far enough for today,” he said. “The summit can wait.”
He wrapped his legs around the strongest branch he could see and leaned against the trunk. His heart slowed as he reached into his pocket and took out a book. It was time to do some reading. Doug had all afternoon. | 370 | 3 | null | What does Doug climb? | A. a tree at a park
B. a tree in a schoolyard
C. a tree in his backyard
D. a tree in his neighbor's backyard | C | The most exciting part of a story is the climax. What is the climax of this story? | A. Doug asks a ladybug whether it has any advice for him as he climbs.
B. Doug takes out a book and starts to read in the tree.
C. A branch near the top of the tree splits and falls when Doug steps on it.
D. Doug pulls himself up onto the lowest branch of the tree. | C | Doug is careful as he climbs the tree. What evidence from the story supports this statement? | A. Doug climbs the tree wearing a blue sweater and beat-up old shoes.
B. Doug cannot do a pull-up in gym class, but he is able to pull himself up onto the lowest branch of the tree.
C. A branch near the top of the tree breaks when Doug places his left leg on it.
D. Doug climbs slowly and looks for a good handhold before letting go of the one he has. | D | Doug is patient as he climbs the tree. What evidence from the story supports this statement? | A. Doug does not want to fall and embarrass himself in front of his dog.
B. Doug takes a break halfway up the tree even though he does not feel tired.
C. After a branch cracks and falls, Doug dangles in the air for a moment.
D. Doug nearly slips after leaping for the lowest branch of the tree. | B | What is a theme of this story? | A. No one should start something that he or she is not able to finish.
B. People should put more trust in animals and less trust in themselves.
C. Being careless and impatient can help someone deal with danger.
D. Being careful and patient can help someone deal with danger. | D | Read these sentences from the text. He waited until the weather was perfect: early autumn—crisp, but not cold. He wore a blue sweater and beat-up old shoes. What does the word "crisp" mean here? | A. dry and crunchy
B. sunny and hot
C. pleasant and cool
D. firm but easy to break | C | Read these sentences from the text. He was not very strong. But he knew he could climb that tree. How could the author connect these two sentences? | A. He was not very strong: but he knew he could climb that tree.
B. He was not very strong but he knew he could climb that tree.
C. He was not very strong; but he knew he could climb that tree.
D. He was not very strong, but he knew he could climb that tree. | D |
Why Learn Chinese? | "Ni hao (Nee How)!" say third graders at Woodstock Elementary School in Portland, Oregon. That is "hello" in Mandarin. Mandarin is the official language of China. These students spend half the day using English and half using Mandarin.
Woodstock is one of a growing number of U.S. schools teaching Mandarin. The schools want to prepare students for a future in which they are likely to work with people from China. Business in China is booming, and that trend is expected to continue.
The U.S. government is trying to encourage even more public schools to teach Mandarin. China is getting involved too. The Chinese government has donated textbooks to U.S. schools. Some schools are also taking part in teacher exchange programs with China.
"It is important for students to learn Mandarin and Chinese culture," Mary Patterson, the principal of Woodstock, told Weekly Reader. "Students who do so will have wider opportunities when they become adults."
China has the largest population of any country in the world. More people speak Mandarin than any other language in the world, yet the language is one of the most difficult to learn. It doesn’t look or sound anything like English.
The Chinese writing system does not use an alphabet of letters. Characters, or symbols, represent words and ideas. "You can’t sound out words," says Claire Diller, 9. "In Chinese, you have to memorize the words."
However, all the hard work hasn’t stopped young learners. Today, about 50,000 U.S. students are studying Mandarin, and they are doing hen hao ("very well")! | 760 | 3 | null | In this passage, the author discusses “wider opportunities” offered to people who speak Mandarin. These opportunities refer to | A. doing business with Chinese people.
B. traveling to China.
C. knowing Chinese life and culture.
D. all of the above. | D | Both the U.S. and Chinese government are funding these programs because both governments | A. use English as their official language.
B. have extra money.
C. use Chinese as their official language.
D. want to work together in the future. | D | More people speak Mandarin than any other language because | A. there is a lot of tourism in China.
B. of programs that teach Chinese.
C. Chinese people are proud of their heritage.
D. China has a huge population. | D | ______________ cannot be read by “sounding out” words. | A. Russian
B. French
C. Chinese
D. English | C | null | null | null | null | null | null | null | null | null |
A Tricky Monkey | Jojo the monkey lived in the rain forest. There were lots of monkeys in Jojo’s part of the forest. Jojo had many brothers and sisters. That was good, because Jojo had many monkeys to play with. But Jojo liked to get attention, too. That was hard to do with so many monkeys around.
One day Jojo decided to play a trick on the other monkeys. “Leopard!” Jojo cried. “A leopard is coming!”
The monkeys scrambled. They climbed up to the highest tree branches. They shook with fear. Leopards like to eat monkeys.
Jojo laughed. “Ha! Just kidding,” he said.
Jojo’s Aunt Lila scolded him. “Nobody likes a liar, Jojo.”
Jojo felt bad for a little while. But he soon got bored. A few days later, he did it again.
“Leopard!” Jojo cried. “A leopard is coming!” The monkeys scrambled again. Jojo laughed. “Ha! Just kidding again,” he said.
Aunt Lila shook her head. “Be careful, Jojo. Nobody will believe anything you say if you keep this up.”
The monkeys were all pretty upset with Jojo. They ignored him. Jojo sat in a tree branch, bored and lonely.
Then he saw a shadow on the ground below. A hungry-looking leopard padded across the rain forest floor.
“Leopard! A leopard is coming for real this time!” Jojo yelled. None of the monkeys paid any attention. The leopard was headed right for them. Jojo knew what he had to do. “Here, leopard! Over here!” he yelled.
The leopard chased Jojo. Jojo climbed up to the highest branches. The other monkeys now saw the leopard, and they climbed into the trees, too. The leopard could not climb as high as the monkeys. She gave up and walked away.
Jojo was relieved. The other monkeys were glad that Jojo had tried to save them. They forgave him for lying and played with him again. And Jojo became someone they could trust. | 330 | 3 | null | According to the text, what did Jojo say to play a trick on the other monkeys? | A. “Here, leopard! Over here!”
B. “Nobody likes a liar, Jojo.”
C. “Leopard! A leopard is coming!”
D. “Leopard! A leopard is coming for real this time!” | C | Jojo faces a problem when a leopard comes and the other monkeys do not listen to his warning. How does he solve this problem? | A. by throwing sticks and rocks at the leopard
B. by getting the leopard to chase him
C. by leading the leopard to the other monkeys
D. by asking Aunt Lila for help | B | Read these sentences from the text. One day Jojo decided to play a trick on the other monkeys. “Leopard!” Jojo cried. “A leopard is coming!” The monkeys scrambled. They climbed up to the highest tree branches. They shook with fear. Leopards like to eat monkeys. Based on this information, why might the monkeys have climbed up to the highest tree branches? | A. The monkeys were afraid that a leopard would eat them.
B. The monkeys were afraid that Jojo would hurt them.
C. The monkeys wanted to get a better view of the leopard that Jojo was shouting about.
D. The monkeys wanted to get a better view of Jojo. | A | Read these sentences from the text. Jojo laughed. “Ha! Just kidding,” he said. Jojo’s Aunt Lila scolded him. “Nobody likes a liar, Jojo.” [. . .] “Leopard!” Jojo cried. “A leopard is coming!” The monkeys scrambled again. Jojo laughed. “Ha! Just kidding again,” he said. Aunt Lila shook her head. “Be careful, Jojo. Nobody will believe anything you say if you keep this up.” Based on the text, why did Aunt Lila scold Jojo? | A. to make Jojo spend more time with her
B. to praise Jojo's behavior
C. to encourage Jojo to play more tricks
D. to discourage Jojo from lying | D | What is the main message of this story? | A. Family is more important than battling enemies.
B. Nobody trusts a trickster and never will.
C. Tricksters never get what they want.
D. Tricking others can cause them to lose trust in you. | D | The author wrote about two times that Jojo lied about seeing a leopard, and then the author wrote about the third time when the other monkeys didn’t believe him. Why did the author write about the first two times when Jojo lied? | A. to show the reader why Jojo could be trusted
B. to show the reader why the monkeys no longer trusted Jojo
C. to help the reader understand what the rainforest looks like
D. to help the reader know how many brothers and sisters Jojo had | B | Choose the answer that best completes the sentence. Jojo tricks the other monkeys ________ he saves them. | A. after
B. before
C. when
D. because | B |
Taking Action: She Stood Up to School Violence | In 1996, Gabriella Contreras was a third grader in Tucson, Arizona. Across the street from her school, a Special Weapons and Tactics (SWAT) team had been called to Tucson High School. The team is made up of police officers. They are trained to use special weapons. They act in a crisis. The SWAT team had been called to break up a fight between high schoolers. Like other fights at the high school, this fight was connected to gang violence and drugs. The fight scared Gabriella and her classmates. They were afraid someone would get badly hurt.
Gabriella and her friends watched the SWAT team break up the fight. "I wish someone would do something to stop this," said one friend. Gabriella replied, "Why don't we do something?"
She and her friends made big signs. The signs said "Stop the Violence!" and "Make Hugs Not Drugs!" The next day Gabriella and her friends marched outside their school with their signs. The high school students saw them. The young students marched every day. After a while, the high school students stopped fighting.
Gabriella said, "The high school students realized that there are these little kids watching. They see what you're doing. They hear what you're saying. They see how you dress, how you act."
Gabriella and her classmates didn't want their good work to end. She wanted to start a club to help other people.
Gabriella created a club called Be Alert: Don't Do Drugs (BADDD). The club's motto is: Even as youth we can make a difference in our home, neighborhood, school, and community. More than 50 people showed up for the first meeting of Club BADD. Club BADDD worked with food banks and clothing banks. The banks gave food and clothes to people who needed them. The club also held art shows of anti-drug posters made by students.
The club gained a lot of attention. Soon students from across the country started writing Gabriella. Students wanted to know how to start their own BADDD clubs.
Since 1996, Club BADDD spread to other Tucson schools. Gabriella and her fellow BADDD members worked hard against school violence. One peace rally in March 2000 drew more than 500 people.
Gabriella said she learned that a person is never too young to make a difference. She traveled around the United States and Europe to get this message across. She hoped she could encourage other young people to do volunteer work. | 650 | 3 | Social Studies: School & Family Life | According to the text, what is the purpose of Club BADDD? | A. Club BADDD helps students make a difference in their communities.
B. Club BADDD trains students to join a SWAT team.
C. Club BADDD makes students realize that they are role models.
D. Club BADDD works to make signs so students can protest. | A | In the text, the author describes the problem of school violence. How is this problem solved? | A. This problem is solved through helping at food banks and clothing banks.
B. This problem is solved through students making signs against violence.
C. This problem is solved through sending a SWAT team to arrest kids who fight.
D. This problem is solved through community action and organizing. | D | Read these sentences from the text. After a while, the high school students stopped fighting. Gabriella said, "The high school students realized that there are these little kids watching. They see what you're doing. They hear what you're saying. They see how you dress, how you act." What conclusion can you draw about the high school students based on this evidence? | A. The high school students did not care about what the younger students thought of them.
B. The high school students believed that they were being good role models when they would fight.
C. The high school students began to care about the example they were setting for younger students.
D. The younger students were afraid when they watched the older kids fight, so they asked them to stop. | C | What does the text imply? | A. Most young people in high school get into fights over drugs.
B. Peace rallies are the best way to get young people to fight school violence.
C. It is impossible for third graders to change how high school students act.
D. Even young people can have the influence to change social problems. | D | What is this text mostly about? | A. one girl’s effort to fight against school violence
B. one girl’s decision to speak at a peace rally
C. one girl and the signs she made with her friends
D. one girl and her experiences as a third grader | A | Read this sentence from the text. One peace rally in March 2000 drew more than 500 people. As used in the sentence, what does the word "rally" most nearly mean? | A. a group of people gathering to show support for a cause
B. a group of people gathering to work hard together
C. a group of people gathering to fight violence
D. a group of people gathering to volunteer at a food bank | A | Choose the word that best completes the sentence. Gabriella started Club BADDD _______ she wanted to help young people make a difference. | A. however
B. but
C. because
D. although | C |
The Pool | Alex and Karen were sitting in their backyard on a hot summer day. All they wanted to do was go swimming, but the local public pool was under construction, and all of the adults were too busy to give them a ride to the beach.
“I just want to sit in the cool water,” said Alex, imagining how nice it would feel.
The two sat quietly as they thought about how else they could cool off.
“Let’s blow up that kiddie pool that we have in the garage,” suggested Karen. “We can fill that with water, and it will help us cool off.”
The two ran to the garage and found the inflatable pool stuck in a box. They dragged it out to the lawn and looked at it.
“It needs to be blown up,” said Karen.
Alex sat down and started blowing air into the pool through the nozzle, but after a while he realized it wasn’t doing very much. He was exhausted and out of breath from all the blowing. The pool was too big for just one person to inflate, and at this rate it would take Alex all night.
He sat back, defeated. “Okay, so how are we going to get it inflated then?”
Karen thought it over. Alex went back to the garage and got a bicycle pump, but the ends didn’t match up. Then Alex came back with an old vacuum, but that sucked air instead of pumping it.
Karen thought and thought, and eventually she realized something.
“Did we check the pool box and see if there is a pump at the bottom?” she asked.
They ran into the garage and tipped the box over. Out fell a pump. They laughed.
“That was a very good idea,” said Alex, as they went back to the yard and connected the pump to the pool. “We were so excited to find the pool that we didn’t gather all of the pieces first.”
Finally the pool was blown up. But as Karen and Alex looked at it they realized that it was slowly deflating.
“There must be a hole somewhere,” said Karen. “We’ll have to find it.”
They each took a side and examined the pool, but couldn’t find anything.
“The hole may be too small to see,” said Alex. “How can we find it if it is too small to see?”
“Maybe we can feel it,” suggested Karen.
She traced her finger along the pool, only to find that she couldn’t feel anything.
“I know,” said Alex, “let’s listen and maybe we will hear the air escaping.”
They placed their ears next to the pool and listened. Sure enough, Karen heard a soft sound as air escaped through a hole.
“I found it!” she said. “That was a good idea. The hole was too small to see, but we could hear it. Now we have to patch it.”
Alex ran into the house and grabbed a bunch of different things to try and patch the pool. First he suggested glue, but that didn’t seem to make sense to Karen. It would have to dry, and they wouldn’t be able to swim until it did. Then he suggested a Band-Aid, but that wouldn’t stick around the hole. Last he pulled out a roll of gray, heavy-duty tape.
“That should do it,” said Karen, cutting a piece and placing it over the hole.
They refilled the pool with air, and this time it stayed full.
“Now we have to fill the pool,” said Alex.
But how would they get the water into the pool? Karen suggested filling buckets up from the kitchen and carrying them outside. At first this seemed to work but they soon realized that it would take them forever to fill up the pool. Then Alex suggested filling it from the spout in the backyard.
“That makes a lot more sense,” said Karen. “Let’s drag it over to the spout.”
They did, and Alex turned on the water. The pool was soon full.
Alex and Karen went inside and put their bathing suits on. Then they ran back outside and sat in the pool.
“Well, we can’t swim, but at least we found a way to stay cool,” said Alex. “And we worked together.” | 700 | 3 | Social Studies: Sports, Health & Safety | What is the first thing that needs to be done with the kiddie pool after it is taken out to the lawn? | A. The kiddie pool needs to be filled with water.
B. The kiddie pool needs to be filled with air.
C. The kiddie pool needs to be deflated.
D. The kiddie pool needs to be dragged over to the spout in the backyard. | B | Alex and Karen want to cool off, but the local public pool is under construction, and no adult has time to give them a ride to the beach. How do they solve their problem? | A. They put on their bathing suits and sit in the garage.
B. They fill up buckets with water in the kitchen.
C. They imagine how nice the cool water would feel.
D. They use the kiddie pool from their garage. | D | Getting the kiddie pool ready takes a lot of work. What evidence from the story supports this statement? | A. Alex and Karen have to figure out how to fill the pool with air, how to patch a leak in the pool, and how to get water into the pool.
B. Alex and Karen want to go swimming, but the local public pool is under construction, and the adults they know are too busy to take them to the beach.
C. Alex and Karen go inside to put their bathing suits on and then run back outside to sit in the kiddie pool.
D. Alex imagines how nice it would feel to sit in cool water before he and Karen decide to blow up the kiddie pool being kept in their garage. | A | How can Alex and Karen be described? | A. Alex and Karen are people who do not like getting wet.
B. Alex and Karen are people who often get bored.
C. Alex and Karen are people who do not care about finishing what they start.
D. Alex and Karen are people who do not give up easily. | D | What is a theme of this story? | A. If you want something that you cannot have, it is best to stop thinking about it.
B. If you want to solve a problem, it is important to try different things and not give up.
C. If you want to cool off on a hot summer day, you should find someone to take you to the beach.
D. If you want to get along with other people, you should never listen to their ideas. | B | Read the following sentence: “He was exhausted and out of breath from all the blowing. The pool was too big for just one person to inflate , and at this rate it would take Alex all night.” What does inflate mean in the sentence above? | A. break into pieces
B. hide under the ground
C. fill with air
D. pour water on | C | Choose the answer that best completes the sentence below. Karen and Alex have problems getting the kiddie pool ready, _______ they solve all of them. | A. for example
B. previously
C. instead
D. but | D |
Summer Vacation | One day during Jose’s summer vacation, he woke up and wanted to go to the pool.
He made his bed, put on his swimsuit, and grabbed his towel from the hall closet. Then he went to the kitchen table and sat down for breakfast.
“Jose,” his mom said, as she served him scrambled eggs and toast. “Why are you wearing your bathing suit?”
“Because today I want to go to the pool,” he said. He started to eat his eggs very fast so that they could leave for the pool right away.
His mother laughed. “Jose, look outside,” she said. “I’m sorry, but we can’t go to the pool today.”
Jose jumped out of his seat and looked outside the window. It was raining really hard, and there was thunder and lightning. People outside were hurrying back and forth with umbrellas over their heads, while the trees blew in the wind.
“Oh no,” Jose said. “Rain! Now we can’t go to the pool.”
He sat back down at the table and quietly finished his breakfast. He was sad. His plans for the pool were not going to happen.
Jose’s mom grabbed her laptop computer and brought it over to the table. She turned it on and gave Jose a hug.
“Don’t worry sweetheart,” she said, “let’s look up the weather for tomorrow, and see if we can go to the pool then.”
Jose’s mom searched on the Internet for the local weather news. Jose watched as the screen displayed a bunch of pictures with sun and rain clouds next to each day of the week.
“What are those?” he asked.
“This is a news website that shows the weather for each day of the week,” she said. “Here is today.”
She pointed to a rain cloud next to the day marked “Tuesday.”
“The rain cloud means that today it is going to rain all day. And here it says the temperature: 85 degrees Fahrenheit.”
“That is hot,” said Jose. “And the pool is good on a hot day.”
“It is hot, but raining, so the pool will not be open today,” said Jose’s mom. “But tomorrow, Wednesday, there is a sun picture. That means the weather forecaster is predicting tomorrow will be sunny. It also says that tomorrow will be 90 degrees, which is even hotter than today.”
“Then we can go to the pool!” said Jose.
“Yes, if it is sunny and hot, we can go to the pool,” said Jose’s mom. “As long as you wear your sunscreen.”
Jose was excited. But he was also a little confused. How did the weather forecaster know about the weather before it happened? Could he predict the future?
“Mom, how does the weather forecaster know what the weather is going to be like tomorrow?” he asked.
“Well,” said Jose’s mom, “scientists use tools in order to predict the weather. They record patterns and can figure out what will most likely happen next. For example, if the scientists see a storm that is moving across other states toward us in New York, they can measure the storm, and how fast it is moving. Then they can tell if it will be rainy in a few days or a few weeks. We can see this weather prediction listed on a website, or on the television.”
“You mean we hear it from those people who read the news on TV,” said Jose.
“Right,” said Jose’s mom. “Some of the news people who read the weather forecast on TV are called meteorologists. A meteorologist is someone who studies, explains, and understands the weather forecast. They go to school to study how to predict and understand the weather. That way people like you and me can see if it will be raining tomorrow or this weekend.”
After lunch the rain got a little lighter, and Jose’s mom let him put on his rain boots and play in the backyard. Then after a shower, Jose and his mom had dinner and watched a movie. The next morning Jose got up, put on his bathing suit, and grabbed his towel. He peeked outside the window and saw that the sun was shining.
“Mom!” he shouted as he ran to the breakfast table. “The scientists were right! It is sunny today. Let’s go to the pool!”
And they did. | 660 | 3 | Science: Earth & Space Science | Where does Jose want to go after he wakes up? | A. the movies
B. the park
C. the pool
D. the yard | C | Jose wants to go swimming, but there is a problem. What is the problem? | A. It is raining, so the swimming pool will not be open.
B. It is too hot outside to go to the swimming pool.
C. It is too cold outside to go to the swimming pool.
D. Jose has to help his mom around the house all day. | A | Jose is very excited about going to the pool. What evidence from the story supports this statement? | A. Jose watches the laptop screen as it displays pictures with sun and rain clouds next to each day of the week.
B. Jose’s mom says he can go to the pool on Wednesday as long as he wears his sunscreen.
C. Jose is a little confused about how the weather forecaster can know about the weather before it happens
D. Jose starts to eat his eggs very fast so that he and his mom can leave for the pool right away. | D | How can a weather forecaster predict the weather? | A. A weather forecaster can jump out of his seat at breakfast and look through the window to see whether it is raining outside.
B. A weather forecaster can look at weather in another place and its movement to make a prediction about the weather where he is.
C. A weather forecaster can predict the weather by finding an indoor pool that stays open whether or not it is raining outside.
D. A weather forecaster can predict the weather by putting on rain boots and going into the backyard. | B | What is this story mainly about? | A. a boy who wants to go to the pool and predicting the weather
B. a person who goes to school to study how to predict the weather
C. the sadness a boy feels one day when it rains outside
D. a swimming pool, umbrellas, rain boots, scrambled eggs, and toast | A | Read the following sentences: “Jose was excited. But he was also a little confused. How did the weather forecaster know about the weather before it happened? Could he predict the future?” Why does the author include the two questions above? | A. to prove that weather forecasters do not know what they are doing
B. to convince readers that they should become weather forecasters
C. to explain why Jose loves his mom so much
D. to show readers the thoughts in Jose’s mind | D | Choose the answer that best completes the sentence below. Jose does not go to the pool on Tuesday, ______ he goes to the pool on Wednesday. | A. for example
B. never
C. but
D. especially | C |
Ancient China: Travel Journal Part 1 | Last night we landed in Shanghai. This 2000-year-old city is in the central eastern part of China. It is actually considered one of the youngest cities in the country! It is very hot here now, 105 degrees. In the winter, though, the weather is near freezing.
Today I learned so much about China! We visited one of Shanghai’s most famous temples. It is called the Jade Buddha Temple. A temple is a religious building, like a church. The Jade Buddha Temple is used by people who practice Buddhism. Buddhism is the largest religion in China, but not the oldest. Taoism (dow-ism) is the oldest.
The temple was built in 1918. However, the two jade Buddhas the temple was named after were brought here from Myanmar in 1882. Jade is the most popular stone in China. It is green and smooth, and when you hold it in your hand, it is cool. In street markets, you can find many things made out of jade, such as jewelry, statues, and chops. Chops are stamps that have a person’s signature on them.
Today, I bought a beautiful necklace made out of jade. It had a tiger carved on it. I got it because I was born in 1998, the year of the tiger. The tiger is one of the 12 animals that go with the 12-year Chinese calendar. I had to laugh because my mom found out she was born in the year of the pig!
At the market, I also bought a pink silk shirt. It was made in a silk factory right here in Shanghai. China is famous for its silk. The Chinese have been making silk for thousands of years.
