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Antonio Vivaldi

Vivaldi was born in Venice. He became a priest, but he was also a fantastic violinist. People called him "Il prete rosso"—the red-haired priest—and he was listed in a travel guide to Venice as "one of the best to play the violin." Vivaldi had a heart ailment that prevented him from saying Mass. But he taught music at a famous school for girls, and he also traveled as a concert artist. He was a whiz at writing concertos—people said he could write a concerto faster than a copyist could copy it—and he wrote more than 500 of them, many of them for the girls at his school, who were very good players. Vivaldi's concertos were very original and set a standard for the development of the concerto over the next century and a half. The great Bach, who lived at the same time, was an admirer of Vivaldi's compositions and spent some time studying his scores. Vivaldi got into trouble and lost his job, so he moved to Vienna, where he died in poverty.

4

Who was Antonio Vivaldi?

A. an English teacher B. a priest and composer C. an author and reporter D. a travel guide

B

What does this text describe?

A. This text describes Vivaldi's talent as a musician and composer and his influence on the world of music. B. This text describes Bach's fascination with Vivaldi and the way he closely studied Vivaldi's scores. C. This text describes Vivaldi's experience as priest in Vienna and his experience saying Mass. D. This text describes the technique Vivaldi uses to be able to write concertos at a lightning fast speed.

A

Vivaldi was a whiz at writing concertos. What evidence from the text supports this statement?

A. The great Bach, who lived at the same time, was an admirer of Vivaldi's compositions. B. Vivaldi had a heart ailment that prevented him from saying Mass. C. People said Vivaldi could write a concerto faster than a copyist could copy it. D. Vivaldi taught music at a famous school for girls, and he also traveled as a concert artist.

C

Read these sentences from the text: Vivaldi became a priest, but he was also a fantastic violinist. People called him "Il prete rosso" - the red-haired priest- and he was listed in a travel guide to Venice as "one of the best to play the violin." . . . He was a whiz at writing concertos- people said he could write a concerto faster than a copyist could copy it. Based on this information, what can you conclude about Vivaldi?

A. He was multitalented. B. He was incompetent. C. He was awkward. D. He was sensitive.

A

What is the main idea of this text?

A. Vivaldi was a whiz at writing concertos—people said he could write a concerto faster than a copyist could copy it. B. The great composer Bach, who lived at the same time as Vivaldi, was an admirer of Vivaldi's compositions and spent a lot of time studying his scores. C. When in Venice, Vivaldi was known to people as "Il prete rosso"—the red-haired priest—and he was listed in a travel guide to Venice as "one of the best to play the violin." D. Vivaldi was a priest, a fantastic violinist, and an impressive concerto writer. His concertos set the standard for concerto development over the next century and a half.

D

George Frideric Handel

Handel was born in the North German province of Saxony the same year as Bach, and died just nine years later than Bach did. Handel's father wanted him to be a lawyer, but by the time Handel was just seven, it was clear he had musical talent, and soon he was playing organ, oboe, violin, and harpsichord. He went to Italy as a young man and became quite famous for the operas he wrote and for his unbelievable skill at the harpsichord. The Italians called him "Il Sassone"—the Saxon. When Handel eventually moved to London, he became the leading musical citizen of the city, first composing Italian operas and then, when they went out of style, switching to oratorio. The English still love oratorio more than any other people, partly because they were the first to hear great works like Handel's "Messiah." Handel wrote the work in just three weeks! Handel loved luxury, fine food, and high living. He never married. He felt that he was married to music.

4

Arts: Music & Performing Arts

Who was George Frideric Handel?

A. a lawyer B. a singer C. a composer D. a chef

C

What does this text describe?

A. This text describes Handel's thought process while composing oratorios. B. This text describes Handel's musical talent and his fame as a composer. C. This text describes Handel's expensive spending habits. D. This text describes a few of Handel's most famous and popular Italian Operas.

B

It was clear that Handel had musical talent. What evidence from the text supports this statement?

A. Handel was born in the North German province of Saxony the same year as Bach, and died just nine years later than Bach did. B. Handel loved luxury, fine food, and high living. Handel never married, because he felt that he was married to music. C. Handel's father wanted him to be a lawyer. D. Handel went to Italy as a young man and became quite famous for the operas he wrote and for his unbelievable skill at the harpsichord.

D

Read these sentences from the text: Handel's father wanted him to be a lawyer, but by the time Handel was just seven, it was clear he had musical talent, and soon he was playing organ, oboe, violin, and harpsichord. What is the definition for how the word clear is used in the text above?

A. hard to understand B. easily heard C. very obvious D. bright and luminous

C

What is the main idea of this text?

A. Handel became famous in Italy for his operas and his harpsichord skills. When he moved to London he was named the leading musical citizen in the city. B. The English still love oratorio more than any other people, partly because they were the first to hear great works like Handel's "Messiah." C. Handel was born in the North German province of Saxony the same year as Bach, and died just nine years later than Bach did. D. Handel was wealthy and loved luxury, fine food, and high living. During his lifetime he never married, because he felt that he was married to music.

A

Felix Mendelssohn

Mendelssohn came from a prominent Jewish family in Berlin, and his grandfather, Moses Mendelssohn, was a widely respected scholar. The Mendelssohns were wonderful parents who encouraged every sort of interest in their children; Felix Mendelssohn and his sisters spent their days studying music, literature, art, and horseback riding. When Felix began to show a genius for music, the Mendelssohns began to hold weekly salons in their home so that he could perform and conduct his own compositions. In adulthood Mendelssohn was famed throughout Europe as a composer, conductor, and pianist. The English especially loved his music, and he wrote his great oratorio Elijah for his London public. He also gave piano lessons to Queen Victoria. But he died quite suddenly when he was only 38.

4

Arts: Music & Performing Arts

Who was Felix Mendelssohn?

A. a scholar B. a teacher C. a king D. a musician

D

What does this text describe?

A. This text describes Moses Mendelssohn and his scholarly works. B. This text describes Felix Mendelssohn and his musical talents. C. This text describes the Mendelssohn family and their hobbies. D. This text describes the time Felix Mendelssohn gave a piano lesson to Queen Victoria.

B

The Mendelssohns encouraged every sort of interest in their children. What evidence from the text supports this statement?

A. Mendelssohn came from a prominent Jewish family in Berlin, and his grandfather, Moses Mendelssohn, was a widely respected scholar. B. The English especially loved Felix's music, and he wrote his great oratorio Elijah for his London public. He also gave piano lessons to Queen Victoria. C. When Felix began to show a genius for music, the Mendelssohns began to hold weekly salons so that he could perform and conduct his own compositions. D. In adulthood Mendelssohn was famed throughout Europe as a composer, conductor, and pianist.

C

Read these sentences from the text: The Mendelssohns were wonderful parents who encouraged every sort of interest in their children; Felix Mendelssohn and his sisters spent their days studying music, literature, art, and horseback riding. When Felix began to show a genius for music, the Mendelssohns began to hold weekly salons in their home so that he could perform and conduct his own compositions. Based on this information, how would you best describe the way Felix's parents treated him?

A. The Mendelssohns supported Felix. B. The Mendelssohns discouraged Felix. C. The Mendelssohns limited Felix. D. The Mendelssohns hated Felix.

A

What is the main idea of this text?

A. There were at least two famous people in the Mendelssohn family. Moses Mendelssohn was a famous scholar and Felix Mendelssohn was a famous musician. B. Felix Mendelssohn began to show musical genius at a young age. In adulthood, he was famed throughout Europe as a composer, conductor, and pianist. C. The Mendelssohn came from a prominent Jewish family in Berlin. Felix Mendelssohn's parents were not only prominent, but they were also wonderful parents. D. The Mendelssohns loved to hold weekly salons in their home so that Felix Mendelssohn could perform and conduct his own compositions.

B

Franz Schubert

Schubert lived his whole life in Vienna. His father was a schoolmaster, and Schubert received early training in composition, violin, and organ. He also began singing as a professional choirboy at age 11. Later he trained as a teacher and took a job as an assistant at his father's school. But what he really wanted to do was write music, and though it made his father angry, he left the job to be a full-time composer. Luckily he had several good friends who helped support him, especially when he began to be ill in his mid-20s. He wrote all kinds of music, even symphonies, but most famous of all are his hundreds of songs, which he began writing when he was 15. In just one year, he wrote 150 songs. Schubert loved to play the piano at parties for singing and dancing. He worshiped the great composer Beethoven, whom he often saw at a coffeehouse in his neighborhood, but he was always too shy to approach. Schubert died when he was only 31.

4

Arts: Music & Performing Arts

Who was Franz Schubert?

A. a doctor B. a composer C. a choir director D. a dancer

B

What does this text describe?

A. This text describes the hatred Schubert felt for the job he held as an assistant at his father's school. B. This text describes Schubert's childhood when he received early training in composition, violin, and organ playing. C. This text describes Schubert's path towards becoming a full time composer and some of his accomplishments. D. This text describes the sickness Schubert contracted in his 20s, and the reason he died at the young age of 31.

C

Schubert started composing at a young age. What evidence from the text supports this statement?

A. Schubert began writing hundreds of songs when he was 15. B. Schubert loved to play the piano at parties for singing and dancing. C. Schubert trained as a teacher and took a job as an assistant at his father's school. D. Schubert lived his whole life in Vienna.

A

Read these sentences from the text: Later he trained as a teacher and took a job as an assistant at his father's school. But what he really wanted to do was write music, and though it made his father angry, he left the job to be a full-time composer. Luckily he had several good friends who helped support him, especially when he began to be ill in his mid-20s. Based on this information, what can you conclude?

A. Schubert hated his father. B. Schubert loved composing. C. Schubert had unhelpful friends. D. Schubert was a healthy man.

B

What is the main idea of this text?

A. Whenever Schubert saw Beethoven in the local coffeehouse, he was always too shy to approach. B. Schubert had really good friends. They supported him when he left his job and got sick. C. Schubert's father was a schoolmaster and Schubert became an assistant at his father's school. D. Schubert loved composing and wrote all kinds of music. He is most famous for his hundreds of songs.

D

Wolfgang Amadeus Mozart

Mozart was a child prodigy who earned fame in courts all over Europe for his skill on keyboard and stringed instruments. He gave concert tours with his sister Nannerl and their father, Leopold, a violinist. Mozart began composing at five; by the time he was 12 he had written his first opera. He also studied composition and played duets with Johann Christian Bach, a composer son of Johann Sebastian Bach. Mozart was a brilliant composer who could write in almost any style. He also liked playing pool so much that he had a billiard table in his home. He wrote 41 symphonies and many wonderful operas. But some of his compositions were too difficult for audiences to understand at the time, and though Mozart wrote better and better music all the time, he seemed to get poorer and poorer. When he was in the middle of composing his great Requiem, or mass for the dead, Mozart fell ill and died. He was only 35.

4

Arts: Music & Performing Arts

Who was Wolfgang Amadeus Mozart?

A. a famous singer B. a professional pool player C. a brilliant composer D. a famous conductor

C

What does this text describe?

A. This text describes Mozart's amazing billiard skills. B. This text describes Mozart's family concert tours. C. This text describes the reason Mozart fell ill at only 35. D. This text describes Mozart's life and accomplishments.

D

Mozart was a child musical prodigy. What evidence from the text supports this statement?

A. Mozart liked playing pool so much that he had a billiard table in his home. B. Some of Mozart's compositions were too difficult for audiences to understand at the time C. Mozart began composing at five; by the time he was 12 he had written his first opera. D. When Mozart was in the middle composing his great Requiem he fell ill and died.

C

Based on the information in the text, how would you best describe Mozart?

A. dull B. talented C. dangerous D. heroic

B

What is the main idea of this text?

A. From a young age, Mozart earned fame in courts all over Europe. He was a brilliant composer who could write in almost any style, however, he fell ill and died at 35. B. Even though Mozart consistently wrote better and better music, for some reason he also seemed to get poorer and poorer. C. When Mozart was young, he not only toured and performed by himself, but he also gave concert tours with his sister Nannerl and their father, Leopold, a violinist. D. Even though Mozart died at age 35, he wrote music quickly, so by the time he died he wrote a total of 41 symphonies and quite a few operas.

A

Checking on Seabird Chicks

Least terns are beach-nesting seabirds, and some of them nest along the coast of Florida. Florida’s beaches have become very crowded, however, and lots of people walking and playing on the beach can disturb the nesting birds. “So the terns have adapted to nesting on flat, gravel roof tops,” says Nora Jade Flower, 15, a volunteer bird steward in St. Petersburg. The problem with nesting on roofs is that many chicks end up falling off and wandering the parking lots below. “Chick-checkers walk around the buildings several times a day, searching for fallen chicks,” says Nora Jade. “If they are too young to fly back onto the roof, we lift them back on using a chickaboom.” That’s the contraption in the illustration. “A chickaboom is a long pole with a container on the end to hold the chicks. We lift them to the top, then we carefully let them fall onto the roof and rejoin the colony.”

4

Science: Life Science

Because of overcrowding on Florida beaches, least terns have had to move their nests. Where have least terns adapted to nesting?

A. parking lot spaces B. inside chickabooms C. gravel roof tops D. California beaches

C

What does this text describe?

A. This text describes the process least terns went through to change their homes. B. This text describes the responsibilities of chick-checkers. C. This text describes the person that invented the chickaboom. D. This text describes the many dangers chicks can face in the parking lot.

B

Read these sentences from the text: Least terns are beach-nesting seabirds, and some of them nest along the coast of Florida. Florida's beaches have become very crowded, however, and lots of people walking and playing on the beach can disturb the nesting birds. "So the terns have adapted to nesting on flat, gravel roof tops," says Nora Jade Flower, 15, a volunteer bird steward in St. Petersburg. Based on this information, what can be concluded about least terns?

A. Least terns love when humans walk and play next to their nests. B. Least terns have always nested on gravel roof tops. C. Least terns still nest on the beach. D. Least terns like nesting in places where they do not get disturbed.

D

Read these sentences from the text: The problem with nesting on roofs is that many chicks end up falling off and wandering the parking lots below. “Chick-checkers walk around the buildings several times a day, searching for fallen chicks,” says Nora Jade. “If they are too young to fly back onto the roof, we lift them back on using a chickaboom. Based on this information, what do you think would happen if all chick-checkers stopped volunteering?

A. least terns would go back to nesting on the beach. B. many chicks would be stuck in the parking lot C. everything would stay the same D. chicks would no longer fall off the roof tops

B

What is the main idea of this text?

A. Crowded Florida beaches have caused Least terns to move their homes to gravel roof tops. Volunteers need to make sure that chicks find their way back to their nests if they fall off the roof top. B. If chick-checkers do not show up to check on buildings with gravel roof tops, they feel very guilty because they are risking the chicks' lives. C. The parking lot below buildings with gravel roof tops, where Least terns nest, are extremely dangerous for the chicks. Cars drive around very fast and do not look where they are going. D. A chickaboom, a long pole with a container on the end to hold chicks, was invented to help chicks find their way back to their nests.

A

Johannes Brahms

Brahms was born in Hamburg. His father was a bass player in theater orchestras, and when Brahms was a student he supported himself by playing the piano in cafes. When he was 20, he came to the attention of some famous composers, Liszt and Schumann. Schumann was so impressed with Brahms's work that [he] wrote an article in a music journal that made the young composer famous overnight. Brahms was a hard worker and very critical of his own music, feeling that he could never live up to the standard of the mighty Beethoven. But in fact, he did. He wrote wonderful music, including four great symphonies and "A German Requiem," and in a way he had the final word on German Romanticism. Brahms never married and always lived very simply. He loved … strong coffee. He made his own coffee at 5:00 each morning--because nobody else made it as strong as he liked it.

4

Arts: Music & Performing Arts

Who was Brahms?

A. a bass player B. a composer C. a coffee brewer D. Schumann's son

B

What does this text describe?

A. This text describes the difference between Beethoven and Brahms. B. This text describes Schumann, a famous composer. C. This text describes Brahms' personal life and his love for strong coffee. D. This text describes how Brahms became famous and what he was famous for.

D

Brahms was very critical of his own music. What evidence from the text supports this statement?

A. When Brahms was 20, he came to the attention of some famous composers, Liszt and Schumann. B. Brahms never married and always lived very simply. C. Brahms felt that he could never live up to the standard of the mighty Beethoven. D. Brahms made his own coffee at 5:00 each morning--because nobody else made it as strong as he liked it.

C

Read these sentences from the text: Brahms was a hard worker and very critical of his own music, feeling that he could never live up to the standard of the mighty Beethoven. But in fact, he did. He wrote wonderful music, including four great symphonies and "A German Requiem," and in a way he had the final word on German Romanticism. What can you conclude based on the evidence from this text?

A. Brahms was just as mighty of a composer as Beethoven was. B. Brahms was a horrible composer. C. Brahms had little to no impact on German Romanticism. D. Brahms was very full of himself and thought that his music was the best.

A

What is the main idea of this text?

A. When Brahms was a student he supported himself by playing the piano in cafes. His piano playing was probably influenced by his father. B. Brahms loved music and strong coffee. He made his own coffee at 5:00 each morning--because nobody else made it as strong as he liked it. C. Brahms became a famous composer at a young age. He wrote wonderful music and had the final word on German Romanticism. D. If Schumann never noticed Brahms' musical talent, Brahms probably would not be as well known as he is today.

C

Frédéric Chopin

Frédéric Chopin, a Polish composer, is known as the poet of the piano. He played and composed for the piano as if the instrument were part of him. Chopin was half Polish and half French, and sounds of both nationalities can be heard in his music. Some of his piano compositions are mazurkas and polonaises, which are Polish dances. He was a prodigy, an accomplished public pianist by age nine, and his composition teacher said, "Leave him alone; his is an uncommon way, because his gifts are uncommon." And indeed Chopin could make the piano sound like no other composer could. He found new ways of expressing emotions like tenderness, gaiety, and boldness with the piano. Chopin's health was poor and he died in Paris when he was only 39. A silver box of Polish earth, which he had brought with him when he left Poland at 21, never to return, was buried with him.

4

Arts: Music & Performing Arts

Who was Frédéric Chopin?

A. a French composer B. a Polish dancer C. a Polish composer D. a French dancer

C

What does this text describe?

A. This text describes Frédéric Chopin and the reason why he was one of the greatest composers. B. This text describes the reason Frédéric Chopin left Poland at age 21 and never returned. C. This text describes the relationship that Frédéric Chopin had with his composition teacher. D. This text describes the sickness that ended Frédéric Chopin life at the young age of 39.

A

Chopin found new ways of expressing emotions like tenderness, gaiety, and boldness with the piano. What evidence from the text supports this statement?

A. Chopin was half Polish and half French, and sounds of both nationalities can be heard in his music. B. Chopin's health was poor and he died in Paris when he was only 39. C. Chopin could make the piano sound like no other composer could. D. Some of Chopin's piano compositions are mazurkas and polonaises, which are Polish dances.

C

Read these sentences from the text: He was a prodigy, an accomplished public pianist by age nine, and his composition teacher said, "Leave him alone; his is an uncommon way, because his gifts are uncommon." And indeed Chopin could make the piano sound like no other composer could. Based on this information, what can you conclude about how Chopin's composition teacher thought of Chopin?

A. Chopin's composition teacher thought Chopin was spoiled. B. Chopin's composition teacher thought Chopin was boring. C. Chopin's composition teacher thought Chopin was handsome. D. Chopin's composition teacher thought Chopin was special.

D

What is the main idea of this text?

A. When Frédéric Chopin left Poland at 21, he brought a silver box of Polish earth. When he died at age 39, this box was buried with him. B. Frédéric Chopin, known as the poet of the piano, was a prodigy and could make the piano sound like no other composer could. C. Even though Frédéric Chopin is half French and half Polish and is musically influenced by both, he is known as a Polish composer. D. Frédéric Chopin's composition teacher told others to "leave him alone" because he had uncommon gifts.

B

The Night Hunter

Illustrations by Sherrie York An owl has all the “tools” it needs for successful hunting in the dark. Special soft feathers allow it to fly with silent wings. The big eyes see in the poor light, and the keen ears pick up faint sounds of a small animal scurrying in the leaves. When an owl pounces, its powerful feet and sharp talons capture the prey. The screech-owl turns its head so the round disks of its face concentrate the sound and move it toward the ears. Hearing the sound a second time, the owl pinpoints the source and starts the attack. With special wing feathers muffling the sound, the owl flies silently toward the noise. Its eyes, adapted to see at night, detect the movement of a small animal on the ground. The owl raises its strong wings, which now work like brakes. At the last second, its powerful legs and feet shoot forward. The sharp talons pierce the body of a field mouse, killing it instantly. The owl bobs its head up and down as it swallows the meal whole, headfirst. Then it returns to its high perch to start hunting again.

4

Science: Life Science

Why are owls able to fly silently?

A. They have sharp talons. B. They have special soft feathers. C. They fly very slowly. D. They have a large wingspan.

B

What does this text describe?

A. This text describes how an owl hunts for prey. B. This text describes the type of food owls eat. C. This text describes the different types of owls. D. This text describes how baby owls learn how to hunt.

A

An owl has “tools” that help it hunt in the dark. What evidence from the text supports this statement?

A. An owl's wings work as brakes. B. An owl swallows its meals whole. C. Owls hunt from a high perch. D. An owl's big eyes can see in the poor light.

D

Read these sentences from the text: The screech-owl turns its head so the round disks of its face concentrate the sound and move it toward the ears. Hearing the sound a second time, the owl pinpoints the source and starts the attack. What does the word pinpoints mean in the text above?

A. to attack quickly B. to pass slowly C. to locate exactly D. to ignore

C

What is the main idea of this text?

A. When an owl zooms in on its prey, it raises its wings as a way to brake. B. Owls have many characteristics that allow it to successfully hunt in the dark. C. Owls can fly silently because they have extremely soft feathers. D. Owls swallow their prey whole, headfirst.

B

A Gallery of North American Owls

North America is home to 19 kinds of owls. Here are a few of the ones you might see or hear … . Length: 7” This tiny owl gets its name from one of the sounds it makes. Early settlers to the U.S. thought it sounded like a saw being sharpened on a whetstone. Length: 7” to 10” This owl doesn’t screech at all, but makes a trembling, whistling sound and a soft trill. It sometimes catches insects in mid-air. Length: 9” This long-legged little owl nests in underground burrows. When frightened, it mimics the hissing sound of a rattlesnake—a very effective way to scare predators away. Length: 17” to 24” The pattern of dark and light feathers on this owl’s neck, breast, and belly give it its name. People say this “hoot owl” sounds like it’s calling, “Who cooks for you?” Length: 18” to 25” This powerful hunter gets its name from the tufts of feathers on its head, which aren’t horns at all. They help this big owl look even larger and also help it blend in with its surroundings.

4

Science: Life Science

How many different owls are there in North America?

A. five B. hundreds C. nineteen D. nobody knows

C

What does this text list and describe?

A. This text lists the largest and smallest kinds of owls and describes their similarities. B. This text lists a few of the 19 kinds of North American owls and describes some of their unique traits. C. This text lists the many hunting habits of owls and describes the most effective ones. D. This text lists the sounds a that owls make and specifically describes the sound the Barred Owl makes.

B

Some owls get their names from the sounds they make. What evidence from the text supports this statement.

A. The Great Horned Owl gets its name from the tufts of feathers on its head, which aren’t horns at all. B. Early settlers to the U.S. thought the Northern Saw-whet Owl sounded like a saw being sharpened on a whetstone. C. The Eastern Screech-Owl owl doesn’t screech at all, but makes a trembling, whistling sound and a soft trill D. The Burrowing Owl nests in underground burrows.

B

Read these sentences from the text: The Burrowing Owl nests in underground burrows. When frightened, it mimics the hissing sound of a rattlesnake — a very effective way to scare predators away. Based off the information in this text, what do you think a predator would do if it encountered a Burrowing Owl mimicking a rattlesnake?

A. It would run away. B. It would investigate the noise. C. It would come closer. D. It would stop moving.

A

What is the main idea of this text?

A. Early U.S. settlers thought the Northern Saw-whet Owl sounded like a saw being sharpened on a whetstone. B. There are only 19 different kinds of owls in North America. C. Some owls have better ways of protecting themselves from predators such as mimicking a rattlesnake. D. Owls in North America come in varying sizes. They also make make unique sounds and have different hunting strategies.

D

Wild About Birds

What do you think when you hear the word wildlife? Do you think of birds? If not, you should, because no matter where you are or what season you’re in, birds are wildlife you can spot right outside your door. Think about birds you’ve seen in your neighborhood. Do they all look alike? All birds have feathers, two legs, and a beak, of course, but once you really start noticing birds, you’ll be amazed by their variety. You’ll see birds of different sizes, shapes, and colors, and you’ll hear them making many different sounds. Scientists group birds into categories. Have you ever seen an owl, hawk, falcon, or eagle? Those are raptors, or birds of prey—birds that hunt other animals by seizing them with their powerful feet and sharp talons. Perching birds or songbirds are the birds you see flying over city streets, flitting through the trees, sitting in a row on a telephone line, or looking for insects or seeds in the grass. There are many types of birds: tiny hovering hummingbirds, strong-billed woodpeckers, waterfowl like ducks and geese with their webbed feet, long-legged wading birds, shorebirds, and even birds that don’t fly, like penguins and ostriches. Some birds live in the same area all year round, and others are migratory, which means that they move between the place they raise their young and another place where they spend the rest of the year. There are about 10,500 species of birds in the world. Sometimes it’s easy to identify a species, and sometimes it can be hard to tell two species apart because they look so much alike. Scientists and birdwatchers start the process of identifying a bird by paying attention to its field marks—characteristics like colors, markings, size, shape, and even sounds. Take a look at this Blue Jay and its field marks. A lot of people have fun trying to identify every kind of bird they see and keeping a list of all the different species they’ve spotted. Others just enjoy hearing birds singing in the trees and wondering what that song means. What about you? What do you enjoy about birds? […]

4

Science: Life Science

What is something all birds have in common?

A. They have webbed feet. B. They have feathers. C. They are birds of prey D. They migrate every year.

B

What does this text describe?

A. This text describes the difference between the way scientists identify birds and the way birdwatchers identify birds. B. This text describes the reason why some birds cannot fly. C. This text describes the unique characteristics of different types of birds and how one would begin to identify different bird species. D. This text describes the migratory patterns of some birds and the way they raise their young in one area and live in another area.

C

Some birds are migratory birds. What evidence from the text supports this statement?

A. Perching birds are the birds you see flying over city streets, flitting through the trees, sitting in a row on a telephone line, or looking for insects or seeds in the grass. B. Some birds move between the place they raise their young and another place where they spend the rest of the year. C. Owls, hawks, falcons, and eagles are birds of prey—birds that hunt other animals by seizing them with their powerful feet and sharp talons. D. All birds have feathers, two legs, and a beak, of course, but once you really start noticing birds, you’ll be amazed by their variety.

B

Based on the information in the text, if you saw a bird flying over city streets, what kind of bird would this most likely be?

A. a penguin B. a raptor C. an ostrich D. a songbird

D

What is the main idea of this text?

A. A lot of people try to identify every kind of bird they see and keep a list of all the different bird species they've ever spotted. B. Sometimes it’s easy to identify a species of bird, and sometimes it can be hard to tell two species apart because they look so much alike. C. There are about 10,500 species of birds in the world and they all have unique characteristics such as size, shape, color, eating habits, and location preferences. D. Scientists like to group birds into categories. Two of these groups are raptors, or or birds of prey, and perching birds, or songbirds.

C

Owl Prowl

When you hear the word “owl,” what comes to mind? Do you picture a mysterious big-eyed bird of the night? Maybe you think about a symbol of wisdom or a character in books. Clearly, people are fascinated by owls. The best way to understand them is to learn as much as possible about them. Owls, along with hawks, eagles, and falcons, are birds of prey, or raptors—birds that hunt other animals for food… . [O]ne thing that’s special about owls is that most of them do their hunting at night. Their special soft feathers mean they can fly silently. Their big eyes help them see in the dark. Owls have especially good hearing, too. Their ear openings are hidden under thick feathers, but they are larger than those of other birds. Even owls’ saucer-shaped faces help them find prey by funneling sounds to those extra-big ear openings. Owls live almost all over the world. They hunt on the frozen tundra of the Arctic and in the deep forests of the tropics. Most owls are mainly brown or a mixture of brown and gray to blend in with the trees or, in the case of the Burrowing Owl, to match the color of the ground. But the Snowy Owl, which often hunts in the daytime, is an exception. Its white feathers are perfect camouflage against the snow-covered landscape in the northern regions where it lives. Owls eat a variety of things, from snakes and frogs to skunks and rabbits to grasshoppers and other insects. Mice, shrews (small, molelike rodents), and voles (small, mouselike rodents) are … very popular prey. Imagine eating your own weight in mice every evening! Barn Owls polish off one-and-a-half times their weight in prey nightly, and all other owl species have similar huge appetites. That’s why farmers are happy to have owls around, because those rodents can do a lot of damage to crops and animal feed. […]

4

Science: Life Science

What is an owl?

A. a rodent B. a mammal C. a bird of prey D. a swan

C

What does this text describe?

A. This text describes the unique characteristics of owls and what they eat. B. This text describes the reason owls enjoy eating rodents. C. This text describes the destruction that rodents can cause on a farm. D. This text describes the many different kinds of birds of prey.

A

Owls have especially good hearing. What evidence from the text supports this statement?

A. Most owls are mainly brown or a mixture of brown and gray to blend in with the trees. B. Owl ear openings are hidden under thick feathers, but they are larger than those of other birds. C. Owls live almost all over the world. They hunt on the frozen tundra of the Arctic and in the deep forests of the tropics. D. Owl's special soft feathers mean they can fly silently. Their big eyes help them see in the dark.

B

Read these sentences from the text: Most owls are mainly brown or a mixture of brown and gray to blend in with the trees or, in the case of the Burrowing Owl, to match the color of the ground. What is the definition for how the word "blend" is used in the text above?

A. to jumble together B. to stand out C. becoming unnoticeable D. to divide

C

What is the main idea of this text?

A. The snowy owl is the only owl that hunts during the daytime because its white feathers are perfect camouflage against the snow-covered landscape in the northern regions where it lives. B. Farmers are happy to have owls around, because they can prey on the rodents that do a lot of damage to their crops and animal feed. C. People everywhere are fascinated by owls. The best way to understand owls is to learn as much as possible about them. D. Even though different kinds of owls live all over the world, they all have similar unique characteristics such as hunting at night, having good hearing/eyesight, and eating their own weight in rodents everyday.

D

They Love Hummers

Plants in a pollinator garden offer nectar to hummingbirds as well as bees, butterflies, and other pollinators. The Rio Salado Audubon Center in Phoenix, Arizona, started a pollinator garden in 2011. About 200 volunteers helped bring a barren patch of ground to life. They planted more than 500 plants! Since then, Anna’s, Costa’s, and black-chinned hummingbirds have all visited the garden. For hummers, the garden is a place to stop, rest, and feed. For human visitors, it’s a place to see flowers and birds as well as get ideas for creating their own pollinator gardens. Meanwhile, in the East, the Strawberry Plains Audubon Center in Holly Springs, Mississippi, hosts a festival every September celebrating the migration of ruby-throated hummingbirds. Visitors have the chance to see the amazing migrating hummers up close, go on nature walks and wagon rides, and learn about other animals, including snakes, bats, bears, wolves, and spiders.

4

Science: Life Science

What do plants in a pollinator garden offer to hummingbirds?

A. shade B. water C. nectar D. honey

C

What does this text describe?

A. This text describes the best way to plant a pollinator garden in your own backyard. B. This text describes two different places in the U.S. where hummingbirds are observed and celebrated. C. This text describes the pattern of hummingbird migration and how it has changed over the years. D. This text describes the easiest way to organize 200 people to complete a task.

B

Read the following sentences: " The Rio Salado Audubon Center in Phoenix, Arizona, started a pollinator garden in 2011. About 200 volunteers helped bring a barren patch of ground to life. They planted more than 500 plants! Since then, Anna’s, Costa’s, and black-chinned hummingbirds have all visited the garden. For hummers, the garden is a place to stop, rest, and feed. For human visitors, it’s a place to see flowers and birds as well as get ideas for creating their own pollinator gardens." Based on this information, what can be concluded about the pollinator garden at the Rio Salado Audubon Center?

A. Both humans and birds can take advantage of the garden. B. Hummingbirds do not like stopping at the garden. C. It is the only pollinator garden in the world. D. The garden is still a barren patch of ground.

A

Read these sentences from the text: The Rio Salado Audubon Center in Phoenix, Arizona, started a pollinator garden in 2011. About 200 volunteers helped bring a barren patch of groud to life. They planted more than 500 plants! What does the word barren mean in the text above?

A. dense and healthy B. modern and beautiful C. empty and lifeless D. small and cramped

C

What is the main idea of this text?

A. People attend the festival at S trawberry Plains Audubon Center in Holly Springs every year to go on nature walks and wagon rides. B. Pollinator gardens help many different types of animals including hummingbirds, bees, butterflies, and other pollinators. C. The pollinator gardens that people create at home are not as good as the Rio Salado Audubon Center garden. D. People all over the U.S. love hummingbirds and celebrate them by planting pollinator gardens and by hosting hummingbird festivals.

D

Who's That Bird?

Think about various birds you’ve seen. How are they alike and how are they different? You already know all birds have feathers. They all have two legs, two wings, and a beak, of course. But beyond those basics, birds come in an amazing variety of shapes, sizes, and colors, with an equally amazing variety of sounds and behaviors. Each kind of bird is called a species. Females and males of each species are sometimes different colors, but basically birds of the same species have the same look and sound. It’s fun to be able to look at or listen to a bird and say, “I know what that is!” Here are some bird identification tips for when you see a bird. Field marks are the physical characteristics of a bird—its color, markings, size, and shape. •Start with the basic color or colors. Crows are all black, for example, while American Goldfinches are mostly yellow with dark wings. •Think about its shape. Does it have a crest— feathers that stand up on top of its head? Is its tail long or short? •What does the beak look like? Is it long or short, thick or thin, straight or curved? •How big is it? Does it seem small, medium-size, or big? Compare its size and shape to something you know, like your fist or a football, or a bird you’re familiar with, like a crow or robin. Observing what a bird is doing and where it is can help you narrow down your choices. •If it’s swimming, there’s a good chance it’s a member of the duck family but no chance it’s a cardinal. •If it’s clinging to the side of a tree, it could be a woodpecker but probably isn’t a robin. •If it’s hopping in the grass, it might be some kind of sparrow or a robin but probably isn’t any kind of hummingbird. You can often hear a bird before you see it, and sometimes you will hear it but not see it at all. A bird’s call or song can tell you what it is and even what it is doing. Birds make different sounds in different circumstances. Also, some birds are only active at night. Listening for birds like owls after it gets dark can be fun! If you become familiar with the kinds of birds likely to be in your area, you can begin to match up sounds with species.

4

Science: Life Science

What do birds of the same species have in common?

A. They are all one gender. B. They are all the same color and the same weight. C. They have the same look and the same sound. D. They were all born on the same day.

C

What does this text describe?

A. This text describes different kinds of bird calls. B. This text describes bird identification tips. C. This text describes the physical characteristics of a bird. D. This text describes the difference between male and female birds.

B

Observing what a bird is doing and where it is can help you narrow down your choice of what species it is. What evidence from the text supports this statement?

A. A bird’s call or song can tell you what it is. B. Field marks are the physical characteristics of a bird—its color, markings, size, and shape. C. You can often hear a bird before you see it, and sometimes you will hear it but not see it at all. D. If a bird is clinging to the side of a tree, it could be a woodpecker but probably isn’t a robin.

D

Based on the information in the text, if you heard a bird make a noise at night, what species of bird would you think it is?

A. an owl B. a crow C. a robin D. a duck

A

What is the main idea of this text?

A. You can often hear a bird before you see it, and sometimes you will hear it but not see it at all. B. Birds come in an amazing variety of shapes, sizes, and colors, with an equally amazing variety of sounds and behaviors. C. The best ways to identify birds are to look for field marks, observe behaviors, and listen for calls and songs. D. Birds all have feathers, two legs, two wings, and a beak.

C

Meet Ann Paul: Working for the Birds

You might say scientist Ann Paul is wading birds’ best human friend, at least in and around Tampa Bay in Florida. Ann works on the waterways and islands of Audubon’s Florida Coastal Islands Sanctuaries. Her job is to continue the work this sanctuary has been doing for more than 80 years: protecting nesting bird colonies so that they remain “islands of life.” “My job is to help people understand that we must let these birds have these islands as protected sanctuaries while the embryos in the eggs develop and the chicks grow up,” she says. Every workday is different for Ann. “Some days we install ‘no trespassing’ signs to help boaters know where birds are nesting and to please stay off that island and let the birds successfully raise their young. Some days we go to the islands and count the nesting birds.” The goal is to get an estimate of the population of each waterbird species in the region. Large birds nest together in groups called colonies—also called rookeries—as a way of protecting their young. Ann explains how this helps them survive: “Large birds such as pelicans, herons, ibises, storks, gulls, terns, and skimmers can’t hide in the trees or bushes to raise their young the way mockingbirds or warblers do.” These birds and their nests are much bigger and it takes a long time for their young to be able to fly and find food for themselves. Their nests are pretty easy for predators to spot, but by choosing good nesting sites—mostly on small islands—the birds are able to keep their chicks safer. For example, raccoons like to eat birds’ eggs, but if the nests are on an island, raccoons swimming there risk being eaten by alligators. Another part of Ann’s job is to take members of the public—especially those who make policies that could affect bird habitat—to the islands so they can see with their own eyes why it’s important to protect birds and their nesting sites. “I have always been interested in animals and their wonderful adaptations,” says Ann. (Adaptations are characteristics developed over many generations that help an organism survive in its environment.) She studied biology and ecology in college, and now she gets to do what she loves for a living. “It is exciting to see birds making their nests, courting, catching fish or insects or whatever they are especially designed to eat.” With more and more people moving to coastal areas, there are more threats to habitat for birds in the region. Protecting places like Audubon’s coastal sanctuaries is important so that these birds and their habitat will be part of our natural heritage in the future.

4

Science: Life Science

What is Ann Paul's job?

A. Her job is to help care for baby birds. B. Her job is to protect nesting bird colonies. C. Her job is a biology and ecology professor. D. Her job is to kill predators.

B

What does this text describe?

A. This text describes the many types of birds that lay eggs on the Audubon coastal sanctuaries. B. This text describes the way predators find the location of bird nests. C. This text describes the policies that could potentially affect bird habitats. D. This text describes the importance of protecting Audubon's coastal sanctuaries.

D

Anne Paul has always been interested in animals and their wonderful adaptations. What evidence from the text supports this statement?

A. Every workday is different for Ann. B. Adaptations are characteristics developed over many generations that help an organism survive in its environment. C. Anne Paul studied biology and ecology in college. D. With more and more people moving to coastal areas, there are more threats to habitat for birds in the region

C

Based on the information in the text, what word do you think best describes Anne Paul?

A. dull B. passionate C. antisocial D. romantic

B

What is the main idea of this text?

A. Even though wading birds do what they can to protect their eggs, their eggs are still vulnerable in many different ways. Places like Audubon's coastal sanctuaries need to be protected to ensure the survival of these birds. B. Because larger birds cannot hide in trees to lay their eggs like smaller birds can, due to the size of their nests, they try to lay their eggs in large groups called colonies to better protect their young from predators. C. Everyday, Ann's job is to help people understand that we must let these birds have these islands as protected sanctuaries while the embryos in the eggs develop and the chicks grow up. D. Even though raccoons like to eat birds’ eggs, if the nests are on an island, raccoons swimming there risk being eaten by alligators, which is why so many wading birds lay their eggs on islands.

A

Introduction to Owls

Jennifer MaHarry Photography/Audubon Photography Awards Owls are birds of prey. That means they hunt and eat other animals. Eagles, hawks, and falcons belong to that group too. But unlike most other birds of prey, most owls are nocturnal—they are active at night. Their nighttime activity, quiet flight, and strange calls have made them the subject of many stories. There are more than 200 different kinds of owls all over the world, and North America is home to 19 of them. You may catch a glimpse of one along the side of a highway or hear it call from a tree in a city park or your backyard. The Great Horned Owl is found in every state in the United States except Hawaii. The giant of the owl family … in North America is the Great Gray Owl, which stands more than two feet high. The smallest is the Elf Owl—it’s only about five inches tall. There is one thing all owls have in common: They are all excellent predators. Learning about owls is an exciting adventure, and there are plenty of ways to do it. Some folks listen to recordings of owl sounds. Some watch live owl cams online while others see owls at nature centers. You can read books about owls and learn about them on the Internet.

4

Science: Life Science

What is one thing all owls have in common?

A. They are all nocturnal B. They are all two feet tall. C. They are all excellent predators. D. They are all located in North America.

C

What does this text describe?

A. This text describes the many kinds of food different owls will eat. B. This text describes where you can find recordings of owl sounds, live owl cams, books about owls, and information on the Internet. C. This text describes the different kinds of owls that live in Hawaii and other islands in the Pacific ocean. D. This text describes unique characteristics about owls and a few facts about some of the 200 different kinds of owls.

D

Owls are birds of prey. What evidence from the text supports this statement?

A. Most owls are nocturnal. B. There are more than 200 different kinds of owls all over the world. C. Owls hunt and eat other animals. D. The smallest is the Elf Owl—it’s only about five inches tall.

C

Read these sentences from the text: The giant of the owl family . . . in North America is the Great Gray Owl, which stands more than two feet high. The smallest is the Elf Owl - it's only about five inches tall. There is one thing all owls have in common: They are all excellent predators. Based off of this information, what is one thing you can conclude about the Elf Owl?

A. It is larger than the Great Gray Owl. B. It is an excellent predator. C. It has trouble hunting. D. It is too small to fly.

B

What is the main idea of this text?

A. Owls, or birds of prey, are found all over the world, are excellent predators, and are mostly nocturnal. B. People can read books about owls and learn all about them on the Internet. C. Owls, eagles, hawks, and falcons are all birds of prey, however, only owls can hunt at night. D. The largest owl is the Great Gray Owl, and the smallest owl is the Elf Owl.

A

John James Audubon

John James Audubon was a naturalist and artist who traveled throughout the United States in the 1800s painting birds and other animals in the wilderness. Audubon was born in Haiti in 1785 and spent his childhood in France. He came to the United States when he was 18. He did not speak English when he arrived, but he soon learned the language and, in 1812, became a U.S. citizen. Today, throughout the United States, parks, streets, and buildings are named in honor of Audubon. What did he do to earn such respect? Audubon was fascinated by nature and wildlife—especially by birds—even as a young boy. He combined his love of nature with his skills of drawing and painting. In America, he quickly fell in love with the vast and beautiful wild places he saw all around him. Audubon carried his paints and his gun into wild and unspoiled forests. He waded into swamps and drifted in small boats down rivers. He became a skillful woodsman and an expert rifleman. He faced many dangers in the frontier. Wherever he went, Audubon looked for birds. Some of them were unknown to scientists. His travels let him observe North America’s birds in all kinds of habitats. Audubon believed birds were so exciting that he wanted to paint them as big as life. He insisted on using the biggest paper available to create the book of his bird paintings. The sheets measured a little more than three feet by two feet, and were called “double elephant sheets.” When it was published, Audubon’s book, The Birds of America, was a great success. It had life-size paintings of 497 species of birds, more than half of the birds found in North America. Today copies are owned by many large museums and very wealthy people. It would cost you more than a million dollars to buy one! But there are copies in some museums that people can see, including the John J. Audubon Center in Audubon, Pennsylvania.

4

Science: Life Science

Who was John James Audubon?

A. a naturalist and artist B. a scientist and researcher C. a farmer and woodsman D. a playwright and author

A

What does this text describe?

A. This text describes John James Audubon's favorite painting locations out in the wild. B. This text describes the way John James Audubon's became a skillful woodsman and an expert rifleman. It also describes the many dangers he faced on the frontier. C. This text describes John James Audubon's journey to the U.S., his adventurous explorations to find birds, and his famous bird paintings. D. This text describes the many locations of John James Audubon's book of paintings, The Birds of America.

C

Audubon was fascinated by nature and wildlife—especially by birds. What evidence from the text supports this statement?

A. Audubon carried his paints and his gun into wild and unspoiled forests. B. Wherever he went, Audubon looked for birds. C. Audubon quickly fell in love with the vast and beautiful wild places he saw all around him. D. Audubon waded into swamps and drifted in small boats down rivers.

B

Read the following sentences from the text: Today, throughout the United States, parks, streets, and buildings are named in honor of Audubon. What did he do to earn such respect? What does the word honor mean in the text above?

A. to hope for desperately B. to replace quickly C. to explain something D. to treat with great respect

D

What is the main idea of this text?

A. John James Audubon, an artist and naturalist, traveled around the U.S. in search of birds and is remembered today for his beautiful bird paintings. B. During the early 1800s, John James Audubon had to carry a rifle when he went out into the wild and unspoiled forests because of how dangerous it was. C. When looking to paint large photos of birds, John James Audubon had a hard time finding paper that was big enough. D. The Birds of America , was a great success. Today copies are owned by many large museums and very wealthy people.

A

Survival Strategy of Hummingbirds

An active hummingbird’s heart may thump more than 1,200 times a minute. (Compare that with your own heart rate, which is probably somewhere between 60 and 100 beats per minute.) A hummer’s body temperature is about 105°F. It burns energy so fast, it must eat about half its own weight in food each day. How can it possibly survive a cold snap or a chilly night? One survival strategy is to drop into a sleeplike state called torpor when it gets too cold. In torpor, a hummingbird’s body temperature and heart rate drop to save energy. The heart of a hummer in torpor can slow to as few as 50 beats per minute. Its temperature may plunge to 60°F or even lower.

4

Science: Life Science

What survival strategy do hummingbirds use when it gets too cold?

A. A hummingbird goes to sleep. B. A hummingbird flies around very fast. C. A hummingbird drops into a state called torpor. D. A hummingbird finds a warm place to stay.

C

What does this text describe?

A. This text describes a hummingbird's lifespan. B. This text describes a hummingbird survival strategy. C. This text describes a hummingbird's favorite foods. D. This text describes a human heart beat.