The silk-making process is very interesting. Silk comes from the cocoon that silkworms make when they are transforming into moths. It takes a long time for people to make things out of silk. A three-foot by five-foot rug can take up to 11 months to make by hand.
I’m getting tired, so I’m going to sign off for today. Tomorrow we’re taking a cruise down the Yangtze River. I can’t wait! | 640 | 3 | Social Studies: Geography, Societies & Culture, World History | According to the text, what is one of the youngest cities in China? | A. Shanghai
B. Jade Buddha
C. Myanmar
D. Yangtze | A | Which of the following happened first in the text? | A. The narrator bought a silk shirt.
B. The jade Buddhas arrived from Myanmar.
C. Shanghai was founded.
D. The Jade Buddha Temple was built. | C | In the 12-year Chinese calendar, each year is associated with an animal. What evidence from the text supports this conclusion? | A. “The temple was built in 1918. However, the two jade Buddhas the temple was named after were brought here from Myanmar in 1882. Jade is the most popular stone in China.”
B. “At the market, I also bought a pink silk shirt. It was made in a silk factory right here in Shanghai. China is famous for its silk. The Chinese have been making silk for thousands of years.”
C. “I got it because I was born in 1998, the year of the tiger. The tiger is one of the 12 animals that go with the 12-year Chinese calendar. I had to laugh because my mom found out she was born in the year of the pig!”
D. “Last night we landed in Shanghai. This 2000-year-old city is in the central eastern part of China. It is actually considered one of the youngest cities in the country!” | C | Based on the text, what might have helped cause China to become famous for its silk? | A. It takes a long time for people to make things from silk.
B. Jade is the most popular stone in China.
C. The silkworm is part of the 12-year Chinese calendar.
D. There are many silkworms in China. | D | What is this text mainly about? | A. visiting Shanghai
B. the Jade Buddha Temple
C. the weather in Shanghai
D. how silk is made | A | Read these sentences from the text. In street markets, you can find many things made out of jade, such as jewelry, statues, and chops . Chops are stamps that have a person’s signature on them. As used in the sentences, what does the word "chops" mean? | A. objects used to cut something in half
B. objects used to eat food
C. objects used to glue things together
D. objects used to sign documents | D | Choose the word that best completes the sentence. ________ exploring and discovering much about China on the first day of the trip, the author intends to keep learning about China by taking a cruise down the Yangtze River. | A. Despite
B. So
C. Which
D. Before | A |
Shining Star | Halle Berry is a huge movie star. In 2002, she made Hollywood history. She became the first African American woman to win the Academy Award for Best Actress.
She won the Oscar for her role in the movie Monster's Ball. The role showed Berry's acting talent. She has been in more than 25 films and TV shows.
Although Halle Berry is a famous actor now, her life has had challenges, too.
Berry was born in Cleveland, Ohio, in 1968. Her mother is white. Her father is African American. That makes Berry biracial.
Berry's parents' relationship was not healthy. There was alcoholism and abuse. When Halle was 4 years old, her father left for good. Halle lived with her mother and older sister.
Berry was shy as a young girl. She did not like to leave home. As she got older, Berry dealt with a bigger problem. Many kids at school made fun of her for her skin color. Some kids thought she was too light to be African American. They also thought she was too dark to be white. "They would call me 'zebra,'" Berry said.
Berry struggled to make good grades, but she stayed in school. She liked her teachers. They liked her. In high school, Berry was a cheerleader. She was also an honor student.
A friend of Berry's entered her name in a beauty contest. Berry later became Miss Teen All-American. Her beauty would help launch a career in acting.
In 1989, Berry was filming the TV show Living Dolls. She fainted on the set. Doctors said Berry had diabetes (die-uh-BEE-teez).
People with diabetes have too much sugar in their blood. If diabetes is not treated, organs called the kidneys work too hard. When that happens, a person's body can shut down. That can lead to more problems. Diabetes can cause a person to go blind. It can lead to heart disease or other illnesses. There is no known cure for diabetes.
Berry was scared, but she learned to control her illness. She takes medicine, eats good food, and stays in shape.
Some people think that Berry's struggles in life have helped to make her a better actress. Her first movie role was at age 23.
One of Berry's finest roles was in a TV movie called Introducing Dorothy Dandridge. Berry played a real-life Black actress who dealt with racism. Like Berry, Dandridge was a light-skinned Black woman.
In 1954, Dandridge was the first Black woman to be nominated for the Best Actress Oscar. She did not win. However, her work set the stage for other Black women in acting.
Berry is one of those women. Berry thanked Dandridge when she won her Oscar. | 620 | 3 | null | According to the text, which of the following can be caused by diabetes? | A. bullying
B. illness
C. medicine
D. blindness | D | Which of the following does the author describe first in the text? | A. The author describes Halle Berry’s childhood.
B. The author describes Halle Berry’s work as a model.
C. The author describes Halle Berry’s roles in several movies.
D. The author describes how Halle Berry succeeded in high school. | A | Halle Berry worked hard and overcame difficulties in her life. What evidence from the text supports this conclusion? | A. “A friend of Berry's entered her name in a beauty contest.”
B. “People with diabetes have too much sugar in their blood.”
C. “Berry struggled to make good grades, but she stayed in school.”
D. “You might think that Halle Berry has had it easy in life.” | C | What does the text suggest? | A. Halle Berry faints almost every day because of her diabetes.
B. Halle Berry is able to work as an actress despite her diabetes.
C. Halle Berry will be cured of her diabetes in the future.
D. Halle Berry will get heart disease from her diabetes. | B | What is this text mostly about? | A. Halle Berry’s life and career
B. Halle Berry and Dorothy Dandridge
C. Halle Berry and her difficult childhood
D. Halle Berry and her diabetes | A | Read this sentence from the text. It can lead to heart disease or other illnesses . In this sentence, what does the word "illness" mean? | A. diabetes
B. the flu
C. sickness
D. medicine | C | Choose the word that best completes the sentence. Many of Halle Berry’s classmates made fun of her __________ she had lighter skin color than many African Americans. | A. but
B. because
C. so
D. after | B |
Amra and the Skateboard | The skateboard flew down the hill. Buzzing over the pavement, it passed by houses with manicured gardens and freshly cut grass, and whizzed past prim and proper homeowners—middle-aged mothers with beehive haircuts and stern-looking fathers with Oxford button-downs tucked into crisp khaki pants. At the bottom of the hill, it slammed into the curb and landed violently on its side.
Amra was searching for worms in her front yard. She was on her hands and knees when she heard the whizzing crack. Startled, she shot her head up and scanned the scene.
She saw the skateboard to her right, lying on the sidewalk. To her left, high up on the hill, she saw a gaggle of boys. Blinding rays of light carved out their silhouetted figures. The outlines of kneepads and helmets could be made out, as well as other skateboards, some held like canes, others like briefcases. One among the crew was sitting on his bottom, rocking back and forth in mild pain. He had wiped out.
Amra walked over to the skateboard. She took it into her hands and looked up toward the boys. One of them beckoned to her with his hand.
“Bring it up!” he called out.
The thought of interacting with them set her nerves on edge. She was only 10. They were older—high-schoolers.
Amra slowly walked the skateboard to the top. The boys stood there expressionless.
“Thanks kid,” the one who wiped out said.
He walked over and took the skateboard from Amra’s arms.
“Can I try?” she asked him.
The boys laughed.
“You’re just a kid,” Wipe Out said.
“And you’re a girl,” added another.
More laughter.
Amra shot an angry look. “Let me try!”
Wipe Out smirked. “Okay,” he said, and handed back the skateboard.
Amra laid it on the pavement and rolled it back and forth to get the feel of the concrete. Stepping her left foot onto the front of the skateboard, she crouched and shot off, zipping down the hill and landing on a strip of grass along the sidewalk.
When she lifted the skateboard over her head in triumph, the boys were dumbfounded. | 820 | 3 | null | Who is Amra? | A. a stern-looking father
B. a middle-aged mother
C. a ten-year-old girl
D. a high-school boy | C | How do Amra’s feelings change in the story? | A. At first she is nervous to talk to the boys, but then she feels eager to try skateboarding.
B. At first she is excited to talk to the boys, but then she feels bored with skateboarding.
C. At first she is confident about skateboarding, but then she feels bad after wiping out.
D. At first she is bored with skateboarding, but then she feels interested in worms. | A | At the beginning of the story, the author explains that “the skateboard flew down the hill,” slamming down into the curb and violently landing on its side at the bottom of the hill. The author then describes that Amra saw a gaggle of boys on the hill and that “one among the crew was sitting on his butt, rocking back and forth in mild pain.” Based on this evidence, what can be concluded about why the skateboard ended up at the bottom of the hill? | A. One of the boys rolled the skateboard so it would hit the boy rocking back and forth in pain.
B. One of the boys had purposely rolled the skateboard down the hill.
C. One of the boys had fallen off the skateboard and wiped out.
D. The skateboard had rolled down the hill on its own. | C | Which of the following conclusions is supported by the text? | A. The boys attend the same elementary school as Amra.
B. The boys believe Amra is trying to steal the skateboard.
C. The boys have been friends with Amra for a long time.
D. The boys believe Amra will not be able to skateboard. | D | What is this passage mainly about? | A. the many challenges faced by skateboarders
B. a typical day in the life of a suburban American child
C. a young girl who surprises a group of older boys with her skateboarding skills
D. the increasing popularity of skateboarding among girls | C | Read the following sentence: “When she lifted the skateboard over her head in triumph, the boys were dumbfounded .” What does the word “dumbfounded” most nearly mean? | A. happy or pleased
B. annoyed or bothered
C. angered or frustrated
D. shocked or amazed | D | Choose the answer that best completes the sentences below. Amra was a kid and a girl. _______, the boys thought she would not be able to skateboard. | A. So
B. But
C. Except
D. Until | A |
Water Worries | What do you do when you’re thirsty? Chances are you get a glass of water from the sink. Not everyone can do that. In fact, almost 1 billion people around the world don’t have clean drinking water.
That’s the finding of a report by world aid groups. The study looked at the living conditions of people around the globe. Many have to walk hours each day to collect water from rivers. Often that water is not safe to drink, because it’s dirty.
About 2.6 billion people don’t have safe places to go to the bathroom, the report says. Lakshmi grew up in a poor village in India. That is a country in Asia. For a long time, her school did not have bathrooms. She and her classmates had to use bushes outside.
World leaders say it’s important for kids to have good hygiene, or cleanliness. Drinking clean water and washing your hands after using the bathroom can help prevent diseases.
Aid workers have been helping by installing pipes around the world. To install is to set up. The pipes have given people water in their homes. Aid workers also have been teaching people how to filter, or clean, rain water. They even have built bathrooms. That’s made a difference for Lakshmi. “My school has toilets now,” she said.
Still, there is a lot more to do, aid worker Clarissa Brocklehurst says. “We must act as one … community to [supply] water and [good hygiene] for all.”
How much water do you use? A lot! On average, each American goes through about 100 gallons of water a day. That’s enough to fill 1,600 drinking glasses! Here are some tips to conserve, or save, water.
Cut while you paste. Keep your pearly whites clean, but be sure to shut off the faucet while you brush. That can save about 8 gallons of water a day.
Clean up your act. Put away that rubber ducky. Taking a bath can use up to 70 gallons of water, while showering uses just 10 to 25 gallons of water.
Drop the drips. In one day, a faucet can drip more than 20 gallons of water, and a leaky toilet can waste 200 gallons! Ask an adult to stop the drips. | 660 | 3 | Social Studies: Geography, Societies & Culture | According to the text, how many people worldwide don’t have clean drinking water? | A. almost 1 thousand people
B. almost 1 million people
C. almost 1 billion people
D. almost 1 hundred people | C | The text describes the problem that many people do not have clean water to drink. What is one solution to this problem that is presented in the text? | A. One solution is filtering rainwater so that it is safe to drink.
B. One solution is turning off the faucet when you brush your teeth.
C. One solution is getting water from the local river.
D. One solution is using the bathroom outside. | A | Having access to clean water can help you stay healthy. What evidence from the text supports this conclusion? | A. “About 2.6 billion people don’t have safe places to go to the bathroom, the report says.”
B. “In fact, almost 1 billion people around the world don’t have clean drinking water.”
C. “On average, each American goes through about 100 gallons of water a day. That’s enough to fill 1,600 drinking glasses!”
D. “Drinking clean water and washing your hands after using the bathroom can help prevent diseases.” | D | What can be inferred from the text? | A. Walking hours every day to collect water is good exercise.
B. Many Americans waste a lot of water.
C. Most people in the world can get clean water from a water pump.
D. Children in India need to learn about water safety. | B | What is the main idea of the text? | A. Many people in the world do not have clean water, and aid workers are trying to help those people.
B. Many people in the world do not have access to indoor toilets even though they do have clean water.
C. Many people in the world do not have good hygiene because they do not know how to keep themselves clean.
D. Many people in the world have an abundance of clean water and should keep using as much as they want. | A | Read these sentences from the text. Aid workers have been helping by installing pipes around the world. To install is to set up. The pipes have given people water in their homes. Aid workers also have been teaching people how to filter , or clean, rain water. What does the word "aid" mean? | A. thirst
B. help
C. water
D. cleanliness | B | Choose the word that best completes the sentence. _______ dirty water can make people sick, it is important that water be clean. | A. So
B. Because
C. But
D. However | B |
A Day on the Slopes | No matter how many times Bobby rode the chairlift, he always got frightened when he looked down. If he stared down long enough to get that tingly feeling, he’d grip the bar in front of him, take stock of the bar between his two legs, and reassure himself that he was secure.
Conversation helped distract him. He loved meeting people from all over the country, and even the world, on the chairlift. Games helped distract him, too. “I spy in my little eye, something…orange,” Bobby challenged.
“The plastic fence down there,” guessed Dad.
“Nope!”
“The square with the number on that pole,” Dad said, pointing to one of the big poles holding up the chairlift.
“Nope.”
“The stripe on that guy’s jacket in front of us.”
“Nope.”
“Um…the sunshine?”
“No way. The sun looks more yellow than orange right now, Dad.”
“Okay, fine. I give up!” Dad said, throwing his head back in defeat.
“The writing on the band of your goggles!”
“Tricky, tricky. I’ll stump you next time.”
Bobby loved winning, but he was no longer focused on playing “I Spy.” They were close to the top.
“Ready?” Dad asked.
“Ready,” Bobby replied, removing his hands from the bar and skis from the little footrests connected to the bar between his legs.
Dad pulled the bar up and over their heads, and they looked forward. Skis straight and poles held tightly, they pushed themselves away from the seat and down the small hill their skis touched at the top.
This was Bobby’s second time skiing, and he was getting the hang of it. During his first time skiing, Dad taught him how to do the “pizza,” skiing with his skis in a wedge like a slice of pizza. Bobby had advanced since then and could now do the “french fries,” skiing with his skis parallel and straight like two french fries side by side. When he felt himself going too fast, he would point his skis to the side instead of down the mountain. That would help bring him to a stop.
Normally, Bobby stayed far away from the forest, while avoiding big groups of people and ice. Luckily, there was a lot of powdery Colorado snow on this mountain and definitely not as much ice as there was on the mountain he had skied in New England.
“Want to try skiing the glades?” Dad asked when they had stopped for a rest mid-trail. Dad nodded to where a path veered off the trail and into the woods. Bobby saw a few skiers follow the path into the trees. About 10 seconds later, they popped out a little ways down the trail.
Bobby felt nervous and excited. “Let’s do it!” he said with a grin.
“Okay, you go, and I’ll be right behind you. Don’t go too fast. Keep your eyes on the trail, and try to stay focused and relaxed.”
“Here we go!” Bobby hollered as he glided to the side of the trail, his skis falling in line with a path on the left that gradually curved into the woods. There were trees on either side of Bobby, and the narrow path dipped down and then up a bit, down and then up. It felt like a waterslide but better, because he was in control. There was one last bump on the path, where it exited the woods. When Bobby got to it, he had gained some speed and even got a few inches of air. He wobbled for a second, but quickly regained his balance.
“Awesome!” he thought.
They were near the bottom of the hill, and the lifts were about to close.
“Up for one more run?” Dad asked.
“No time for talking!” Bobby said, hurrying back to the chairlift. | 870 | 3 | null | Which winter sport are Bobby and his dad doing? | A. skiing
B. snowboarding
C. sledding
D. snowshoeing | A | Bobby gets frightened when he rides the chairlift. How does Bobby deal with this problem? | A. Bobby closes his eyes.
B. Bobby hums to himself.
C. Bobby plays games and talks.
D. Bobby holds on to his dad. | C | Bobby has gotten better at skiing since the first time he skied. What evidence from the passage best supports this conclusion? | A. “Luckily, there was lots of powdery Colorado snow on this mountain, and definitely not as much ice as there was on the mountains he had skied in New England.”
B. “During his first time skiing, Dad taught him how to do the ‘pizza,’ skiing with his skis in a wedge like a slice of pizza. Bobby had advanced since then and could now do the ‘french fries,’ skiing with his skis parallel and straight like two french fries side by side.”
C. “When he felt himself going too fast, he would point his skis to the side instead of down the mountain. That would help bring him to a stop.”
D. “When Bobby got to it, he had gained some speed and even got a few inches of air. He wobbled for a second, but quickly regained his balance.” | B | How can Bobby best be described? | A. timid
B. crafty
C. aggressive
D. adventurous | D | What is this story mostly about? | A. Bobby and his dad spend the day skiing.
B. Bobby gets over his fear of the chairlift.
C. Bobby’s dad teaches him how to ski.
D. Bobby and his dad play "I Spy" on the chairlift. | A | Read the following sentences: “No matter how many times Bobby rode the chairlift, he always got frightened when he looked down. If he stared down long enough to get that tingly feeling, he’d grip the bar in front of him, take stock of the bar between his two legs, and reassure himself that he was secure.” As used in this sentence, what does the word “reassure” most nearly mean? | A. to believe something false
B. to do something that makes you stop worrying
C. to do something that makes you scared and uneasy
D. to face your fears | B | Choose the answer that best completes the sentence below. __________ Bobby gets frightened when riding chairlifts, he goes on the lifts anyway. | A. Therefore
B. Meanwhile
C. Above all
D. Even though | D |
Who Loves the Sun? Iguanas! | When it is sunny out, the temperature is usually warmer. This is because sunlight is warm. When there is a lot of sunlight, we feel warmer. But we are not the only animal that notices when it is sunny out.
There is an island in the ocean where a special animal lives. This animal is called an iguana. Iguanas are a kind of lizard. Like a lot of animals, iguanas need sunlight to live. If they don’t get enough sunlight, they get too cold. When they get too cold, they can become unhealthy, just like a person can develop health problems from being too cold. So, an iguana has to always watch for when the sun comes out.
Iguanas usually live in caves. These are good places to hide from bigger animals. But because caves do not get a lot of sunlight, they are not very warm. So, if an iguana starts to feel cold, it crawls out of its cave and tries to find a place with a lot of sunlight. It will sit in the sunlight for a long time. This makes the iguana’s body warmer and helps it stay healthy.
Where is an iguana’s favorite place to sit? Iguanas like to sit on rocks. This is because the rocks are often warm. The rocks are warm because they have been sitting in the sunlight. Just like the iguana, if a rock sits out in the sunlight, then the rock will get warmer too.
Sunlight can make many things warm. All over the world, wherever the sun is shining, places are being warmed by sunlight. Any surface that gets sunlight is made warmer. During the summer, when it gets hot, people go inside their houses because they want to get less sunlight. The iguana does that too, and it will go back into a cave when it gets too hot.
You can test this with an experiment. If you go outside, try standing in a place where you are in the sunlight. Stay for a couple minutes. After that, walk into a place where there is less sunlight, like in the shade under a tree. Then, ask yourself: “In which place did I feel hotter?” You will probably feel hotter in the sunlight. This is because sunlight is warm. When people or things are in the sunlight, they become warmer too. | 670 | 3 | Science: Earth & Space Science, Life Science | What is an iguana? | A. an island in the ocean
B. a kind of lizard
C. a rock that gets warm in sunlight
D. a cave where animals live | B | What does this passage compare to iguanas? | A. This passage compares caves to iguanas.
B. This passage compares humans to iguanas.
C. This passage compares sunlight to iguanas.
D. This passage compares experiments to iguanas. | B | Iguanas need sunlight to live. What evidence from the passage supports this statement? | A. When it gets hot during the summer, people go inside their houses to escape the sunlight.
B. If a rock is sitting out in the sunlight, the temperature of the rock will rise.
C. Iguanas live in caves because caves are good places to hide from bigger animals.
D. Sitting in sunlight makes the body of an iguana warmer and helps it stay healthy. | D | Based on the information in this passage, what happens to something when it is placed in sunlight? | A. It gets warmer.
B. It gets colder.
C. It gets larger.
D. It gets smaller. | A | What is this passage mainly about? | A. rocks and islands
B. caves and experiments
C. sitting and standing
D. iguanas and sunlight | D | Read the following sentences: “Iguanas usually live in caves . These are good places to hide from bigger animals. But because caves do not get a lot of sunlight, they are not very warm.” What does the word caves mean? | A. tests people do to figure out how things work
B. days of the year when it is warm outside
C. open spaces inside the earth
D. places with a lot of sunlight | C | Choose the answer that best completes the sentence below. Iguanas usually live in caves, ______ they sometimes go outside to sit in the sun. | A. for example
B. yet
C. first
D. especially | B |
The Problem with Ponies | “I don’t like ponies!” said Stacey.
“Too bad,” said Jane. “It’s my house.”
Stacey looked at her friend. Jane was wearing a hat with a pony on it. Her shoes had ponies on them. So did her shirt, and her bracelet, and her pants. She was even wearing a ponytail. On the walls of her bedroom were posters of ponies. Her notebook was covered in pictures of ponies. All of her stuffed animals were ponies, except for one that was just a horse. She was a pony girl.
Stacey was not a pony girl. She thought horses were just okay. Sometimes, she liked to play Jane’s games. They would make up names for different ponies. Names like Windcatcher, or Starfire. Sometimes, they would pretend to be ponies. They would run around and make pony noises and play pony games. Other times, they would pretend to ride ponies.
“Whee!” Jane would shout. “I’m riding a pony!”
After a while, though, Stacey would get tired of ponies. There were so many other games to play. They could play school. They could play house. They could even play pirates. But whenever her mother took her to Jane’s house, it was only ponies. All the time.
Today, Stacey said no.
“I don’t care,” she said. “I want to play something different.”
“Like what?” said Jane.
“What about pirates?”
“Pirates is a game for boys.”
“Then what about house?”
“House is boring,” said Jane. “You know what isn’t boring?”
“What?” said Stacey.
“Ponies.”
Stacey sat down. She dug her fingers into the dirt, and pulled up a thick clump of grass. She tried to think of a way to make them both happy.
“I have an idea,” said Jane.
“What?” said Stacey.
“We could play unicorns.”
“Unicorns are the same as ponies!”
“They are not,” said Jane. “Ponies don’t have a horn. Unicorns have one horn.”
Stacey thought that Jane was difficult. That’s what Stacey’s mother said whenever she had to get her way, no matter what.
“What we need,” said Stacey, “is a compromise.”
“What’s that?” said Jane.
“A compromise is where you get a little of what you want, and I get a little of what I want. And then we’re both happy.”
Jane did not like the sound of this.
“I promise it will work,” said Stacey.
“Okaaaaaaaaaay,” said Jane. “What is your idea for this compromise?”
“We play school,” said Stacey. She saw Jane start to get mad. “But it isn’t an ordinary school!”
“Why not?”
“It’s pony school.”
This made Jane smile.
“Am I a pony?” asked Jane.
“Yes.”
“And you’re a teacher?”
“Yes.”
“But not a pony?”
“I’m not a pony.”