B

In torpor, a hummingbird’s body temperature and heart rate drop to save energy. What information from the text supports this statement?

A. The heart of a hummer in torpor can slow to as few as 50 beats per minute. B. An active hummingbird’s heart may thump more than 1,200 times a minute. C. A hummer’s body temperature is about 105°F. D. A hummingbird burns energy so fast, it must eat about half its own weight in food each day.

A

Read these sentences from the text: In torpor, a hummingbird's body temperature and heart rate drop to save energy. The heart of a hummer in torpor can slow to as few as 50 beats per minute. Its temperature may plunge to 60 °F or even lower. What does the word "plunge" most likely mean in the text above?

A. to increase B. to stay the same C. to crawl D. to drop

D

What is the main idea of this text?

A. Hummingbird hearts thump more than 1,100 more times per minute than a human heart thumps. B. To survive cold nights hummingbirds enter a state called torpor, when their body temperature plummets and their heart beat slows down. C. The reason a hummingbird's heart rate drops is to save energy. D. A hummingbird burns energy so fast, it must eat about half its own weight in food each day to stay alive and healthy.

B

Follow Those Hummingbirds!

Scientists are studying hummingbirds to find out more about how they live and the migration paths they follow. One thing they’re concerned about is climate change. Along hummingbirds’ migratory routes, different plants bloom just in time for the hungry travelers to grab a meal. What if warmer spring temperatures cause flowers to bloom earlier than usual? The flowers could finish blooming before the hummingbirds arrive. No flowers would mean no nectar. How would that affect the migration of hummingbirds, and even their survival? Scientists are not the only ones fascinated by these busy birds! Many people attract hummingbirds to their yards and parks by planting flowers hummingbirds like. Others hang up hummingbird feeders. And they’re helping with scientific research, too. Across the Americas, many people keep track of hummers they see and report the results to scientists. You can too! Become a citizen scientist by taking part in Audubon’s “Hummingbirds at Home” project. Check out this website to find out how you can track, report on, and follow hummingbirds’ spring migration: hummingbirdsathome.org

4

Science: Life Science

When studying hummingbird migration pathways, what are scientists concerned about?

A. Scientists are concerned about hummingbird feeders. B. Scientists are concerned about people planting flowers. C. Scientists are concerned about climate change. D. Scientists are concerned about the "Hummingbirds at Home" project.

C

What does this text describe?

A. This text describes the best food to give to a hummingbird, whether it be planting new flowers or putting up new hummingbird feeders. B. This text describes the way climate change might affect hummingbird migration paths and what we can do to help. C. This text describes the migration paths that hummingbirds have been following for hundreds of years. D. This text describes the reasons flowers bloom earlier and the science behind the process.

B

Scientists are not the only ones fascinated by these busy birds! What evidence from the text supports this statement?

A. Many people attract hummingbirds to their yards and parks by planting flowers hummingbirds like. B. Scientists are studying hummingbirds to find out more about how they live and the migration paths they follow. C. One thing scientists are concerned about is climate change. D. Along hummingbirds’ migratory routes, different plants bloom just in time for the hungry travelers to grab a meal.

A

According to the text, scientists believe that climate change could change the blooming patterns of flowers. Based on the information in the text, what do you think will most likely happen to hummingbirds if this is true?

A. Nothing will change. B. Hummingbirds will stop migrating. C. Hummingbirds will become extinct. D. Hummingbirds will change their migration paths.

D

What is the main idea of this text?

A. Climate change is making plants bloom at different times. B. Climate change is potentially changing the migration routes of hummingbirds through altering blooming schedules. C. Scientists enjoy learning about hummingbirds and their migration patterns. D. Many people attract hummingbirds to their yards and parks by planting flowers hummingbirds like.

B

Why Is the Moon So Scarred with Craters?

An asteroid or meteor is more likely to fall toward Earth than the moon because our planet's stronger gravity attracts more space debris. But we can see many thousands of craters on the moon and we only know of about 180 on Earth! Why is that? The truth is both the Earth and the moon have been hit many, many times throughout their long 4.5 billion year history. The main difference between the two is that Earth has processes that can erase almost all evidence of past impacts. The moon does not. Pretty much any tiny dent made on the moon’s surface is going to stay there. Three processes help Earth keep its surface crater free. The first is called erosion. Earth has weather, water, and plants. These act together to break apart and wear down the ground. Eventually erosion can break a crater down to virtually nothing. The moon has almost no erosion because it has no atmosphere. That means it has no wind, it has no weather, and it certainly has no plants. Almost nothing can remove marks on its surface once they are made. The dusty footprints of astronauts who once walked on the moon are still there today, and they aren’t going anywhere anytime soon. The second thing is something called tectonics. Tectonics are processes that cause our planet’s surface to form new rocks, get rid of old rocks, and shift around over millions of years. Because of tectonics, the surface of Earth is recycled many times throughout its long history. As a result, very few rocks on Earth are as old as the rocks on the moon. The moon has not had tectonics for billions of years. That’s a lot more time for craters to form and stay put. The third thing is volcanism. Volcanic flows can cover up impact craters. This is a major way impact craters get covered up elsewhere in our solar system, but it is less important than the recycling of crust here on Earth. The moon once had large volcanic flows way in the past that did cover up many of the bigger earlier impacts, but it has been without volcanism for around three billion years. The moon may attract fewer bits of space rock than the Earth, but the moon is powerless to do anything about it after it has been hit. Once something hits the moon, that event becomes frozen in time. Earth, on the other hand, simply brushes these impact craters off and moves on with its life. No wonder there are so many craters on the moon compared to Earth!

4

Science: Earth & Space Science

Why does the Earth have fewer craters than the moon?

A. The Earth has a stronger gravitational field and attracts more debris than the moon. B. The Earth is bigger than the moon. C. The Earth has processes that can erase almost all evidence of past impacts. The moon does not. D. The moon attracts fewer bits of space rock than the Earth.

C

What does this passage describe?

A. This passage describes the three processes that help Earth keep its surface crater free. B. This passage describes the dusty footsteps of astronauts that you can still see on the moon today. C. This passage describes the 180 craters that you can still see on Earth. D. This passage describes the way volcanism covers up craters everwhere in our solar system.

A

Read these sentences from the text: "Three processes help Earth keep its surface crater free. The first is called erosion. Earth has weather, water, and plants. These act together to break apart and wear down the ground. Eventually erosion can break a crater down to virtually nothing." What can be concluded about Earth's surface based on this information?

A. Earth's surface looks exactly the same as the moon's surface. B. Earth's surface is constantly changing C. Earth's surface has been the same for thousands of years. D. Earth's surface will eventually be completely smooth.

B

Based on the information in the text, what do you think would happen to Earth's surface if erosion, tectonics, and volcanism suddenly stopped occuring?

A. Earth would continue to erase evidence of past impacts. B. Earth would have fewer craters. C. Earth would stop erasing evidence of past and future impacts. D. Earth would be completely smooth.

C

What is the main idea of this text?

A. Tectonics are processes that cause our planet’s surface to form new rocks, get rid of old rocks, and shift around over millions of years. B. The process of erosion uses weather, water, and plants to break down the ground on earth so that craters become virtually nothing. C. The Earth's gravity is stronger than the moon's, so it attracts more space debris than the moon does. D. Unlike the Earth, the moon does not have processes that remove craters from its surface.

D

Read the following sentences from the text: " Three processes help Earth keep its surface crater free. The first is called erosion. Earth has weather, water, and plants. These act together to break apart and wear down the ground. Eventually erosion can break a crater down to virtually nothing ." As used in the passage, what does the word "process" mean?

A. a way of thinking B. a set of changes that happen one after another C. a shield that Earth uses to protect itself from craters D. a way of moving forward

B

Choose the answer that best fits the sentence. Once something hits the moon, that event becomes frozen in time. ________, Earth simply brushes these impact craters off and moves on with its life.

A. for example B. therefore C. in contrast D. including

C

Hooray for Hummingbirds!

Wings whirring, a hummingbird buzzes up to a flower. It stops short, hovers, then pokes its long bill into the flower and uses its long tongue to sip nectar. Once, twice, three times it backs up, pauses, and dives into the flower again. Then zzzzzz! Off it flies to another flower. Zip, sip, zip—that’s hummingbird style! No other bird flies quite like a hummingbird. Because of the way their wings are made, hummingbirds can hover in one spot as well as fly backwards, side to side, straight up and down, and even upside-down! Hummingbirds also flap amazingly fast—from 20 to 200 times per second. The rapidly beating wings make the humming noise that gives hummingbirds their name. While hummers sometimes eat small insects and spiders, their favorite food by far is plant nectar. Different kinds of hummingbirds prefer different plants. Hummingbirds often visit many kinds of flowers while searching for nectar. All this flower-visiting makes a hummingbird an excellent pollinator. Flowers need pollen from other flowers to make seeds, but they can’t visit other plants to swap pollen. Instead, some flowers get the job done when their pollen sticks to a feeding hummingbird’s feathers and bill. The hummer carries this pollen to the next flower it visits. It takes a lot of fuel to power a busy hummingbird on an ordinary day. A hummingbird needs even more energy when it’s migrating—traveling between the place where it raises its young and the place where it spends winter. Ruby-throated hummingbirds, for example, double their weight before leaving their winter home in Central America and migrating north. Some of the other hummingbird species that migrate to the United States and Canada are the rufous, magnificent, and calliope hummingbirds.

4

Science: Life Science

According to the text, what is unique about hummingbirds?

A. the way they sleep B. the way they eat C. the way they fly D. the way they grow

C

The text describes hummingbirds. How does it describe the way they flap their wings?

A. They flap their wings amazingly fast. B. They flap their wings really slowly. C. They flap their wings in circles. D. They flap their wings angrily.

A

Read the following sentences: " Hummingbirds often visit many kinds of flowers while searching for nectar. All this flower-visiting makes a hummingbird an excellent pollinator. Flowers need pollen from other flowers to make seeds, but they can’t visit other plants to swap pollen. Instead, some flowers get the job done when their pollen sticks to a feeding hummingbird’s feathers and bill. The hummer carries this pollen to the next flower it visits." Based on this information, how can the word "pollinator" best be defined?

A. an animal that helps flowers make seeds by drinking their nectar B. an animal that helps flowers make seeds by carrying their pollen to other flowers C. an animal that helps flowers make seeds by carrying their petals to other flowers D. an animal that helps flowers make seeds by eating their pollen

B

Hummingbirds don't stay in the same area throughout the year. What information from the text supports this conclusion?

A. " Hummingbirds often visit many kinds of flowers while searching for nectar. All this flower-visiting makes a hummingbird an excellent pollinator. " B. " Wings whirring, a hummingbird buzzes up to a flower. It stops short, hovers, then pokes its long bill into the flower and uses its long tongue to sip nectar." C. " Hummingbirds also flap amazingly fast—from 20 to 200 times per second. The rapidly beating wings make the humming noise that gives hummingbirds their name." D. "A hummingbird needs even more energy when it’s migrating—traveling between the place where it raises its young and the place where it spends winter."

D

What is the main idea of this text?

A. Hummingbirds can fly in different directions. B. Pollinators help flowers make seeds. C. Hummingbirds sip nectar from flowers. D. Hummingbirds are unique fliers that pollinate flowers and migrate.

D

Malala Yousafzai

Malala Yousafzai was born on July 12, 1997, in Mingora, Pakistan. As a young child, Malala was exposed to the importance of education. Her father was in charge of running a local learning institution and instilled in Malala the value of attending school. Everything changed for Malala and her family when the Taliban began to have more authority in the Swat Valley region around 2007. The Taliban is a religious and political group in Afghanistan. The group is known for its strict Islamic laws and for supporting terrorism. The Taliban prohibited females from participating in many activities, including attending school. The Taliban were so committed to banning female access to education that they destroyed around 400 schools within two years of their control. But Malala would not be deterred from her passion for learning. Not only did she continue to attend school, but she also spoke publicly about her dissent. On a Pakistani televised program, Malala was brave enough to express her disbelief; "How dare the Taliban take away my basic right to education?" Malala boldly proclaimed. Under the pseudonym 'Gul Makai,' she also began to blog about what it was like as a female under the Taliban's oppressive rule. Life became so dangerous for Malala and her family that they had to flee their home as a temporary safety measure. When they returned, Malala and her father started to become more vocal in opposition to the Taliban's sexist rules. Word started to spread about this father-daughter duo and Malala began to win awards for her bravery. The Taliban was extremely unhappy with Malala, and on October 9, 2012, a member of the Taliban shot Malala in the head. Malala received immediate medical attention, and after multiple surgeries, she woke up from a coma. Miraculously, the trauma did not cause any permanent brain damage! As the story of her survival and bravery spread, Malala became an international icon and an education advocate. Since recovering from her wound, Malala has written a best-selling book and started a foundation for female empowerment. In October 2014, Malala won a much-deserved Nobel Peace Prize.

4

Social Studies: Geography, Societies & Culture, World History

Where was Malala Yousafzai born?

A. Afghanistan B. India C. Pakistan D. Turkey

C

The text describes the sequence of important events in Malala Yousafzai's life. What happened on October 9, 2012?

A. Malala met President Obama and his family. B. A member of the Taliban shot Malala in the head. C. Malala left Pakistan with her family. D. Malala won the Nobel Peace Prize.

B

Read the following sentences from the text. " But Malala would not be deterred from her passion for learning. Not only did she continue to attend school, but she also spoke publicly about her dissent. On a Pakistani televised program, Malala was brave enough to express her disbelief; 'How dare the Taliban take away my basic right to education?' Malala boldly proclaimed. Under the pseudonym 'Gul Makai,' she also began to blog about what it was like as a female under the Taliban's oppressive rule." Which conclusion about Malala does this information best support?

A. She is very kind but reserved. B. She is very determined and outspoken. C. She is very mysterious and troubled. D. She is very creative but lazy.

B

Why is the rule of the Taliban especially harmful to girls and women?

A. The Taliban stops females from having children of their own. B. The Taliban violently forces females to get an education when they don't want one. C. The Taliban stops females from participating in many activities, including getting an education. D. The Taliban forces families to get rid of their female relatives.

C

What is the main idea of the text?

A. The Taliban, a violent fundamental Islamist group, prohibited females from participating in many activities, including attending school. B. Malala Yousafzai risked her life to pursue an education and speak out against the Taliban's sexist rules, becoming an international icon and education advocate. C. Malala Yousafzai was shot by a Taliban member, but miraculously, the trauma did not cause any permanent brain damage. D. Malala Yousafzai's father was in charge of running a local learning institution when she was a child and instilled in Malala the value of education.

B

Read the following sentences. " The Taliban, a violent fundamental Islamist group, prohibited females from participating in many activities, including attending school. The Taliban were so committed to banning female access to education that they destroyed around 400 schools within two years of their control. " Based on the text, what does the word "prohibit" mean?

A. increase B. stop C. encourage D. educate

B

Choose the answer that best completes the sentence. Malala and her father started to become more vocal in opposition to the Taliban's sexist rules. ________, a member of the Taliban shot Malala in the head.

A. However B. In conclusion C. Consequently D. Contrastly

C

Juan Manuel Santos

Juan Manuel Santos was born on August 10, 1951, in Bogota, Colombia. His family had a great deal of political influence in Colombia, with his great-uncle being Colombia’s president from 1938 to 1942. Juan was, therefore, exposed to life in politics from a very early age. The importance of journalism was also instilled in Juan since his family owned the largest newspaper in the country. School played a very large role in Juan’s young adulthood. Not only did he study business and economics at the University of Kansas, but he also earned degrees from both the London School of Economics and Harvard University in public administration. Soon after graduating, Juan returned to Colombia, where he began to report for his family’s newspaper, El Tiempo. He proved himself to be a skilled reporter, and he received awards for his work. He eventually transitioned his career over to politics, and after holding multiple positions in the government, Juan was elected the president of Colombia. The primary goal of his presidency was to end Colombia's civil war. A rebel group called FARC had been fighting with the Colombian government for decades, and Santos made it his mission to create a peaceful resolution. Santos worked long and hard to come up with a peace deal, which would have granted amnesty to thousands of rebel fighters. In the fall of 2016, however, the Colombian citizens voted against this deal. Despite this undesired outcome, Juan was awarded the Nobel Peace Prize “for his resolute efforts to bring the country’s more than 50-year-long civil war to an end.”

4

Social Studies: Geography, Societies & Culture, World History

In which country did the family of Juan Manuel Santos have a great deal of political influence?

A. Venezuela B. Brazil C. Columbia D. Mexico

C

The text describes the sequence of important events in Juan Manuel Santos's life. What happened before he began to report for his family’s newspaper, El Tiempo?

A. He transitioned his career over to politics. B. He was elected the president of Columbia. C. He came up with a peace deal which would have granted amnesty to thousands of rebel fighters. D. He earned degrees from both the London School of Economics and Harvard University.

D

Read the following sentences from the text. " He proved himself to be a skilled reporter, and he received awards for his work. He eventually transitioned his career over to politics, and after holding multiple positions in the government, Juan was elected the President of Colombia." What can be concluded about the career of Juan Manuel Santos based on this information?

A. He only experienced success in politics. B. He only experienced success in journalism. C. He experienced success in both journalism and politics. D. He was unable to experience success in either success or politics.

C

Based on the text, what may have influenced the career of Juan Manuel Santos?

A. his friends' careers B. his family's background C. the movies he watched as a kid D. the books he read as a kid

B

What is the main idea of this text?

A. Juan Manuel Santos came from a family involved in Columbia's politics and journalism. After he became a reporter, he was elected president and worked on ending the country's civil war. B. A rebel group called FARC fought with the Colombian government for decades. When Juan Manuel Santos became president, he made it his mission to create a peaceful resolution. C. Juan Manuel Santos began to report for his family’s newspaper, El Tiempo . He proved himself to be a skilled reporter, and he received awards for his work. D. Juan Manuel Santos was exposed to life in politics from a very early age. The importance of journalism was also instilled in Juan since his family owned the largest newspaper in the country.

A

World War I & the Great Depression - Robert Lindsay Mackay's First World War Diary

These passages are selections from the First World War Diary of Robert Lindsay Mackay. Mackay was from Scotland, an American ally. He was an officer, or leader, with the 11th Battalion of the Argyll and Sutherland Highlanders from 1915 until the end of the war. 30th. July. My 21st. birthday. Champagne Dinner at night. Had to go away at 11.30 p.m. with my 50 Argyll stretcher-bearers. Got them on the move and moved up towards the 'show' which would begin in a few hours time. Another officer and 50 men of the 13th. Royal Scots now joined my party so I had 100 men. Got to Bivouac Camp. We were now all ready for the show. Felt things strange of course. Although I had by this time begun to dread this corner of the earth I did not feel the least bit afraid. In previous shows I had gone into action feeling that I would come out again. This time I had no such feeling. Felt, almost knew, that I would not come out again. Did not, however, leave any addresses or messages behind because I believed it unlucky…. As we marched along, I felt quite cheerful, in spite of this somewhat melancholy reflection, and would not consciously have wished myself anywhere else. Soon, I became so engrossed, that I lost every outside thought, and could only think of the present business. No regrets for the past, and no fears for the future worried me…. Wed. 1st. Aug. My H.Q. are in the Ecole. The men are in a cellar, indescribably filthy, with an awful odour and three inches deep in water. Here they have to rest, sleep and eat if they can. I should be down with them but preferred risking it above ground in a tin hut (which was constantly being bombed) behind a broken down wall. A pip-squeak could have finished it and me. I've read so many descriptions in newspapers of the ruin and desolation caused in this war. Famous literary men have tried their powers of description and all (with the possible exception of Gilbert Frankau) have failed to convey the repulsiveness and awfulness of the scene. The Ecole was one of these places - That's all! Began work at 3.15 a.m. - a cheerless hour. It was raining I think. Moved up. Searched ground up to Blue Line. Terrific rain, heavy and prolonged. Ground churned up. We could scarcely move one foot after the other. Our job was to carry down wounded. This is my first job as a bearer. I hope to goodness it is my last - prefer going over the top. Heard about the Battalion. MacCallum killed. I'll have to write to his girl. Also Leitch and D.R.Cameron, Gray and Robinson and Sinclair wounded. 21st. …. Our casualties were 15 killed and 20 wounded, including the five officers. Very expensive this, for a day's outing. Relief completed in hopeless confusion. Back to Bn. H.Q. at 3.30 a.m. Arras at 4.45 with Stark. Bed at 6 a.m. Really tired.

4-5

Social Studies: World History

According to the text, where was Robert Lindsay Mackay from?

A. Bivouac Camp B. Argyll C. America D. Scotland

D

How are the passages in the text ordered?

A. from a later time to an earlier time B. from an early time to a later time C. from night to morning D. from morning to night

B

Read these sentences from one of Mackay’s diary entries. Heard about the Battalion. MacCallum killed. I'll have to write to his girl. Also Leitch and D.R.Cameron, Gray and Robinson and Sinclair wounded. What conclusion can you draw from this evidence?

A. Mackay’s main job was to the loved ones of people who died or were injured in battle. B. Mackay probably knew several of the people who were injured or died in battle. C. MacCallum was the only soldier killed that day, although many others were injured. D. Gary, Robinson, and Sinclair will all recover quickly from their wounds.

B

Based on the text, what might Robert Lindsay Mackay think about war?

A. Conditions in war are better than most people think. B. No good authors tried writing about war. C. It is difficult to describe what war is really like. D. Getting enough sleep is easy on the front lines.

C

What is this text mostly about?

A. how Scottish military was unique in World War I B. one person’s experience serving in World War I C. how Mackay became one of the great heroes of World War I D. the different jobs that soldiers had in World War I

B

Read this sentence from the text. Our casualties were 15 killed and 20 wounded, including the five officers. As used in the sentence, what does the word "casualties" mean?

A. civilian clothing B. people hurt or killed C. food supplies D. plans of attack

B

Choose the answer that best completes the sentence. Mackay did not want to be anywhere else _______ it was a melancholy occasion.

A. so B. for example C. above all D. even though

D

The Chimp's Champ

A woman who kicked off the environmental conference knows a thing or two about chimps. Jane Goodall is a scientist who is famous for her research in Africa on how chimpanzees behave in the wild. Goodall gave a speech to kids about making the world a better place. She even introduced herself with chimpanzee noises! What advice did she have for kids about protecting the environment? "Get involved and do something!" Today, Jane Goodall works for the United Nations. As a United Nations Messenger of Peace, she travels around the world and speaks about the environment and peace. Goodall credits her mom for being her greatest inspiration to study chimpanzees. "When I dreamed of going to Africa at 8, everybody laughed at me," she told Weekly Reader. "[My mom] was the one who said that if you really want something, work hard, take advantage of the opportunity, and never give up!"

4

Science: Life Science

Jane Goodall is a scientist who studies chimpanzees. This shows that she

A. is sillier than the average adult. B. knows a lot about nature. C. has a large family. D. likes to pretend she is a kid.

B

Jane Goodall wanted to go to Africa from a very young age. She must be very __________.

A. determined B. convincing C. positive D. happy

A

Jane Goodall suggests to "Get involved and do something!" to protect the environment. Which is an example of protecting the environment?

A. taking long shower B. wasting paper C. picking up garbage D. driving to the park

C

Jane Goodall's mom sounds like she is ______________.

A. sad B. energetic C. entertaining D. encouraging

D

Inside and Outside Carlsbad Caverns

Imagine watching hundreds of thousands of bats swirl around you, swarming to form a large, black mass that flies off into the horizon. At Carlsbad Caverns in New Mexico, this scene is a regular occurrence. The caverns, located in a United States National Park, are home to around 400,000 Mexican free-tailed bats that fly out into the night sky each evening at dusk to feed on nearby moths and insects, returning at dawn to their caves. The spectacle draws crowds from around the world into the Chihuahuan Desert, where the park is located. One such visitor was Laurel Mathews, who once visited the caves with her family on a road trip. “At the entrance to one of the caves, there’s stadium seating for visitors to watch the bats,” she remembers. “We waited a long time to see them. Finally, they started circling out of the cave and they flew off—out came more and more and more, all of them flying in loops and then out into the sky. It was amazing that there were so many!” Laurel also remembers the sound the bats made, describing the high, screeching noise. “It was really creepy, but also really cool,” she says. Laurel recalls her family’s arrival at the Carlsbad Caverns National Park. “It didn’t look very spectacular when we first drove in,” she admits. “But then we started exploring the big network of underground caves.” The formation of the caves is a result of a fossilized reef that existed 250 to 280 million years ago in an inland sea that has long since disappeared. Since limestone is typically made up of fragments of coral, a large limestone deposit eventually formed in the area. Today, you can still find several fossilized plants and animals in the caves’ limestone that date back to a time before dinosaurs walked the earth. Starting sometime between four and six million years ago, water from the earth’s surface began moving through the cracks in the stone deposit. There is a type of acid in surface water. When this water combined with rainwater, the two mixed to form another type of acid as a result of their chemical compositions. This acid slowly dissolved the limestone to eventually form the winding caves that exist today in Carlsbad Caverns. This is a very common process that happens to limestone—many caves all around the world exist in limestone deposits due to the stone’s solubility (the ability of a substance to be dissolved) in a mixture of water and acid. Eventually, speleothems—formations that arise from mineral deposits in caves—began to take shape in the lower levels of the caverns. In fact, these speleothems existed during the last ice age, when instead of a desert, a pine forest sat above the caves. Over the years, park employees and rangers have found clues that hint at the caves’ history. For example, according to the National Park Service, people have found some bones of ancient ice age animals scattered around the entrance to some of the caves. In 2003, an employee found a part of a stone scraper dating back to the last ice age near a cave entrance as well. Clearly, the caves have a long history—researchers have discovered that American Indians first inhabited the area sometime between 12,000 and 14,000 years ago. Ever since then, the caves have been explored by several groups, including Spanish explorers in the 1500s, and later by American explorers and guides who drew attention from all across the country to the natural phenomenon. Laurel remembers this phenomenon very well. “It took us between one and two hours to get all the way to the bottom,” she says, recounting the windy pathway leading deeper and deeper into the heart of the caves. “The park had put in blue and red lights to highlight the beautiful rock formations.” Once they reached the bottom, Laurel says that she had to take an elevator to get back to the top. “My ears popped so much in the elevator!” she remembers. “It took a really long time to reach the top; I didn’t realize how far down we were until we were on our way back up.”

4

Science: Earth & Space Science, Life Science

According to the passage, what currently lives in the caves at Carlsbad Cavern National?

A. Native Americans B. bats C. bears D. explorers

B

What does the author describe at the beginning of the passage?

A. how speleothems are formed B. the formation of limestone caves C. fossils found in Carlsbad Cavern D. watching bats at Carlsbad Cavern

D

Limestone deposits can help researchers learn about what the area was like thousands of years ago. What evidence from the passage best supports this conclusion?

A. Limestone can contain fossilized plants and animals. B. Acid can slowly dissolve limestone to form winding caves. C. Limestone is typically made up of coral fragments. D. Many caves around the world exist in limestone deposits.

A

“At the entrance to the cave, there’s stadium seating for visitors to watch the bats.” Based on this information, what can you conclude about the popularity of the bats at Carlsbad Cavern?

A. The bats are not a popular attraction at Carlsbad Cavern. B. People go to Carlsbad Cavern to see the caves, not the bats. C. The bats are a popular attraction at Carlsbad Cavern. D. Most people who visit Carlsbad Cavern don’t know about the bats.

C

What is this passage mostly about?

A. Laurel Mathews’ family vacation B. how bats navigate using sound C. how limestone deposits are formed D. caves at Carlsbad Cavern National Park

D

Read the following sentences: “The caverns, located in a United States National Park, are home to around 400,000 Mexican free-tailed bats that fly out into the night sky each evening at dusk to feed on nearby moths and insects, returning at dawn to their caves. The spectacle draws crowds from around the world into the Chihuahuan Desert, where the park is located.” As used in this sentence, what does the word “spectacle” mean?

A. a very impressive show B. something that happens irregularly C. something that happens at night D. something that people watch with glasses

A

Choose the answer that best completes the sentence below. __________, Laurel did not think the Carlsbad Cavern National Park looked very spectacular, but her opinion changed after she explored the caves.

A. For instance B. Initially C. Particularly D. Therefore

B

Invisible Thieves

This message is top secret. There are millions of dollars that have been put in my account. But I can't transfer it out of the country because of local laws. If you send a thousand dollars to cover the processing fee, I will put a million dollars in your account as a reward. Send me the money order and your account number. This is 100 percent real, with no risk to you. Sounds like a great deal. In fact, it sounds too good to be true. And it is. It's a scam. A scam is meant to trick people. You will never get a million dollars—or your money back. Many spam, or junk, e-mails try to get your money. They are from people who are "phishing" for your personal information. When people phish, they send out spam with the hope that you'll fall for their trick. They want your name, credit card numbers, and Social Security number. That information can be more valuable than your money! Once someone has your personal information, he or she can use your credit card. The thief can even steal your identity and pretend to be you when buying things. Devon, 18, from San Diego, California, told Extra that his identity was stolen when he was just a kid! The thief used Devon's Social Security number to get credit cards in Devon's name. Devon now has trouble getting credit cards. He was almost turned down for a cell phone. "It was very upsetting," Devon said. "[The thief has] been using [my information] for 10 years, and I'm only 18!" It is important to protect yourself from e-mail scams and people who phish for information. Never give out personal information. And if an offer sounds too good to be true, it is.

4

Social Studies: Sports, Health & Safety

According to the text, what do many spam e-mails try to do?

A. get your money B. use your credit card C. pretend to be you D. protect your information

A

What does the author list at the end of the text?

A. different types of phishing scams B. suggestions for protecting yourself against fraud C. different kinds of fraud complaints D. the different amounts of money stolen in scams

C

It's possible for your identity to be stolen at any age. What evidence from the text supports this conclusion?

A. “They want your name, credit card numbers, and Social Security number. That information can be more valuable than your money!” B. “Many spam, or junk, e-mails try to get your money. They are from people who are "phishing" for your personal information.” C. “Sounds like a great deal. In fact, it sounds too good to be true. And it is. It's a scam. A scam is meant to trick people.” D. “Devon, 18, from San Diego, California, told Extra that his identity was stolen when he was just a kid!”

D

Based on the text, what can you infer?

A. If your identity is stolen, it can negatively impact your life for many years. B. Everyone who asks for your email wants to steal your identity. C. There is no way to prevent your identity from being stolen. D. If your identity is stolen, it is easy to recover it.

A

What is the text mostly about?

A. a famous thief and how he hid from police B. tricks to steal your personal information C. different kinds of emails you can receive D. how to pay for something by credit card

B

Read this sentence from the text. I can’t transfer my money out of the country because of local laws. As used in the sentence, what does the word "transfer" most nearly mean?

A. earn B. borrow C. spend D. move

D

Choose the word or phrase that best completes the sentence. People who have your personal information can steal from you, ________ don’t give your personal information to strangers!

A. while B. after C. unless D. so

D

What's for Breakfast?

Of course Dad decided to blame me when he came downstairs this morning to make coffee and burn toast, and saw the mess in the kitchen and the living room. “DANIEL,” I heard him from my post in the bathroom. I stood there on my toes to see what I’d look like if I were taller, brushing my teeth and wondering if I could get out the door with un-brushed hair, and without Miranda, my older and snottier sister, noticing. “DANIEL!” I came downstairs still wearing my pajamas and saw a bunch of magazines on the rug by the couch, toppled over from their usual stack on the coffee table. Then I saw the bad mess in the kitchen. The jars with Miranda’s baking supplies are usually lined up along the counter, but one of them was on the floor in pieces, and there was flour everywhere. Dad was standing in the middle of it, wearing half of a suit: shiny black shoes and pressed work pants, but no shirt; and his hair still wet from the shower. I laughed. That was a mistake. “Did you do this, funny man?” The coffeemaker sounded like it was gargling mouthwash. I guess Dad wasn’t so mad that he couldn’t make his java. “No, Dad, I didn’t.” It was the truth, too. When I turned off the TV the night before, the magazines were still stacked. And when I got my nighttime cup of water from the kitchen, there was no flour on the floor. “Really? Because we’ve had this problem before, with footballs and jump ropes, and indoor kite-flying.” Dad obviously did not believe me. “Really, Dad, I have no idea how this happened. I got some water in the middle of the night, but everything was clean then.” Dad turned around and got some bread and butter, and honey. The toaster sounded like it hurt when he pushed the lever down. It was old and never made toast right. I only ate toast when I slept over at other people’s houses. Dad didn’t really care what his toast tasted like, I guess. “I don’t have time to clean this up, Daniel, and I’m mad. Go upstairs and get ready for school.” Dad filled a big bowl with water. “Okay.” I was halfway up the stairs when Miranda’s cat, Oatmeal, shot up underneath my legs. “DAD!” I yelled. “I BET IT WAS OATMEAL!” I don’t think Dad heard me, but I got dressed and the more I thought about it, the more I just knew it had been Oatmeal. That cat always causes problems. At night he either fights things that can’t fight back, like the couch or the cabinets or the laundry baskets downstairs, or he sits in the upstairs hallway and howls, trying to get into our rooms to show off the socks he hunts and kills. He’s annoying, which means he’s Miranda’s perfect pet. “Hey, Bozo.” Miranda came out of her room dressed in high-tops and a red polka-dot dress. She had some bracelets on, which, plus the dress, made her look kind of like a girl, except that her bracelets had skulls on them and her sneakers were black. She was a weird sister. She was in sixth grade and I was in fourth. I didn’t understand why she didn’t dress normally. Everything had to have something black or bone-y in it. “Your stupid cat got me in trouble, Miranda.” “Maybe if you hadn’t set precedent so many times, you wouldn’t get blamed for wrecking the house.” “I didn’t set president!” I didn’t even know what that word meant. “Precedent, dummy. And yes you did, every time you played ball or some other stupid game in the house.” She walked past me and petted Oatmeal as he slithered toward her door. “Hurry up, or I’ll eat all the cereal.” I didn’t hurry up. I put on my shoes and was silently thankful that she hadn’t noticed my messy hair. I walked back downstairs with heavy feet, and let my backpack hit the steps behind me. Dad was eating his burned toast with honey, and trying to mop up a gloppy mess on the floor. He did not look happy. Miranda was at the table eating a bowl of Kix. She threw one at me. I decided to skip cereal. “Daniel, this is unacceptable,” Dad muttered. “Dad, it was Oatmeal. He went on a night rampage and did this.” “MIRANDA!” Dad raised his voice. “Dad, he’s just being a cat. He has wild instincts.” Miranda didn’t even lift her head. “You need to start keeping your cookie things in the pantry.” “They look good in the jars.” “Fine. They’ll just have to look good in the jars in the pantry.” Miranda decided not to argue, I guess, because she shut up. Dad was struggling. The paper towels he was using to wipe up the wet flour weren’t doing a good job. He threw two handfuls in the trash, but there were still smears of paste on the ground and some dry flour powdering the corners of the kitchen. Dad looked at the clock on the stove, and he said, “Look at the time! We have to go.” Then he rushed to the laundry room to put on a work shirt. “Get your school stuff together and get in the car,” Dad said. He huffed his way out the door. Miranda got up and went back upstairs, leaving me in the kitchen by myself. I sidestepped the sticky streaks of flour on the ground and got a Popsicle from the freezer. Breakfast! When I got outside, Dad was already waiting in the driveway. I got in the front seat (take that, Miranda!) and noticed some crusty flour on the back of his work jacket. I didn’t say anything. He’d probably just get mad. He was already mad anyway and getting angrier, as he impatiently honked the horn for Miranda. She shuffled out the front door, holding her lumpy backpack in front of her with both arms. We pulled out and Dad turned on NPR. “I hope you two packed lunch.” “I forgot,” I said. “Can I have some money?” “Here, take 10 bucks.” Dad tossed his wallet into my lap. I looked back at Miranda. I was kind of disappointed that she hadn’t gotten mad about me sitting in the front seat. “Miranda, do you need money, too?” Dad asked. “No.” “What did you bring for lunch?” “Oatmeal.” “That’s gross, weirdo.” Who eats oatmeal for lunch, I thought. “If you say so, kiddo.” Dad rolled his eyes. “I hope you packed the instant stuff, because if you cooked oatmeal just now, it’s going to get really cold and nasty, and I’m going to be really annoyed that you wasted time doing that while we were waiting outside for you.” Miranda just looked out the window. We didn’t talk for a few minutes, and the radio droned on about the news. “Yeah, we waited forever,” I said, turning around to glare. When I did, I noticed something weird. Miranda’s backpack moved. I opened my mouth to say something but Miranda made a mean face and mouthed, “Don’t say anything.” A little white paw poked out from under the flap on her bag. I turned around again. Unbelievable! How is it that I was the one who always got in trouble for what that cat did? Miranda was worse than I was! Dad pulled up to our school. “Have a good day, guys,” he said, and I still didn’t tell him about the flour-paste on his coat. I got out; Miranda didn’t. I stood on the sidewalk for a moment wondering why she was just sitting there. And then I saw Oatmeal squeeze his way out of her bag, despite her struggle to keep him contained. I slammed the door shut so he wouldn’t escape. I heard her shriek and my dad yell, while I watched the cat tear the leather as he clawed his way under the passenger seat. “MIRANDA!! !” Dad’s scream was muffled with all the doors closed. I could hear them arguing, and then Dad waved at me without looking and drove away. I probably should have felt a little angry that Miranda got to be late to school, or that my dad just drove away like that. But as I walked into the building, I just could not stop smiling.

4

During what time of day does the story take place?

A. afternoon B. morning C. evening D. midnight

B

Why is Daniel’s father upset at the beginning of the story?

A. Daniel and Miranda had gotten into a fight. B. There was a bad mess in the kitchen. C. Daniel and Miranda were running late for school. D. Daniel’s father was out of clean shirts.

B

Daniel’s father appears very stressed throughout the passage. Which evidence from the passage best supports this conclusion?

A. Daniel’s father suspects Daniel is responsible for the bad mess in the kitchen. B. Daniel’s father was eating burned toast with honey and trying to mop up the mess on the floor. C. Daniel’s father huffs his way out the door and honks the horn impatiently while waiting for Miranda in the car. D. Daniel’s father wishes Daniel and Miranda a good day at school.

C

Why does Daniel’s father think it was Daniel who made the big mess in the kitchen?

A. Daniel has a history of making messes in the house. B. Daniel always makes a mess when he cooks with flour. C. Daniel was angry with his father and wanted to make him mad. D. Daniel never cleaned up after himself.

A

What is this story mainly about?

A. the way Daniel and his family make breakfast B. Daniel’s difficult behavior C. a troublemaking cat named Oatmeal D. a morning incident that Daniel and his family experience

D

Read the following sentence from the story: “The toaster sounded like it hurt when he pushed the lever down. It was old and never made toast right.” Why does the author say that the toaster “sounded like it hurt”?

A. to emphasize how old and non-functional the toaster was B. to show that the toaster had feelings C. to emphasize how badly the family treated the toaster D. to show that the toaster made the same sounds as a human

A

Choose the answer that best completes the sentence below. _________ Daniel is frustrated and annoyed by his sister Miranda, he doesn’t tell his father that he saw Oatmeal in Miranda’s backpack.

A. In summary B. Even though C. Because D. Since

B

News Debate: Cashing In

Should kids be paid for doing well in school? Need money? Then study up! Some cities are offering kids cash for doing well in school. In New York City, some fourth graders will receive up to $25 this year for every state test they ace. Schools in other states also offer incentives: In one Massachusetts town, kids receive $25 for perfect attendance. In Dallas, some schools motivate, or encourage, kids by giving students $2 for every book they read. Some people say the incentives are a good way to motivate kids to study. Others say paying children to learn is wrong because kids are the ones who benefit from schoolwork. WR News student reporters Andrew Jing and Katelyn Vlastaris each took a side. Paying kids for getting good grades in school? That's outrageous! Getting good grades in school is what kids are supposed to be doing. Students get the benefit from education, so why should we get paid? You don't expect to get paid to eat, do you? Your teachers and staff have already gone to school and have already gotten their educations. They don't need your good grades. You do! "It's not like a job. You get good grades for your own good," says student Rolina Luo. Many important things in life are not necessarily motivated by money. Education is one of them. Try to do well in school so that you'll have a better shot at being successful in the real world. You shouldn't have to be paid to do that. Adults go to work and get paid for their jobs. A kid's job is to go to school. By paying us for doing well in school, you are helping prepare us for the real world. If you give us a toy, we can play with it. If you give us money, however, we can save it or buy something nice. We can even give it to charity. Almost anything is possible! Student Brett Upperman agrees that kids should be rewarded with money for schoolwork. "Kids need money so we can save it for college. And I want to buy a house someday," says Brett. If you reward us with money, it may motivate us to do great in subjects we don't like, and then we'll start doing well by ourselves. This could give us a big boost for the rest of our lives.

4

Social Studies: School & Family Life

According to the text, how much money do some students receive for perfect attendance?

A. $25 B. $10 C. $2 D. $0

A

How does the author present the information in this text?

A. The author describes the issue of paying students for doing well in school, then sets forth arguments for and against paying for grades. B. The author describes different states in the U.S. that are paying students for schoolwork, and then points out that student reporters took sides on this issue. C. The author states that getting good grades in school is what kids are supposed to be doing, then argues that students should work hard in school so they will be successful in the future. D. The author proposes that rewarding students will help them do well in subjects they don’t like, then compares adults going to work to children going to school.

A

Read these sentences from the text. In New York City, some fourth graders will receive up to $25 this year for every state test they ace. Schools in other states also offer incentives: In one Massachusetts town, kids receive $25 for perfect attendance. In Dallas, some schools motivate, or encourage, kids by giving students $2 for every book they read. What can you conclude based on this evidence?

A. All cities and towns provide students with financial incentives to improve their performance in school. B. Some cities offer rewards to students for their achievements at school, but not every city rewards the same behavior. C. The parents of students are responsible for providing the money to their students if the school can’t afford it. D. In Massachusetts, students can get paid $25 dollars for attendance and $2 for every book they read.

B

What can be inferred from the text?

A. All students in New York City are paid $25 for good state test scores. B. It is a bad idea to pay students to do well in school. C. Not all schools pay their students to do well. D. Paying students to do well in school is very effective.

C

What would be another good title for this text?

A. The Pros and Cons of Paying Students for Good Grades B. Education Benefits You for Life C. Money for Grades Equals Gifts to Charity D. Paid to Succeed on the Test

A

Read these sentences from the text. Student Brett Upperman agrees that kids should be rewarded with money for schoolwork. "Kids need money so we can save it for college. And I want to buy a house someday," says Brett. In these sentences, what does the word "rewarded" most nearly mean?

A. given another chance to succeed B. given poor-quality items C. given a strong education D. given something for good work

D

Choose the word that best completes the sentence. Some people are against paying kids for good grades _________ they feel it is a student’s responsibility to do well on their own.

A. because B. when C. and D. although

A

The Circus Comes to Town

Donald Seastrunk never feared the jugglers until they upgraded from bean bags to bowling pins. By the movie theater, after a movie let out, excited crowds gathered around the most skilled jugglers, whose silk vests were as blue as the sky. Winking and smiling, the jugglers performed astonishing feats: dozens of balls in the air at once; nifty, behind-the-back and through-the-legs tricks; even juggling blindfolded. Word of mouth spread to neighboring towns. People from far away came to see the street performers. All seemed well and good, but with the jugglers’ popularity came copycats. And so many of them! On the side streets and quiet walkways, juggling copycats blundered through their simple routines. A ball or two rolling into the street was the worst of it, at first. But when the very best jugglers switched to bowling pins to freshen up their act, the bad jugglers copied this, too. For Donald Seastrunk, the juggling problem came to a head one May morning, as he hurried from his car up the path to the library. Just as he thought he was safe, a stray bowling pin spiraled through the air and whomped him on the head. The next day it was crazy at Town Hall, too. Mayor Marjorie Arnold sighed at her desk. She had just read Donald Seastrunk’s angry email, which Donald had sent to dozens of friends, the town council, and the mayor’s office. This wasn’t the first complaint the mayor had received about the jugglers. But what could she do? Some people were mad, but others loved the jugglers. After all, the town was practically famous now, and people were proud to be from a famous town. The biggest newspaper in the state capital had even written an article about the jugglers. And think of all the money the crowds spent at local stores! The mayor chewed her pen. She tapped her foot furiously. She sighed so strongly that important documents blew off her desk, and this made her sigh again. Whenever she found herself in trouble, Mayor Arnold liked to hold imaginary conversations with the golden cat statue on her desk. With another heavy sigh, she asked it for advice. “Why not pass a law banning juggling in public?” it seemed to say. “The mayor can’t just pass whatever laws she wants,” said Mayor Arnold. “Laws are passed by the town council.” With a groan, the mayor rose from her leather chair and stood at the window, looking at the trees in full bloom on the town green. One tree had a bowling pin caught in the branches. The mayor imagined the cat’s voice dropping to a whisper. “Why not order the police to fine the jugglers for disturbing the peace?” “That’s no good,” the mayor said. She rested her forehead on the cool window and closed her eyes. “What if the jugglers sue us? Then the case would go to court, and the town could lose a lot of money!” The golden cat statue made no reply. The mayor was by herself. She heard what sounded like the distant rumble of thunder. Thunder? There wasn’t a cloud in the sky! Without taking her forehead off the window, Mayor Arnold opened her eyes. What she saw next made her jump up with a squeak. A crowd of people were marching up the long street that led to Town Hall, and at the crowd’s front was Donald Seastrunk himself. They pumped their fists in the air and waved signs. An anti-juggler protest! Mayor Arnold sighed. It was going to be a long day.

4

Social Studies: Civics & Government

What is the town in the passage famous for?

A. tightrope walkers B. jugglers C. bowling pins D. circus elephants

B

What main problem does Mayor Arnold face?

A. People are complaining about the jugglers, and she doesn’t know what to do. B. Donald Seastrunk is hit in the head by a juggler’s stray bowling pin. C. She holds imaginary conversations with the golden cat statue in her office. D. The jugglers might sue the city if they were fined for disturbing the peace.

A

While many people are happy to live in a famous town, not everyone is happy about the jugglers. What evidence from the passage supports this conclusion?

A. The biggest newspaper in the state capital writes an article about the jugglers. B. Excited crowds gather around the skilled jugglers outside the movie theater. C. Donald Seastrunk leads a crowd in an anti-juggler protest. D. Donald Seastrunk is hit in the head by a bowling pin.