Jane thought for a minute. She thought hard. Finally, she stood up. She made her pony face.
“Are we ready to begin the lesson?” asked Stacey.
“Whinney!” said Jane. They played pony school all day. | 700 | 3 | null | What does Jane like that Stacey doesn’t? | A. pirates
B. ponytails
C. bracelets
D. ponies | D | The problem in the passage is that Jane wants to play ponies and Stacey doesn’t. What is Stacey’s solution to this problem? | A. She convinces Jane that she is right.
B. She comes up with a compromise.
C. She does what Jane wants.
D. She goes home to play by herself. | B | Stacey cares about Jane’s feelings. What evidence from the passage best supports this statement? | A. “She saw Jane start to get mad.”
B. “Stacey thought that Jane was difficult.”
C. “Stacey looked at her friend.”
D. “She tried to think of a way to make them both happy.” | D | Read the following sentences: “‘Too bad,’ said Jane. ‘It’s my house.’” Based on this evidence, what conclusion can be made about Jane? | A. Jane thinks she can do what she wants because they are playing in her house.
B. Jane doesn’t like her house.
C. Jane doesn’t want to play with Stacey in her house.
D. Jane has ponies in her house. | A | What is this passage mainly about? | A. two girls who really like ponies
B. a girl who likes ponies and a girl who likes cows
C. two girls who come to a compromise and have fun playing together
D. two girls who fight over what game to play and cannot agree | C | Read the following sentences: “Stacey thought that Jane was difficult . That’s what Stacey’s mother said whenever she had to get her way, no matter what.” What does the author mean when he says that Jane is “difficult”? | A. Jane is stubborn.
B. Jane is hard to understand.
C. Jane has a challenging life.
D. Jane gets along well with others. | A | Choose the answer that best completes the sentence below. Stacey didn’t like ponies, ______ she liked playing with Jane. | A. such as
B. thus
C. also
D. but | D |
A Colorful Man | Mr. Tucker talked about colors all the time. "That sunset was raspberry-red!" he said to his wife in the evenings. Or, "What a honey-yellow morning it is!" He liked to look for all the different shades of green in his garden: moss green, which was dark and brooding, and parrot green, which was bright and loud. His wife planted fruits and vegetables in their garden, but Mr. Tucker was more interested in the leafy plants, the bushes, the hedges, and even the weeds that grew in his garden. "So many kinds of green!" he said to his wife after watering all the plants. "I counted at least twenty different shades of green!"
"Well done, dear," Mrs. Tucker said. "Now can you please count twenty dollars and go to the grocery store for some ingredients? I need to make dinner!"
With a smile on his face, Mr. Tucker left at once. He enjoyed trips to the grocery store because of all the colorful cans and boxes in each aisle. Fruits and vegetables, too, shone in their bright skins. They were never just one color: carrots were orange, but also had bits of yellow and brown in them. Bananas were yellow and black; apples hid oranges and purples inside their reds. Mr. Tucker would walk through each aisle of the grocery store and soak in all the colors around him. Mr. Tucker stared and stared. Then he sighed.
"I wish there was a store full of colors that I could spend all my time in," he muttered.
He bought everything on his wife's grocery list and came home. When he walked into the house, Mrs. Tucker noticed the sad look on his face.
"What's wrong?" she asked him. "Did something happen at the store?"
"No, nothing happened. I felt a little sad when I left the store, that's all," Mr. Tucker replied.
"Why?" his wife asked him. "It looks like you had fun at the store. I can see that you picked out the best items. Look how golden this corn is!"
"Thank you," Mr. Tucker said. "I did have fun in the store. So much so that I wish I could have spent more time in there. It’s so full of color!”
"I see," Mrs. Tucker said. "Well, cheer up, because I'm going to cook this corn on the cob, and we're going to have ourselves a delicious dinner!"
The next day, Mr. Tucker was on his usual morning walk through the neighborhood, saying hello to everyone, inspecting the colors of the trees and flowers he passed, and admiring the beautiful fur coats of all the dogs being taken on their walks. It was another day of color for Mr. Tucker.
"Good morning, Mr. Brown," he called out to one of his neighbors. He liked Mr. Brown very much because, well, you guessed it: his name was a color!
"Mr. Tucker! Just the person I wanted to see!" Mr. Brown replied. "My wife and I are moving out of this town, and I need someone to take over my shop. You're the perfect person for the job! Would you be interested?"
Mr. Tucker was happy that Mr. Brown had thought of him, but he wasn't quite sure why. "I would like to help, but why am I the perfect person?"
Mr. Brown laughed. "Because it's a paint shop, Mr. Tucker! I need someone who knows his colors!"
Mr. Tucker was thrilled. "I'll take it over right away!"
Mr. Brown was relieved when he left town, because he knew his paint shop was in good hands. Sure enough, Mr. Tucker kept the paint shop open for twenty more years, and got to talk about color all day, every day. | 730 | 3 | null | What did Mr. Tucker talk about all the time? | A. fruits and vegetables
B. shades of green
C. plants
D. colors | D | Overall, how can Mr. Tucker's personality best be described? | A. nervous and jumpy
B. angry and unfriendly
C. sad and depressed
D. cheerful and observant | D | Read these sentences from the text. With a smile on his face, Mr. Tucker left at once. He enjoyed trips to the grocery store because of all the colorful cans and boxes in each aisle. Fruits and vegetables, too, shone in their bright skins. They were never just one color: carrots were orange, but also had bits of yellow and brown in them. Bananas were yellow and black; apples hid oranges and purples inside their reds. Mr. Tucker would walk through each aisle of the grocery store and soak in all the colors around him. Mr. Tucker stared and stared. Based on this evidence, why does Mr. Tucker like the grocery store? | A. because the grocery store is filled with color
B. because he likes the shapes of cans and boxes
C. because he thinks fruits and vegetables are delicious
D. because the grocery store has more fruits than his garden | A | Why did Mr. Tucker feel a little sad when he left the grocery store? | A. because the colors of the fruits in the grocery store were less bright than usual
B. because he wished he could have spent more time surrounded by the store’s colors
C. because he was not able to find all the items on the grocery list
D. because the grocery store did not have enough colors to make him happy | B | What is the main idea of this story? | A. A man who loves colors very much gets sad during a trip to the grocery store.
B. A man loves to count the shades of green that he sees in his garden.
C. A man who loves colors very much is given a job that fits him perfectly.
D. A man who owns a paint shop finds the perfect person to give his shop to. | C | Read these sentences from the text. Fruits and vegetables, too, shone in their bright skins. They were never just one color: carrots were orange, but also had bits of yellow and brown in them. Bananas were yellow and black; apples hid oranges and purples inside their reds. Why might the author have described the colors in the fruits and vegetables in such detail? | A. to suggest that Mr. Tucker does not notice the many colors of the fruits and vegetables
B. to show that Mr. Tucker notices all of the different colors in the fruits and vegetables
C. to show that fruits and vegetables are more colorful at the grocery store than at home
D. to encourage the reader to look more closely at fruits and vegetables | B | Choose the answer that best completes the sentence. Mr. Tucker is the perfect person to take over Mr. Brown’s paint shop _______ he knows his colors. | A. because
B. although
C. so
D. after | A |
Caryl Churchill | Caryl Churchill was born on September 3, 1938, in London. Following World War II, Churchill’s family moved to Canada, where she attended a school for girls. Upon graduating secondary school, Churchill returned to England to study English Literature at university. While there, she began to write both short radio plays for BBC and staged plays. At the young age of twenty, Churchill put on her first staged play called Downstairs, which ended up winning a national award.
In the 1970s and 1980s, Churchill was an extremely prolific writer. Her plays during this period usually abandoned traditional play structures and any sense of realism. Likewise, Churchill opted for brevity in her plays. As opposed to the long five-act play structure that had dominated theatre for centuries, Churchill's plays were often short, brief, and almost always, unexpected.
One theme that surfaces in most of Churchill's plays is a critique of the social and political status quo. She often reflected on the treatment of women in society, and told the stories of women who rejected the established norms of behavior. Churchill also liked to use historical narratives to illuminate truths about the present. For instance, Top Girls is a play about a dinner party whose attendees include five female characters from different historical periods. Churchill also wrote Cloud Nine, a play in which the first half is set in Africa during British colonial occupation, and the second half is set at a park in London in 1979.
To this day, Churchill continues to write and her recent plays, Here We Go, was produced in 2015. Over time, Churchill's plays have become even more experimental. She is often praised for her use of dance and music in her plays. Churchill has also been innovative in her treatment of how actors should move their bodies and position themselves on stage. | 1,110 | 4 | Social Studies: World History | Who is Caryl Churchill? | A. a war hero
B. an actor
C. a playwright
D. a college student | C | What does this text describe? | A. This text describes Caryl Churchill's journey towards becoming a prolific playwright and the themes and topics that she focuses on when writing her plays.
B. This text describes Caryl Churchill's most recent play, Here We Go , which was produced in 2015.
C. This text describes Caryl Churchill's experience being a young girl during World War II and how it has impacted her stage writing.
D. This text describes Caryl Churchill's opinion on the treatment of women in society. It also describes stories of women who rejected the established norms of behavior. | A | Churchill liked to use historical narratives to illuminate truths about the present. What evidence in the text supports this conclusion? | A. As opposed to the long five-act play structure that had dominated theatre for centuries, Churchill's plays were often short, brief, and almost always, unexpected.
B. She is often praised for her use of dance and music in her plays.
C. At the young age of twenty, Churchill put on her first staged play called Downstairs, which ended up winning a national award.
D. Churchill wrote Cloud Nine , a play in which the first half is set during in Africa during British colonial occupation, and the second half is set at a park in London in 1979. | D | Read these sentences from the text: Her plays during this period usually abandoned traditional play structures and any sense of realism. Likewise, Churchill opted for brevity in her plays. As opposed to the long five-act play structure that had dominated theatre for centuries, Churchill's plays were often short, brief, and almost always, unexpected. What can you conclude about Churchill's plays from this text? | A. her plays are traditional
B. her plays are unique
C. her plays are scary
D. her plays are boring | B | What is the main idea of this text? | A. When directing her plays, Churchill is innovative in her treatment of how actors should move their bodies and position themselves on stage. She is often praised for her use of dance and music in her plays.
B. Caryl Churchill has moved around the world quite a bit. She was first born in London, however, following World War II, she moved to Canada. Then after graduating secondary school, Churchill returned to England to study English Literature at university.
C. Churchill, a prolific playwright from London, likes to abandon traditional play structures. Her plays often critiques social and political status quos and how women are treated in society. Over time, her plays have become even more experiemental.
D. Churchill opted for brevity in her plays. As opposed to the long five-act play structure that had dominated theatre for centuries, Churchill's plays were often short, brief, and almost always, unexpected. | C | null | null | null | null | null | null |
Anton Chekhov | Anton Chekhov was born on January 29, 1860, in Taganrog, Russia. He grew up in a very religious family. His father, who was the conductor of the local church choir, encouraged Chekhov to be a member and sing for church services. Chekhov’s father, however, was not always present. His job as a grocer did not support his lifestyle and by the time Chekhov was a teenager, his father had declared bankruptcy. This bankruptcy prompted his father to move to Moscow with extended family, but Chekhov remained in his hometown. He still had three years left of school. To support himself, Chekhov tutored younger boys.
Chekhov eventually joined his family in Moscow in 1879. Once there, he not only began studying to be a doctor, he also became the primary source of income for his immediate family. Chekhov was a great multi-tasker, as he expertly juggled his studies, supplemental writing jobs, and an active social life. Soon enough, Chekhov’s writing became popular with the public in Moscow.
While Chekhov’s early writings could be described as lowbrow, this is not the type of writing that earned him international notoriety. His most famous works are marked by their naturalistic depiction of emotions like sadness, jealousy, and discontentment. For instance, one of Chekhov’s most famous plays, The Seagull, tells the story of failure and unrequited love. | 1,040 | 4 | Social Studies: World History | What was Chekhov famous for? | A. his multitasking
B. his singing
C. his writing
D. his healing abilities | C | What does this text describe? | A. This text describes Chekhov's early writings, and how they differ from his later works that depicted emotions like sadness, jealousy, and discontentment.
B. This text describes Chekhov's childhood growing up in a very religious family. It also describes how he sang for the local church choir, in which his father was the conductor.
C. This text describes how much Chekhov hated his father for leaving him in Taganrog to pursue a better future in Moscow.
D. This text describes Chekhov's early life in addition to the way his multi-tasking allowed him to both support his family and become a popular writer with international notoriety. | D | Chekhov was a great multi-tasker. What evidence in the text supports this statement? | A. Chekhov expertly juggled his studies, supplemental writing jobs, and active social life.
B. His father, who was the conductor of the local church choir, encouraged Chekhov to be a member and sing for church services.
C. While Chekhov’s early writings could be described as lowbrow, this is not the type of writing that earned him international notoriety.
D. His most famous works are marked by their naturalistic depiction of emotions like sadness, jealousy, and discontentment. | A | Read these sentences from the text: "Chekhov’s father, however, was not always present. His job as a grocer did not support his lifestyle and by the time Chekhov was a teenager, his father had declared bankruptcy. This bankruptcy prompted his father to move to Moscow with extended family, but Chekhov remained in his hometown. He still had three years left of school. To support himself, Chekhov tutored younger boys." Based on the information in this text, what can you conclude about young Chekhov? | A. Chekhov was weak and irresponsible.
B. Chekhov was mature and independent.
C. Chekhov was funny and social.
D. Chekhov was annoying and stubborn. | B | What is the main idea of this text? | A. Chekhov wrote many famous works later in life that were marked by their naturalistic depictions of emotions like sadness, jealousy, and discontentment.
B. Chekhov's father was rarely present during Chekhov's childhood. As Chekhov got older, his father's lifestyle became too expensive, which resulted in bankruptsy and leaving Chekhov alone in Taganrog.
C. Chekhov began to support himself financially at an early age. Later on, he simultaneously supported his family, studied to become a doctor, and wrote works that earned him international notoriety.
D. Chekhov's early writings were not as good as his writings later on in life that eventually earned him international notoriety. | C | null | null | null | null | null | null |
Ayad Akhtar | Ayad Akhtar was born on October 28, 1970, in New York City. Raised in Milwaukee, Wisconsin, Akhtar later decided to write about the Pakistani-American experience in Milwaukee. According to an interview with Akhtar, he was inspired to write about his community after reading authors who had done this successfully. Akhtar wanted to reflect the cultural and social lives of Muslims in Milwaukee, as well as the prejudice this community faced. His first published novel, American Dervish, tells the story of Hayat, the son of Pakistani parents, and his experiece coming-of-age in the American Midwest. American Dervish not only sheds light on his own childhood community, it also received a great deal of critical acclaim and has been translated into 20 languages.
In addition to writing a best-selling novel, Akhtar is a successful playwright. In fact, his play Disgraced was the 2013 Pulitzer Prize Winner for Drama. Disgraced is set at a dinner party, where conversation devolves into hurtful and offensive language. One of the main characters of this play is Amir Kapoor, who is a Pakistani-American lawyer. Growing more successful as a lawyer, Amir struggles to maintain ties to his cultural heritage. Following the success of Disgraced, Akhtar continues to write about Muslim identity, the Islamic religion, and the immigrant experience in America. | 1,190 | 4 | Social Studies: Geography, Societies & Culture | Who is Ayad Akhtar? | A. a lawyer
B. a traslator and producer
C. an author and playwright
D. a TV host | C | What does this text describe? | A. This text describes the dinner party that takes place in the play Disgraced and how the conversation devolves into hurtful and offensive language during the play.
B. This text describes how Ayad Akhtar came to write American Dervish and Disgraced, and how both stories highlight Muslim identity, the Islamic religion, and the immigrant experience in America.
C. This text describes Ayad Akhtar's childhood after moving from New York City to Milwaukee, Wisconsin, and how his everyday life was like as a Muslim American in America.
D. This text describes the complicated process that American Dervish went through to be translated into 20 different languages. | B | Akhtar wanted to reflect the cultural and social lives of Muslims in Milwaukee in his writing. What evidence from the text supports this statement? | A. Akhtar's novel, American Dervish, tells the story of Hayat, the son of Pakistani parents, and his experiece coming-of-age in the American Midwest.
B. Akhtar's play, Disgraced, is set at a dinner party, where conversation devolves into hurtful and offensive language.
C. Akhtar's novel, American Dervish, received a great deal of critical acclaim and has been translated into 20 languages.
D. Akhtar is a successful playwright. In fact, his play Disgraced was the 2013 Pulitzer Prize Winner for Drama | A | Read these sentences from the text: According to an interview with Akhtar, he was inspired to write about his community after reading authors who had done this successfully. Akhtar wanted to reflect the cultural and social lives of Muslims in Milwaukee, as well as the prejudice this community faced. What can be concluded about how Akhtar felt living in Milwaukee? | A. he felt comfortable
B. he felt respected
C. he felt out of place
D. he felt loved | C | What is the main idea of this text? | A. Ayad Akhtar writes about a dinner party, where conversation devolves into hurtful and offensive language, in the Pulitzer Prize winning play Disgrased.
B. Ayad Akhtar was inspired to write about his own experience as a Muslim American in Milwaukee after reading authors who have done this successfully.
C. Not only did American Dervish shed light on Ayad Akhtar's own childhood community, but it also received a great deal of critical acclaim and has been translated into 20 languages.
D. Through writing the novel, American Dervish, and the Pulitzer Prize winning play, Disgrased, Ayad Akhtar highlights and tells the story of the Muslim experience in America. | D | null | null | null | null | null | null |
Musical Instruments of the Pacific Islands | Many different types of instruments were invented in the Pacific Islands. Some of the instruments are constructed out of natural resources from the sea, such as shells. For example, the picture above shows a conch shell trumpet. The shell's natural shape is similar to the shape of a "traditional" trumpet.
One of the oldest instruments from this region is the ocarina. It is made with a coconut shell, a natural material found in tropical locations. Scholars believe that the ocarina was created 12,000 years ago!
One of the most famous instruments from this region is the sasando. The sasando is a stringed instrument, and it is made out of bamboo and wood. To play the sasando, the musician uses the left hand to play the treble and the right hand to play the bass. The treble plays the high-pitched notes, and the bass plays the low-pitched notes. The sasando is usually played at weddings and funerals. | 1,110 | 4 | Social Studies: Geography, Societies & Culture | Many different types of instruments were invented in the Pacific Islands, including the ocarina. What is used to make the ocarina? | A. coconut shell
B. bamboo
C. wood
D. leaves | A | What does the text list and describe? | A. musical instruments invented in the Pacific Islands
B. musical instruments from different parts of the world
C. ways the sesando differs from the ocarina
D. songs created in the Pacific Islands | A | Read the following sentences from the text. " To play the sasando, the musician uses the left hand to play the treble and the right hand to play the bass. The treble plays the high-pitched notes, and the bass plays the low-pitched notes." Which conclusion about the sasando does this information support? | A. It can create different sounds.
B. It is very hard to play.
C. It is a common instrument.
D. It is only used to play sad music. | A | Based on the text, what can be concluded about the Pacific Island people who invented instruments using natural resources from the sea? | A. They were not open-minded.
B. They had a peaceful history.
C. They were very creative.
D. They thought education was important. | C | What is the main idea of this text? | A. To play the sasando, the musician uses the left hand to play the treble and the right hand to play the bass.
B. One of the oldest instruments from the Pacific Islands is the ocarina, which is made with a coconut shell.
C. The conch shell trumpet is an instrument from the Pacific Islands that has a shape similar to the shape of a "traditional" trumpet.
D. Some instruments invented in the Pacific Islands, including the conch shell trumpet, ocarina, and sasando, are made using natural resources from the sea. | D | null | null | null | null | null | null |
August Wilson | August Wilson was born on April 27, 1945, in Pittsburgh, Pennsylvania. His given name was actually Frederick Kittel, but when he began writing, he used the pen name ‘August Wilson.’ Growing up, Wilson was very passionate about writing and, despite his mother’s wish for him to become a lawyer, his heart was set on becoming a poet. His dream of making a career out of writing poetry gradually evolved into a different dream, however. Wilson turned out to be especially skilled in writing dialogue and dialects, which was ideal for writing plays. Sure enough, Wilson became one of the most innovative and lauded playwrights in the history of American theatre.
One of Wilson’s theatrical innovations was his writing of a play series. He wrote 10 plays spanning over 10 generations that were centered around one common theme: the African American experience in Pittsburgh. This set of plays is referred to as ‘The Pittsburgh Cycle.’ The sixth play from this cycle, Fences, was recently adapted into a widely-acclaimed film. This specific play tells the story of the Maxons and examines how envy and nostalgia affect the dynamics of this family.
Over the course of his career, Wilson received many awards for his works, including two Pulitzer prizes and a Tony award. Additionally, August Wilson became inspired by Civil Rights leaders, specifically Malcom X, to co-found the Black Horizons Theatre, where he showcased many of his plays. | 1,110 | 4 | Social Studies: Geography, Societies & Culture, U.S. History | Who was August Wilson? | A. a poet
B. a playwright
C. a lawyer
D. an actor | B | What does this text describe? | A. This text describes the battle August Wilson had with his mother about wanting to be a poet, and the way he told her he did not want to be a laywer.
B. This text describes August Wilson's transition from wanting to write poetry to writing plays, Wilson's famous play series, and the awards that Wilson has won.
C. This text describes the writing and casting process August Wilson went through to stage and direct the set of plays referred to as 'The Pittsburgh Cycle.'
D. This text describes all of August Wilson's plays and the awards he won for some of those play, most notably his two Pulitzer prizes and his Tony award. | B | Wilson was very passionate about writing. What evidence in this text supports this statment? | A. Agust Wilson co founded the Black Horizons Theatre after being inspired by Civil Rights Leaders such as Malcom X.
B. August Wilson's given name was actually Frederick Kittel.
C. August Wilson's mother wanted him to become a lawyer.
D. Wilson became one of the most innovative and lauded playwrights in the history of American theatre. | D | Read the following sentences from the text: Growing up, Wilson was very passionate about writing and, despite his mother’s wish for him to become a lawyer, his heart was set on becoming a poet. . . Wilson turned out to be especially skilled in writing dialogue and dialects, which was ideal for writing plays. Sure enough, Wilson became one of the most innovative and lauded playwrights in the history of American theatre." Based on this information, what word do you think best describes Wilson? | A. determined
B. weak
C. awkward
D. unlucky | A | What is the main idea of this text? | A. August Wilson wrote 10 plays spanning over 10 generations that were centered around the African American experience in Pittsburgh.
B. 'August Wilson' was actually Frederick Kittel's pen name. When Kittel began writing, he decided it would be best if he used a pen name, so today he is known as Agust Wilson.
C. August Wilson, a writer who originally wanted to become a poet, became one of the most innovative and lauded playwrites in American history and is best known for his play series.
D. August Wilson's mother really wanted him to become a lawyer, however August did not listen to his mother because his heart was set on wanting to be a poet. | C | null | null | null | null | null | null |
Addis Ababa | Addis Ababa is the capital city of Ethiopia. It was not always the capital, however. The original capital of Ethiopia was Entoto, which is located at a high elevation. Its location was not ideal for multiple reasons. The first was that the city was hard to access. The second was that it was extremely cold. Finally, timber was in short supply in Entoto. In the late 1800s, the empress Taitu convinced Emperor Menilek to move the capital to a lower elevation. This new location not only had warmer weather, but also had hot springs. Taitu named this city Addis Ababa, which translates to “New Flower.”
While Addis Ababa's original function was to serve as the new location of the emperor's palace, it soon grew to be a populated city. It is now the site of many important cultural institutions and universities. It also serves as a central role in Ethiopia's trade market. Many goods stop in Addis Ababa before reaching the ports, where they are then exported to other countries. Addis Ababa also has an international airport, so that many people can visit. | 870 | 4 | Social Studies: Geography, Societies & Culture, World History | What is Addis Ababa? | A. the previous capital of Ethiopia
B. the current capital of Ethiopia
C. the future capital of Ethiopia
D. Emperor Menilek's palace | B | What does this text describe? | A. It describes the transition of Ethiopia's capital from being located at Entoto to Addis Ababa and how Addis Ababa has modernized.
B. It describes the many ports that are located in the city of Addis Ababa that help serve Ethiopia's trade market.
C. It describes the directions of how to get to the hard to access city of Entoto in the winter time.
D. It describes the speed at which Addis Ababa's population grew after becoming the new capital of Ethiopia. | A | Entoto's location was not ideal. What evidence from the text supports this statement? | A. The original capital of Ethiopia was Entoto.
B. In the late 1800s, Emperor Menilek moved the capital to a lower elevation.
C. Timber was in short supply in Entoto.
D. Taitu named the new capital city, Addis Ababa, which translates to “New Flower.” | C | Read these sentences from the text: The original capital of Ethiopia was Entoto, which is located at a high elevation. Its location was not ideal for multiple reasons. The first was that the city was hard to access. The second was that it was extremely cold. Finally, timber was in short supply in Entoto. What can be concluded about the living conditions in Entoto based on this information? | A. they were incredible
B. they were inadequate
C. they were inviting
D. they were cozy | B | What is the main idea of this text? | A. When Addis Ababa first became Ethiopia's capital, people originally thought it would only house the emperor's palace, however, today it is a highly populated city.
B. A lot of tourists come to visit Addis Ababa from out of the country every year because Addis Ababa has an international airport.
C. Entoto was not an ideal location for the capital of Ethiopia for many reasons. It was located at a high elevation, it was extremely cold, and timber was in short supply in Entoto.
D. The capital of Ethiopia changed from Entoto to Addis Ababa when people realized how cold and unaccessible Entoto was. Today, Addis Ababa is a well populated and important Ethiopian city. | D | null | null | null | null | null | null |
Mexican Mole | Have you tried chocolate with meat? Mexico’s national dish, a sauce called mole, is a combination of chiles, spices, and oftentimes, a hint of chocolate. Mole (mo-lay) is the general term for a sauce made of three essential ingredients: fruit, nut, and chili. Mole sauces vary greatly depending on the particular region of origin. For instance, mole negro, which is native to Oaxaca, is dark, thick, and chocolate-flavored, while the Puebla region’s mole poblano is silky and fruity.
Many people debate where mole was first concocted. Different regions want the honor of having invented the original mole recipe. The most popular legend advertised by Puebla is that mole was concocted by nuns in a local Pueblan convent who, upon the impending arrival of a church leader, whipped up a sauce with the ingredients available in their kitchen. Another legend is that mole came from the Aztecs, an ancient Native empire in Mexico.
There is no debate, however, about the complexity of making mole. Not only are moles very time-consuming, they require up to thirty ingredients. Sometimes there are ten different kinds of chiles in just one mole recipe. Most cooks make mole in large batches for the sake of efficiency. Can you guess how many people the largest pot of mole served? 11,000 people! | 1,050 | 4 | Social Studies: Geography, Societies & Culture, World History | What is mole? | A. a Mexican sauce made of meat, vegetables, and often times, a hint of chocolate
B. a Mexican sauce made of chiles, spices, and often times, a hint of chocolate
C. a Mexican sauce made of wine, spices, and often times, a hint of candy
D. a Mexican sauce made of tomatoes, spices, and often times, a hint of garlic | B | What does the text describe? | A. different regions of Mexico
B. the exact steps taken to make mole
C. different dishes made throughout Mexico
D. different legends about where mole was first made | D | Making mole can be very complex. What information from the text best supports this statement? | A. Moles can be time-consuming to make and may require up to 30 ingredients.
B. Mole sauces vary greatly depending on the particular region of origin.
C. Different regions want the honor of having invented the original mole recipe.
D. Some believe that mole came from the Aztecs, who had served it to the Spanish conquistadors upon their arrival in Mexico. | A | What can be concluded about the taste of mole from different regions of Mexico? | A. It can be very different.
B. It is usually very similar.
C. It is always very sour.
D. It is very salty. | A | What is the main idea of this text? | A. Oaxaca's mole is dark, thick, and chocolate-flavored, while the Puebla region’s mole is silky and fruity.
B. Many people debate where mole was first concocted as different regions want the honor of having invented the original mole recipe.
C. Mole, Mexico's national dish, is made very differently across various regions in Mexico.
D. Moles very time-consuming and may require up to thirty ingredients to make. | C | null | null | null | null | null | null |
African Masks | Scholars believe that masks were used during the Paleolithic era in Africa. Over time, African masks have grown in prominence, as well as in cultural significance.
Masks are often used during ceremonies and religious rituals. The masks are usually worn by dancers, who are believed to take on the spirits of their ancestors during these rituals. Dancers can wear the masks in multiple ways. They can wear them on their faces. They can also wear the masks on the top of their heads.
In addition to representing a connection to the ancestral spirits, the masks can also reflect the close relationship between humans and nature. These masks usually merge human and animal facial features to show this connection. The photograph below, for example, shows a mask of a human face and animal horns. | 1,020 | 4 | Social Studies: Geography, Societies & Culture, World History | According to the text, people in which continent used masks during the Paleolithic era? | A. Australia
B. Europe
C. Africa
D. Asia | C | What does the text describe? | A. African countries
B. African masks
C. African music
D. African religions | B | Read the following sentences from the text. " Masks are often used during ceremonies and religious rituals. The masks are usually worn by dancers, who are believed to take on the spirits of their ancestors during these rituals. " Which conclusion about African ceremonies and religious rituals does this information support? | A. They can help people connect to their governments.
B. They can help people connect to nature.
C. They can help connect people to their past.
D. They can help people connect to their future. | C | Which conclusion about African culture does this text support? | A. People's connection to nature is probably important in African culture.
B. People's connection to nature is probably unimportant in African culture.
C. People's connection to their government is probably important in African culture.
D. People's connection to their government is probably unimportant in African culture. | A | What is the main idea of this text? | A. Over time, African masks have grown in prominence, as well as in cultural significance.
B. African masks can be worn by dancers in multiple ways during ceremonies and rituals.
C. African masks can merge human and animal facial features to show humans' connection to nature.
D. African masks can reflect people's connection to their ancestral spirits as well as their connection to nature. | D | null | null | null | null | null | null |
The Cajon | The cajon is a percussive instrument that was developed by African slaves during the slave trade. When Africans were being forcefully transported from their home continent to South America, they wanted to be able to play the music of their homeland. By slapping the shipping crates on the boat, they could recreate a similar noise to that of West African drums. This transformation of available materials attests to their creativity, but also to their cunning. The masters of the ship did not allow the slaves to play music, but the drums could easily be stowed away and disguised as simple crates.
The cajon is now widespread, and there are many different versions of this instrument. Depending on the region, cajons can vary in size, shape, and material. For example, the Peruvian cajon is typically made with hardwood and it produces a resonant sound, while the Flamenco cajon is made with plywood and it produces a buzzing sound.
The methods of playing cajons also differ. Some cajons can be played standing, and others require the player to sit on top of them (as shown in the picture below). With the growing popularity of the cajon, the instrument is now made with cheaper, synthetic materials, like plastic and plexiglass. | 1,200 | 4 | Social Studies: Geography, Societies & Culture | What is the cajon? | A. a percussive instrument
B. a musician who plays percussion instruments
C. a string instrument
D. a style of music from Africa | A | What does the text describe? | A. how cajons differ from other percussive instruments
B. why the cajon was first developed
C. the music in West Africa during the slave trade
D. why the popularity of the cajon became more widespread since the slave trade | B | There are different versions of the cajon. What evidence from the text best supports this statement? | A. The cajon is a percussive instrument that was developed by African slaves during the slave trade.
B. The masters of slave ships did not allow the slaves to play music, but the cajon could easily be stowed away and disguised as simple crates.
C. The cajon has become more popular and widespread since it was first invented during the slave trade.
D. The Peruvian cajon is typically made with hardwood and it produces a resonant sound, while the Flamenco cajon is made with plywood and it produces a buzzing sound | D | How can the experience of Africans who were forcefully transported from their homes in Africa to South America best be described? | A. very pleasant
B. very calming
C. very difficult
D. very special | C | What is the main idea of this text? | A. When Africans were being forcefully transported from their home continent to South America, they wanted to be able to play the music of their homeland.
B. The cajon is a percussive instrument first developed by African slaves on ships transporting them to South America. Today, there are different versions of this widespread instrument.
C. The Peruvian cajon is typically made with hardwood and it produces a resonant sound, while the Flamenco cajon is made with plywood and it produces a buzzing sound
D. With the growing popularity of the cajon, the instrument is now made with cheaper, synthetic materials, like plastic and plexiglass. | B | null | null | null | null | null | null |
Animals in Art of the Middle Ages | Animals were a common feature in the art of the Middle Ages. Artists would use animals to symbolize important themes from the Bible. For example, the snake was often used as a symbol of temptation. The lamb was often used as a symbol of innocence.
There was also a fascination with their physical form. During the Middle Ages, artists usually didn't depict animals in a realistic way. Artists would sometimes stretch the animals' bodies and then twist their bodies into interesting shapes and patterns. Other artists would depict animals as wild and untamed. Some artists would even depict animals as fantastical beasts.
During the Middle Ages, illustrated books full of beasts were a popular source of entertainment for people of all ages. Can you think of a contemporary book series that is full of fantastical beasts? Harry Potter! In fact, many of the beasts from the Harry Potter series were inspired by beasts from illustrated books of the Middle Ages. | 1,170 | 4 | Social Studies: Geography, Societies & Culture, World History | According to the text, animals were a common feature in the art of which time period? | A. the Middle Ages
B. the Renaissance
C. the prehistoric era
D. the Industrial Age | A | What does the text describe? | A. famous artists of the Middle Ages
B. the plot of the Harry Potter series
C. animals shown in Middle Ages art
D. how animals have been painted throughout history | C | Sometimes animals were depicted in unrealistically in the art of the Middle Ages. Which information from the text best supports this statement? | A. Artists would use animals to symbolize important themes from the Bible.
B. Artists would sometimes stretch the animals' bodies and then twist their bodies into interesting shapes and patterns.
C. During the Middle Ages, illustrated books full of beasts were a popular source of entertainment for people of all ages.
D. Artists were fascinated with the physical form of animals during the Middle Ages. | B | Based on the text, what might art in the Middle Ages have been inspired by? | A. government
B. space
C. technology
D. religion | D | What is the main idea of this text? | A. During the Middle Ages, a rtists would sometimes stretch animals' bodies and then twist their bodies into interesting shapes and patterns in their paintings.
B. Animals were a common feature in the art of the Middle Ages. They symbolized themes from the Bible and were often depicted in fantastical ways.
C. Many of the beasts from the Harry Potter series were inspired by beasts from illustrated books of the Middle Ages.
D. In art from the Middle Ages, the snake was often used as a symbol of temptation and the lamb was often used as a symbol of innocence. | B | null | null | null | null | null | null |
The Brass Family | The brass family of instruments is unsurprisingly made with brass, which is a type of metal that is generally muted gold in color. The trumpet, tuba, trombone, and French horn are all members of the brass family. All four of these instruments require players to use their breath and vibrate their lips to make a buzzing sound. They put their vibrating lips against a curved metal opening in the instrument. This opening is called the mouthpiece, and it helps to heighten and project the sound.
Most brass instruments have valves, which look like buttons on the instrument. Pressing down on the valves help players to change the pitch and sound. The pitch and sound can also be affected by how hard or soft players vibrate their lips against the mouthpiece.
Brass instruments are essentially tubes, which have been twisted into coils but still remain connected and unbroken. There is no break in the passage of vibrated air from the mouthpiece to the instrument’s other opening, where the sound is released. The original intention for twisting the instrument's body was to make it easier for the player to hold onto and play the instrument.
Due to their twisty shapes, brass instruments can sometimes be difficult to clean. Cleaning the outside of the instruments helps keep them looking good, but the inside needs to be cleaned, too. The vibrated air that goes through a brass instrument contains a gas called water vapor. When the water vapor cools, it turns into a liquid and collects in the instrument. The liquid often collects near a part of the instrument called a water key, which is also sometimes called a spit valve. Players can let a lot of the liquid out through the water key. However, regular cleaning is necessary in order to maintain a sanitary practice and keep the instrument in good condition. | 1,120 | 4 | Arts: Music & Performing Arts | What do trumpet, tuba, trombone, and French horn players vibrate to make a buzzing sound? | A. their breath
B. their lips
C. the mouthpiece
D. the valves | B | What does the text describe? | A. the differences among brass instruments
B. how brass instruments are played to produce sound
C. how and when brass instruments were invented
D. how brass instruments function in an orchestra | B | Read the following sentences from the text. Most brass instruments have valves, which look like buttons on the instrument. Pressing down on the valves help players to change the pitch and sound. The pitch and sound can also be affected by how hard or soft players vibrate their lips against the mouthpiece. What conclusion about the pitch and sound from brass instruments does this information support? | A. The pitch and sound can be changed by the player.
B. The pitch and sound can't be changed by the player.
C. The pitch and sound of brass instruments are always high.
D. The pitch and sound of brass instruments are always low. | A | Read these sentences from the text. Cleaning the outside of the instruments helps keep them looking good, but the inside needs to be cleaned, too. The vibrated air that goes through a brass instrument contains a gas called water vapor. When the water vapor cools, it turns into a liquid and collects in the instrument. . . . Players can let a lot of the liquid out through the water key. However, regular cleaning is necessary in order to maintain a sanitary practice and keep the instrument in good condition. Based on the text, how might the liquid that collects in brass instruments affect them? | A. The liquid would likely help keep the outside of the instruments looking good.
B. The liquid would likely help keep the inside of the instruments in good condition.
C. If any liquid stays inside the instruments, their condition would likely worsen.
D. If any liquid stays inside the instruments, they would likely maintain a sanitary practice. | C | What is the main idea of the text? | A. Brass instruments are made of a metal that is often a muted gold color, and the brass family includes the trumpet, tuba, trombone, and French horn.
B. The pitch and sound from most brass instruments can be changed when players press on the valves, or they can changed when players vibrate their lips harder or softer.
C. Brass instruments are twisted tubes that help to project the sound made by players' breath and vibrating lips, and it's important to clean the instruments.
D. Brass instruments are twisted so that players can more easily hold onto and play them, but the twists can make the instruments sometimes difficult to clean. | C | null | null | null | null | null | null |
Mosque Architecture | A mosque is the place where Muslims, people who practice the religion of Islam, go to worship. Like the Christian church or the Jewish synagogue, the Islamic mosque is the building that serves as the public gathering place where worshipers can come together and pray. It is estimated that there are about 2 billion Muslims in the world, so there are many mosques around the world as well.
Mosques generally share these four features: the minaret, the qubba, the sahn, and the mihrab. The minaret is a tower structure from which a person cries out the call to prayer. A call to prayer occurs five times a day, and it is essentially an invitation for Muslims to pray. Because the minarets are so tall, these structures also provide a visual reminder of where the mosque is located and, on a symbolic level, show the presence of Islam in the area.
The qubba, which is the Arabic word for dome, is often decorated with many different patterns. While it is not necessary to include the qubba during mosque construction, it is often included as a visual representation of heaven and as a source of inspiration for the worshipers. Depending on the mosque, the number of domes can vary.
The sahn is the courtyard, where fountains can be found. These fountains are important because they allow worshipers to cleanse their bodies before prayer.
Finally, the mihrab is a section of the mosque’s wall that points to the direction of Mecca. Mecca is the city where the founder of Islam, the Prophet Muhammad, was born. It is the most important city in the Islamic religion, and all Muslims must pray in the direction of Mecca. The wall where the mihrab is located is called the qibla wall, and this wall is typically the most decorated area in the mosque. | 1,100 | 4 | Social Studies: Geography, Societies & Culture | What is a mosque? | A. the place where Jews worship
B. the place where Muslims worship
C. the place where Christians worship
D. the place where Buddhists worship | B | What does the text list and describe? | A. different mosques around the world
B. important events in Islamic history
C. features mosques generally share
D. popular teachings of Islam | C | All mosques are not built the same way. Which information from the text best supports this statement? | A. Mecca is the most important city in the Islamic religion.
B. A minaret provides a visual reminder of where the mosque is located.
C. Depending on the mosque, the number of domes can vary.
D. The sahn is the courtyard, where fountains can be found. | C | Based on the text, what is one thing that is important in the Islamic religion? | A. prayer
B. charity
C. music
D. holidays | A | What is the main idea of this text? | A. Mosques share these four features: the minaret, the qubba, the sahn, and the mihrab.
B. Mecca is the city where the founder of Islam, the Prophet Muhammad, was born.
C. The qubba of a mosque is often decorated with many different patterns.
D. Fountains in a mosque are important because they allow worshipers to cleanse their bodies before prayer. | A | null | null | null | null | null | null |
The Geography of Russia | Russia is the largest country in the world. In fact, Russia is almost double the size of the second largest country, Canada. From east to west, its span is almost 6,000 miles wide. The country is so wide that it has land in both the continents of Europe and Asia. Russia is, however, officially considered a part of Europe.
Across this impressive mileage, the terrain is very diverse. There are deserts, icy shorelines, deep lakes and gigantic mountains. 100,000 rivers flow in and through Russia, and some of these rivers are the strongest in the world. Among the most notable rivers in Russia are the Volga, the Ub, and the Neva. There are also many lakes in Russia, including Europe’s two largest lakes called the Onega and the Ladoga.
The deepest lake in the world, Lake Baikal, is also located in Russia. It is located in an area of Russia called Siberia. Siberia makes up three-quarters of Russia’s total land, and the majority of this land is composed of forests. The typical climate in Siberia is characterized by long, freezing winters and short, mild summers. For around six months of the year, snow covers the ground. | 920 | 4 | Social Studies: Geography, Societies & Culture | What is the largest country in the world? | A. Canada
B. Russia
C. China
D. the United States | B | What does the text describe? | A. Russia's history
B. Russia's culture and art
C. Russia's people
D. Russia's size and terrain | D | Russia has very diverse terrain. What information from the text best supports this statement? | A. Some of the strongest rivers in the world are located in Russia.
B. Siberia makes up three-quarters of Russia’s total land, and the majority of this land is composed of forests.
C. There are deserts, icy shorelines, deep lakes and gigantic mountains in Russia.
D. There are many lakes in Russia, including Europe’s two largest lakes called the Onega and the Ladoga. | C | Based on the text, why might the terrain in Russia be especially diverse? | A. because the country is considered to be part of Europe
B. because the country contains many lakes and rivers
C. because the country's borders were created to include diverse terrain
D. because the size of the country is so large, it includes many kinds of land | D | What is the main idea of this text? | A. Russia is the largest country in the world and it has a very diverse terrain.
B. The typical climate in Siberia is characterized by long, freezing winters and short, mild summers.
C. Among the most notable rivers in Russia are the Volga, the Ub, and the Neva.
D. Russia i s so wide that it has land in both the continents of Europe and Asia. | A | null | null | null | null | null | null |
Abebe Bikila | Abebe Bikila was born on August 7, 1932, in Mont, Ethiopia. He is famous for being the first Black African to win an Olympic medal. He is also famous for being the first marathon runner to win two consecutive gold medals. Bikila accomplished all of these feats despite the fact that he did not start running until the age of the 24. Perhaps the most amazing thing about Bikila is the fact that he ran barefoot.
In the 1960 Olympic Games in Rome, Bikila ran on cobblestones for 26.2 miles with no shoes on! Sharp stones did not slow Bikila down, however. In fact, he ended up winning the race with a time of 2 hours and 15 minutes. In the 1964 Olympic Games in Tokyo, Bikila won his second gold medal and even set a new marathon record of 2 hours and 12 minutes. In this race, Bikila wore shoes, but he still fought through pain. Only 40 days before this historic race, Bikila had undergone a surgery to remove his appendix.
Bikila passed away on October 25, 1973, at the age of 41. He died from bleeding in his brain. Despite his early death, Bikila's memory lives on and continues to influence runners. Many Ethiopians have been inspired to run because of Bikila. People have started to run barefoot in part because of Bikila. The New York Road Runners also created an annual long-distance running award to honor Abebe Bikila. | 1,010 | 4 | Social Studies: Geography, Societies & Culture, World History | Who is Abebe Bikila? | A. a famous singer
B. a famous referee
C. a famous runner
D. a famous doctor | C | What does this text describe? | A. Abebe Bikala's childhood
B. Abebe Bikala's achievements and influence
C. Abebe Bikala's foot and brain problems
D. Abebe Bikala's death | B | Bikila's memory lives on and continues to influence runners. What evidence from the text supports this statement? | A. People have started to run barefoot in part because of Bikila.
B. Only 40 days before this historic race, Bikila had undergone a surgery to remove his appendix.
C. Bikila is famous for being the first black African to win an Olympic medal.
D. Perhaps the most amazing thing about Bikila is the fact that he ran barefoot. | A | Based on the information in the text, how might Abebe Bikila best be described? | A. weak
B. shy
C. fearless
D. loving | C | What is the main idea of this text? | A. Abebe Bikila did not wear shoes when he won his first Olympic gold medal. However, when he won his second Olympic gold medal, he wore shoes and set a new marathon record.
B. Abebe Bikila was the first black African to win an Olympic medal and the first marathon runner to win two consecutive golds. He also ran barefeet. Even though he died at age 41, his memory lives on.
C. Many people have started to run barefoot after being inspired by Bikila's story of winning an Olympic gold medal while being barefoot.
D. Abebe Bikila's record setting race was actually very painful for him. Only 40 days before this historic race, Bikila had undergone a surgery to remove his appendix. | B | null | null | null | null | null | null |
Tennessee Williams | Tennessee Williams was born on March 26, 1911, in Columbus, Mississippi. Tennessee’s father was frequently absent due to his job as a salesman, but his mother was extremely supportive. Overall, Williams loved growing up in the country and has described those early days as very happy and simple. After moving to St. Louis, Missouri, however, everything changed for him. Tennessee did not like the busy city lifestyle and he desperately missed the slower lifestyle of his previous home. His parent’s marriage was also tumultuous, which only increased his nostalgia for the old days. To make matters worse, Tennessee’s father pushed him into a sales career that he absolutely despised. Tennessee eventually suffered a nervous breakdown in his early 20s.
After recovering from his nervous breakdown, Tennessee attended the University of Iowa and ended up graduating in 1937. Soon after, Tennessee moved south to New Orleans, where he began to write more seriously. He drew inspiration from his childhood, his family life, and the bustling city around him. One of his most famous plays, The Glass Menagerie, seems to parallel some aspects of Tennessee’s youth and young adulthood. Like Tennessee, the protagonist works in a factory job that he hates while harboring the hope that he will one day be a writer.
Tennessee’s plays have received many awards and have been adapted for the motion pictures. His most successful play, A Streetcar Named Desire, earned him a Pulitzer Prize, the highest award for creative writing. | 1,070 | 4 | Social Studies: U.S. History | What was Tennessee Williams famous for? | A. talking about his childhood
B. improving factory life
C. being a great salesman
D. writing plays | D | What does this text describe? | A. Tennessee Williams' childhood and his journey towards becoming a famous playwriter.
B. Tennesse Williams' most successful play, A Streetcar Named Desire, and the prize that it won.
C. Tennessee Williams' horrible career as a salesman.
D. Tennessee Williams' parents' tumultuous relationship. | A | Read these sentences from the text. "Tennessee’s father was frequently absent due to his job as a salesman, but his mother was extremely supportive." [. . .] "His parent’s marriage was also tumultuous, which only increased his nostalgia for the old days. To make matters worse, Tennessee’s father pushed him into a sales career that he absolutely despised." What conclusion does this information support? | A. Tennessee had a great relationship with both his mother and father.