C

Read the following sentences: “The mayor chewed her pen. She tapped her foot furiously. She sighed so strongly that important documents blew off her desk, and this made her sigh again.” Based on this description, how is Mayor Arnold most likely feeling?

A. inspired B. upbeat C. lonely D. frustrated

D

What is this story mostly about?

A. how Mayor Arnold makes decisions B. problems caused by jugglers in a town C. the dangers of increased numbers of copycat jugglers D. the routines performed by skilled jugglers

B

Read the following sentence: “Winking and smiling, the jugglers performed astonishing feats: dozens of balls in the air at once; nifty, behind-the-back and through-the-legs tricks; even juggling blindfolded.” What does the word “astonishing” mean as used in this sentence?

A. unsurprising B. realistic C. colorful D. amazing

D

Choose the answer that best completes the sentence below. The jugglers bring tourists and money to the town; ________, the jugglers disturb the peace and annoy some citizens.

A. on the other hand B. initially C. above all D. as a result

A

No Bites, No Scratches, No Problems

You are walking down the street toward a friend's house. A big, brown dog runs up the sidewalk on the other side of the street. Suddenly, it looks at you and stops. You stop. You stare at each other. It starts running toward you, its ears forward, and its head and tail down. What should you do? The American Veterinary Medical Association (AVMA) says that millions of people in the United States share their homes with dogs and cats. In 2022, somewhere between 83.7 and 88.9 million people in the U.S owned dogs. Around 61 million people in the U.S. owned cats. The AVMA also says that each year around 4.5 million people are bitten by dogs in the U.S. Those bites may be a nip, a serious bite, or a major attack. Understanding your canine buddy can help you avoid making any moves that might cause your dog to bite. Even though dogs may love their owners, they can't help behaving the way they do in certain situations. This is because the ancestor of the dog is the wolf. Breeding has eliminated some wolf behaviors to make dogs better pets. And, of course, training your pets properly can help them to act in ways that are not threatening. Dogs, like wolves, are territorial. This means that they "own" or guard their space and their possessions. Some dogs are more territorial than others. That has to do with their breeding and training. Here are some possible problem areas. So what about that dog on the sidewalk? If you are approached by a strange dog, remain motionless, with your hands at your sides, advises Stephanie Shain, former Director of Outreach for Companion Animals of the Humane Society of the U.S. "Stand absolutely still. Don't run," she says. "Running isn't a good idea because the dog can run faster than you can." It is a dog's nature to chase and catch you. If the dog knocks you down, curl into a ball with your hands over your ears and remain motionless. Try not to scream or roll around. Shain adds, "Don't make eye contact with the dog." We are taught that it's polite to look other people in the eye. "But to a dog, that's a challenge." After the dog has sniffed you, it will probably lose interest in you and walk away. Then you can slowly back away. Don't turn your back on it, and don't start running. Stephanie Shain says that most dog bites occur with the family dog. The dog may bite you because of your actions. Or it may bite a friend who comes over to see you. If you go to a friend's house, don't expect his dog to be as friendly as your own. Even if it is friendly, always treat it with respect. Just as with a strange dog, keep your hands at your sides when you meet it. If your friend says it is OK, offer your hand to the dog to sniff. If it's OK to pet the dog, pet it under the chin instead of raising your hand over its head. Raising your hand may seem like a threat to a dog. Never squat down in front of a strange dog and try to hug its neck. Even the friendliest dog may bite from fear if you scare it with an action it isn't used to, especially if you are a stranger. Dogs, like humans, need time to get to know someone new. Cat scratches and bites don't get the same attention that dog attacks do. Cats are small and not as strong as large dogs, and they don't maul people. But cats can still cause injury. They want to protect themselves, and their claws and teeth are what they use. To be safe around cats, learn their "language." By "reading" a cat's body movements, you will get used to your cat's behavior and moods. Here are some things to look for. Respecting a dog or cat and knowing what is natural behavior for the animal can help to keep you safe from bites and scratches. Animals will appreciate your respect for their ways. Dogs and cats enjoy playing, and it is a wonderful way for you to relate to your pet. Here are a few ways that you can play safely together. Cats enjoy playing with toys too. They like anything that involves hunting or chasing "prey." Here are some ways to play safely with your cat and keep it amused.

4

Social Studies: Geography, Societies & Culture

According to the text, what do millions of Americans share their homes with?

A. big, brown dogs B. wolves C. dogs and cats D. cats only

C

What does the text describe in the section titled "Talk to Me, Fido"?

A. how dogs love their owners B. why it's important to have a dog C. how to treat a dog that doesn't know you D. where to buy dog and cat toys

C

Read the following sentences from the text. "Cat scratches and bites don't get the same attention that dog attacks do. Cats are small and not as strong as large dogs, and they don't maul people. But cats can still cause injury." What can you conclude based on this information?

A. Both dogs and cats can hurt people. B. Dogs hurt more people than cats do. C. Cats hurt more people than dogs do. D. Cat bites hurt more than dog bites.

A

Based on the text, what might you do before you get a pet?

A. pick different colored clothing to wear depending on the type of pet you get B. look into the pet shop you are buying your pet from to make sure the pet is healthy C. learn about their behaviors so you can keep yourself and others safe around your pet D. use a laser or flashlight to create a spot of light on the floor in a zigzag pattern

C

What is the main idea of this text?

A. You shouldn't try to hold a cat that is frightened because it may hurt you as it tries to protect itself. B. If your dog enjoys playing with a tennis ball, make sure to replace it when it starts to fall apart. C. Dogs and cats are both common pets but dogs are the safer choice if you don't know which to choose. D. Dogs and cats are animals that may attack you and you can stay safe by learning about their behavior.

D

Read the following sentences from the text. "Cats are small and not as strong as large dogs, and they don't maul people. But cats can still cause injury . They want to protect themselves, and their claws and teeth are what they use." As used in these sentences, what does the word "injury" mean?

A. comfort or rest to the body B. hurt or damage to the body C. disease or sickness in the body D. hunger or thirst in the body

B

Choose the answer that best completes the sentence below. Animals may attack you ________ they feel threatened.

A. if B. and C. so D. but

A

Got Allergies?

More people in the United States have allergies today compared with decades ago. Allergies are bad reactions to things around you or that you eat. In 2010, more than half of Americans were sensitive to at least one allergen. That was the finding of one survey by the National Institutes of Health. Allergens are things that set off allergies. Many allergens—such as dust and mold—are found in the air. “Allergies [are] increasing over time,” said Andy Nish. He is a doctor from Georgia. Allergens in the air aren’t the only problem. Kids’ food allergies have risen too. Between 1997 and 2007, the number of kids with food allergies jumped 18 percent. Eating milk products and eggs can give some children rashes. Those foods can even cause some people to have trouble breathing. What’s behind the spread of allergies? Some scientists think our immune systems don’t have enough to do. Immune systems help our bodies fight germs. But many kids today come in contact with fewer germs than their grandparents did. That’s in part because they grow up in environments with fewer germs such as cleaner homes and smaller families. Experts say that when our immune systems have fewer germs to fight, they can get confused. They attack other things, such as milk that we drink, instead. Other scientists say hotter temperatures are to blame. They say the weather is warmer for longer periods now, so plants bloom longer. Plants release pollen, which is a common allergen. Doctors do not know for sure what’s making allergies increase. But they do know how to treat them with medicine. “There is very good treatment for allergies,” Nish says. “No one should suffer with symptoms.” Dust and other allergens that float into your nose are in for a blast—a cough or a sneeze, that is! Both are natural reflexes, or responses, to help keep you from getting sick. Here’s a look at the big bursts. Sneezes start at the back of your throat. Each quick burst can force out up to 40,000 droplets of saliva. The tiny droplets travel at up to 300 miles per hour. Coughs come out of your lungs. Each blast can push out 3,000 saliva droplets as fast as 50 miles per hour. Enough air comes out to almost fill a two-liter bottle.

4

Social Studies: Sports, Health & Safety

According to the text, what are increasing in the United States?

A. allergens B. germs C. allergies D. reflexes

C

Which of the following best describes the solution proposed in the text for people who suffer from allergies?

A. The solution is to stay away from dust and mold. B. The solution is to stop eating milk products and eggs. C. The solution is to hide from anything that causes allergies. D. The solution is taking medicine to help with allergy symptoms.

D

Allergies can affect someone’s everyday life. What evidence can be used to support the statement?

A. “More people in the United States have allergies today compared with decades ago.” B. “Allergens in the air aren’t the only problem.” C. “Those foods can even cause some people to have trouble breathing.” D. “But kids today come in contact with fewer germs than their grandparents did.”

C

What can be concluded from the passage?

A. A person with allergies is sick and needs to see a doctor. B. A person who sneezes and coughs often may have allergies. C. A person who drinks milk and eats eggs will definitely get allergies. D. A person who lives in a place with hot weather will never get allergies.

B

What is the main idea of this article?

A. Allergies are increasing, but simple steps can be taken to cope with them. B. Our own human nature has produced more allergies than ever. C. Everyday foods have caused a higher proportion of allergies than ever. D. Coughs and sneezes are reflexes to allergens.

A

Read the sentences: “‘There is very good treatment for allergies,’ Nish says. ‘No one should suffer with symptoms .’” As used in the text, what does “symptoms” mean?

A. changes in the body that are signs that a person is sick B. changes in temperature that give people allergies C. changes in medicine to treat people when they are sick D. changes in people’s immune systems that cause allergies

A

Choose the answer that best completes the sentence below. Kids come into contact with fewer germs today, ________ their immune systems get confused and attack other things.

A. if B. after C. although D. so

D

The Meadowlands

When they described the swamp at the end of Schuyler Avenue, the adults in Sarah’s life seemed confused. Whenever she asked about it, Sarah’s dad would chuckle. “You’d better stay away from the Meadowlands,” her father said. Sarah’s sixth grade teacher, Mr. Morrison, said only parts of the Meadowlands are swamps. He explained to the class that the Meadowlands are precious wetlands, one of the last places near New York City where birds migrating from Florida could stop and rest. “The Meadowlands once had a lot of garbage dumps, which polluted the water pretty badly,” Mr. Morrison said. “But most of the dumps are closed now. And the habitat for wild birds is recovering.” From her yard in the winter, the Meadowlands was as her dad described: brown, dead-looking weeds with Doritos bags lying at the water’s edge. By springtime, however, the reeds turned green and flowers grew along the shoreline. So which one is it, Sarah wondered. Is the Meadowlands a big, ugly, dangerous swamp? Or is it a beautiful oasis of birds and flowers? Despite her dad’s warnings to stay away, Sarah wanted to see for herself. She went under the porch and dragged out her dad’s old fiberglass canoe. She threw the paddle and an old pink life jacket into the boat and dragged it across the yard, down Schuyler Avenue to the edge of the swamp. Whatever it was, she saw now, the Meadowlands was big. Sarah always thought of it as the swamp at the end of her street. Now she realized that the wetlands actually stretched to the north and south, and she couldn’t see either end. Directly across the water, the skyscrapers of Manhattan seemed to line the opposite shore, even though they were actually twelve miles away. Sarah could feel the fear in her throat. But she didn’t want to drag the canoe back up the hill. She zipped the life vest up to her neck, pushed the boat into the water and jumped in. Past the reeds, she found herself paddling in a shallow pond surrounded by muddy islands. She saw ducks, swallows, yellow flowers, purple flowers, white egrets. A blue heron, disturbed by the splashes of Sarah’s paddle, jumped into the air, uncurled its long wings and flapped away. “This is all so beautiful!” Sarah thought. The canoe slowed down, as if caught by invisible hands. Sarah looked down and saw the boat was scraping along the muddy bottom. Clouds of brown mud rose to the surface with every paddle stroke, and inside each cloud little bubbles of gas burst when they hit the surface. It smelled like a combination of old paint and rotting food. Sarah nearly threw up. Soon she was stuck. She tried paddling backward to free the canoe from the mud, but each stroke released an overwhelming gas smell. She started to cry. Just then something heavy and dark crashed through the weeds in front of the canoe. A hand pulled the reeds apart, and out poked the head of Sarah’s dad. “Sarah! What are you doing out here?” he called. Sarah tried to explain, but all she could do was cry. “Well, it’s a good thing you dragged the canoe—you left a trail in the gravel a mile wide,” her dad said. “Here, take this rope.” He threw a yellow plastic rope, and after a few tries, Sarah grabbed it. Her dad pulled, and the boat skidded over the mud to shore. Sarah worried that her father would be furious. But when he offered his hand to help her out of the boat, he laughed. “I did the same foolish thing when I was your age,” he said. “Did I ever show you the otter den?” Sarah wiped tears from her cheek and shook her head no. “Well, c’mon. I’ll show you,” her dad said. “The swamps can be pretty disgusting, but there’s some beautiful stuff in here. You just have to know where to look.”

4

Science: Earth & Space Science, Life Science

The adults in Sarah’s life seem confused about what?

A. New York City B. garbage dumps C. birds and wildlife D. the Meadowlands

D

Sarah takes her dad’s canoe to explore the Meadowlands. What motivates Sarah’s actions?

A. She wants to know if the Meadowlands are an ugly swamp or a beautiful oasis. B. She wants to prove that her dad is wrong about the danger of the Meadowlands. C. She wants to study the Meadowlands to complete a class project. D. She wants to show her dad that she is brave and adventurous by exploring on her own.

A

There are different, contrasting opinions about the Meadowlands. What evidence from the story best supports this statement?

A. Sarah doesn’t know what the Meadowlands are really like, so she decides to go and see for herself. B. The Meadowlands used to be polluted by garbage dumps, but now the Meadowlands are recovering. C. Some say the Meadowlands are a dangerous swamp; others say they are a precious habitat for birds. D. Sarah’s father warns her not to go to the Meadowlands, but Sarah ignores his warnings and visits them anyway.

C

Based on the story, what can you conclude about the Meadowlands?

A. The Meadowlands are dangerous and should be left alone. B. The Meadowlands can be both beautiful and disgusting. C. The Meadowlands are always a beautiful and flowering oasis. D. The Meadowlands are still too polluted for animals to live there.

B

What is this story mostly about?

A. Sarah goes to the Meadowlands, and her father gets mad at her. B. Sarah discovers that the Meadowlands are dangerous and ugly. C. Sarah asks her teacher about the history of the Meadowlands. D. Sarah goes to the Meadowlands to learn more about them.

D

Read the following sentences: “‘Well, the Meadowlands once had a lot of garbage dumps that polluted the water pretty badly. But most of the dumps are closed now. And the habitat for wild birds is recovering .’” As used in this sentence, what does the word “recovering” most nearly mean?

A. getting better B. getting smaller C. getting older D. getting sick

A

Choose the answer that best completes the sentence below. Sarah wants to see what the Meadowlands are like, ____ she takes her dad’s canoe and paddles into the swamp.

A. soon B. namely C. so D. but

C

The Magic of Mime

Becky Baumwoll never forgets her lines. That’s partly because there aren’t any lines in the plays she performs. Becky and her theater company, Broken Box, tell stories without using words. They wear white face paint and dress in black. Their plays are performed on an empty stage and without any props. But when the show begins, the empty stage suddenly looks like a desert, a castle, a forest, or a dining room. Without changing her costume, Becky transforms from a wiry old ogre, to a sparrow, to a cup full of Jell-O. Though her hands are empty, she seems to be holding a sword, a can of beans, or the reins of a horse. How can this happen? Are we under a spell? Does Becky know magic? Becky is a kind of actor called a mime. Ever since she was in college, Becky has been practicing and perfecting her art. A mime tells stories silently and creates objects and landscapes using just his or her body. “If we’re telling a story about fighting a dragon,” Becky explains, “we can’t say, ‘LOOK THERE’S A DRAGON OVER THERE!’ We have to come up with ways to show the audience there's a dragon, by either making one out of mimes like a big moving sculpture, or miming an invisible one.” It’s not quite magic, but close. Becky and her company of mimes know how to excite the imagination of their audience. The audience’s imagination provides the stories with words, props, costumes, and stage sets. “The audience can imagine a more amazing dragon than we would ever be able to describe with words.” Becky knows that everyone has an incredible imagination. Broken Box helps us use ours. Our imagination is where the magic comes from. Sometimes the mimes are so successful that members of the audience can forget that the props and scenes are imaginary. When Becky was in college, she performed a story about a guardian angel. The angel, who was played by another mime named Tasha Milkman, wants to become a human being, and to do that she has to tear off her wings. “About a week after our performance,” Becky says, “Tasha's friend called her and asked if she could borrow Tasha's angel wings for a project she was doing. She had forgotten they were mimed!” Some stories are very difficult to tell in mime. “Watching a play in mime is like piecing together a puzzle,” Becky explains. “The audience has to follow every gesture and movement to understand what's going on.” The mimes practice and practice to make all of their movements perfect, otherwise the audience might not know what to imagine. Once, Broken Box performed a play about a fortune-teller at a carnival. They had a great story, but how could they ever get the audience to imagine the carnival? “A carnival is a very specific place. It's busy and bustling, outdoors, big, dirty, bright, and loud.” They didn’t have nearly enough actors to portray all the people in the crowd, and since they couldn’t shout, they couldn’t make the stage very loud. Finally, they found a solution: “We had the main characters walk back and forth on the stage, and every time they walked, the rest of the mimes behind them would make a new group pose around a different carnival act: a strongman, a sword-swallower, and performing sisters.” The audience imagined a bustling carnival full of people. It was so noisy we could hardly hear what the characters were saying! Though Becky claims to not know magic, she does know how to conjure things out of thin air. Once, when she was very sad, she created a story about a woman who is so sad she can hardly stand. A second mime played the part of the woman’s soul. In the play, the soul tries very hard to help make the woman feel better, pushing her with all her might. Finally the soul succeeds in helping the woman stand. After weeks of working on the performance, Becky started to feel less sad. Creating the performance made her feel better. In a way, mime is magical. “It's like I created my own medicine.”

4

Arts: Music & Performing Arts

What is Becky’s job?

A. being a mime B. being a singer C. being a dancer D. being a musician

A

How does the author describe the art of mime?

A. easy to do, because there are no lines to forget B. performed by only one person at a time C. requiring lots of exercise and physical training D. performed on an empty stage with no props

D

A good mime can make audiences forget that the props and scenes are imaginary. What evidence from the passage best supports this conclusion?

A. “The audience imagined a bustling carnival full of people. It was so noisy we could hardly hear what the characters were saying! “ B. “‘Tasha's friend called her and asked if she could borrow Tasha's angel wings for a project she was doing. She had forgotten they were mimed!’” C. “Becky knows that everyone has an incredible imagination. Broken Box help us use ours. Our imagination is where the magic comes from.” D. “‘We have to come up with ways to show the audience there's a dragon, by either making one out of mimes like a big moving sculpture, or miming an invisible one.’”

B

Based on the passage, which of the following skills would a mime need most?

A. a clear and loud voice that can fill a room B. sewing and costume-making skills C. control and awareness of their body D. a talent for singing and dancing

C

What is this passage mostly about?

A. how mimes tell stories using their bodies and imagination B. how Becky trained to be a mime in the theater company Broken Box C. a successful performance where Broken Box mimed a carnival D. the difficulties of telling stories without words, props, or stage sets

A

Read the following sentences: “But when the show begins, the empty stage suddenly looks like a desert, a castle, a forest, or a dining room. Without changing her costume, Becky transforms from a wiry old ogre, to a sparrow, to a cup full of Jell-O.” As used in this sentence, what does the word “transform” mean?

A. stay the same as before B. make something from nothing C. change from one thing into another D. become more beautiful and attractive

C

Choose the answer that best completes the sentence below. Mimes do not use their voices when performing scenes. ___________, they rely on their movements and facial expressions to tell a story.

A. Finally B. Instead C. Notably D. In the end

B

Beating the Winter Blues

Does your mood change with the seasons? Some people find that when the temperature goes down, so do their spirits. Those people sometimes feel sad for no reason. They eat more and gain weight. They have trouble sleeping. They can't think clearly. Here are some ways you can beat the winter blues:

4-5

Social Studies: Sports, Health & Safety

How many hours of sleep each night does the average teen need?

A. 12 B. 6 C. 9 D. 7

C

According to some experts, why do the winter blues happen?

A. because we eat too much protein and not enough sugar B. because we get less sunlight in the winter C. because we get to rest during the holidays D. because we have too much time to exercise

B

Read these sentences from the text. Some say that the decrease in sunlight can make us feel sad. Getting extra sunlight each day can help brighten your mood. Based on this evidence, what conclusion might you draw about someone who has the winter blues?

A. Spending more time with their family members would improve their mood. B. Watching their favorite movies and having some popcorn would improve their mood. C. Going for a walk outside on a sunny day would improve their mood. D. Turning up the heat so they wouldn’t be cold would improve their mood.

C

Based on the text, how would people with winter blues feel in the spring compared to the winter?

A. happier B. about the same C. sadder D. more stressed

A

What is this text mostly about?

A. blues musicians, and how some of their music is inspired by the seasons B. sunlight and what research shows are its effects on human happiness C. how some people feel sad in the winter, and what to do about it D. how each season has a mood depending on where the earth is in space

C

Read this sentence from the text. Some people find that when the temperature goes down, so do their spirits , and they feel sad for no reason. In the sentence, what does the word "spirits" most nearly mean?

A. body temperatures B. faith in their religion C. wind speed outdoors D. emotional happiness

D

Choose the word or phrase that best completes the sentence. Winter can make some people sad, ________ there are ways of dealing with the sadness.

A. but B. so C. because D. since

A

Space Vacation

Where will you go on your next vacation? Disneyland? Sea World? Outer space? That’s right; tourists are now paying big bucks to travel into space with astronauts! The first space tourist was Dennis Tito, an American businessman. In 2001, he paid about $20 million to ride on a Russian rocket to the International Space Station. The Space Station circles 220 miles above Earth. Tito stayed on the station for a week, hanging out with astronauts and eating space food. Another space tourist was Anousheh Ansari, an Iranian-born woman from the United States who went to the Space Station in mid-September 2006. How safe is space travel? Apart from the risk of crashing, space tourists have some special things to worry about. Earth’s atmosphere protects us from dangerous radiation from the sun. Space travelers are exposed to more of the sun’s rays. But for tourists spending only a few days or weeks in space, the radiation probably isn’t harmful. A bigger problem might be space sickness. Without Earth’s gravity to hold them down, visitors to the Space Station float around inside the craft. It may look like fun on TV, but it can make first-time space travelers dizzy and sick. Luckily, the sickness usually wears off quickly. Then space tourists can enjoy their trip—and the amazing view of Earth.

4

Science: Technology & Engineering

Traveling to space

A. will be available to everyone. B. Is not expensive. C. will be limited to the very poor. D. will be limited to the very wealthy.

D

While in outer space it is likely that people will

A. not need space suits. B. make side trips to Mars. C. get a sunburn. D. experience motion sickness.

D

It is probably so expensive to travel to space because

A. astronauts want to make a lot of money. B. astronaut food is very expensive. C. space equipment and fuel is expensive. D. there are high taxes on space travel.

C

This passage is

A. fiction. B. non-fiction. C. a biography. D. a poem.

B

A New Kind of Library

Does your school have a library? It probably does. The first libraries belonged to ancient kings. In the Middle Ages, monasteries and convents had libraries. The books in those libraries were written by hand, and they had pictures painted beside the words. In the United States, most cities have public libraries. Inside most libraries are hundreds of books—and sometimes more!—many of which are available for taking home. Of course, you have to bring any book you borrow back to the library when you’re done. Libraries help people find information. As the ways people find information change, libraries need to change, too. The Internet is a tool that helps people find information much faster than if they were to look in books, so a lot of libraries have begun using computers and technology to help people keep learning. The New York Public Library is the most famous library in New York City. When the main branch was opened in 1911, it had a collection of over one million books. Outside this main building, two giant stone lions guard the entrance. Since the library is over one hundred years old, bringing in new technology is not easy. The New York Public Library now has computers in every building. You can use the computers to go on the Internet or to write a paper. The librarians will help if you have a question and there are even free classes to help people learn how to use new computer programs. But this is only the beginning of how the library wants to use technology. In the basement of the library, there is a room filled with computer programmers and designers who are bringing new technology to the library. This place is called the NYPL Labs. Ben Vershbow runs the NYPL Labs. He wants to help the library reach more people. Ben runs projects using “crowdsourcing.” “Crowdsourcing” means getting a lot of people involved to help with a project. Ben is currently using the Internet to find people to help with the library’s collection of menus. The library has thousands and thousands of old menus. You can see what people ate in the year 1900 and find out how much that food cost. In the past, only people in New York could use the New York Public Library. Now, the library is online and everyone can enjoy it. Thanks to technology, we have a new kind of library.

4

Social Studies: U.S. History

What do libraries help people find?

A. computers B. information C. paintings D. other people

B

A lot of libraries have begun using computers and technology to help people keep learning. What is a cause of this change, based on the passage?

A. the difficulty of finding new books to keep in the library B. the fact that books are much less popular today than they used to be C. the growing number of people who want to visit libraries in person D. the ability of the Internet to help people find information quickly

D

Computers are helpful to have in the library. What evidence from the text supports this statement?

A. Ben Vershbow runs the NYPL Labs. B. You can use computers to go on the Internet or to write a paper. C. The New York Public Library now has computers in every building. D. The librarians will help if you have a question.

B

Why might the title refer to the New York Public Library as "A New Kind of Library"?

A. because the New York Public Library no longer has any books B. because the New York Public Library has been replaced by a different library C. because the New York Public Library is now available online, not just to people in New York D. because the New York Public Library has been different from other libraries ever since it opened in 1911

C

What is this passage mostly about?

A. how technology and computers changed the New York Public Library B. how public libraries in cities across the United States function C. how the New York Public Library has changed the way people use computers D. how crowdsourcing can help many people become involved in a project

A

Read these sentences from the text. The New York Public Library is the most famous library in New York City. When the main branch was opened in 1911, it had a collection of over one million books. Outside this main building, two giant stone lions guard the entrance. What does the word "branch" mean as used in this excerpt?

A. a part of a tree that grows from the trunk B. the arm of a record player C. a major part of government D. a local store or organization

D

Choose the answer that best completes the sentence. ____________ the Internet, only people in New York could use the New York Public Library. Now, the library is online, and everyone can enjoy it.

A. Before B. Next to C. However D. According to

A

Helping Hands

I was nervous and excited when I got to the National Constitution Center in Philadelphia, Pennsylvania, on October 5, 2006. I was there to report on former U.S. presidents Bill Clinton and George H. W. Bush. They were getting the 2006 Liberty Medal Award, together, for their joint efforts to raise more than $1 billion to help the victims of the tsunami that hit parts of southern Asia and eastern Africa in 2004 and the victims of Hurricane Katrina in 2005. There were hundreds of adults dressed in gowns and tuxedos. Secret Service agents were all around. The medals were given to the former presidents by a student from Indonesia and a 13-year-old girl from New Orleans. The former presidents made friendly jokes about their experiences working together and encouraged people to join their efforts to help those affected by the disasters. Poet Mona Lisa Saloy wrote a beautiful piece for the event called "WE: A Poem." She got her point across that if we work together, we can accomplish anything, and she thanked Bush and Clinton. "We honor your work. How you call us/ How you urge us/ Into one people/ For our greater good," she wrote.

4

Social Studies: Civics & Government

According to the text, who got the Liberty Medal Award in 2006?

A. Mona Lisa Saloy B. a 13-year-old girl from New Orleans C. a student from Indonesia D. Bill Clinton and George H.W. Bush

D

What does the author describe in the text?

A. how people were affected by a tsunami in 2004 and hurricane in 2005 B. why some former U.S. presidents got the Liberty Medal Award in 2006 C. how tsunamis and hurricanes form and how they can affect people D. who got a Liberty Medal Award every year and when they got it

B

Read this paragraph from the text. There were hundreds of adults dressed in gowns and tuxedos. Secret Service agents were all around. The medals were given to the former presidents by a student from Indonesia and a 13-year-old girl from New Orleans. The former presidents made friendly jokes about their experiences working together and encouraged people to join their efforts to help those affected by the disasters. What can you conclude based on this evidence?

A. The ceremony was very serious, and no one had a good time. B. Many people came together in a fancy celebration of the two former U.S. presidents. C. More money was raised during the ceremony to help the victims of the disasters. D. The event was not considered very special, so not many people came.

B

Based on the text, what kind of people would get a Liberty Medal Award?

A. people who do important work to help many other people B. people who do their job to help a big company C. people who become leaders of countries D. people who have been affected by a natural disaster

A

What is the main idea of the text?

A. In 2004 and 2005, two major natural disasters were a tsunami that hit parts of southern Asia and eastern Africa and Hurricane Katrina. B. On October 5, 2006, many adults dressed in gowns and tuxedos were at an event in the National Constitution Center in Philadelphia. C. Former U.S. presidents Bill Clinton and George H.W. Bush both received the 2006 Liberty Medal Award together for their efforts supporting victims of natural disasters. D. Mona Lisa Saloy is a poet who wrote a poem titled "WE: A Poem," and the poem's message is that if people work together, they can accomplish anything.

C

Read these sentences from the text. I was there to report on former U.S. presidents Bill Clinton and George H. W. Bush. They were getting the 2006 Liberty Medal Award, together, for their joint efforts to raise more than $1 billion to help the victims of the tsunami that hit parts of southern Asia and eastern Africa in 2004 and the victims of Hurricane Katrina in 2005. As used in these sentences, what does the word “joint” mean?

A. tried and failed B. very difficult to do C. done by at least two people together D. done by one person alone

C

Choose the answer that best completes the sentence. Former U.S. presidents Bill Clinton and George H.W. Bush both received the 2006 Liberty Medal Award _______ they worked together to help many victims of some natural disasters.

A. however B. because C. next D. therefore

B

A Family Reunion

In July [2002], a group of orcas swam to a beach in western Canada. There, they rubbed their bellies on the smooth pebbles along the beach. The group included a young female orca named Springer. Orca Facts The following January, a lone orca was spotted in Puget Sound near Washington state. Scientists figured out that the orca was about 2 years old and that she had been orphaned. During spring, the orphaned orca stayed in Puget Sound. She swam near boats, and many people got to see her. They named her Springer. As the months passed, the orca became sickly. She developed a skin rash. Scientists then captured Springer. They treated the rash, and Springer got better. After Springer had recovered, scientists decided that they should return the orca to the ocean. Before releasing her, they attached a radio transmitter to Springer. The radio allows scientists to track her. In July, wildlife experts loaded Springer onto a jet-powered boat. The boat traveled about 400 miles north to western Canada. Scientists knew that a pod, or group of orcas, related to Springer was there. Springer was put back into the ocean. Soon scientists saw her swimming with her pod. An aunt and three cousins are part of the pod. Springer's family reunion seemed to be a happy one.

4

Science: Life Science

According to the text, what is Springer?

A. a male orca B. a female orca C. a scientist D. a jet-powered boat

B

Which of the following events occurred last in the text?

A. Scientists helped Springer by treating her skin rash. B. Scientists decided to return Springer to the ocean. C. Scientists figured out that Springer had no mother. D. Scientists saw Springer swimming with her family.

D

Read these sentences from the text. In July, wildlife experts loaded Springer onto a jet-powered boat. The boat traveled about 400 miles north to western Canada. Scientists knew that a pod, or group of orcas, related to Springer was there. What conclusion can you draw based on this evidence?

A. Wildlife experts have a way of determining which orcas are related to each other. B. Only a pod, or group of orcas, related to Springer would have accepted her. C. Springer could only survive back in the wild if she was around her pod. D. Springer communicated to the wildlife experts where her pod was located.

A

What word would the author probably use to describe Springer’s personality?

A. angry B. friendly C. sad D. dangerous

B

What would be another good title for this text?

A. Saving Springer B. Peas in a Pod C. Dolphins vs. Whales D. Puget Sound in Washington State

A

Read these sentences from the text. The following January, a lone orca was spotted in Puget Sound near Washington state. Scientists figured out that the orca was about 2 years old and that she had been orphaned. As used in these sentences, what does the word "lone" mean?

A. having fun B. needing money C. swimming very slowly D. being the only one

D

Choose the word that best completes the sentence. Scientists decided to capture Springer________ Springer had a skin rash that they wanted to treat.

A. so B. however C. but D. because

D

American Government - Get Out the Vote

Have you ever heard someone being called an “idiot”? This word actually has been around for many centuries. The word “idiot” comes from the Greek word idiotes. In ancient Greece, this was the word for people who kept to themselves. Idiotes did not participate in ancient Greece’s public life or politics. They did not vote or debate important issues. Today, voting is a very important way a country's citizens can participate in its politics. In the United States, American citizens can vote for candidates in national and state elections. On the national level, they can vote for the president and members of Congress. On the state and local level, they can vote for the governor, state representatives, state senators, and people like the mayor and city council. Different candidates have different beliefs. People usually vote for the candidate whose beliefs are closest to their own. Most people want a candidate who will represent them and their beliefs in office. Only American citizens 18 years of age and older can vote in the United States. Even though voting is a right, citizens also must register to vote beforehand. Registered voters are each assigned a place to vote. This is called a voter's polling place. When Election Day comes, voters go to the place and sign in. This is how the government makes sure that people only vote once in the same election. Some places also have a system of voting by mail for voters who can't go in person. The people working at a polling place give voters a ballot. Some ballots look similar to a multiple-choice test. There are little bubbles that voters fill in next to the person’s name that they want to win. Other ballots are electronic. Voters choose who they want to vote for directly on a computer screen or by turning levers on a voting machine. Whichever type of ballot a polling place uses, voting is very private. No one should be able to see whom a voter chooses. Even before Election Day in the U.S., citizens can learn about important issues. They can read the newspaper, write a letter to their representative in Congress, or participate in community activities. The important thing is to get involved!

4

Social Studies: Civics & Government

According to the text, what is a very important way citizens can participate in its country's politics?

A. by being called an “idiot” B. by voting C. by working at a polling place D. by reading the newspaper

B

What does the author describe in the text?

A. how people can become candidates in U.S. elections B. what kinds of issues are important in the U.S. C. who can vote in the United States D. who could vote in ancient Greece

C

Read these sentences from the text. Only American citizens 18 years of age and older can vote in the United States. Even though voting is a right, citizens also must register to vote beforehand. Registered voters are each assigned a place to vote. This is called a voter's polling place. When Election Day comes, voters go to the place and sign in. Based on this evidence, what can you conclude about voters in the U.S.?

A. Voters can vote at any polling place they want. B. Voters can sign into more than one polling place. C. Only registered voters can vote at any polling place they want. D. Only the voters assigned to a polling place can vote there.

D

Based on the text, what is probably true about the beliefs of the U.S. president and members of Congress?

A. Their beliefs are similar to the beliefs of ancient Greece. B. Their beliefs are similar to the beliefs of many American citizens. C. Their beliefs are similar to the beliefs of state representatives and senators. D. Their beliefs are similar to the beliefs of the people working at polling places.

B

What is this text mostly about?

A. how and why U.S. citizens vote B. differences between paper and electronic ballots C. differences between local and national elections D. similarities between voting in the U.S. and ancient Greece

A

Read these sentences from the text. People usually vote for the candidate whose beliefs are closest to their own. Most people want a candidate who will represent them and their beliefs in office. As used in these sentences, what does the word “represent” mean?

A. argue with B. replace C. stand for D. complain about

C

Choose the answer that best completes the sentence. A lot of voters want a candidate who will represent them and their beliefs, _______ they usually vote for the candidate whose beliefs are closest to their own.

A. because B. so C. after D. otherwise

B

The Simple Physics of Soccer

Everyone knows that kicking a soccer ball causes it to roll across the grass. But what makes this happen? What is required to make the ball move faster? What’s the difference, in other words, between passing the soccer ball to a teammate and shooting for the goal? Kicking a ball may seem simple, but physicists spent years trying to figure out why objects move the way they do. What they discovered is that kicking a soccer ball requires applying force to the surface of the ball. The greater the force, the faster the ball will go, and the further it will travel. How much force you apply to the ball, that is, will often determine whether you score a goal or not. The combination of force and distance equals what is called “work.” In this case, we don’t mean the noun form of work, like a job. We are talking about work as a verb, as a form of action. Work can be taking out the trash or cleaning dishes in your house. Furniture movers work by carrying chairs and tables out of one apartment and into another. If the first apartment is on the second floor and the second apartment is on the fourth floor, carrying the furniture into the second apartment will require about twice as much work as the first. Keep in mind that force and work are not the same things as energy. Energy comes in several forms. But the best way to understand it is as something that creates the ability to do work. When someone says, “I don’t have any energy,” what do they usually mean? Often, they mean they don’t have the strength or motivation to work. Without energy, it is hard to play soccer or lift furniture. In fact, it may even be difficult to get out of bed. Energy is what allows us to do work. The more energy we have, the more work we can do. Mathematicians use the following simple equation to define the meaning of work: force x distance = work. The heavier an object is, in other words, the more force it exerts in the form of gravity. Picking an anvil up off the ground requires more energy than picking up a feather. If you’re interested in building muscles, though, keep in mind that lifting heavier things will make you stronger over time. And the stronger you are, the more likely you are to win at soccer.

4

Science: Physical Science

Which sport does the passage use to examine physics?

A. baseball B. football C. hockey D. soccer

D

What does the author describe in the passage?

A. how to score a goal in soccer B. the relationship between work, force, and distance C. physics experiments that led to important discoveries D. different types of energy

B

A soccer ball will travel a greater distance the harder it is kicked. What evidence from the text best supports this statement?

A. Physicists spent years trying to figure out why objects move the way they do. B. Kicking a soccer ball requires applying force to the surface of the ball. C. The greater the force, the faster the ball will go, and the further it will travel. D. How much force you apply to the ball will often determine whether you score a goal or not.

C

What is the difference between passing the ball to a teammate and shooting a goal?

A. the amount of force applied to the ball B. the way that the ball rolls C. the distance the ball has to travel D. it is more difficult to pass the ball

A

What is this passage mostly about?

A. geometry B. biology C. physics D. chemistry

C

Read the following sentences: “Everyone knows that kicking a soccer ball causes it to roll across the grass. But what makes this happen? What is “ required ” to make the ball move faster?” What does required mean?

A. allowed B. needed C. ordered D. stopped

B

Choose the answer that best completes the sentence below. The tired soccer player does not have any energy left; ___________, he is unable to do any more work.

A. however B. finally C. specifically D. therefore

D

The Magic Glasses

Violet had always worn glasses, for as long as she could remember. Being ten years old, it was possible she’d been wearing them for ten years. Maybe she was born with glasses! Violet couldn’t see things that were far away from her, but she also had trouble reading. Her eyesight was very poor. Sometimes, while she was doing her homework in study hall, her glasses would slide down to the tip of her nose. Once, they even fell off her face and landed on the floor. “Violet, what’s going on?” her teacher, Mrs. Shellsworth, asked when she saw Violet crawling on the floor once with her hands stretched out. “I can’t find my glasses,” replied Violet, shyly. The rest of the students looked up from their books and started to laugh. When Violet found the brown specs behind her desk, she quickly put them back onto her face. But they wouldn’t stay on; they were broken. Not wanting to draw any more attention to herself, Violet held her glasses onto her face with her index finger and pretended to read. That night, she told her mother what had happened. “We’re going to have to get you new glasses,” she said, sternly. Violet’s mother was a doctor, and she worked long hours. When she came home, she was often too tired to do much of anything other than watch television with Violet. Her father didn’t live with her. He’d moved out of the house when Violet was just a little girl. She visited her father on weekends, though. He lived in a nearby town and always took her to baseball games in the summer. But it wasn’t summer yet. Violet still had three months left of school, and that meant three more months of being made fun of because of her silly loose glasses. Violet hated her glasses. The day after her glasses had fallen to the floor, Violet’s mother took her to the eye doctor. They did all sorts of tests to see whether she needed a new prescription. After the tests, which showed that her eyes had gotten worse since the last time she’d been there, it was time to pick out new glasses frames. Violet looked at the shiny glass case that was almost as tall as she was. There were boring brown frames and simple black frames. But there were also some pink and blue frames, and even some sparkly yellow frames. “Mom, can I get those?” Violet said, pointing to the sparkly yellow frames. “No, you cannot. Those glasses are not appropriate for school,” said her mother tersely. “But…” said Violet. “No ‘buts.’ You will get these frames right here,” said her mother, pointing to some round gray glasses that Violet hadn’t even noticed. Violet was sad, but there was no use arguing with her mother. She was stuck with the gray frames. Still, Violet wasn’t about to put them on right away. She decided to pout, instead, all the way home. The next day was a Saturday. It was raining hard, and Violet wouldn’t have gone outside if her father weren’t coming to take her to the movies. “You all ready, Bug?” her dad asked, when he came to pick her up. He always called her Bug. “Where are your glasses?” he asked, when he saw her squinting up at him. “I got new ones,” said Violet. Worried that her father wouldn’t like them, she’d put them in her backpack and was going to wear them in the dark theater where she knew no one could see them. “Well, where are they?” he said. Violet, not wanting to cause a scene, reached into her bag and put the round gray frames onto her face. She didn’t like them and was hoping maybe she could convince her dad to buy her new ones. On the way to the movie theater, she noticed something very strange while peering through her new glasses. Way in the distance, a small bird was smiling at her. Flapping its wings and smiling. That can’t be right, she thought. Then she looked around and noticed that other birds were making faces as well. A pigeon in a tree almost a mile away looked as if it had smelled something strange; its beak was twisted to the side as if in disgust. Then, on the sidewalk near a park they were approaching, she could see a squirrel sneeze, rub its nose, then move its lips as if to say, “Excuse me!” Immediately, she pulled the glasses off of her face, in shock. “What’s wrong?” asked her father. But Violet didn’t want to say what she had seen. Were animals supposed to be so animated? Were these magical glasses? She didn’t know, but one thing was for sure: she’d never seen such things before in her life, and she wanted to see more. Slowly, she put the glasses back on. They were almost at the movie theater, so she made sure to look at as many trees as possible in search of more squirrels, more birds, and more little creatures. Pushing her face up against the car window to her right, she started to stare intently and noticed a man walking his dog. The man was walking slowly, playing with his cell phone while his white poodle was pulling hard on its leash. Violet started to focus on the poodle, and she could have sworn she saw the pet roll its eyes and shake its head. “Hurry up!” she said loudly, as her car went by the man with the cell phone. “Your dog is getting bored!” “Excuse me?” said her father. “Who are you yelling at?” “Oh, nothing,” said Violet. Her new glasses were her little secret, for now. And she couldn’t wait to explore the world through a new set of eyes!

4

Violet visits the eye doctor after her glasses break. What happens when she visits the eye doctor?

A. She refuses to do eye tests. B. She breaks her new pair of glasses. C. The doctor gives her medicine for her eyes. D. She gets a new pair of glasses.

D

When in the story does Violet want to wear her glasses?

A. at the beginning of the story B. in the middle of the story C. at the end of the story D. at the beginning and the end of the story

C

Violet hated her old glasses. What sentence from the story provides a clue about why Violet feels this way?

A. “Violet couldn’t see things that were far away from her, but she also had trouble reading.” B. “Violet still had three months left of school, and that meant three more months of being made fun of because of her silly loose glasses.” C. “It was raining hard, and Violet wouldn’t have gone outside if her father weren’t coming to take her to the movies.” D. “Violet started to focus on the poodle, and she could have sworn she saw the pet roll its eyes and shake its head.”

B

How does Violet feel about her glasses at the end of the story?

A. angry B. excited C. upset D. sad

B

What is this story mainly about?

A. a girl whose feelings about wearing glasses change after she gets a new pair that lets her see facial expressions on animals B. a girl who goes on a trip to the eye doctor with her mother and gets upset when she is not allowed to choose new glasses with sparkly yellow frames C. a pair of glasses that slide down to the tip of a girl’s nose and finally break after falling off her face D. a pair of glasses that a girl has to hold against her face after she finds them lying broken on the floor behind her desk

A

Read the following sentences: “Violet had always worn glasses, for as long as she could remember. Being ten years old, it was possible she’d been wearing them for ten years. Maybe she was born with glasses! ” Why does the author write, “Maybe she was born with glasses!”

A. The author is making a joke to show readers how long Violet feels like she has been wearing glasses. B. The author is describing what Violet felt like on the day that she was born to show readers how unhappy she is. C. The author is including a detail to help readers understand what it would be like to have the name “Violet.” D. The author is providing a summary of all the events in the story to help readers keep track of them.

A

Choose the answer that best completes the sentence below. Violet puts on her new glasses _______ her dad asks where they are.

A. after B. although C. before D. like

A

Rain Forest Rescue

Baker Vail Jaguars and anteaters in northern South America can rest easy. A section of the Amazon rain forest as big as Illinois was recently placed under government protection. The land in Brazil links to protected areas in other South American countries, including Guyana, Suriname, and French Guiana. In total, these protected forests cover nearly 58,000 square miles. The land also contains more than 25 percent of the world's tropical rain forests. A tropical rain forest is a dense forest in a warm region that gets at least 100 inches of rainfall a year. Environmentalists from the group Conservation International say this area of the northern Amazon has more biodiversity than all tropical forests on the planet. Biodiversity is the variety of plants and animals in an environment. The Amazon is home to more species, or types, of plants and animals than any other place in the world. Since 1970, more than 232,000 square miles of the Amazon rain forest have been destroyed. That is nearly the size of Texas! The destruction has endangered many animal species. Experts predict that the continued deforestation, or clearing of trees, at this rate would endanger the entire region by 2050. Officials were especially concerned about preserving the forests. Part of the area is believed to contain more than half of all bird, animal, and plant species found in the Amazon. Many endangered animals, including the giant Amazon otter, make their homes there. Under the government's plan, those parts of the Amazon will be off-limits to the public. "If any tropical rain forest on Earth remains intact a century from now, it will be this portion of [the northern Amazon]," says Russell Mittermeier, president of Conservation International. The Amazon rain forest is the world's largest tropical rain forest. It covers about 2 million square miles—roughly two-thirds the size of the United States. The map above shows the location of the Amazon rain forest and its newly protected areas.

4

Science: Earth & Space Science, Life Science

The main idea of this passage is

A. the rain forest is located in South America. B. the rain forest is home to many species of animals. C. the rain forest is in a warm, moist climate. D. the government protecting the rain forest.