B. Tennessee's mother was more supportive than his father.
C. Tennessee hated his mother.
D. Tennessee never spoke to either of his parents. | B | What best describes the way Tennessee felt during his early 20s? | A. comfortable
B. joyful
C. unhappy
D. successful | C | What is the main idea of this text? | A. Tennessee Williams' most successful play was A Streetcar Named Desire, which earned him a Pulitzer Prize, or the highest award for creative writing.
B. Tennessee Williams had a rough childhood, however, later on in life he became an award winning writer for writing plays inspired by his rough childhood, family life, and the city around him.
C. Tennessee Williams desperately missed the slower lifestyle of his childhood when he worked as a salesman in St. Louis Missouri. He ended up suffering a nervous breakdown in his early 20s.
D. Tennessee loved living in the countryside much more than living in the busy city because the countryside was happy and simple. | B | null | null | null | null | null | null |
Tehran, Iran | Tehran is the capital city of Iran. A capital is usually the most important city in a country because the government is often located there. As a result, many influential Iranian politicians live in Tehran. In Iran, there are two major leaders that control the government. The first and most powerful leader is called the ‘supreme leader.’ The supreme leader’s role is to control Iran’s army and to determine the domestic and international policies of Iran. The second leader is the president, who determines the economic policies of Iran.
In addition to being the center of politics in Iran, Tehran is very populous, with a population of around 8.3 million people. The population of people living in Tehran is around the same as the population of people living in New York City. As opposed to New York City's population, which represents around 2.6% of residents in the United States, Tehran's population represents more than 10% of Iran's total resident population. That's a significant portion of the country!
As the most populous city in Iran, there are many important institutions located there. The nation's best universities are in Tehran. There are also many beautiful buildings in the city. One notable landmark in Tehran is the Azadi Tower. As you can see in the picture below, it is a very unique building.
Would you want to visit Tehran? | 920 | 4 | Social Studies: Geography, Societies & Culture, Civics & Government, World History | What is Tehran? | A. the largest city in the world
B. the least influential city in Iran
C. the capital of Iran
D. a small village | C | What does this text describe? | A. This text describes how spacious the city of Tehran is.
B. This text describes the city of Tehran and why it is unique and important to the country of Iran.
C. This text describes the many interesting looking buildings that you can find in Tehran.
D. This text describes the relationship between the Supreme Leader and the President. | B | Tehran is an important city to the government of Iran. What evidence from the text supports this sentence? | A. One notable landmark in Tehran is the Azadi Tower.
B. Tehran's population is around the same as the population fo New York City.
C. The nation's best universities are in Tehran.
D. Many influential Iranian politicians live in Tehran. | D | Read these sentences from the text. As the most populous city in Iran, there are many important institutions located here. The nation's best universities are in Tehran. Based on this information, what can you conclude about the people of Tehran? | A. There are educated people in Tehran.
B. Most people in Tehran came from outside of Iran.
C. There are only a few people in Tehran.
D. There are only adults in Tehran. | A | What is the main idea of this text? | A. Iran's capital, Tehran, is where the supreme leader lives. The supreme leader is Iran's most powerful leader, with the role of controlling Iran’s army and determining the domestic and international policies of Iran.
B. Iran's capital, Tehran, is a very important city. Not only do many influential politicians live in Tehran, but Tehran is also home to 10% of Iran's resident population and is where many important buildings are located.
C. Tehran is very populous, with a population of around 8.3 million people. The population of people living in Tehran is around the same as the population of people living in New York City.
D. There are also many beautiful buildings in Tehran. One notable landmark in Tehran is the Azadi Tower. It is very unique and beautiful. | B | null | null | null | null | null | null |
Lynn Nottage | Lynn Nottage was born on November 2, 1964, in Brooklyn, New York. She is a very successful playwright, receiving two Pulitzer Prize awards for her plays, Ruined and Sweat. Ruined is a play about the lives of women during the civil war in the Democratic Republic of Congo. In preparation for writing this play, Nottage traveled to refugee camps in Uganda, where many Congolese refugees lived. There, she interviewed many women and recorded their life stories. Nottage’s goal was to provide a real look at how the civil war impacted women, and she ensured this by getting to know women who had experienced the war first-hand.
Her second Pulitzer Prize-winning play, Sweat, focuses on a rural community in America. As she did for Ruined, Nottage traveled to prepare for writing this play. She traveled to Reading, Pennsylvania, where she interviewed members of the working class community in order to hear their perspectives on various issues, like the economy. Nottage wanted to write about how economic pressures can have a destructive impact on community dynamics. This play is set in a bar, which is located in a struggling manufacturing town. Sweat also examines how changing demographics can affect the relationships within a community. | 1,140 | 3-4 | Social Studies: Geography, Societies & Culture | Who is Lynn Nottage? | A. a refugee
B. a teacher
C. a playwright
D. a gymnast | C | What does this text describe? | A. This text describes the reason why Lynn Nottage specifically chose to interview women who lived in refugee camps and women who lived in working class communities.
B. This text describes two of Lynn Nottage's interviews for her plays Ruined and Sweat , one of which was conducted in Uganda and one of which was conducted in Reading, Pennsylvania.
C. This text describes the changing demographics that can affect relationships within the working class community of Reading, Pennsylvania.
D. This text describes the way Lynn Nottage interviewed women in Uganda and Reading, Pennsylvania to write her two Pulitzer Prize winning plays, Ruined and Sweat . | D | Lynn Nottage got to know women who had experienced the civil war in the Democratic Republic of the Congo first-hand. What statement from the text does this information support? | A. Nottage's second Pulitzer prize-winning play, Sweat , focuses on a rural community in America.
B. Nottage wanted to write about how economic pressures can have a destructive impact on community dynamics.
C. Sweat examines how changing demographics can affect the relationships within a community.
D. Nottage traveled to refugee camps in Uganda and interviewed many women about the civil war in the Democratic Republic of the Congo. | D | Based on information from the text, what can be concluded about Nottage's plays? | A. They are 100% made up.
B. They are based on real life stories.
C. They are poorly researched.
D. They are boring to watch. | B | What is the main idea of the text? | A. Lynn Nottage is a very successful playwright who received awards for Ruined and Sweat , plays she wrote after interviewing women from Uganda and Reading, Pennsylvania.
B. When writing Ruined , Lynn Nottage tried to provide a real look at how the civil war in the Democratic Republic of the Congo impacted women by interviewing and getting to know the women who had experienced the war first-hand.
C. Lynn Nottage's interviews in Uganda were harder to conduct than her interviews in Reading, Pennsylvania, because they were conducted in refugee camps.
D. Lynn Nottage mostly enjoyed writing about how economic pressures can have a destructive impact on community dynamics and about how changing demographies can affect relationships within a community. | A | null | null | null | null | null | null |
Matryoshka Dolls | The matryoshka doll is not just one doll. It is a set of dolls! As you can see in the picture below, multiple dolls can fit inside one doll. The reason so many dolls can fit into one single doll is that each one is hollow. Starting with the largest doll, you can split open the hollow wooden figure, and a smaller version of that same figure will be waiting inside for you. Guess what? This small doll can be split in half, too, and an even smaller version of the doll will be inside that one! This process will continue until you reach the final, smallest doll, which usually only reaches a height of .25 inches.
While most people believe that Russia invented the matryoshka doll, the idea for this type of doll came from the Japanese island of Honshu. In the late 1800s, Russia experienced a great deal of economic growth and with that came exposure to different cultures. During this time, a Russian woodcarver, Vasily Zvyosdochkin, discovered this unique type of doll at a Japanese art show in St. Petersburg and was inspired to carve the first set of Russian matryoshka dolls.
The translation of the Russian word “matryoshka” is “little matron.” A matron is a married woman, so these dolls are often associated with fertility. The largest doll represents the original mother, and the dolls inside represent her lineage. For example, the doll inside the biggest doll is her baby, while the next doll is her granddaughter. Traditionally, the dolls are painted wearing sarafans, which are Russian folk dresses, as well as donning aprons. Less traditional versions of these dolls can sometimes be faceless. Overall, the woodcarver and the painter have the freedom to design the dolls in many different ways. | 1,060 | 4 | Social Studies: Geography, Societies & Culture, World History | What is the matryoshka doll? | A. a doll that is similar to Barbie
B. a doll based on an Italian toy
C. a set of puzzles
D. a set of dolls | D | What does the text describe? | A. the economic growth Russia experienced in the 1800s
B. what inspired the first set of Russian matryoshka dolls
C. different kinds of toys invented in Russia
D. different types of sarafans | B | There are many different types of matryoshka dolls. What evidence from the text best supports this statement? | A. "Traditionally, the dolls are painted wearing sarafans, which are Russian folk dresses, as well as donning aprons."
B. "The woodcarver and the painter have the freedom to design the dolls in many different ways."
C. "The largest doll represents the original mother, and the dolls inside represent her lineage."
D. "In the late 1800s, Russia experienced a great deal of economic growth and with that came exposure to different cultures." | B | The text states matryoshka dolls are often associated with fertility. What else might they be associated with? | A. war
B. education
C. family
D. technology | C | What is the main idea of this text? | A. Matryoshka dolls are a set of dolls that are made in Russia and often associated with fertility.
B. In the late 1800s, Russia experienced a great deal of economic growth and exposure to different cultures.
C. Matryoshka dolls are traditionally painted wearing sarafans and donning aprons.
D. A Russian woodcarver discovered a unique type of Japanese doll that inspired him to make the first set of Russian matryoshka dolls. | A | null | null | null | null | null | null |
Lunar Eclipses and Solar Eclipses | An eclipse happens when a planet or a moon gets in the way of the sun’s light. Here on Earth, we can experience two kinds of eclipses: solar eclipses and lunar eclipses.
What’s the difference?
A solar eclipse happens when the moon gets in the way of the sun’s light and casts its shadow on Earth. That means during the day, the moon moves over the sun and it gets dark. Isn’t it strange that it gets dark in the middle of the day?
This total eclipse happens about every year and a half somewhere on Earth. A partial eclipse, when the moon doesn’t completely cover the sun, happens at least twice a year somewhere on Earth.
But not everyone experiences every solar eclipse. Getting a chance to see a total solar eclipse is rare. The moon’s shadow on Earth isn’t very big, so only a small portion of places on Earth will see it. You have to be on the sunny side of the planet when it happens. You also have to be in the path of the moon’s shadow.
On average, the same spot on Earth only gets to see a solar eclipse for a few minutes about every 375 years!
During a lunar eclipse, Earth gets in the way of the sun’s light hitting the moon. That means that during the night, a full moon fades away as Earth’s shadow covers it up.
The moon can also look reddish because Earth’s atmosphere absorbs the other colors while it bends some sunlight toward the moon. Sunlight bending through the atmosphere and absorbing other colors is also why sunsets are orange and red.
During a total lunar eclipse, the moon is shining from all the sunrises and sunsets occurring on Earth!
You might be wondering why we don’t have a lunar eclipse every month as the moon orbits Earth. It’s true that the moon goes around Earth every month, but it doesn’t always get in Earth’s shadow. The moon’s path around Earth is tilted compared to Earth’s orbit around the sun. The moon can be behind Earth but still get hit by light from the sun.
Because they don’t happen every month, a lunar eclipse is a special event. Unlike solar eclipses, lots of people get to see each lunar eclipse. If you live on the nighttime half of Earth when the eclipse happens, you’ll be able to see it.
It’s easy to get these two types of eclipses mixed up. An easy way to remember the difference is in the name. The name tells you what gets darker when the eclipse happens. In a solar eclipse, the sun gets darker. In a lunar eclipse, the moon gets darker. | 870 | 4 | Science: Earth & Space Science | What is an eclipse? | A. An eclipse is when the moon blocks Earth's orbit.
B. An eclipse is when the Earth casts a shadow on the sun.
C. An eclipse is when a planet or moon blocks the sun's light.
D. An eclipse is when the sun shines on the moon. | C | The text compares and contrasts solar and lunar eclipses. What is one difference between them? | A. It is safe to look at a solar eclipse. It is not safe to look at a lunar eclipse.
B. Solar eclipses happen every month. Lunar eclipses happen every year and a half.
C. During a solar eclipse, you cannot see the sunset. During a lunar eclipse, you can see sunset.
D. During a solar eclipse, it's dark in daytime. During a lunar eclipse, the moon looks reddish or fades away. | D | The text states, “During a lunar eclipse, Earth gets in the way of the sun’s light hitting the moon. That means that during the night, a full moon fades away as Earth’s shadow covers it up.” What conclusion can you draw based on this evidence? | A. The moon only shines because of the sun's light hitting it.
B. Earth's shadow is not as large as the moon.
C. The moon can be behind the Earth and still get sunlight.
D. Lunar eclipses only happen at night during full moons. | A | What is one thing that must happen in order for either a solar or a lunar eclipse to occur? | A. It has to be daytime on the Earth.
B. The sun, moon, and Earth have to be lined up.
C. The moon has to be completely lit up by the sun.
D. The sun has to be having a solar storm. | B | What is the main idea of this passage? | A. Eclipses happen when Earth blocks the path of the sun's light, and there are two kinds of eclipses, solar and lunar.
B. Solar eclipses happen when the moon blocks the sun's light from reaching Earth, and lunar eclipses happen when the Earth blocks the sun's light from reaching the moon.
C. During a solar eclipse, the moon blocks the Earth from getting sun's light, and during a lunar eclipse, the sun blocks the moon's light.
D. The sun and moon are both blocked by the Earth during a solar eclipse, while in a lunar eclipse, the sun casts its shadow on the moon. | B | Please read these sentences from the text. "Getting a chance to see a total eclipse is rare . The moon's shadow on Earth isn't very big, so only a small portion of places on Earth will see it." Based on these sentences, what does the word rare mean? | A. normal
B. nice
C. uncommon
D. scary | C | Please choose the answer that best completes the sentence below. Earth's atmosphere bends certain colors of sunlight and absorbs others, ___ the moon looks reddish during a lunar eclipse. | A. so
B. during
C. first
D. why | A |
Seijin no Hi | Seijin no Hi is a public holiday in Japan. It is dedicated to men and women who have turned 20 years old in the past year. In Japan, this is the age when people can legally drive, drink, smoke, and get married without parental permission. It is an annual celebration that occurs on the second Monday in January and it celebrates those people whose 20th birthdays occurred in the previous year or before March 31st of the coming year.
Prior to the elaborate festivities, an official in Japan’s local government typically gives a speech. This speech acknowledges the celebrants’ new position within Japanese society. Once the formal pronouncement has taken place, it is time for pictures! The girls typically wear colorful kimonos and the boys wear suits, but in recent years, celebrants have taken some creative liberties with their outfits.
While it is a joyous day for most, it is an annual day of remembrance for the parents whose children had passed away before their 20th birthdays. Some parents bring pictures of their deceased children to the festivities so as to honor their spirits. | 1,130 | 4 | Social Studies: Geography, Societies & Culture | What is Seijin no Hi? | A. a religious ceremony
B. a public holiday
C. a type of kimono
D. a governmental speech | B | What does this text describe? | A. This text describes the speech that a local Japanese official would give prior to the elaborate festivities of Seijin no Hi.
B. This text describes the complicated way that women put on a kimono for Seijin no HI.
C. This text describes the creative liberties that some celebrants have taken in regards to their Seijin no Hi outfits.
D. This text describes the public holiday, Seijin no Hi, and a few of the events that occur during and before the festivities. | D | Seijin no Hi is not a joyous holiday for everyone. What evidence from the text supports this statement? | A. Seijin no Hi is an annual celebration that occurs on the second Monday in January and it celebrates those people whose 20th birthdays occurred in the previous year or before March 31st of the coming year.
B. During Seijin no Hi, girls typically wear colorful kimonos and the boys wear suits, but in recent years, celebrants have taken some creative liberties with their outfits.
C. Seijin no Hi is an annual day of remembrance for the parents whose children had passed away before their 20th birthdays. Some parents bring pictures of their deceased children to the festivities to honor their spirits.
D. Prior to the elaborate festivities, an official in Japan’s local government typically gives a speech. This speech acknowledges the celebrants’ new position within Japanese society. | C | Based on the information in this text, how would you describe the atmosphere of Seijin no Hi? | A. joyous for most people
B. sad for most people
C. boring for most people
D. hysterical for most people | A | What is the main idea of this text? | A. Seijin no Hi is an extremely sad day for many people because it is the annual remembrance for the parents whose children had passed away before they could turn 20 years old.
B. Seijin no Hi is an annual celebration for those whose 20th birthdays occured the previous year, or before March 31st of that year, that begins with a formal governmental speech and ends with elaborate festivities.
C. Recently, the 20 year olds that celebrate Seijin no Hi have taken some cerative liberties with their outfits, straying away from the typical colorful kimonos for girls and suits for boys.
D. Many 20 year old girls and boys in Japan get very excited about Seijin no Hi because they can finally legally do risky things such as, drive, drink, smoke, and get married without parental permission. | B | null | null | null | null | null | null |
Searching for the "How" of Continental Drift | In 1915, scientist Alfred Wegener shared his hypothesis about how the earth’s continents had moved over time. He called the process continental drift. He proposed that, at one point, all the continents had been part of a single landmass. Over time, they had drifted apart.
Most geologists rejected the idea of continental drift because there was no explanation for how it happened. For decades, Wegener’s hypothesis was harshly criticized. Still, a few geologists thought Wegener was on the right track. What if the driving force behind continental drift was below Earth’s surface? How can you discover what lies beneath Earth’s crust? Oddly enough, earthquakes helped scientists answer these questions.
Have you ever tossed a small rock into a pond? Little waves travel out from the spot where the rock hits the water’s surface. Although you can’t see them, waves travel through the water below the surface, too.
An earthquake is a bit like a rock plunking into water. During an earthquake, the ground shakes. The shaking is caused by waves of energy traveling out from the earthquake’s source through the earth. Scientists call these seismic waves. Powerful seismic waves can travel very long distances. They can travel through Earth’s crust and deep into its interior.
Around the time Alfred Wegener was thinking about continental drift, scientists were studying Earth’s interior using seismic waves. How? Using instruments called seismographs, they tracked seismic waves traveling through the planet. Seismic waves move in slightly different ways as they move through different materials. For instance, they travel faster through solids than liquids. Studying seismic waves helped scientists identify Earth’s four main layers.
Earth’s deepest layer is a solid inner core of very hot metal. This metal may be nearly as hot as the sun’s surface. The next layer, the outer core, is also made of hot metal, but it’s liquid, not solid. The mantle surrounds the outer core. The mantle is Earth’s largest and thickest layer and consists of very hot, very dense rock. The rock is solid in the lower and upper parts of the mantle. In between, however, is a region where the rock is neither liquid nor solid.
The slow movement and behavior of this material, caused by heat and pressure, have an impact on Earth’s surface. Above the mantle is Earth’s outermost layer, the thin, rocky crust. There are two types of crust: oceanic crust and continental crust. Oceanic crust is covered by ocean water. Most of the continental crust is dry land, but some of the crust around the edges is covered by water. Oceanic crust is thinner but heavier than continental crust.
For scientists interested in continental drift, it was the slowly moving material in the middle of the mantle that caught their attention. Did material movement in the mantle contribute to crust movement, too? Could this be part of the reason why continents drift? Some scientists thought so. Before they could be sure, however, they needed evidence that Earth’s crust was actually moving. | 830 | 4 | Science: Earth & Space Science | What was Alfred Wegener’s hypothesis? | A. Earth’s mantle is made of very dense rock, and while parts of it are solid, other parts of it are not solid.
B. Large seismic waves can travel extremely long distances and deep into the Earth’s interior.
C. Earth has four main layers that all move at different speeds because of heat and pressure.
D. At one point, all the continents had been part of a single landmass, and over time, they drifted apart. | D | What causes the ground to shake during an earthquake? | A. Instruments called seismographs send waves of energy across the Earth.
B. The Earth’s solid inner core begins to move very quickly.
C. Seismic waves travel out from the earthquake’s source through the Earth.
D. Big rocks in the ocean smash into each other and cause large waves to form. | C | Read the following sentences from the text. “Using instruments called seismographs, [scientists] tracked seismic waves traveling through the planet. Seismic waves move in slightly different ways as they move through different materials. For instance, they travel faster through solids than liquids. Studying seismic waves helped scientists identify Earth’s four main layers.” What conclusion can you draw from this evidence? | A. Seismographs were very expensive, so not many scientists were able to use them to learn about Earth’s four layers.
B. Scientists were able to measure that seismic waves moved differently through four different parts of Earth's interior.
C. Scientists used seismographs to discover that earthquakes were caused by movement in the Earth’s core.
D. Scientists realized seismic waves travel at the same slow speed through Earth’s four main layers. | B | Why might scientists have thought that Earth’s mantle played a role in continental drift? | A. They discovered that Earth’s mantle contains two types of crust, oceanic crust and continental crust, that may bump against each other and cause continents to drift apart.
B. They discovered that Earth’s mantle contains large seismographs that move very quickly and may create earthquakes, which push continents apart.
C. They discovered that Earth’s mantle contains rock that is neither liquid or solid and slowly moving, which may cause Earth’s crust to move and continents to drift apart.
D. They discovered that Earth’s mantle is a solid inner core made of very hot metal that moves at very high speeds and may cause continents to drift apart. | C | What is the main idea of this text? | A. Scientists studied seismic waves from earthquakes to learn about Earth’s four main layers and to figure out how continents drifted apart over time.
B. Powerful seismic waves from large earthquakes can destroy large buildings, cars, and homes.
C. Earth’s outermost layer is called the crust and consists of two types: oceanic crust and continental crust.
D. Most geologists did not believe in Alfred Wegener’s idea that continents were part of a single landmass and then drifted apart over time. | A | null | null | null | null | null | null |
Why Does the Sun Burn Us? | The sun keeps our planet warm enough for living things to thrive. It gives us light so we can see. But it can also burn us. What causes these burns?
The sun sends lots of energy toward us all the time. There are a few different kinds of energy. There is infrared radiation, which is heat. There is visible light, which is what our eyes can see. There is also ultraviolet light. We can’t see ultraviolet with our eyes, but it’s there. And it can burn our skin.
Infrared radiation, visible light, and ultraviolet light are all types of waves in the electromagnetic spectrum. They’re all energy. But these energy waves aren’t all the same. Some have more energy than others.
Infrared waves have less energy than visible light waves. Infrared waves are longer with more space between each high and low. Ultraviolet waves have more energy than visible light does. It’s this energy that can hurt us.
If too much ultraviolet light hits our skin, over time it can hurt our skin cells. The cells can die, and our bodies react. The skin gets red, and it can hurt a lot.
Ultraviolet light comes from the sun, but it can also bounce off of other surfaces like water, snow, and concrete. That means that even if you’re under an umbrella, you can still get a sunburn. Ultraviolet light can also go through clouds, so you can get burned on an overcast day. No fair!
You can protect your skin by doing things that keep ultraviolet waves from reaching you. Clothing and hats are a great way to keep away those waves. Sunblock contains chemicals that can reflect or absorb the ultraviolet light, leaving your skin sunburn free.
That way you can enjoy the other energy from the sun, visible light and infrared warmth. | 600 | 4 | Science: Earth & Space Science, Physical Science, Life Science | What type of energy from the sun can burn our skin? | A. infrared radiation
B. visible light
C. ultraviolet light
D. micro waves | C | How are the energies of different waves contrasted in the section “Waves, waves, waves?” | A. Infrared waves have more energy than ultraviolet rays but less energy than visible light rays.
B. Visible light rays have more energy than both ultraviolet waves and infrared waves.
C. Visible light waves have more energy than ultraviolet waves, while ultraviolet rays have less energy than infrared waves.