D

If a section of the rain forest is under government protection, that means

A. the government is moving animals to a different area. B. the government is bringing animals to the area. C. no one is allowed to cut down trees in that area. D. people can visit that area.

C

The author included a map

A. to show the reader where the rain forest is. B. to show the reader the people that live in each area. C. to show the amount of rainfall in the rain forest. D. to show the reader the animals that live in each area.

A

There are many species of plants and animals in the Amazon because

A. the forest is small and it is crowded. B. of the rainfall and warm temperatures. C. the government has moved them there. D. of the lack of people in the forest.

B

Students Get Healthy!

Public schools across the country have been on a health kick since 2010. Thanks to a federal law, students said farewell to junk foods and hello to better eating habits in school. They also have been exercising more during the school day. It’s up to schools to decide how they comply with the law. Many districts mandate, or require, schools to provide healthy choices for lunch. In Tennessee, most schools removed sugary snacks and soft drinks from vending machines. In their place are more nutritious choices, such as granola bars, nuts, water, and juice. In Florida, Missouri, and Texas, some schools have rules that restrict desserts such as cupcakes and lollipops from parties. Instead, school officials encourage teachers and parents to provide more nutritious treats. To get kids to exercise more, the northwestern Minnesota district of Perham Dent added more physical activity to the school day. Many school districts also make sure that kids have recess every day. The goals of the law are to promote good health and to combat obesity. Obesity is the condition of being very overweight. Being obese can lead to serious health problems later in life. Experts say the percentage of children aged 6-11 years old who were obese more than doubled from 1980 to 2012, and the percentage of obese young people aged 12-19 years old quadrupled in the same time period. "We know that adults who are very overweight get sick more often and lose time at work," Julia Lear, the director of the Center for Health and Health Care in Schools, told WR News. "The best thing to do is get kids in the habit of getting lots of exercise and eating healthy meals."

4

Social Studies: School & Family Life, Sports, Health & Safety, Civics & Government

What did a federal U.S. law change in 2010?

A. the food and exercise that students were getting in school B. the amount of time that students can spend at computers C. the number of days of school a week D. the time that school starts in the morning

A

What does the author list in the section “New School Rules?”

A. the different types of foods that everyone should eat everyday B. the different state senators who voted for the new law C. the different ways that schools in Tennessee have changed their cafeterias D. the ways that different states have changed their schools to follow the new law

D

Read the following sentences from the text. “‘We know that adults who are very overweight get sick more often and lose time at work,’ Julia Lear, the director of the Center for Health and Health Care in Schools, told WR News. ‘The best thing to do is get kids in the habit of getting lots of exercise and eating healthy meals.’" What do you know about the federal law for healthier school food and exercise, based on this information?

A. The law is supposed to help kids become healthy adults who don’t get sick. B. The law is most important in states where kids aren’t getting enough vegetables. C. The law is only being used in some states, but in others it’s being ignored. D. The law is popular in some states, but very unpopular in others.

A

Why is it important to help kids eat healthier and exercise more?

A. so that they can be happy and healthy B. so that they can become professional athletes C. so that they can win in gym class D. so that they can work harder in school

A

What is the main idea of this text?

A. A 2010 U.S. law changed the types of food that schools are allowed to serve and the amount of exercise students are getting to help students stay healthy. B. It’s good to eat foods with lots of different nutrients because nutrients help your body make energy and stay healthy. C. Teachers in Florida, Missouri, and Texas were upset with the new federal law about food in schools because they didn’t want to change their classrooms. D. In Minnesota, school districts increased the amount of time that students are exercising every day.

A

A New Home

Patience looked around; on every side of the trail were trees. They were so tall they blocked out the light. When she looked up she could see only a few bits of blue. Ahead, branches almost blocked the trail. The trail was nothing more than a narrow path. The ground was hard and rough. She stubbed her toe on a rock poking out from the dirt. The ground here seemed full of stones and rocks. Her long skirt did not make it easy to move. She walked behind her sister. Her father led the way. Her mother carried the baby. Her brother pushed a cart carrying their belongings. They had to stop often to unload the cart. Then they would carry the things they unloaded up a hill. Or they would lift them over a fallen tree. Then her father and brother would lift the cart over the obstacle and push it ahead. Then one by one they would reload the cart. The things they carried were few. There were some pots, quilts, a few spoons, cloth, a bag of seeds and some tools. They had left the coast several weeks before. There the land had been cleared. Open fields stretched down to the sea. Flowers in gardens tipped their faces to the sky. People lived in snug houses. But that comfort was left behind when they entered the dark woods. Patience couldn’t wait to get to the end of the trail. It would be home. She knew several other families had gone on ahead. They were clearing the land and bringing light to the center of the forest. Patience knew it would be a very small patch of open land. It could take forever to clear this stony land. She hoped there would be time.

4

Which of the following is true about the trail?

A. The ground was smooth and soft. B. Sun lit up the trail path. C. Branches blocked the trail. D. The trail path was very wide.

C

Patience seems to be

A. annoyed. B. hopeful. C. homesick. D. excited.

B

The author describes the place that the family left behind as

A. old. B. dangerous. C. ruined. D. settled.

D

The theme of this passage is

A. a new place to call home. B. the beauty of nature. C. loyalty to family. D. hard work.

A

Field Trip

Jeremy couldn't believe his luck. The morning of his 6th grade field trip to the Rose Center for Earth and Space at the Museum of Natural History, he fell ill. “This can't be,” he thought. “Science is my favorite subject, and I'm not going to be able to go to the Museum with Mr. Connolly and my friends?” He pleaded with his parents to let him go to school anyway, but they were firm in their refusal. "The sooner you rest at home, the sooner you'll get better," his mother said. "Don't be so hard on yourself, champ," his father said. "We can always go another time." "I won't be with Mr. Connolly and my science class if I go another time," Jeremy protested. "It won't be the same." "It won't be the same if you're feeling ill at the museum either," his mother said, trying to reason with him. "Now take this medicine and go lie back down." Jeremy closed his eyes as he swallowed the white tablet with a gulp of water. "What if I feel better before the field trip begins?" "We'll decide then," his mother said, while his father nodded. Jeremy returned to his bed, fuming. Even though it was sunny outside, he felt a black cloud hovering over his head, threatening stormy weather inside his brain and making him angry. But soon after he lay in bed, the medicine his mother had given him began working, and he fell asleep almost right away. When Jeremy awoke, his room was bathed in darkness. Outside his window it was dark, too. What time was it? Had he slept through the day? Was it the next day? Was it the middle of the night? Jeremy was completely confused. "Mom!" he called out. Jeremy's dad walked into his room with a smile on his face, and wearing his hiking shoes. "Champ! You're awake," he said. "What time is it? Did I miss everything?" Jeremy's dad put a hand on his forehead and checked for a temperature. Nothing. "Not at all, in fact, you're just in time for your field trip. If you're feeling better, that is." Jeremy jumped out of bed, stretched, and did a little dance. His energy was back. "I'm feeling fine," he said. "Great. Now put on a sweater and lace up your shoes and follow me." Jeremy checked the time as he was getting dressed. 8:05 p.m. It didn't make any sense. Where could he possibly be going with his father so late in the day? Surely the museum was closed, and Mr. Connolly had gone home. But Jeremy didn't slow down. He dressed and met his father in the living room, where he was sitting with a man he had never met before, and a peanut butter and jelly sandwich, his favorite. "I have a surprise for you," his father said. "Jeremy, meet Professor Helfand. He is a professor of astronomy at Columbia University, where they have an observatory. Do you know what an observatory is?" Jeremy nodded. "Mr. Connolly described them to us in class when we began the chapter on planetary science. It's a viewing tower from where you can observe the planets and galaxies through high-powered telescopes, track their movements, and study their behavior." Jeremy was talking so fast, he could barely chew on his sandwich. "That's absolutely right," Professor Helfand said, impressed. "And because you missed your field trip this morning, we're going to pay a little visit to the observatory tonight so that you can have a field trip of your own." Jeremy couldn't believe his ears. "I'm ready!" he shouted at his dad. "Not so fast, champ. Finish your sandwich, and then we'll go. You haven't eaten anything all day, remember?" "I can't believe I slept all day—but this is the best night of my life!" Jeremy said with a laugh. Jeremy, his dad, and Professor Helfand took the subway to Columbia University, where they walked to the Physics Building and took the elevator to the top floor. There were many rooms with all kinds of computers, some big and others small, some that looked like really old machines and others that looked brand new. Most had notebooks next to them, which were filled with charts, numbers, even little drawings of orbits. Professor Helfand explained that each computer was connected to a specific telescope, and that there was one person in charge of each telescope, and observing the movement of one planet, or star. Jeremy noticed that some of the charts showed patterns: numbers that repeated, timings separated by exactly one hour. The professor showed him that the repeating numbers were distances between planets, or between planets and their moons, or distances between stars, and showed him how the orbits of these planetary bodies created patterns of collective behavior. "Because of gravitational forces," he said, "the planets and their moons have fixed orbits, and so they end up being the same distance from each other every so often. Once we have enough of these numbers written down, and have been tracking these planets' trajectories for enough time, we can create models that predict where these planets, and their moons, are going to be one month from now, or one year from now—how far from each other, how far from planet Earth, our moon and our sun." "I keep forgetting that there is more than one sun in the universe," Jeremy said after a pause. "How many suns are there?" "That's a great question, and not one that we have the answer to," Professor Helfand replied. "What we know so far is that planet Earth, and the seven other planets in our solar system, are part of the Milky Way galaxy, which is one of many galaxies in the universe. The farther we can see with our telescopes, and the more patterns and behaviors we can predict and detect of all the celestial bodies we know so far, the more galaxies we can discover, and the more suns we can identify. But it's going to take a lot of work to get there." "How exciting," Jeremy said, marveling at the possibilities of discovery in front of them. Jeremy's father called Jeremy over to the central observation deck, where an enormous telescope had been set up and positioned on a specific constellation in the sky. "Can you identify it?" his father asked him. "I think so. The Big Dipper?" "Absolutely right!" Professor Helfand said. "It's part of one of the brightest constellations we can see, called Ursa Major. Here's a little trick about Ursa Major and the North Star. See the two stars on the extreme right, at the bottom of the constellation?" Jeremy looked carefully into the telescope and trained his eyes slowly to the right, where the handle of Big Dipper sank downwards and turned into a trapezoid. "Yes, I see the base of the constellation," he said. "Perfect. Now, imagine a line connecting those two stars—they're called Merak and Dubhe—and extend it all the way up into the top of the lens." Jeremy imagined a bright white line connecting the two stars, and stretching past them. It felt like he was connecting the dots in an art book from 2nd grade, only this was way cooler. "O-k-a-y,' he said slowly. He could feel his father's hands on his shoulders, keeping him steady. "What do you see, champ?" his father asked. Jeremy stared into the lens, trying to stay focused. "Oh!" he shouted. "I think I see another star, but it looks bigger than all the others! Is it really a star?" Jeremy squirmed with excitement. "Well done," Professor Helfand said. "You just located the North Star in our humongous sky. You know, Jeremy, maybe when you're older, you can join our team and help us look for more constellations and galaxies in the sky. There's so much out there that we have no idea about. Would you be interested?" Jeremy thought about Mr. Connolly and his friends walking around the Rose Center and playing with the kiddie exhibits, while he stood here at the top of the world, looking deep into the sky. "I can't wait," he said, with a smile on his face as bright as a hundred suns.

4

Science: Earth & Space Science

Why does Jeremy miss the field trip with his science class?

A. because his dad wants him to stay home B. because science is his least favorite subject C. because he is sick D. because he wanted to go to an observatory instead

C

One problem is that Jeremy is upset that he’s missing his field trip. How does his father solve this problem?

A. He shows Jeremy how to use a telescope at home. B. He arranges a night visit to an observatory at Columbia University. C. He asks Mr. Connolly to postpone the trip. D. He drives Jeremy to the Rose Center later in the day to meet his class.

B

Which of the following statements best supports the conclusion that Jeremy thinks discovery is an exciting part of science?

A. Jeremy asks Professor Helfand “‘how many suns are there?’” B. Jeremy refers to the night as the best night of his life. C. He is angry that he cannot go to the Rose Center. D. Jeremy was “marveling at the possibilities of discovery in front of them.”

D

At the end of the story Jeremy refers to the exhibits on the field trip as “kiddie” exhibits. What does this suggest he feels?

A. He is only interested in astronomy if he can use a telescope. B. He feels that science is a subject for little kids. C. He’s lost his interest in space because he missed the field trip to the museum and ended up at the conservatory. D. He has learned something he considers more grown up and useful at the conservatory than he would have on his field trip.

D

What is the story mostly about?

A. The many things Jeremy learns on his trip to the observatory B. The day Jeremy stays out home because he is sick C. How Professor Helfand became interested in astronomy D. Jeremy’s field trip to the Rose Center

A

“Not so fast champ. Finish your sandwich, and then we’ll go. You haven’t eaten anything all day, remember?” Why might the author have included the above sentence?

A. to point out how difficult it is to eat when you feel sick B. to show how strict Jeremy’s dad is C. to show the reader what kind of food Jeremy likes D. to illustrate how excited Jeremy is

D

Choose the answer that best completes the sentence below. Jeremy gets too sick for his field trip and __________ learns what it might be like to be a real scientist.

A. consequently B. previously C. on the other hand D. in particular

A

Forms of Art - Photography

There are several ways to create a photograph. The most common photographs are made using a camera. In many ways, a camera works like a human eye. Like the eye, the camera takes in rays of light reflected from a subject. It then focuses the rays into an image. Older cameras record the image on inserted film. Newer digital cameras record the image on an electronic storage device such as a memory card. Once the image is captured, it can be seen and enjoyed by many people. When using a camera, the photographic process requires care and patience. Creating great printed photographs by using older cameras requires five steps: (1) finding a subject, (2) focusing on the subject, (3) exposing the film, (4) developing the film, and (5) producing the photograph. Many professional photographers do all five steps themselves. They use a room called a darkroom. It’s “dark” so that light doesn’t ruin the negatives. Photography makes our lives richer in many ways. Through photographs we can learn about other parts of the world and see how people live. We can also imagine what life was like in other time periods since the mid-1800s, when the camera was invented. Special cameras can capture images in places most human beings can’t go, like distant planets or deep oceans. But, best of all, photographs remind us of the special people and special times in our lives. Millions of people use cameras to take pictures of their family, friends, and special celebrations. For them, the photographs they take are priceless.

4

Arts: Visual Arts

According to the text, the most common photographs are made using what?

A. a phone app B. a camera C. paper exposed to light D. graphs and charts

B

What does the text list?

A. the five steps for creating digital photographs using a newer camera B. the five steps for creating printed photographs using an older camera C. the five steps for creating digital photographs using an older camera D. famous photographers and the work they have done

B

Read the following sentences from the text. “Through photographs we can learn about other parts of the world and see how people live. We can also imagine what life was like in other time periods since the mid-1800s, when the camera was invented. Special cameras can capture images in places most human beings can’t go, like distant planets or deep oceans. But, best of all, photographs remind us of the special people and special times in our lives.” What statement from the text does this information support?

A. Older cameras record the image on an inserted film. B. In many ways, a camera works like a human eye. C. When using a camera, the photographic process requires care and patience. D. Photography makes our lives richer in many ways.

D

How are newer cameras different from older cameras?

A. Creating photographs using newer cameras takes care and patience. Using older cameras does not. B. Newer cameras work like the human eye. Older cameras do not work like the human eye. C. Newer cameras record images on an electronic storage device. Older cameras record images on inserted film. D. Newer cameras take in rays of light reflected from a subject. Older cameras release rays of light reflected from a subject.

C

What is this text mostly about?

A. the importance of photography in our society B. different types of cameras used to make photographs C. how photographs are made without the use of cameras D. how to make photographs and the role they play in our lives

D

Why does the author compare a camera to the human eye?

A. to explain how photographers see what they are photographing B. to show how different the camera is to the human eye C. to help the reader understand how a camera captures an image D. to give an example of the limitations of the camera

C

Choose the word or phrase that best completes the sentence. Photography makes our lives richer in many ways. ______, through photographs we can learn about other parts of the world and see how people live.

A. Consequently B. However C. For instance D. Although

C

Your Recycled House

Imagine you are building a new house, but you are not using any new material. A house like this would use construction material like wood and metal from other places. By using old material, you are reusing and recycling material that already exists. If you build your house like this, you are building a house in a way that is friendly to the environment, or eco-friendly. To reuse material is to use it again; to recycle material is to reuse it, or to find a new use for it. You could get materials to reuse or recycle from old houses being torn down, construction sites, recycling centers, junkyards, and scrap yards. Reusing and recycling can be as simple as buying a used bathtub and putting it in the new house. Or it can be more complicated, like using the metal from old umbrellas to make lighting fixtures. By using your imagination, you can recycle a lot of different things for different uses. Find a house before it’s torn down and get whatever wood you can for the frame of your new house. You could reuse doors and floors from this old house. If you live near a beach, you can find driftwood and use it for decoration or the railing of your porch. If you live near farms, you can reuse an old grain silo. A tall grain silo gives you a second floor! If you live near a shipping port, you may find old shipping containers that can make a great existing structure. You can use the bare sides and top as walls and a ceiling. You can then find wooden shipping crates to lay a new floor inside your shipping container. You can stack old tires from a junkyard to make a wall. Another wall could be made out of scrap metal found in scrap yards. The scrap-metal wall would be shiny and look very different from your tire wall. Can you imagine your eco-friendly house yet? Make sure you think about what kind of house you want and plan it well. Find the right type and amount of construction material. Also, make sure your construction material is clean and safe for reuse. If you don’t plan your eco-friendly house well, you may feel like your house looks more like trash!

4

Science: Earth & Space Science, Technology & Engineering

What does it mean to reuse and recycle material?

A. to throw away old material B. use new material that is built from scratch C. find a new place and use for material that is already being used D. find a new place and use for material no one uses anymore

D

What does the author describe in the passage?

A. different ways old material can be used to build a new house B. different ways new material can be used to build a new house C. how new houses can be designed D. how construction sites and recycling centers are organized

A

Different structures can be used to build a house, such as a grain silo or an old shipping container. Based on this evidence, what conclusion can be made?

A. Shipping containers should only be used to build a house if no other structures can be found. B. Recycled houses don’t have to be built from scratch using old materials. C. Recycled houses can’t be built by using old materials only. D. The material for a recycled house has to come from a shipping port.

B

Eco-friendly means friendly to the environment. Why is using recycled material to build a house an eco-friendly way to build a house?

A. because it increases the amount of new material used to build the house B. because it lessens the amount of new material used to build the house C. because it leads to the use of more trees and wood to build the house D. because it provides new uses for old shipping containers

B

What is the passage mainly about?

A. the role of junkyards in society today B. popular construction materials used to build houses C. different ways a house can be built with recycled materials D. the environmental benefits of building recycled houses

C

Read the following sentences. “If you live near a beach, you can find driftwood and use it for decoration or the railing of your porch. If you live near farms, you can reuse an old grain silo. A tall grain silo gives you a second floor! If you live near a shipping port, you may find old shipping containers that can make a great existing structure . They already come with four walls and a ceiling.” As used in the passage, what does the word “structure” most nearly mean?

A. something made of parts connected together in an ordered way B. something that does not have any organization or order C. something that can only be found near a shipping port D. a material used to build walls and ceilings

A

Choose the answer that best completes the sentence below. Recycled houses take advantage of recycled and reused materials __________ tires, old metal, wood, and more.

A. certainly B. however C. previously D. such as

D

Up to Speed

Kingda Ka is one wild ride. As you wait in line, you hear the screams of people riding the roller coaster. Part of you can't wait to ride it; another part of you wants to bolt in the opposite direction. Before you know it, it's your turn to board. You brace yourself. Whoosh! With a roaring blast, the thrill ride rockets from 0 to 128 miles per hour in 3.5 seconds. Before you can catch your breath, the train whisks you straight up 456 feet. When it can go no farther, gravity plummets the coaster downward into a dizzying spiral twist. The train then whips you through another valley and zooms up another hill. Congratulations! You have just experienced one of the fastest—and tallest—roller coasters on Earth. Kingda Ka, or the "King of Coasters," opened in the spring of 2005 at the Six Flags Great Adventure theme park in Jackson, New Jersey. The jaw-dropping thrill ride shattered the world's record for roller coaster speed and height when it opened. Of the more than 1,000 roller coasters in the United States, it was the latest "extreme" coaster to be built. Six Flags roller coaster designer Larry Chickola said that building Kingda Ka wasn't easy. "We considered the wind strength, the possibility of earthquakes, the weight of Kingda Ka itself, as well as the forces caused by launching a [coaster faster than one] has ever gone," he told Weekly Reader. Changes in energy enable roller coasters like Kingda Ka to move for most of the ride. According to scientists, energy is the ability to cause change. At the beginning of the ride, Kingda Ka blasts passengers to a speed of 128 miles an hour with technology similar to the kind that launches Navy jets from aircraft carriers. Each train on Kingda Ka is hooked up to a hydraulic cable. Liquid under high pressure is pushed through the cable. Along with motors, the hydraulic power rockets the coaster skyward. After reaching the top of the first hill, the coaster works in the same way your bike does when you roll, pedal-free, down a slope. When a roller coaster is stopped, it has potential energy, or stored energy. At any moment, the coaster can move, so it has the potential for motion. As the roller coaster starts cruising, gravity takes over and converts the potential energy into kinetic energy, which is the energy of motion. The repeated changes of potential energy to kinetic energy and then back again drive the roller coaster. Kingda Ka covers 3,118 feet of track and lasts less than a minute. To roller coaster buff Steve Urbanowicz from New Jersey, the ride is a scream! "The ride seems like it's over really quickly, but Kingda Ka packs eight high moments of drama into those 50 seconds," he told Weekly Reader. Urbanowicz speaks from experience. He has ridden more than 800 roller coasters around the world. In fact, he has taken more than 5,000 rides on one in particular—the wooden Cyclone at Coney Island in Brooklyn, New York, where the first true American coaster opened in 1884. "I loved going to amusement parks when I was a kid and never grew out of it."

4

Social Studies: Sports, Health & Safety

The author begins the passage by having the reader imagine getting on the Kingda Ka to

A. warn the reader about the coaster. B. make the reader interested in the passage. C. challenge the reader to ride the coaster. D. explain the feelings people will have when riding large coasters.

B

When the author says, "You brace yourself," he means you

A. hand over your ticket. B. put a special brace across your body. C. secure yourself for the ride. D. make your partner secure.

C

After the roller coaster has used potential energy, it

A. is launched skyward. B. stops. C. is no longer safe. D. uses kinetic energy.

D

Steve Urbanowicz says that, "The ride is a scream." This means

A. The ride is thrilling. B. The coaster cars scream when people get on. C. If you want to ride the coaster, you have to scream while you are on it. D. The ride makes everyone scream.