D. Infrared waves have less energy than visible light waves, while ultraviolet waves have more energy than visible light rays. | D | Read the following sentences from the passage. “If too much ultraviolet light hits our skin, over time it can hurt our skin cells. The cells can die, and our bodies react. The skin gets red, and it can hurt a lot.” What can you conclude about ultraviolet light from this information? | A. Ultraviolet light hurts our skin by killing or damaging our skin cells.
B. Ultraviolet light is fine if you drink a lot of water.
C. Ultraviolet light only hurts small children.
D. Ultraviolet light is less dangerous than infrared radiation. | A | Why doesn’t visible light burn our skin, while ultraviolet light does? | A. because visible light doesn’t reach our skin
B. because ultraviolet light has more energy than visible light
C. because ultraviolet light has less energy than visible light
D. because ultraviolet light is more common than visible light | B | What is the main idea of this passage? | A. Infrared radiation and visible light are two types of electromagnetic waves.
B. Infrared waves have less energy than visible light waves, and their waves are longer and slower.
C. The sun sends out different kinds of energy, and one of them, ultraviolet light, can burn your skin.
D. You can protect your skin from harmful energy from the sun by wearing a hat and sunscreen | C | null | null | null | null | null | null |
What Causes the Seasons? | Many people believe that Earth is closer to the sun in the summer and that is why it is hotter. And, likewise, they think Earth is farthest from the sun in the winter.
Although this idea makes sense, it is incorrect.
It is true that Earth’s orbit is not a perfect circle. It is a bit lop-sided. During part of the year, Earth is closer to the sun than at other times. However, in the Northern Hemisphere, we are having winter when Earth is closest to the sun and summer when it is farthest away! Compared with how far away the sun is, this change in Earth's distance throughout the year does not make much difference to our weather.
There is a different reason for Earth's seasons.
Earth's axis is an imaginary pole going right through the center of Earth from "top" to "bottom." Earth spins around this pole, making one complete turn each day. That is why we have day and night, and why every part of Earth's surface gets some of each.
Earth has seasons because its axis doesn't stand up straight.
Long, long ago, when Earth was young, it is thought that something big hit Earth and knocked it off-kilter. So instead of rotating with its axis straight up and down, it leans over a bit.
By the way, that big thing that hit Earth is called Theia. It also blasted a big hole in the surface. That big hit sent a huge amount of dust and rubble into orbit. Most scientists think that that rubble, in time, became our Moon.
As Earth orbits the sun, its tilted axis always points in the same direction. So, throughout the year, different parts of Earth get the sun’s direct rays.
Sometimes it is the North Pole tilting toward the sun (around June) and sometimes it is the South Pole tilting toward the sun (around December).
It is summer in June in the Northern Hemisphere because the sun's rays hit that part of Earth more directly than at any other time of the year. It is winter in December in the Northern Hemisphere, because that is when it is the South Pole's turn to be tilted toward the sun. | 870 | 4 | Science: Earth & Space Science | What is the Earth's axis? | A. an imaginary pole that passes through the center of the Earth
B. the path that the Earth travels around the sun
C. the object that hit young Earth long ago, causing it to lean over
D. the distance between the Earth and the sun | A | This text describes what causes us to have seasons at different times of the year on different parts of the Earth. What is one thing that causes seasons? | A. the shape of the Earth
B. the oval-shaped orbit of the Earth
C. the tilt of the Earth
D. the distance between the Earth and sun | C | The text says, although many people believe that we have summer when the Earth is closest to the hot sun, that we actually have summer when the Earth is farthest away from the sun. What conclusion can be drawn from this evidence? | A. Earth's orbit changes shape almost every year.
B. Scientists do not know for sure why we have seasons.
C. Earth's seasons are caused by the moon rather than the sun.
D. Earth's distance from the sun does not affect the seasons. | D | Based on the text, what causes a hemisphere on Earth to have summer? | A. direct sunshine from the sun hitting that hemisphere
B. indirect sunshine from the sun hitting that hemisphere
C. that hemisphere's closeness to the sun, relative to its closeness at other parts of the year
D. that hemisphere's natural climate and the warmth of the Earth's atmosphere in that area | A | What is the main idea of this text? | A. Earth's oval-shaped orbit causes the seasons.
B. Earth's tilted axis causes the seasons.
C. The shape of the Earth causes the seasons.
D. Earth's distance from the sun causes the seasons. | B | Please read the following sentences from the passage. "But what caused the Earth to tilt ? Long, long ago, when Earth was young, it is thought that something big hit Earth and knocked it off-kilter. So instead of rotating with its axis straight up and down, it leans over a bit." What does the word tilt mean as used in these sentences? | A. skip
B. spin
C. move
D. lean | D | Please choose the answer that best completes the sentence below. When the Northern Hemisphere is tilted towards the sun, the Southern Hermisphere does not receive direct sunshine, ___ it is winter in the south. | A. because
B. if
C. so
D. first | C |
Trouble Is Brewing: A Tax on Tea | In 1765, the British government imposed the Stamp Act on its North American colonies. This tax was heavily protested by colonists, who were upset that they had had no say in the decision.
Some of the most passionate protests against the Stamp Act took place in Boston, Massachusetts. There, angry crowds took their frustration out on tax collectors.
A new group of protestors formed in Boston in response to the Stamp Act. The group met under a tree that they called the Liberty Tree. They made public speeches against taxes and the British government. They cried, “No taxation without representation!” This group became known as the Sons of Liberty.
Eventually, after much protest, the British government decided to repeal the Stamp Act in 1766. Parliament eliminated the tax on paper products, but in 1767 it replaced it with other taxes—including taxes on imported goods, such as tea. These taxes were officially called the Townshend Acts.
Tea was a popular drink in the colonies, just as it was in Great Britain. However, many people decided they would not buy British tea if they had to pay an unfair tax. And they thought the new tax on tea was every bit as unfair as the old tax on paper. After all, the new tax had been approved by the same British Parliament in London, and there were still no representatives from the 13 colonies there.
Suddenly, deciding to take a sip of tea meant something more than just having a drink. If you bought British tea, you were paying a tax, and, indirectly, you were agreeing that Parliament had the right to tax the colonies. On the other hand, if you refused to buy British tea, you were making a statement of a different kind: you were saying that you did not approve of—and would not accept—taxation without representation.
Colonists who were angry about the new tax agreed not to buy British tea. But they didn’t stop there. They also visited inns and other places that sold tea and asked the owners to stop selling it. Many establishments agreed to boycott British tea.
Debates and protests about the British government’s role in colonial affairs continued, especially in Boston. | 930 | 4 | Social Studies: U.S. History | What was one thing the British Parliament taxed in 1767? | A. stamps
B. paper
C. tea
D. food | C | Which event happened last in the sequence described by the text? | A. The British repealed the Stamp Act.
B. Angry colonists stopped buying British tea.
C. The British put the Townshend Acts in place.
D. A group of protestors called the Sons of Liberty formed in Boston. | B | Please read this sentence from the text. "...If you refused to buy British tea, [...] you were saying that you did not approve of - and would not accept - taxation without representation." Based on this evidence, what conclusion can you draw about the colonists who stopped buying British tea? | A. They did not like the taste of British tea.
B. They did not have the money to pay extra taxes.
C. They thought the British tax was unfair.
D. They were angry at colonists who did buy and drink British tea. | C | Many people felt upset and angered by the British tax on tea. What evidence from the text supports this statement? | A. Many inns and other places that sold tea agreed to boycott British tea.
B. If you bought British tea, you were agreeing that Parliament had the right to tax the colonies.
C. Tea was a very popular drink in the colonies, just as it was in Britain.
D. People who protested the Stamp Act were upset they had no say in the decision to tax colonists. | A | What is the main idea of this text? | A. After the British repealed the unpopular Stamp Act, they taxed other items, including tea.
B. A group of protestors called the Sons of Liberty began the cry, "No taxation without representation!"
C. While many people boycotted British tea, others chose to buy and drink it to make a statement of support for Parliament.
D. The British tax on tea led to boycotts by colonists who felt that taxation without representation was unfair. | D | null | null | null | null | null | null |
What Is Gravity Really? | Because of gravity, if you drop something, it falls down, instead of up. Well, everybody knows that! But, what does this really mean? What is gravity?
Gravity has played a big part in making the universe the way it is. Gravity is what makes pieces of matter clump together into planets, moons, and stars. Gravity is what makes the planets orbit the stars--like Earth orbits our star, the Sun. Gravity is what makes the stars clump together in huge, swirling galaxies.
A great scientist, Albert Einstein, who lived in the 20th century, had a new idea about gravity. He thought that gravity is what happens when space itself is curved or warped around a mass, such as a star or a planet. Thus, a star or planet would cause kind of a dip in space so that any other object that came too near would tend to fall into the dip.
[…]
Quite a number of experiments show that Einstein was right about this idea and a lot of others. But there are questions for which even Einstein had no answers.
For example, if gravity is a force that causes all matter to be attracted to all other matter, why are atoms mostly empty space inside? (There is really hardly any actual matter in an atom!) How are the forces that hold atoms together different from gravity? Is it possible that all the forces we see at work in nature are really different sides of the same basic force or structure?
Could some of the same laws of nature be at work in the designs of all things in the pictures above?
These are big questions that scientists and ordinary people like us have wondered about for a long time. For a long time we haven't known how to go about finding the answers, other than trying to work things out on paper.
But now NASA has a special program, called
… for seeking answers to these and other mysteries of the universe. Fundamental Physics hopes to do two things:
Over the years, scientists and engineers have developed new technologies and instruments that will help us understand nature. Now we can take these new instruments into space and do experiments where the forces of gravity are very, very small (like when the Space Shuttle or the International Space Station are orbiting Earth in "free fall"). This way, scientists can do very delicate experiments to see what single atoms do under special conditions.
NASA hopes these experiments will help us understand our universe and ourselves. NASA also hopes the experiments will help develop technologies that will benefit people in their everyday lives. | 990 | 4 | Science: Earth & Space Science | What is Albert Einstein’s theory about gravity? | A. He thought that gravity was what happened when planets became bigger and denser.
B. He didn’t have any specific ideas about gravity, but he wrote a lot about its importance.
C. He thought that gravity was what happens when space is curved around a mass.
D. He believed that gravity was a force that had little impact on our daily lives. | C | In the second paragraph, the author describes the effects of gravity. What effect does gravity have on planets in regards to stars? | A. Gravity makes planets move away from stars.
B. Gravity makes planets orbit around stars.
C. Gravity makes planets collide with stars.
D. Gravity makes planets and stars explode. | B | “Quite a number of experiments show that Einstein was right about this idea and a lot of others. But there are questions for which even Einstein had no answers. For example, if gravity is a force that causes all matter to be attracted to all other matter, why are atoms mostly empty space inside? (There is really hardly any actual matter in an atom!)” What can you conclude about Einstein’s theory based on this information? | A. Einstein’s theory is probably wrong, but scientists are too lazy to come up with a different theory.
B. Einstein’s theory is probably right, but scientists who don’t like Einstein have been trying to prove it wrong.
C. Even though Einstein came up with a successful theory about gravity, most people today think that he was wrong.
D. Einstein’s theory seems to be right, but there are some things in the universe that it does not address. | D | Based on the information about gravity in this passage, why is it important for scientists to figure out how gravity works in things like atoms? | A. because the scientist who figures out gravity will get a lot of money
B. because gravity could become more important in the future
C. because gravity is a major force that makes our universe work the way it does
D. because there is a prize for the first scientist to figure it out | C | What is the main idea of this passage? | A. Many scientists, including Albert Einstein, have come up with theories about gravity, and scientists are still trying to figure out how gravity works in atoms and other structures.
B. Gravity is a force that makes pieces of matter form into planets, moons, and stars.
C. Albert Einstein was a scientific genius, and his theories about gravity from the 20th century are still very important today.
D. The NASA Fundamental Physics program is a unique opportunity for scientists to study the effects of gravity in space. | A | null | null | null | null | null | null |
The Woodwind Family | There are multiple instruments in the woodwind family, including the clarinet, the oboe, and the flute. Can you guess why these instruments are considered to be a part of the woodwind family? The earliest versions of these instruments were composed of wood. In the modern era of mass production, however, there are cheaper versions that are metal or plastic.
Can you guess why the word “wind” is included in the name? The player must blow wind into the instrument in order to produce sound! Some woodwinds require the use of a reed, which is a small piece of wood placed on the instrument's mouthpiece. If the reed is properly prepared, then it will vibrate everytime the player blows into the instrument. Sometimes the reed's vibrations are so strong that they tickle the player's lips!
In order to play a note, the musician must place his or her fingers over the instrument’s tone holes. The player determines the pitch of the note based on which holes are open or closed on the instrument. As you can see in the picture provided above, these holes are encircled by metal keys, which actually make it easier for the musician to play more notes. | 1,030 | 4 | Arts: Music & Performing Arts | The clarinet, the oboe, and the flute are part of which instrument family? | A. the strings family
B. the woodwind family
C. the percussion family
D. the brass family | B | What does the text describe? | A. how woodwind instruments are played
B. how woodwind instruments compare to other instrument families
C. songs featuring woodwind instruments
D. how woodwind instruments were invented | A | Read the following sentence from the text. " The player determines the pitch of the note based on which holes are open or closed on the instrument." Which conclusion does this information best support? | A. The player can't control what sounds a woodwind instrument creates.
B. The player can get easily tired while playing a woodwind instrument.
C. The player can only play a few different notes on a woodwind instrument.
D. The player can control what sounds a woodwind instrument creates. | D | Based on the text, why are the holes of a woodwind instrument important? | A. They take in air which allows the instrument to make sound.
B. They help the instrument keep a cool temperature.
C. They help the musician play different sounds.
D. They give the instrument a cool look. | C | What is the main idea of this text? | A. The earliest versions of woodwind instruments were composed of wood, whereas today they can be made more cheaply with metal or plastic.
B. Musicians play woodwind instruments by blowing wind into them and placing their fingers over the instruments' tone holes.
C. Some woodwinds require the use of a reed, which is a small piece of wood placed on the instrument's mouthpiece.
D. Musicians determine the pitch of the note a woodwind instrument creates based on which holes are open or closed on the instrument. | B | null | null | null | null | null | null |
What Is a Galaxy? | We live on a planet called Earth that is part of our solar system. But where is our solar system? It’s a small part of the Milky Way Galaxy.
A galaxy is a huge collection of gas, dust, and billions of stars and their solar systems. A galaxy is held together by gravity. Our galaxy, the Milky Way, also has a supermassive black hole in the middle.
When you look up at stars in the night sky, you’re seeing other stars in the Milky Way. If it’s really dark, far away from lights from cities and houses, you can even see the dusty bands of the Milky Way stretch across the sky.
There are many galaxies besides ours, though. There are so many, we can’t even count them all yet! The Hubble Space Telescope looked at a small patch of space for 12 days and found 10,000 galaxies, of all sizes, shapes, and colors. Some scientists think there could be as many as one hundred billion galaxies in the universe.
Some galaxies are spiral-shaped like ours. They have curved arms that make it look like a pinwheel. Other galaxies are smooth and oval shaped. They’re called elliptical galaxies. And there are also galaxies that aren’t spirals or ovals. They have irregular shapes and look like blobs. The light that we see from each of these galaxies comes from the stars inside it.
Sometimes galaxies get too close and smash into each other. Our Milky Way galaxy will someday bump into Andromeda, our closest galactic neighbor. But don’t worry. It won’t happen for about five billion years. But even if it happened tomorrow, you might not notice. Galaxies are so big and spread out at the ends that even though galaxies bump into each other, the planets and solar systems often don’t get close to colliding. | 830 | 4 | Science: Earth & Space Science | What galaxy is our solar system in? | A. Andromeda
B. Infinity
C. Milky Way
D. Celestial | C | How does the author describe galaxies? | A. as rare things in the universe
B. as small formations in space that sometimes collide
C. as solar systems with planets and one star
D. as collections of dust, gas, stars, and their solar systems | D | No one knows exactly how many galaxies there are. What evidence from the passage supports this conclusion? | A. “The Hubble Space Telescope looked at a small patch of space for 12 days and found 10,000 galaxies, of all sizes, shapes, and colors.”
B. “There are many galaxies besides ours, though. There are so many, we can’t even count them all yet!”
C. “A galaxy is a huge collection of gas, dust, and billions of stars and their solar systems. A galaxy is held together by gravity.”
D. “Sometimes galaxies get too close and smash into each other. Our Milky Way galaxy will someday bump into Andromeda, our closest galactic neighbor.” | B | What would happen if there was no gravity in the Milky Way? | A. The galaxy would be smaller.
B. The galaxy would explode.
C. There would be nothing to hold the galaxy together.
D. The galaxy would look the same. | C | What is the main idea of this passage? | A. Our universe is filled with galaxies, which are collections of dust, gas, planets and stars.
B. The Milky Way is a spiral-shaped galaxy, and our solar system is part of it.
C. When you look up into the sky at night, sometimes you can see the bands of the Milky Way. Our galaxy, the Milky Way, is spiral-shaped, and is filled with stars and planets.
D. Our galaxy, the Milky Way, is spiral-shaped, and is filled with stars and planets. | A | null | null | null | null | null | null |
Harlem Renaissance: Visual Art | During the Harlem Renaissance, visual artists used artistic styles developed in Africa, such as African folk art, as creative inspiration. Ancient Egyptian art was especially influential. Artists often used imagery and iconography associated with this period. For example, mummies appeared in multiple artistic works during this movement.
The most famous American artist was painter Aaron Douglas. Like the Egyptians, he painted geometric and two-dimensional profiles of human figures. His art also typically reflected a strong sense of religious belief. Another notable artist was sculptor Selma Burke. Her sculpture of President Franklin Delano Roosevelt became very famous and was later used to model his image on the dime.
As a testament to how widespread the Harlem Renaissance was, most painters and sculptors did not live in New York. They lived in Paris! Ideas were still communicated across borders, however. Most artists showed their works in traveling exhibitions, which meant that American visual artists probably had the opportunity to see a few exhibitions of their Parisian peers. There were also international art contests that facilitated dialogue between artists from all over the globe. | 1,030 | 3-5 | Social Studies: World History, U.S. History | What was the Harlem Renaissance? | A. An Acient Egyptian visual art form that featured mummies.
B. An art movement that began in New York and expanded internationally.
C. A famous American painter that painted about racial pride.
D. An international art contest that artists could attend from around the world. | B | What does this text describe? | A. This text describes the life of Aaron Douglas and how most of his art was influenced by Ancient Egyptian geometric and two-dimensional human profiles.
B. This text describes the beginning of the Harlem Renaissance and how it stemmed from a new black cultural identity.
C. This text describes the way Selma Burke scuplted Presient Franklin Delano and the difficulties she encountered during the process.
D. This text describes the creative inspiration of the Harlem Renaissance, some famous artists from this time, and the worldwide impact of this movement. | D | The Harlem Renaissance was extremely widespread. What evidence in the text supports this conclusion? | A. "The most famous American artist was painter Aaron Douglas."
B. " During the Harlem Renaissance, visual artists used artistic styles developed in Africa, such as African folk art, as creative inspiration."
C. "There were also international art contests that facilitated dialogue between artists from all over the globe."
D. "Mummies appeared in multiple artistic works during this movement." | C | Based on the text, what can be concluded about the Harlem Renaissance? | A. People from all over the world knew about the Harlem Renaissance.
B. Only Americans knew about the Harlem Renaissance.
C. Famous art was not created during the Harlem Renaissance.
D. Artists did not communicate with each other during the Harlem Renaissance. | A | What is the main idea of this text? | A. The Harlem Renaissance's most famous American artist painter, Aaron Douglas, painted geometric and two-dimensional profiles of human figures.
B. There were many international art contests during the Harlem Renaissance that helped facilitate diologue between artists form all over the globe.
C. The Harlem Renaissance, inspired by African folk and Ancient Egyptian art, was a widespread artistic movement that reached many parts of the world.
D. During the Harlem Renaissance, many mummies and other Ancient Egyptian imagery appeared in artists' work. | C | null | null | null | null | null | null |
Unrest in Boston | In 1767, the British government imposed the Townshend Acts on its American colonies. These placed a tax on many imported goods, including tea. Colonists protested these taxes, not just because they did not want to pay them, but because the taxes were imposed without colonial representation in Parliament. Many protests were centered in Boston.
In 1768, in response to the protests about the new taxes, the British government sent soldiers to Boston to keep an eye on the Sons of Liberty. Because the British soldiers wore red uniforms, the colonists sometimes referred to them as “redcoats” or “lobster backs.”
In March 1770, several Bostonians got into a tussle with a redcoat. The Bostonians surrounded the soldier and called him names. They threw snowballs at him, and some members of the crowd even threatened him with sticks and clubs.
More British soldiers arrived on the scene. They ordered the Bostonians to go home, but the angry protestors refused. The situation became more serious when even more people poured into the streets. Soon a crowd of 300 angry Bostonians was pressing in on the outnumbered British soldiers.
Some of the Bostonians shouted at the soldiers, daring them to fire their guns. One of the Bostonians threw something at the soldiers. It may have been a snowball. It may have been a rock. Whatever it was, it hit one of the soldiers and knocked him down. Perhaps thinking his life was in danger, the soldier fired his musket. One of the Bostonians fought back, attacking the soldier with a club. After that, the other British soldiers responded. They fired into the crowd. When it was over, five people were dead.
The Sons of Liberty were outraged. They began making speeches about the incident, which became known as the Boston Massacre. They insisted that the Bostonians had been protesting peacefully and the British had no reason to fire on them. One of the Sons of Liberty, a man named Paul Revere, created an engraving that showed British soldiers firing into a crowd of peaceful protestors. It was not an entirely accurate picture of what had happened, but many colonists thought it was.
In December 1773, there was another incident in Boston. Three ships loaded with tea were docked in Boston Harbor. The captains had orders to unload the tea so it could be sold in Boston.
The Sons of Liberty refused to let this happen. They had spent a lot of time convincing the people of Boston not to buy or sell British tea. There was no way they were going to let the captains unload all that tea. The Sons of Liberty demanded the captains raise anchor and sail away.
The captains weren’t sure what to do, so they did not do anything. The ships sat in the harbor until the Sons of Liberty finally decided to get rid of the tea once and for all. Dressed as Native Americans, they and other members of the patriot movement boarded the ships and threw the tea into Boston Harbor. They dumped approximately 340 chests of tea—worth hundreds of thousands of dollars in today’s money—into the Atlantic Ocean. Later, this act of protest came to be known as the Boston Tea Party. | 900 | 4 | Social Studies: U.S. History | Why did American colonists protest the taxes imposed by the British government? | A. because they had no representation in Parliament
B. because they thought different items should be taxed
C. because they felt the taxes were too low to raise money
D. because they were looking for a reason to revolt against the British | A | In March 1770, British soldiers fired into a crowd of Bostonians in an event that became known as the Boston Massacre. What was one effect of this event? | A. The British sent more soldiers to Boston to keep an eye on the colonists.
B. The Sons of Liberty dumped 340 chests of British tea into Boston Harbor.
C. The Sons of Liberty became outraged and spread word about the event to other colonists.
D. The British imposed more new taxes on the American colonists as punishment. | C | The Sons of Liberty in Boston worked to get colonists to become angry with the British. What evidence from the text supports this conclusion? | A. The Sons of Liberty decided to get rid of the taxed British tea sitting in Boston Harbor by throwing it all into the ocean one night.
B. The Sons of Liberty made speeches about the Boston Massacre saying that the Bostonians had been protesting peacefully and the British had no reason to fire on them.
C. In response to protests about the taxes, the British government sent soldiers to Boston to keep an eye on the Sons of Liberty.
D. The Sons of Liberty refused to let the captains of ships with British tea unload the tea to be sold in Boston. | B | Why might the Sons of Liberty have dumped the British tea into Boston Harbor during the Boston Tea Party? | A. to show other colonists that tea was not an important or necessary drink in the colonies
B. to show how angry they were about the Boston Massacre
C. to prove that they were able to protest against the British without using violence
D. to stop people from buying and selling tea which had been taxed unfairly by the British | D | What is the main idea of this text? | A. Boston was a center of protest and tension between angry colonists and the British.
B. The Boston Tea Party was the main reason why the colonies revolted against British rule.
C. The Boston Massacre was the main reason why the colonies revolted against British rule.
D. The Boston Massacre was a main cause of the Boston Tea Party. | A | null | null | null | null | null | null |
The Shot Heard 'Round the World | It was April 19, 1775. Tensions between the British and American colonists were at a high point. Americans were already preparing for war. British soldiers were looking to stop a rebellion.
In Lexington, a town on the road to Concord, 80 American militiamen lined up in formation. They had their guns with them, but they were not planning to fire on the British redcoats. After all, a war had not been declared. Still, they knew there was a chance fighting might break out, and they wanted to be ready if it did.
As the British approached, John Parker, the leader of the Lexington militia, told his men, “Stand your ground; don’t fire unless fired upon, but if they mean to have a war, let it begin here.”
A British officer told the armed men to go home. According to one report, he shouted, “Lay down your arms, you rebels!” However, as the militiamen were turning to go, a shot rang out.
Who fired that shot? Even today nobody knows for sure. The British soldiers thought the militiamen fired it. However, Parker and his men said later that they did not. The shot may have been fired by someone who was not part of Parker’s militia. He may have been firing into the air to sound an alarm. In any case, the soldiers thought they were under attack. They fired a volley and—in a matter of seconds—guns were flashing and smoking on both sides.
Seven members of the militia were killed in Lexington that day, and nine more were wounded. On the other side, only one British soldier was wounded.
Next, the British soldiers marched on to Concord. They searched Concord and found a few cannons and some musket balls. By this time, word of the fighting was spreading rapidly. Hundreds of men made their way to Concord, ready to fight. One troop of militiamen met the British on the outskirts of Concord at North Bridge. The British fired. The militiamen fired back.
Soon the British commander decided to march his troops back to Boston. However, as the British soldiers made their way back, militiamen shot at them. The militiamen hid behind trees and stone walls. They fired on the British soldiers, one or two at a time. By the time the British made it back to Boston that night, 73 soldiers had been killed and another 174 had been wounded. As for the colonists, 49 had died and 39 had been wounded. The colonists had stood up to the British, and the British had failed to capture the rebellious patriots Samuel Adams and John Hancock, which had been their initial goal. There was no going back—the Revolutionary War had begun! | 770 | 4 | Social Studies: U.S. History | Where were seven members of the American militia killed by British soldiers in April 1775? | A. Lexington
B. Concord
C. Boston
D. Britain | A | This text describes a sequence of events. What happened right after British soldiers and American militiamen fought in Lexington? | A. The American militiamen lined up on the side of the road.
B. The British troops decided to march to Boston.
C. The British soldiers marched to Concord.
D. The Revolutionary War began. | C | The American militia were successful in their fight against the British at Concord. What evidence from the text supports this conclusion? | A. 49 colonists died and 39 were wounded during the fighting that happened as the British marched from Concord to Boston.
B. After militiamen and British soldiers fired at each other in Concord, the British soon decided to march back to Boston.
C. When the British reached the outskirts of Concord, a group of American militiamen met them there.
D. When the British marched to Concord, they searched the area and found a few cannons and some musket balls. | B | What does the "shot heard 'round the world" most likely refer to? | A. the first shot that rang out at Lexington
B. the shots fired on the British by American militiamen in Concord
C. the shots fired on the Americans by the British at Lexington
D. a shot fired by an American militiamen who was wounded in battle | A | What is the main idea of this text? | A. While American militiamen were outnumbered at Lexington, they fought the British soldiers bravely.
B. Many more Americans died at Lexington than British soldiers, while many more British soldiers died at Concord than American militiamen.
C. The British's goal in marching to Concord had been to capture John Hancock and Samuel Adams, but they failed to achieve their goal.
D. Battles between American militiamen and British soldiers at Lexington and Concord marked the start of the Revolutionary War. | D | null | null | null | null | null | null |
The Siberian Tiger | The Siberian tiger is native to Siberia, Russia. Siberia, where snow is often on the ground for six months of the year, is indeed an interesting place for a tiger to live. The tiger’s orange and black-striped fur contrasts the white of the snow.
Sometimes Siberia can drop down to -49 degrees Fahrenheit in the winter. But the Siberian tiger can withstand these freezing temperatures. The reason the Siberian tiger can live in such a cold climate is that its fur can adapt to changes in the weather.
The Siberian tiger is, unfortunately, endangered, and being driven towards extinction. Because they are so beautiful and rare, poachers have been killing many Siberian tigers to sell their fur for money. Siberian tiger meat is also considered by many people to be delicious. Also, the forest serves as the tiger’s hunting ground and recently people have been cutting down the trees. This limits the space for hunting and threatens the tiger’s sources of food.
There have been efforts to help keep the tigers alive. National reserves, which are areas of land that cannot be tampered with by humans, have been established so that Siberian tigers have land to live in and hunt on. Hopefully, these efforts will help keep the tiger population alive. | 970 | 4 | Social Studies: Geography, Societies & Culture | The Siberian tiger is native to which country? | A. China
B. Russia
C. Turkey
D. Germany | B | The text describes causes that are leading to the Siberian tiger's extinction. What is one of these causes? | A. Many Siberian tigers have been moved to zoos where they are dying.
B. The forests where Siberian tigers live have been growing quickly.
C. Larger animals have been hunting Siberian tigers regularly.
D. Poachers have been killing many Siberian tigers to sell their fur for money. | D | Read the following sentence from the text. " National reserves, which are areas of land that cannot be tampered with by humans, have been established so that Siberian tigers have land to live in and hunt on." Which conclusion does this information support? | A. There have been no efforts to help keep Siberian tigers alive.
B. There have been efforts to help keep Siberian tigers alive.
C. Siberian tigers have been able to adapt to Siberia's freezing temperatures.
D. Siberian tigers don't face many risks in the forests where they live. | B | Based on the text, which of the following may threaten Siberian tigers? | A. a decrease in demand for Siberian tiger fur
B. an increase in the number of national reserves established
C. an increase in demand for Siberian tiger fur
D. a decrease in the number of trees cut down in Siberia's forests | C | What is the main idea of this text? | A. The Siberian tiger, native to Russia, is endangered due to a number of threats. However, efforts are being made to save these tigers.
B. Siberian tigers can withstand the freezing temperatures of Siberia because their fur can adapt to changes in the weather.
C. Because Siberian tigers are so beautiful and rare, poachers have been killing many Siberian tigers to sell their fur for money.
D. National reserves, which are areas of land that cannot be tampered with by humans, have been established so that Siberian tigers have land to live in and hunt on. | A | null | null | null | null | null | null |
The Spacecraft That Keeps Going and Going . . . | The twin Voyager spacecraft were launched a few days apart in 1977. They both set out to explore Jupiter and Saturn. Uranus and Neptune were later added to Voyager 2's mission.
The Voyagers' missions to the outer planets have given us more new information about them than had existed throughout all history.
Both spacecraft are still going strong! Voyager 1 is the farthest human-made object from Earth. They are now studying the outer reaches of the Sun's influence and beyond, into the space between stars. | 940 | 4 | Science: Earth & Space Science | What year were the Voyager spacecrafts launched? | A. 1990
B. 2012
C. 1977
D. 1950 | C | What does the author list in the first paragraph? | A. different ways that spacecrafts work
B. different planets that the Voyagers explored
C. different types of spacecrafts
D. all the countries that astronauts are from | B | Read the following sentences from the passage. “The Voyagers' missions to the outer planets have given us more new information about them than had existed throughout all history.” What can you conclude about the Voyagers’ missions from this information? | A. The Voyagers have been successful in their mission to gather information about outer planets.
B. The Voyagers are similar to most other space expeditions.
C. The Voyagers had to come back to Earth after their first missions, but they will go back out one day.
D. The Voyagers are not considered successful spacecrafts because they couldn’t reach their goal. | A | What can you guess about the Voyagers’ communication with Earth, based on the information in the passage? | A. The Voyagers are coming back to Earth soon because they can’t communicate any more with scientists on Earth.
B. The Voyagers are still out in space, but they can’t collect any new information because they’re too old.
C. The Voyagers are still able to communicate information with scientists on Earth, even though they’re so far away.
D. The Voyagers used to be able to communicate with scientists on Earth, but now scientists have to wait until they return to Earth. | C | What is the main idea of this passage? | A. The Voyager spacecrafts have given us information about the outer planets in our solar system and are still exploring space.
B. The Voyagers were similar to other space missions in the 1970s.
C. Voyager 1 is the farthest human-made thing from Earth and is still traveling through and learning about space.
D. Even though Saturn and Uranus were added to Voyager 2’s mission, scientists still know very little about both planets. | A | null | null | null | null | null | null |
The Stamp Act | Between 1754 and 1763, the British fought the French and Indian War. They fought the French for control of land in North America. Although the British eventually won, their victory came with some serious costs.
The British government had borrowed a lot of money to fight this war. A lot of that money had been spent on protecting the colonists from the French and their Native American allies. All of the money had to be paid back, and the British government felt that the colonists should pay their share. In addition, more money was continually needed to protect the colonies as well as the newly acquired land.
To raise the needed funds, the British government imposed new taxes, including several that would have to be paid by the colonists. In 1765, King George III and his government proposed the Stamp Act.
The Stamp Act was a tax on printed materials. Colonists were required to buy stamps when they bought printed items such as newspapers, pamphlets, even playing cards. These were not gummed stamps, but rather impressions imprinted or embossed on paper. Many people were upset about the Stamp Act. They thought it was unfair that the king and his government in London were making decisions about taxes the colonists had to pay, while the colonists had no say in the matter.
The British government had generally allowed the colonies to raise taxes themselves. For example, if the government of Virginia needed money, an assembly of representatives from different parts of Virginia would meet. This assembly was called the House of Burgesses. Members of the House of Burgesses would determine the best way to raise money. They would propose taxes, and they would vote. If many representatives thought the taxes were unfair, they would not vote for them and, therefore, the taxes would not be approved. Because the House of Burgesses included representatives from different parts of Virginia, most everyone felt the process was fair.
Every colony had an assembly similar to the Virginia House of Burgesses. The assemblies weren’t all called the House of Burgesses, but they did the same thing: a group of representatives met to discuss new laws and taxes.
Although the colonists continued to raise their own taxes even after 1765, they felt that, rather than imposing a new tax on the colonies, the king and his government should have asked these assemblies to find a way to raise the money that was needed. Instead, without even as much as a dialogue, the king and his government created the Stamp Act. They did not send it to the colonial assemblies, but directly to Parliament, part of the British government responsible for passing laws and raising taxes.
The colonists agreed that there were bills that had to be paid, and they wanted to contribute.
But they also wanted some say in how the money was raised. They were concerned that important decisions about taxes were being made thousands of miles away, by a parliament that had no colonial representatives. This process didn’t seem fair to them.
[…]
When the colonists became upset about the Stamp Act, they expressed their unhappiness in various ways. They held protest meetings. They wrote pamphlets. They sent petitions to London. They tried to explain why they thought the Stamp Act was unfair.
Many of the colonists were proud British subjects. But they also felt that they had rights—rights that the king and his government could not take away. Opposition to the Stamp Act spread. Colonists began protesting the tax. Tensions between colonists and the British grew … and they would only grow more with time. | 940 | 4 | Social Studies: U.S. History | What was the Stamp Act? | A. a tax on mailed letters
B. a tax on printed materials
C. a tax on art materials
D. a tax on travel | B | What was a cause of the British government imposing new taxes on its North American colonists? | A. The British needed to raise funds to pay back the money it had borrowed to fight the French and Indian War.
B. The North American colonists had failed to pay taxes in the past and the British wanted to punish them.
C. The British wanted to prove they were more powerful than the people in their North American colonies.
D. The cost of stamps was rising in Britain, and the British needed to make back the money it was spending on stamps. | A | The colonists were upset about the Stamp Act because of the way the British government imposed the tax. What evidence from the text supports this conclusion? | A. "When the colonists became upset about the Stamp Act, they expressed their unhappiness in various ways. They held protest meetings. They wrote pamphlets."
B. "The colonists agreed that there were bills that had to be paid, and they wanted to contribute. But they also wanted some say in how the money was raised."
C. "Colonists were required to buy stamps when they bought printed items such as newspapers, pamphlets, even playing cards... Many people were upset about the Stamp Act."
D. "Colonists began protesting the tax. Tensions between colonists and the British grew . . . and they would only grow more with time." | B | Based on the text, what was one thing that was very important to colonists during the time of the Stamp Act? | A. not having to pay money for past wars
B. finding reasons to fight with the British
C. saving as much money as possible
D. having a say in how they were ruled | D | What is the main idea of this text? | A. The Stamp Act that the British placed on American colonists upset the colonists because they had no say in the decision.
B. Although the British won the French and Indian War, the costs of the war were too much for them to handle without raising taxes.
C. Before the Stamp Act, colonists in America were able to raise their own taxes and discuss their own laws.
D. When colonists became upset with the British, they expressed their unhappiness through protests, pamphlets, and petitions. | A | null | null | null | null | null | null |
Duke Ellington | This text and image are provided courtesy of the New York Philharmonic.
Duke Ellington is the most important composer in jazz history. He was born in Washington, D.C. (he was called Edward Kennedy Ellington then), and began studying piano at age 7. Soon he was playing professionally. He moved to New York to perform with a band called The Washingtonians. Before long, he was leading the band and playing at Harlem's glamorous Cotton Club. When Ellington's song “Mood Indigo” became a hit, he was suddenly famous. He and his band left the Cotton Club and began touring on their own.
Ellington was a fantastic jazz pianist as well as a bandleader and composer. He wrote music for stage shows and movies, as well as songs and longer pieces for his band to play. He lived to the age of 75, much loved by fans of his warm personality and wonderful music. | 930 | 4 | Arts: Music & Performing Arts | Who was Duke Ellington? | A. a jazz club owner
B. a tour guide
C. a jazz composer
D. an actor | C | What does this text describe? | A. This text describes some of Duke Ellington's most famous work.
B. This text describes the conflicts between members of The Washingtonians band.
C. This text describes the reason the Cotton Club is so glamorous.
D. This text describes Duke Ellington's success and pathway to fame. | D | Ellington was a fantastic bandleader. What evidence from the text supports these statements? | A. Duke Ellington was born in Washington, D.C. (he was called Edward Kennedy Ellington then), and began studying piano at age 7.
B. Soon after moving to New York, Duke Ellington was leading the band and playing at Harlem's glamorous Cotton Club.
C. Duke Ellington lived to the age of 75, much loved by fans of his warm personality and wonderful music.
D. Duke Ellington wrote music for stage shows and movies, as well as songs and longer pieces for his band to play. | B | Based on the information in the text, if you were given the chance to meet Duke Ellington, how do you think that meeting would go? | A. It would be a traumatizing meeting.
B. The meeting would never happen because Ellington hates people.
C. It would be an enjoyable experience.
D. It would be a very cold encounter. | C | What is the main idea of this text? | A. Duke Ellington rose to fame in New York and became the most important composer in jazz history. He was also a fantastic jazz pianist and bandleader and was loved by his fans.
B. Unlike a lot of musicians, Duke Ellington actually lived to the old age of 75. When he died he was much loved by his fans because of his warm personality and wonderful music.
C. Duke Ellington started to play professionally at a very young age. He decided to move to New York to perform with a band called The Washingtonians to continue pursuing his dream.
D. Duke Ellington wrote a lot of music for stage shows and movies, as well as songs and longer pieces for his band to play. | A | null | null | null | null | null | null |
Scott Joplin | Scott Joplin was born in Texarkana, Arkansas, where he received early training on the piano. He organized a vocal group and took it on tour in the Midwest while still in his teens.
When he was about 17, he left home to look for music work in St. Louis. In 1893, he organized his first band at the Chicago World's Fair. He also met ragtime pianist George Saunders, who convinced Joplin to start writing down some of his compositions. Joplin then moved to Missouri to attend the George R. Smith College for Negroes and learn more about music.
Joplin's ragtime compositions began to be published. Finally, in 1899, he had his first big hit with Maple Leaf Rag. By this time he was known as the King of Ragtime. Joplin wrote longer works too, including two ragtime operas. At the time of his death he was working on a ragtime symphony. In 1976 Joplin was awarded a posthumous Pulitzer Prize. | 940 | 4 | Arts: Music & Performing Arts | Who was Scott Joplin? | A. an opera singer
B. a college professor
C. a ragtime composer
D. a foreign prince | C | What does this text describe? | A. This text describes the reason Joplin won a posthumous Pulitzer Prize.
B. This text describes Joplin's journey to being known as the King of Ragtime.
C. This text describes Scott Joplin's early training on the piano.
D. This text describes the ragtime symphony Joplin was working on when he died. | B | Joplin composed many different types of work. What evidence from the text supports this statement? | A. Scott Joplin was born in Texarkana, Arkansas, where he received early training on the piano. He organized a vocal group and took it on tour in the Midwest while still in his teens.
B. When Scott Joplin was about 17, he left home to look for music work in St. Louis. In 1893, he organized his first band at the Chicago World's Fair.
C. Finally, in 1899, he had his first big hit with Maple Leaf Rag . . . Joplin wrote longer works too, including two ragtime operas. At the time of his death he was working on a ragtime symphony.
D. Joplin met ragtime pianist George Saunders, who convinced Joplin to start writing down some of his compositions. Joplin then moved to Missouri to attend the George R. Smith College for Negroes. | C | Read these sentences from the text: Joplin met ragtime pianist George Saunders, who convinced Joplin to start writing down some of his compositions . . . Joplin's ragtime compositions began to be published. Finally, in 1899, he had his first big hit with Maple Leaf Rag. By this time he was known as the King of Ragtime. Based on this information, what can you conclude about George Saunders? | A. His influence helped Joplin become the King of Ragtime.
B. He was Joplin's enemy and wanted to destroy his career.
C. He had little influence on any part of Joplin's life.
D. He was a better composer than Joplin was. | A | What is the main idea of this text? | A. Scott Joplin received his early musical training on the piano. He organized a vocal group and took it on tour in the Midwest while still in his teens.
B. Because Texarkana, Arkansas had little musical work, when Scott Joplin was about 17, he finally left home to look for music work in St. Louis.
C. After moving to Missouri, Scott Joplin started school at George R. Smith College for Negroes. While here, Joplin learned a lot about music and started to compose.
D. After George Saunders convinced Scott Joplin to write down his compositions, Joplin started to publish his work. Joplin eventually became known as the King of Ragtime. | D | null | null | null | null | null | null |
Claude Debussy | Debussy was born in a village near Paris and was admitted to the Paris Conservatory to study composition at age 11. He stayed eleven years, frequently getting into trouble with his professors for breaking the rules of composition. Debussy wanted to create new sounds and he liked to make up his own rules.
He began to develop a style called Impressionism, named after the new style of painting in Paris at that time. Debussy and his followers used tone colors in a way that reminded people of the way Impressionist painters like Monet and Seurat used light.
Debussy's piano pieces are beautiful and very difficult. He also became an expert orchestrator, and he often used Asian-style scales and other new sounds in his music. He had a little daughter he called Chouchou and wrote some pieces especially for her, including a ballet called “The box of Toys.” | 1,120 | 4 | Arts: Music & Performing Arts | Who was Claude Debussy? | A. an Impressionist painter
B. a composer and orchestrator
C. a professional ballet dancer
D. an instructor and professor | B | What does this text describe? | A. This text describes what happened to Debussy when he broke the rules of composition.
B. This text describes the Asian-style scales and other exotic sounds that Debussy used in his music.
C. This text describes the way many Impressionist painters like Monet and Seurat used light in their paintings.
D. This text describes Debussy's unique style and what he contributed as a composer and orchestrator. | D | Debussy created new sounds and made up his own rules. What evidence from the text supports this statement? | A. Debussy was admitted to the Paris Conservatory to study composition at age 11.
B. Debussy began to develop a style of music called Impressionism.
C. Debussy had a little daughter he called Chouchou.
D. Monet and Seurat were Impressionist painters. | B | Read these sentences from the text: Debussy was admitted to the Paris Conservatory to study composition at age 11. He stayed eleven years, frequently getting into trouble with his professors for breaking the rules of composition. Debussy wanted to create new sounds and he liked to make up his own rules. Based on this information, how would you best describe Debussy? | A. a rule breaker
B. a evil person
C. a caring guy
D. absent-minded | A | What is the main idea of this text? | A. Debussy's daughter felt lucky that her father composed "The box of Toys" for her.
B. Debussy frequently got in trouble with his professors for breaking the rules of composition.
C. Debussy began to develop a style called Impressionism using new exotic sounds and tone colors.
D. Debussy was born in a village near Paris and was admitted to the Paris Conservatory at age 11. | C | null | null | null | null | null | null |
George Gershwin | George Gershwin was born in Brooklyn of Russian-Jewish parents in 1898. He went to P.S. 25 and began studying piano when he was 11. By 15, he was playing professionally in the music publishing district known as Tin Pan Alley. He began working in the Broadway theaters, where he got a chance to write some songs. At age 20, he won a composing contract with a publishing company, and he began writing hit shows. But it was a concert piece called “Rhapsody in Blue” that made him world-famous at age 26.
Gershwin worked seriously at composing all his life, producing many unforgettable songs with brilliant lyrics by his brother Ira, and one great opera, “Porgy and Bess.” He also was a wonderful pianist. But he died suddenly of a brain tumor when he was only 38. | 940 | 4 | Arts: Music & Performing Arts | Who was George Gershwin? | A. a Broadway actor and dancer
B. a concert director
C. a pianist and composer
D. a lyrics writer | C | What does this text describe? | A. This text describes George Gershwin's relationship with his brother.
B. This text describes George Gershwin's talents and his rise to fame.
C. This text describes the hit shows that George Gershwin worked on.
D. This text describes George Gershwin's experience working in Broadway theaters. | B | George Gershwin was a wonderful composer. What evidence from the text supports this statement? | A. George Gershwin was born in Brooklyn of Russian-Jewish parents in 1898. He went to P.S. 25 and began studying piano when he was 11.
B. By 15, George Gershwin was playing professionally in the music publishing district known as Tin Pan Alley. He began working in the Broadway theaters, where he got a chance to write some songs.
C. George Gershwin was a wonderful pianist. But he died suddenly of a brain tumor when he was only 38.
D. George Gershwin worked seriously at composing all his life, producing many unforgettable songs with brilliant lyrics by his brother Ira, and one great opera, “Porgy and Bess.” | D | Based on the information in the text, what can you conclude about George Gershwin? | A. He disliked working in Broadway theaters.
B. He was a successful composer.
C. He had a difficult relationship with his brother.
D. He hated playing the piano. | B | What is the main idea of this text? | A. George Gershwin rose to success at an early age writing hit shows and concert pieces. He wrote many unforgettable songs during his short life.
B. Even though George Gershwin wrote great songs, his brother, Ira, was even more brilliant because he wrote the lyrics for George's songs.
C. George Gershwin began studying piano when he was 11. Just four years later he was playing professionally in the music publishing district!
D. Even thought George Gershwin worked hard, he had a short-lived life. He died suddenly of a brain tumor when he was only 38. | A | null | null | null | null | null | null |
John Cage | John Cage was born in Los Angeles. He was an experimental composer from the start, trying things that had never been done before. He moved around a lot, traveling in Europe, changing cities and coasts, and writing music for dance companies.
He was the first to write music for “prepared piano,” which means a piano that has had various tools and other objects fastened to the strings to change their sound. Cage also liked to write “aleatoric music,” which means music that includes elements of randomness or chance.
One of his orchestra pieces calls for musicians to play radios by turning the tuning and volume knobs. His piece titled ‘4’33”’ consists of a pianist coming onstage, sitting in front of a closed piano, and doing exactly nothing for four minutes and 33 seconds. Some people like Cage's music and some don't, but most people have to admit that he changed the way they hear sounds—and silence. | 1,130 | 4 | Arts: Music & Performing Arts | Who was John Cage? | A. a radio host
B. a world traveler
C. an experimental composer
D. a dancer | C | What does this text describe? | A. This text describes John Cage's experience traveling the world.
B. This text describes the types of things John Cage would compose.
C. This text describes the way John Cage composed ‘4’33”’.
D. This text describes the way John Cage fastened tools to a piano. | B | John Cage changed the way people hear silence. What evidence from the text supports this statement? | A. His piece titled ‘4’33”’ consists of a pianist coming onstage, sitting in front of a closed piano, and doing exactly nothing for four minutes and 33 seconds.
B. He moved around a lot, traveling in Europe, changing cities and coasts, and writing music for dance companies.
C. He was the first to write music for “prepared piano,” which means a piano that has had various tools and other objects fastened to the strings to change their sound.
D. Cage also liked to write “aleatoric music,” which means music that includes elements of randomness or chance. | A | Based on the information in the text, how would you best describe John Cage? | A. afraid
B. nervous
C. innovative
D. sluggish | C | What is the main idea of this text? | A. John Cage liked to travel a lot. He was born in Los Angeles, but then he traveled all over the world.
B. Some people don't like John Cage's music and some people do like it.
C. John Cage liked to write “aleatoric music,” which means music that includes elements of randomness or chance.
D. John Cage was an experimental composer that changed the way people hear sounds- and silence. | D | null | null | null | null | null | null |
Gioacchino Rossini | Rossini was born in the Italian town of Pesaro, where his father was the town trumpeter and a slaughterhouse inspector. His father got in trouble with the government and ended up in jail, so his mother took her small son to the city of Bologna and supported them both by being an opera singer.
Rossini was an apprentice opera performer as a child and then entered the Conservatory of Bologna to study cello and composition. He was so fond of the music of Mozart that his fellow students called him "the little German."
By his early 20s, Rossini had become director of the famous San Carlo Theatre in Naples. His operas are full of humor and beautiful melody, and he wrote 36 of them in just 19 years. Then, suddenly, he stopped and never wrote another opera, though he lived another 40 years. Rossini was a great gourmet and one famous dish—tournedos Rossini—is named after him. | 1,160 | 4 | Arts: Music & Performing Arts | Who was Gioacchino Rossini? | A. a comedian and actor
B. an opera singer
C. a director and composer
D. a restaurant owner | C | What does this text describe? | A. This text describes a few of Gioacchino Rossini's most famous dishes.
B. This text describes bits and pieces of Gioacchino Rossini's life story.
C. This text describes the reason Gioacchino Rossini's father was sent to jail.
D. This text describes what Gioacchino Rossini did after he stopped composing. | B | Gioacchino Rossini's mother raised Rossini without the help of her husband. What evidence from the text supports this statement? | A. Rossini's father ended up in jail, so his mother took her small son to the city of Bologna and supported them both by being an opera singer.
B. Rossini was born in the Italian town of Pesaro, where his father was the town trumpeter and a slaughterhouse inspector.
C. Rossini was an apprentice opera performer as a child and then entered the Conservatory of Bologna to study cello and composition.
D. By his early 20s, Rossini had become director of the famous San Carlo Theatre in Naples. His operas are full of humor and beautiful melody. | A | Read these sentences from the text: By his early 20s, Rossini had become director of the famous San Carlo Theatre in Naples. His operas are full of humor and beautiful melody, and he wrote 36 of them in just 19 years. Based on this information, what can you conclude about Rossini? | A. Rossini is absentminded and forgetful.
B. Rossini is talented and hardworking.
C. Rossini is patient and considerate.
D. Rossini is loving and caring. | B | What is the main idea of this text? | A. Rossini had a passion for food. He was a great gourmet and one famous dish—tournedos Rossini—is actually named after him.
B. Rossini's mother had a rough time when Rossini was a child. When her husband got in trouble with the government and ended up in jail, she had to support Rossini by being an opera singer.
C. Rossini's classmates at the Conservatory of Bologna liked to make fun of him. Because Rossini was extremely fond of Mozart, they called him "the little German."
D. Rossini, a famous composer who was extremely fond of Mozart, was the director of the San Carlo Theatre and wrote 36 operas full of humor and beautiful melodies. | D | null | null | null | null | null | null |
Gustav Mahler | Mahler was born in Bohemia and educated in Vienna. He began studying piano at the age of 6. Mahler grew up studying the music of Bruckner, another Austrian composer, and especially of Richard Wagner. He became a star conductor in the opera houses of Europe, especially at the Vienna Opera, where he was chief conductor for ten years. He also became a great Romantic symphony and song composer, and his works combine a deep feeling for nature and for humanity with a longing for the divine.
Mahler married a famous singer named Alma Gluck and moved to New York in 1909 to be chief conductor at both the Metropolitan Opera and the New York Philharmonic! But Mahler tended to be a workaholic, and his health was not good; in 1911 he caught an infection and died.
His works were almost completely unknown in America. But two great conductors, Bruno Walter and Leonard Bernstein, did a lot to bring Mahler's music to the American public. Now Mahler's works are loved everywhere. | 1,050 | 4 | Arts: Music & Performing Arts | Who was Gustav Mahler? | A. a singer
B. an actor
C. a dancer
D. a conductor | D | What does this text describe? | A. This text describes the subject matters of Mahler's compositions.
B. This text describes Mahlers's journey as a composer and conductor.
C. This text describes Mahler's problem of being a workaholic.
D. This text describes the lives of Bruno Walter and Leonard Bernstein. | B | Read these sentences from the text: Mahler married a famous singer named Alma Gluck and moved to New York in 1909 to be chief conductor at both the Metropolitan Opera and the New York Philharmonic! But Mahler tended to be a workaholic, and his health was not good; in 1911 he caught an infection and died. Based on this information, how would you best describe Mahler? | A. a caring husband
B. a bad conductor
C. an obsessive worker
D. a healthy individual | C | Read these sentences from the text: His works were almost completely unknown in America. But two great conductors, Bruno Walter and Leonard Bernstein, did a lot to bring Mahler's music to the American public. Now Mahler's works are loved everywhere. Based on this information, what do you think would have happened if Walter and Bernstein never existed? | A. Americans would be unfamiliar with Mahler's music.
B. Americans would know Mahler's music even better.
C. No one in the world would know Mahler's music.
D. Mahler would not have been born. | A | What is the main idea of this text? | A. Throughout Mahler's life, Mahler tended to be a workaholic and his health was not good; in 1911 he caught an infection and died.
B. During Mahler's lifetime, he was the chief conductor of many opera houses all over the world. Today, Mahler's works are still loved everywhere.
C. The reason Mahler's works are known all over the world today is because Bruno Walter and Leonard Bernstein did a lot to bring Mahler's music to the American public.
D. Mahler began studying piano at the age of 6. He grew up studying the music of Bruckner, another Austrian composer, and especially of Richard Wagner. | B | null | null | null | null | null | null |
Richard Wagner | Wagner came from a theatrical family. His mother tried to prevent him from building a career in the arts, but he overcame her objections and began trying to compose in his teens. After taking some composition lessons, he wrote a symphony and then began working on operas. He worked in small opera houses as a conductor and coach, learning the business and forming his ideas for the future of opera.
Wagner wanted to unite all the arts—visual, aural, dramatic—in one grand form: the "music drama." He was inspired by visions from ancient German mythology. He built his ideal opera theater at Bayreuth, which is still home to a hugely successful Wagner festival each summer. It took a long time for Wagner's music to be understood, and many loyal friends helped him out with money and lodgings during his years of struggle. After composing his last work, "Parsifal," Wagner died suddenly while taking a short vacation in Venice. | 1,050 | 4 | Arts: Music & Performing Arts | Who was Richard Wagner? | A. an opera singer
B. a construction worker
C. a composer
D. an actor | C | What does this text describe? | A. This text describes Wagner's journey building a career in the arts and the goals he had for the future of opera.
B. This text describes the way Wagner was able to overcome his mother's objections of building a career in the arts.
C. This text describes what Wagner's ideal theater looked like and how the opera theater at Bayreuth was constructed.
D. This text describes the last piece of work Wagner ever composed before his death, "Parsifal." | A | Read these sentences from the text: It took a long time for Wagner's music to be understood, and many loyal friends helped him out with money and lodgings during his years of struggle. Based on this information, what can you conclude about Wagner's friends? | A. They doubted Wagner.
B. They were all homeless.
C. They disliked Wagner.
D. They supported Wagner. | D | Read this sentence from the text: Wagner built his ideal opera theater at Bayreuth, which is still home to a hugely successful Wagner festival each summer. Based on this information, what can you conclude? | A. Nobody knows who Wagner is.
B. Wagner is still well known today.
C. Nobody goes to the Wagner festival.
D. The Wagner festival is held during the fall. | B | What is the main idea of this text? | A. Even though Wagner came from a theatrical family, his mother still tried preventing him from building a career in the arts. Wagner eventually disobeyed his mother and entered the world of the arts nonetheless.
B. Wagner struggled for many years because it took a long time for people to understand his music. During this time, he had to rely on many local friends for a place to live and for money to spend.
C. While working in a small opera house, Wagner dreamed of uniting all the arts into one grand form: the "music drama." He built his ideal opera theater at Bayreuth and it is still home to the Wagner festival today.
D. Many artists and composers suddenly die at a young age for unknown reasons. After composing his last work, "Parsifal," Wagner suddenly died while taking a short vacation in Venice. | C | null | null | null | null | null | null |
Franz Joseph Haydn | Haydn was born in Austria and began working as a choirboy at age 8. He left the choir in his teens to scratch out a living as a freelance musician, working in churches, playing viola in serenading parties, and composing when he could.
His big break came when Prince Esterhazy, a wealthy Hungarian music lover, hired him as court conductor of his very good private orchestra. Haydn worked for Prince Esterhazy for the next 30 years, writing many symphonies and other works.
After the prince died, Haydn took time to travel. He went to London—and found that he was famous. The English had been buying Haydn's compositions in sheet music form for many years, and they flocked to his concerts. Haydn was very proud of the honorary degree that Oxford University gave him. He wrote many more symphonies and two major oratorios in his old age, and died a happy and beloved man at age 77. | 1,120 | 4 | Arts: Music & Performing Arts | Who was Franz Joseph Haydn? | A. a musician and composer
B. a choir singer
C. a businessman and lawyer
D. an Oxford professor | A | What does this text describe? | A. This text describes the life of Prince Esterhazy, a wealthy Hungarian music lover.
B. This text describes Hadyn's life as a famous musician and composer.
C. The text describes the types of sheet music that the English were buying.
D. This text describes how to get an honorary Oxford University degree. | B | When Haydn went to London, he found that he was famous. What evidence from the text supports this statement? | A. Hadyn wrote many more symphonies and two major oratorios in his old age, and died a happy and beloved man at age 77.
B. Hadyn left the choir in his teens to scratch out a living as a freelance musician, working in churches, playing viola in serenading parties, and composing when he could.
C. Haydn worked for Prince Esterhazy for the next 30 years, writing many symphonies and other works.
D. The English had been buying Haydn's compositions in sheet music form for many years, and they flocked to his concerts. | D | Read these sentences from the text: Haydn was born in Austria and began working as a choirboy at age 8. He left the choir in his teens to scratch out a living as a freelance musician, working in churches, playing viola in serenading parties, and composing when he could. His big break came when Prince Esterhazy, a wealthy Hungarian music lover, hired him as court conductor of his very good private orchestra. Based on this information, how do you think Haydn felt when Prince Esterhazy hired him? | A. annoyed
B. weary
C. thankful
D. hysterical | C | What is the main idea of this text? | A. Even though Haydn started out his young life as a non-educated freelance musician, he eventually got an honorary degree from Oxford University that was probably for his musical talent.
B. Unlike most people during his time, Hadyn was rather productive during his old age. He wrote many symphonies and two major oratorios before he died at age 77.
C. Hadyn had a rather tough childhood. He left the choir in his teens to scratch out a living as a freelance musician, working in churches, playing viola in serenading parties, and composing when he could.
D. Haydn worked for Prince Esterhazy as a court conductor and composer for 30 years. After the Prince's death, Haydn went to London and found that he was famous. He died a happy and beloved man. | D | null | null | null | null | null | null |
Peter Ilyich Tchaikovsky | Tchaikovsky was the most famous Russian composer. His father was a mining engineer in the Ural Mountains, and his mother died when he was 14. Tchaikovsky then studied law and became a law clerk in St. Petersburg. During this time he became seriously interested in music and studied with the great Russian pianist Anton Rubinstein. Admitted to the newly formed Moscow Conservatory, Tchaikovsky stayed for two years and then taught there for 12 years, composing all the time.
Tchaikovsky lived a rather sad and lonely life. He was often discouraged, and he usually worked too hard. But he enjoyed one glorious trip to the United States, where he conducted at Carnegie Hall's opening dedication and was treated with celebrity status. His works are loved everywhere and his ballet music is some of the finest ever written. | 1,020 | 4 | Arts: Music & Performing Arts | Who was Peter Ilych Tchaikovsky? | A. a lawyer
B. a composer
C. a law clerk
D. a ballerina | B | What does this text describe? | A. This text describes bits and pieces of Tchaikovsky's life journey.
B. This text describes Tchaikovsky's lonely and sad personal life.
C. This text describes some of Tchaikovsky's most famous ballets.
D. This text describes Tchaikovsky's experience as a law clerk. | A | Tchaikovsky lived a rather sad life. What evidence from the text supports this statement? | A. Tchaikovsky conducted at Carnegie Hall's opening dedication
B. Tchaikovsky was the most famous Russian composer.
C. Tchaikovsky's ballet music is some of the finest ever written.
D. Tchaikovsky was often discouraged, and he usually worked too hard. | D | Read these sentences from the text: [Tchaikovsky] enjoyed one glorious trip to the United States where he conducted at Carnegie Hall's opening dedication and was treated with celebrity status. Based on this information, what can you conclude about what Americans thought of Tchaikovsky? | A. They disapproved of him.
B. They idolized him.
C. They feared him.
D. They were jealous of him. | B | What is the main idea of this text? | A. Tchaikovsky had a pretty tough childhood. His father was a mining engineer in the Ural Mountains, and his mother died when he was 14.
B. Tchaikovsky was actually admitted to the Moscow Conservatory when it was newly formed. He then stayed at the conservatory for two years as a student.
C. Tchaikovsky lived a rather sad and lonely life because he was often discouraged, and he usually worked too hard.
D. Even though Tchaikovsky started out studying law, he switched to music and became one of the best composers of all time. His works are loved everywhere. | D | null | null | null | null | null | null |
Johann Sebastian Bach | Born: Germany
Lifespan: 1685-1750
Baroque Composer
Johann Sebastian Bach came from a large family of musicians living in Germany in the 1600s and 1700s. There were so many Bachs that, for a while, the word "Bach" was used to mean "musician" in Germany. Bach's father was the town organist, and Bach began singing in choirs when he was a child. Soon he became a really good organist and composer, and later learned other instruments too, including the viola. Bach is now considered to be the greatest composer of his time. But during his lifetime, many people found his compositions too hard to understand. He was a hard-working church and court musician, and he raised a great big family of 20 children, though many of them did not live to adulthood. Several of his sons became well-known composers too. Richard Wagner, a famous German composer who lived in the 1800s called Bach's compositions "the most stupendous miracle of all music." | 1,070 | 4 | Arts: Music & Performing Arts | Who was Johann Sebastian Bach? | A. a writer
B. an actor
C. a composer
D. a politician | C | What does this text describe? | A. This text describes Bach's large and crazy family.
B. This text describes Bach's life and his legacy.
C. This text describes Bach's favorite instrument.
D. This text describes Richard Wagner's life. | B | Johann Sebastian Bach came from a large family of musicians. What evidence from the text supports this statement? | A. During Bach's lifetime, many people found his compositions too hard to understand.
B. There were so many Bachs that, for a while, the word "Bach" was used to mean "musician" in Germany.
C. Richard Wagner, a famous German composer, called Bach's compositions "the most stupendous miracle of all music."
D. Soon Bach became a really good organist and composer, and later learned other instruments too, including the viola. | B | Read these sentences from the text: Bach is now considered to be the greatest composer of his time. But during his lifetime (1685-1750), many people found his composition too hard to understand . . . Richard Wagner, a famous German composer who lived in the 1800s called Bach's compositions "the most stupendous miracle of all music." Based on this information, what can you conclude about Bach? | A. Bach's music is more understood today than it was during his lifetime.
B. Bach's music was only liked by people when he was alive.
C. Richard Wagner disliked Bach's music and only liked Bach's personality.
D. Bach is very stuck up and thought he was better than everybody else. | A | What is the main idea of this text? | A. Richard Wagner was a famous German composer who lived in the 1800s and praised Bach's works with words like "miracle."
B. During the 1600s and 1700s, there were so many musicians in the Bach family that the word "Bach" actually started to mean the word "musician."
C. Bach had a large family. He had 20 children, however, not all of them lived to be adults.
D. Even though people found Bach's compositions hard to understand during his lifetime, he is known today as the greatest composer of his time. | D | null | null | null | null | null | null |
The Fight Begins: The British Punish Boston | In December of 1773, American colonists in Boston dumped approximately 340 chests of tea into the ocean. They did this as a protest against a tax on tea, imposed by the British government, that they considered unfair. The act of protest became known as the Boston Tea Party.
When news of the Boston Tea Party reached Great Britain in 1774, many people were shocked. Many members of the British government were furious. They made a decision to punish the people of Boston.
Over the next few months, Parliament approved a series of new laws. The Boston Port Act declared that Boston Harbor would remain closed until the colonists paid for the tea that had been destroyed. No ships were allowed to enter or leave without British permission.
The Massachusetts Government Act declared that the people of the colony were now under stricter control in terms of meetings and electing their own officials. From that point on, the British king and his ministers would make all decisions about which colonists would serve in important positions in Massachusetts.
The Administration of Justice Act made new rules for trials. Bostonians accused of a crime would no longer be tried in Boston by fellow Bostonians. Instead, they would be sent either to another colony, such as Canada, or even to London. They would also be tried in a special Admiralty court by a judge handpicked by the king.
The Quartering Act declared that the colonists had to provide quarters, or temporary places to live, for the British soldiers stationed in the colonies. The colonists also had to provide supplies such as food, bedding, candles, and firewood. This was significant because the British government was getting ready to send more soldiers to Boston.
The people of Massachusetts were very angry about these new laws. How could they make a living if goods could not be shipped in or out of Boston? How would they get a fair trial if they were sent to faraway courts? And how could they trust the government if all of the top officials were selected by the king? The Bostonians called these new laws the Intolerable Acts. They would not stand for them!
News did not travel fast back then. People did not have television, cell phones, or e-mail. But when people in other colonies heard about the events unfolding in Massachusetts, they became alarmed. Some were angry, too. They thought the same could happen to them! Twelve of the 13 colonies decided to send representatives to a meeting in Philadelphia, Pennsylvania, known as the First Continental Congress. The First Continental Congress met in September 1774. Of the 13 colonies, only Georgia did not attend. | 970 | 4 | Social Studies: U.S. History | What did American Colonists in Boston do in December of 1773? | A. They decided to hold a meeting known as the First Continental congress.
B. They held a violent protest against the British that caused people to get hurt.
C. They decided to close Boston Harbor to all ships until a tax was lifted.
D. They dumped 340 chests of British tea into the ocean as a protest. | D | What was one effect of the Boston Tea Party? | A. The British government decided to punish the people of Boston with a series of new laws.
B. The British government decided to loosen its power over the colonists in Boston.
C. The British government decided to focus more on ruling the rest of the colonies.
D. The colonists became annoyed with the people protesting against the British. | A | The Intolerable Acts gave the British government lots of power over the people of Boston. What evidence from the text supports this conclusion? | A. Many members of the British government were furious when they learned about the Boston Tea Party and decided to punish the people of Boston.
B. People of Boston called the new acts the Intolerable Acts, and would not stand for them.
C. The Massachusetts Government Act said the British king and his ministers would make all decisions about which colonists became officials in the colony.
D. The four Intolerable Acts were the Boston Port Act, the Massachusetts Government Act, the Administration of Justice Act, and the Quartering Act. | C | What effect did the Intolerable Acts have that the British government may not have wanted? | A. People all over the colonies became angry and alarmed, and decided to hold the First Continental Congress.
B. Colonists in Boston became angry but could not decide how best to continue protesting against the British.
C. People all over the colonies decided to stop protesting to avoid being punished like colonists in Boston.
D. Colonists in Boston were forced to provide housing and supplies for British soldiers in the colonies. | A | What is the main idea of this text? | A. The Administration of Justice Act was the most serious of the four Intolerable Acts imposed by the British on the colonists of Boston.
B. The Intolerable Acts, which the British imposed to punish Boston for its protests, caused colonists in Boston and other places to become alarmed and angry.
C. The British hoped to calm down protests in the colonies by imposing a series of four new laws on the colonists of Boston.
D. As part of the Intolerable Acts, the British government stopped all ships from entering or leaving Boston Harbor without British permission. | B | null | null | null | null | null | null |
Ludwig Van Beethoven | Born: Germany
Lifespan: 1770-1827
Classical Composer
When Beethoven was 17, he traveled to Vienna, where he was invited to play for the great Mozart. Mozart remarked, "Keep your eyes on him; someday he will give the world something to talk about." And he did. Beethoven became a giant of that period of music known as the Romantic Era. He was born in Bonn, Germany, and learned keyboard and string instruments when he was young. By his early 20s he was a concert pianist and a budding composer. His compositions were so daring and unusual that soon he was the talk of Vienna. Several noblemen gave money to support Beethoven so he could be a full-time composer. The great tragedy of his life was his deafness, which began when he was a young man. He kept it a secret for as long as he could, and it did not stop him from composing. Beethoven was a difficult man - bad-tempered, odd, suspicious, and sometimes rude - but he was a great genius who changed the face of Classical music. | 880 | 3-4 | Arts: Music & Performing Arts | Who was Ludwig Van Beethoven? | A. a nobleman
B. a composer
C. Mozart's son
D. a writer | B | What does this text describe? | A. This text describes Mozart's love for Beethoven's work.
B. This text describes Beethoven's loss of hearing and how he hid it from others.
C. This text describes young Beethoven's journey learning to play keyboard and string instruments.
D. This text describes Beethoven's successes as a composer and the challenges he faced. | D | Beethoven was a difficult man. What evidence from the text supports this statement? | A. Beethoven became a giant of that period of music known as the Romantic Era.
B. By his early 20s Beethoven was a concert pianist and a budding composer.
C. Beethoven was bad-tempered, odd, suspicious, and sometimes rude.
D. Beethoven's compositions were so daring and unusual that soon he was the talk of Vienna. | C | Read these sentences from the text: When Beethoven was 17, he traveled to Vienna, where he was invited to play for the great Mozart. Mozart remarked, "Keep your eyes on him; someday he will give the world something to talk about." And he did. Beethoven became a giant of that period of music known as the Romantic Era. Based on this information, what do you think Mozart thought of Beethoven after this meeting? | A. Mozart didn't like meeting Beethoven.
B. Mozart thought Beethoven was childish.
C. Mozart thought Beethoven was a bad musician.
D. Mozart saw potential in Beethoven. | D | What is the main idea of this text? | A. When Beethoven was 17, Mozart predicted that he would give the world something to talk about.
B. Beethoven, a Romantic Era composer, was a great genius who changed the face of Classical music.
C. Even though Beethoven was famous, he did not have enough money to support himself without the help of noblemen.
D. Beethoven became deaf at a young age; however, he continued to compose and kept his deafness a secret. | B | null | null | null | null | null | null |
Subsets and Splits