A

Book Battles

Ed. Note: This passage was written in 2009. It reflects opinions and concerns that people had about book bans in schools at that time. Are there Harry Potter books in your school library? Many kids all over the world are reading J. K. Rowling's books in school. But some parents think their children shouldn't be able to find those and other books in school libraries. Should school libraries keep books that some parents don't approve of? Should they take those books off the shelves? All over the country, schools are wrestling with those questions. Read these arguments. Then decide for yourself. "We need certain limits," said one student in Denver, Colorado. He said some books have no place in school libraries. Many people believe that books that contain violence or bad words shouldn't be in schools. Some people want the Harry Potter books removed because they contain talk about wizards and magic. Most parents know what's good for kids. They have a right to decide which books should or should not be in school libraries. Books should meet certain standards before they are put in schools. Is this a good book for kids to read? Is it full of violence? Does it contain bad words or ideas kids shouldn't learn about? If a book is not good for all kids, it should not be in a school library. Most parents don't have time to find out everything their kids read. They should be able to trust schools to do that for them. "Parents should decide what their own kids read," said Natalie Nicol, of Denver, Colorado. But other parents shouldn't make that choice for them. Many experts say that it's the parents' job, not the school's job, to check out what their kids are reading. If they don't like a book, they should not let their kids read it. Why should a few parents stop kids from reading stories like the Harry Potter series? Kids should be able to check out books their parents think are OK to read. Many schools let kids borrow certain books if they have a signed paper from a parent. That works fine. A parent doesn't sign the paper if he or she doesn't want the child to read the book. Other kids can read the books if they have permission. Some books are not OK for all kids to read. But if more adults were careful about what their own kids read, they wouldn't have to ban books from the library.

4

Social Studies: School & Family Life

According to the text, with which question are schools wrestling?

A. Should school libraries keep books that some parents don't approve of? B. What subject should students be taught at different grades? C. Should parents have a say in what their kids are reading? D. Should technology be banned from school libraries?

A

Which of the following best describes the organization of this text?

A. The author points out that some parents don’t want their children taking certain books out of school libraries, then proves that parents should make the final decision about what their children read. B. The author describes the issue of banning books from school libraries, then explains arguments for and against not allowing certain books in schools. C. The author asks about the Harry Potter books, then shows how those books should be banned from school libraries. D. The author suggests that the Harry Potter books contain talk about wizards and magic, then shows that parents should sign papers allowing their children to take books out of the school library.

B

Read this paragraph from the text. Many schools let kids borrow certain books if they have a signed paper from a parent. That works fine. A parent doesn't sign the paper if he or she doesn't want the child to read the book. Other kids can read the books if they have permission. What can you conclude based on this information?

A. Books that have been deemed to require a permission slip are kept in restricted areas of the library. B. Schools rarely consider the concerns of parents when it comes to deciding which books to have in their libraries. C. In every school, a parent must sign a permission slip for kids to be able to check out Harry Potter books. D. There are ways for schools and parents to work together to manage what books kids are permitted to read.

D

Based on the text, what can be inferred about school libraries?

A. Many school libraries have books that are interesting. B. Some school libraries have books for adult readers. C. Some school libraries do not have the Harry Potter books. D. All school libraries have books about wizards and magic.

C

What is the main idea of the text?

A. Some people believe that certain books should be banned from school libraries, while others believe that parents should determine what their own kids can read. B. Schools have come together to determine which books should be banned from school libraries, but some parents object to this. C. The Harry Potter book series has been banned in all schools, even though some parents prefer their kids to have access to these books. D. Many students have begun to protest the school book bans because they believe they should be able to have access to any books they wish.

A

Read these sentences from the text. Should school libraries keep books that some parents don't approve of? Should they take those books off the shelves? All over the country, schools are wrestling with those questions. As used in these sentences, what does the word "wrestling" mean?

A. saving B. resting C. struggling D. arguing

C

Choose the word that best completes the sentence. Some parents do not approve of the Harry Potter books ______ these books are about wizards and magic.

A. because B. so C. but D. therefore

A

Vikings and European Explorers - Christopher Columbus

In 1492, Columbus sailed the ocean blue. Christopher Columbus was a European navigator and explorer in the 15th century. Columbus became famous when he sailed west across the Atlantic Ocean in 1492. In the 1400s, Europeans were not aware that the Americas existed. They believed that if they headed west, they would run straight into Asia. Europe wanted to trade with Asia for silk, gold, and spices. However, the trip to Asia around Africa was considered too long and dangerous. Columbus wanted to find an easier and quicker route. He believed that the Earth was made up of a little water and a lot of land. He thought he'd reach Asia in no time if he headed west. Columbus convinced King Ferdinand and Queen Isabella from Spain to pay for an expedition. They provided him with three ships and money to make the journey west. It took two months for the Niña, Pinta, and Santa Maria to reach the Bahamas in the Caribbean. There, he met one of the largest Native populations in the Caribbean, the Taíno people. The Taíno were the main inhabitants of many Caribbean islands, including Cuba, Jamaica, Puerto Rico, and the Bahamas. During this first visit, and his next three visits, Columbus and his men brutally mistreated the Native people. They stole their land and claimed it for Spain through violent battles. They enslaved many of the Taíno and forced them to work in harsh conditions. Although he never did reach North America, Columbus was the first European explorer to explore the West Indies and parts of Central and South America. Columbus' explorations changed the course of global history. Along with his explorations, he is also remembered today for his cruel treatment of Native people. Columbus took land and natural resources and began a long chapter of European abuse. Because of violence, diseases, and enslavement, the Taíno population was almost completely erased. Hundreds of thousands of Taíno people lived on the island of Hispaniola, today called Haiti and the Dominican Republic, when Columbus arrived there. But 50 years after his arrival, there were fewer than 500 Taíno people left on Hispaniola. The history of Columbus and the Taíno people is important for understanding the impact of Columbus' explorations on America.

4

Social Studies: World History

Who was Christopher Columbus?

A. a European navigator and explorer in the 15th century B. a writer who wrote many novels in the 15th century C. a painter who documented the Americas D. the first European to reach Asia by boat

A

What caused Columbus to go on an expedition west?

A. the desire to learn more about Asian countries B. the desire to start a war against some Asian countries C. the desire to find an easier path so that more Europeans could go live in Asia D. the desire to trade with Asian countries without taking a long and dangerous journey

D

Read the following sentences from the passage. "During this first visit, and his next three visits, Columbus and his men brutally mistreated the Native people. They stole their land and claimed it for Spain through violent battles. They enslaved many of the Taíno and forced them to work in harsh conditions." What can you conclude based on this information?

A. Columbus decided to leave after meeting the Taíno people. B. Columbus and his crew worked together with the native Taíno people. C. Columbus and his crew used violence and cruelty to try to get land for themselves. D. Columbus and his crew sailed to Central America to find more spices and gold.

C

How would you describe Columbus' journey to the Americas in comparison with his goals when he left Spain?

A. Columbus reached his goal of reaching Asia, but was not able to set up a trading route because of bad weather. B. Columbus did not reach his original goal of reaching Asia, and instead ended up in the Americas. C. Columbus reached his main goal of reaching the Americas and setting up colonies for Spain there. D. Columbus reached some of his goals, but not his main goal of sailing to South America for trading.

B

What is the main idea of this text?

A. Christopher Columbus, a European explorer, sailed to the Caribbean and used violence to take land from the native Taíno people. B. Christopher Columbus wanted to reach Asia to create a new trading route, and in 1492 he accomplished his goal. C. The Taíno people welcomed Christopher Columbus to their islands in the Caribbean before realizing that he wanted to take their land. D. The three ships in Christopher Columbus' crew of ships were called the Niña, the Pinta, and the Santa Maria.

A

Nobel Work

There are prizes, and then there are really big prizes! On December 10, 2006, winners of the Nobel Prizes received their prestigious, or important, awards for helping others. Accepting the Nobel award for work in promoting peace was Muhammad Yunus and Grameen Bank. It might seem strange that someone would receive a peace prize for founding a bank. But Yunus is no ordinary banker. In 1983, Yunus founded Grameen Bank in Bangladesh, a country in Asia. The bank gives small loans to poor villagers, especially women. The Nobel Prize committee honored Yunus because "peace cannot be achieved unless large population groups find ways in which to break out of poverty." In addition to celebrating progress toward peace, the Nobel committee gives awards for achievements in other areas, such as literature, physics, chemistry, and medicine. Each of the winners receives $1.4 million, a gold medal, and a diploma. The peace prize is awarded in Oslo, Norway. The other Nobel Prizes are given out in Stockholm, Sweden. Both countries are in Europe. In 2006, all five of the science Nobels went to Americans—the first time that had happened since 1983. Scientist Roger Kornberg won the chemistry prize for his work on how people inherit diseases. In 1959, as a 12-year-old, Roger watched his father, Arthur Kornberg, win a Nobel Prize. The Kornbergs were the sixth father-and-son pair to have won Nobel Prizes. Although Roger was stunned by his win, his father saw it coming. "His work has been awesome," said his dad. The Nobel Prizes were the brainchild of Alfred Bernhard Nobel (1833–1896) of Sweden, the inventor of dynamite. At the time of his death, Nobel left $9 million to fund the prizes that bear his name. The first annual Nobel Prizes were awarded in 1901. The prizes are presented each year on December 10—the anniversary of Nobel’s death.

4

It is a fact that

A. some winners of the Nobel Prize don't deserve it. B. the winners deserve the prize. C. Muhammad Yunus won the prize. D. Muhammad Yunus is very nice.

C

One opinion mentioned in that passage was that

A. the winner receives a gold medal. B. the first prize was awarded in 1901. C. many father-son pairs have won the prize. D. it seems strange for a banker to win a peace prize.

D

In the sentence, “Scientist Roger Kornberg won the chemistry prize for his work on how people inherit diseases,” inherit means

A. cure. B. give to others. C. invent. D. receive from others.

D

The opinion of Roger Kornberg's dad of Roger's work was that

A. It was not well researched. B. It was awesome. C. It won the prize for chemistry. D. It was about inheriting diseases.

B

Under the Sea

Scientists in Indonesia think they have found hidden treasure—52 new types of marine animals! The researchers believe that the 24 types of fish, 20 types of corals, and 8 types of shrimp are new to science. The researchers spotted the new species off the coast of Papua, a province on one of the more than 13,500 islands that make up Indonesia. The area, Bird’s Head Seascape, is one of the world’s most diverse marine regions. "These Papuan reefs are literally ‘species factories,’" says Mark Erdmann of Conservation International, who led the expedition. Many of the species are believed to be endemic to the area, meaning they are not found anywhere else. Bird’s Head Seascape is part of Asia’s "Coral Triangle." The Triangle covers about 70,000 square miles in the Indian Ocean. It is home to more than 1,200 species of fish and almost 600 kinds of reef-building corals. But the marine marvels off Papua’s coast may be in danger. The Indonesian government is considering a plan to increase commercial fishing in the east, near Papua, because Indonesia’s western seas are overfished. Wildlife groups are against the plan. They say it is imperative, or absolutely necessary, to protect Bird’s Head Seascape. "It’s extremely important because this area is the center of coral reef biodiversity," Sherry Flumerfelt of the Coral Reef Alliance told WR News. Biodiversity refers to the variety of species in a particular environment. We need to "make sure these species are protected," says Flumerfelt. Here are a few of the standout species that scientists recently spied in Indonesia. A bottom-dwelling epaulette shark uses its fins to "walk" across the ocean floor in search of shrimp, crabs, snails, and small fish. When it’s time to attract a mate, a male flasher wrasse ditches its drab brown hue for some brighter colors. There are three times more fish in the Bird’s Head Seascape than in the Hawaiian Islands, including this newly discovered one.

4

Science: Earth & Space Science, Life Science

Endemic means

A. not found anywhere else. B. related to the skin. C. sea creature. D. very sick.

A

Which of these sentences uses 'imperative' correctly?

A. It is imperative to hurt animals. B. The dog was very imperative because he had spots. C. It is imperative that this baby eats. D. I really like your imperative.

C

If commercial fishing is allowed off Papua’s coast, you can predict that

A. many species in the coral reef will disappear. B. more fast-food restaurants will open. C. shark attacks will increase. D. marine life will increase.

A

In Indonesia there is a lot of commercial fishing. That means

A. the fish that are caught will be sold. B. teams film advertisements while fishing. C. the fish caught will go directly to National Aquariums. D. the fishing is done in a safe manner and no other animals are harmed.

A

Night Owl

People always said that Jamal was a “night owl.” It’s true. He did not like to go to sleep. But it was not that he liked to stay up late. He hated the nighttime. He wanted it to pass quickly. It never did. It wasn’t just the darkness. He didn’t like the sounds of night. It was a lonely sound--buzzing bugs, wind, the shouts of birds. His house was in the desert. There were no trees to blanket the sounds. The sand didn’t keep any secrets. The loudest sound was a hoot. It came in threes: hoo- hoo- hoo. There were sounds inside his room, too--the tick of his clock, even the sound of his own breath. One night, he heard the flap of wings. He hopped out of bed. He peeked out the window. And there stood a large bird--an owl. Its eyes were green. Its feathers were brown. It had a white collar of feathers, too. They looked at each other. Then the owl took off, making a hoo- hoo- hoo sound. This time, it didn’t sound so scary.

4

This story takes place

A. in 2007. B. in March. C. at night. D. all of the above.

C

Jamal is

A. on a lake. B. in the city. C. in a forest. D. none of the above.

D

The title, Night Owl, refers to

A. both. B. Jamal. C. neither. D. an owl.

A

The author writes, “It came in threes.” It refers to

A. Jamal. B. the sand. C. the owl’s sound. D. the owl.

C

U.S. Presidents: Andrew Jackson

Andrew Jackson was the seventh president of the United States. He was also the first president to be born in a log cabin. He grew up on the frontier of the Carolinas. His parents were a poor farm couple from northern Ireland. Jackson’s father died before he was born. His mother died when Jackson was 14 years old, leaving him an orphan. Despite Jackson’s difficult childhood, he eventually moved to Tennessee and became a lawyer and landowner. Jackson was nicknamed “Old Hickory” because people saw him as tough. He became famous for his skill as a general in the War of 1812. But his resilience was apparent years earlier when he served his country during the Revolutionary War. Thirteen-year-old Jackson and his younger brother were captured by the British. During this time, Jackson’s hand was cut to the bone by a British commander. Jackson also suffered a gash to the head. Soon after this incident, Jackson and his brother contracted smallpox in a military prison. Jackson survived, but his brother was not so fortunate. Eventually, Jackson’s mother arranged for his freedom. Tragically, she died soon after. “I felt utterly alone,” Jackson said years later about losing his family. Jackson stayed active in the military until he reached the age of 54. He was eventually nominated for president of the United States. He didn’t win in his first campaign, the election of 1824. Jackson ran again four years later. Leading up to the election of 1828, one of Jackson’s promises was to represent America’s “common man.” His promises appealed to many, and he was elected president. He was a founder of the Democratic Party, and he also supported efforts to give American workers more rights. Jackson served as president for two terms from 1829 to 1837. He died in June of 1845 in Tennessee. He is remembered by some people as a champion of American workers. In the late 1920s, Jackson was chosen to be featured on the U.S. $20 bill. When Jackson was president, he was liked by many U.S. citizens. At the time, only White men could be citizens. While Jackson was alive and even for years after his death, many biographers focused on the ways people found Jackson to be successful. Over the years, more and more people have taken a closer look at Jackson’s life. They have learned about the ways Jackson had treated a lot of people harshly. Although Jackson was a landowner, he had enslaved African people. Most of them were forced to work on his fields. Jackson made a lot of money because of these enslaved people, especially from the cotton grown by them. He is known to have been harsh and sometimes cruel toward these people. In addition to owning enslaved people and treating them harshly, Jackson is notorious for his actions in the forceful and harsh removal of Native peoples, like the Cherokee and Choctaw. The United States forced these peoples to leave the land they had been living on for hundreds of years. In May 1830, he signed into law the Indian Removal Act, which the United States government believed gave them authority to remove Native peoples from land within what the U.S. government considered existing state borders. This land was then taken over by the U.S. government. As a result of this removal policy, almost all Native peoples within the U.S. borders at the time were displaced. Many Native people even died as a result of this displacement. For example, 4,000 out of the 15,000 Cherokee people died due to the hunger, exhaustion, and disease they faced on their forced march to present-day Oklahoma. Native peoples in the U.S. today remember this tragic time in history. Despite the tragedy, the Native peoples have survived. Their religions and cultures continue to live on. As people have learned more about Jackson, more people have asked the government to change Jackson’s portrait on the $20 bill to someone else. In the 2010s, the United States Treasury made a decision to replace Jackson’s portrait. The Treasury’s plan is to have abolitionist Harriet Tubman featured on the $20 bill sometime in the future. Tubman would be the first Black person to be featured on modern U.S. paper money.

3-4

Social Studies: U.S. History

According to the text, what was one of Andrew Jackson's promises to represent?

A. a lawyer and landowner B. “Old Hickory” C. a general in the War of 1812 D. America's “common man”

D

What does the author describe in the text?

A. information people have learned about Andrew Jackson over the years B. all the promises that Andrew Jackson made leading up to the election of 1828 C. reasons why Andrew Jackson was harsh toward enslaved people D. the lives of all the people on U.S. paper money

A

Andrew Jackson was popular in the United States. What evidence from the text supports this conclusion?

A. “Jackson stayed active in the military until he reached the age of 54.” B. “Leading up to the election of 1828, one of Jackson’s promises was to represent America’s 'common man.'” C. “When Jackson was president, he was liked by many U.S. citizens.” D. “Over the years, more and more people have taken a closer look at Jackson’s life.”

C

Read these sentences from the text. Leading up to the election of 1828, one of Jackson’s promises was to represent America’s “common man.” His promises appealed to many, and he was elected president. He was a founder of the Democratic Party, and he also supported efforts to give American workers more rights. [. . .] In addition to owning enslaved people and treating them harshly, Jackson is notorious for his actions in the forceful and harsh removal of Native peoples, like the Cherokee and Choctaw. Based on the text, how did President Jackson affect people living in the United States?

A. President Jackson greatly helped everyone living in the United States. B. President Jackson greatly helped many people, but he also caused many people to suffer. C. President Jackson caused everyone living in the United States to suffer greatly. D. President Jackson greatly helped enslaved people and Native peoples living in the United States.

B

What is the main idea of the text?

A. Many people liked Andrew Jackson, but a lot of people's feelings toward him changed when they learned about his harsh treatment toward Native peoples and enslaved people. B. Andrew Jackson and his brother were captured and put into a British military prison during the Revolutionary War, but only Jackson survived the war. C. Almost all Native peoples within the U.S. borders in the early 1830s were forced to move west, but many Native people died in this forced move because of hunger, exhaustion, and disease. D. Andrew Jackson has been featured on the U.S. $20 bill, but the U.S. Treasury has decided to replace Jackson with abolitionist Harriet Tubman sometime in the future.

A

Read these sentences from the text. In May 1830, [Andrew Jackson] signed into law the Indian Removal Act, which the United States government believed gave them authority to remove Native peoples from land within what the U.S. government considered existing state borders. This land was then taken over by the U.S. government. As used in these sentences, what does the word “authority” most nearly mean?

A. weakness B. happiness C. power D. fear

C

Choose the answer that best completes the sentence. People have taken a closer look at Andrew Jackson's life, _________ they have learned about how Jackson had treated a lot of people harshly.

A. but B. so C. because D. after

B

World War I and the Great Depression - Trench Warfare and the Battle of the Somme

A New Way of War Before World War I, countries fought wars by focusing on offense. One side would plan an attack against the other side and carry it out. In World War I, everything changed. The war was a war of defense. On the Western Front, between France and Germany, each side dug in. The soldiers dug trenches, meaning ditches in the ground. The trenches were about seven feet deep and six feet wide. The network of trenches made it possible for soldiers to move around. They never had to rise above ground level. They could shoot oncoming armies without being seen or shot. The new trench warfare made an offensive strategy deadly. No Man’s Land The area between the lines of enemy soldiers was covered in barbed wire and grenades. There were outlines of buildings that used to be houses. There were burnt stumps—trees that had been exploded to bits. This made it even more difficult for the armies to attack each other without losing many, many lives. The constant fire from artillery turned the area between the fronts into a mud pit of dirt, disease, and death. The area was nicknamed “no man’s land.” The Battle of Somme The Battle of the Somme would prove one of the deadliest fights in history. On July 1, 1916, the Allied forces planned a big offensive strike, known as the Big Push. They planned this attack despite the risks of no man’s land and the German trenches beyond. Thousands of men crawled from their trenches towards the German line. It was broad daylight. As they approached the Germans, more and more men were killed. The old way of warfare, attacking in a line, just did not work anymore. In the first day, 57,470 men in the British army were killed or wounded. But the Allies kept fighting for over four months. The Cost Finally, in November 1916, the Battle of Somme ended. What had been won? The Allied troops had advanced only 10 kilometers, or about six miles. The approximate number of casualties was: British 420,000, French 200,000, German 500,000. Before long, Germany would launch its last big offensive battle and lose the war. But the Battle of the Somme demonstrates the ways in which both sides really lost.

4-5

Social Studies: World History

What is a trench?

A. a ditch in the ground B. a type of grenade C. a position in the army D. the German word for "war"

A

How does the text describe "no man's land"?

A. as destroyed land that was covered in barbed wire and grenades, and full of disease and death B. as tiny trenches packed with many soldiers, which made it difficult for soldiers to fight C. as a section of the British army that killed every person they came across, leaving no man alive D. as what Germany felt like after World War I ended and they lost the war

A

Read the following sentences from the text. "On July 1, 1916, the Allied forces planned a big offensive strike, known as the Big Push. They planned this attack despite the risks of no man’s land and the German trenches beyond. Thousands of men crawled from their trenches towards the German line. It was broad daylight. As they approached the Germans, more and more men were killed. The old way of warfare, attacking in a line, just did not work anymore." What conclusion can you draw from this evidence?

A. The Battle of Somme showed the dangers of an offensive strike with trench warfare. B. The Battle of Somme proved to be a good strategy for the British and they gained land. C. The Battle of Somme was important because it was the last battle of World War I. D. The Battle of Somme showed that trench warfare required more physical strength.

A

Why does the author write that “both sides really lost”?

A. At the end of the Battle of Somme, both sides surrendered and apologized for fighting in the first place. B. At the end of the Battle of Somme, the countries were left with trenches all over the place that they had to fill. C. At the end of the Battle of Somme, all countries in the world agreed that they would never practice trench warfare again. D. At the end of the Battle of Somme, nothing but six miles of land had been gained but over a million lives had been lost.

D

What is the main idea of this text?

A. During World War I, the area between the enemy soldiers was called "no man's land" because it was covered in barbed wire, grenades, destroyed buildings, burned trees, and dirt. B. Trenches are ditches in the ground that are about seven feet deep and six feet wide and make it so that soldiers do not have to rise above ground level to shoot oncoming armies. C. Countries still disagree over how many lives were lost in World War I, but it was probably about 420,000 British lives, 200,000 French lives, and 500,000 German lives. D. World War I was especially deadly because of trench warfare and the Battle of Somme, one of the deadliest fights in history, showed just how much deadlier trench warfare could be.

D

Read the following sentences from the text. “They never had to rise above ground level. They could shoot oncoming armies without being seen or shot.” As used in this excerpt, what does the word “oncoming” most closely mean?

A. moving closer B. defensive C. disappearing D. friendly

A

Choose the answer that best completes the sentence below. Many men were killed in attacks during World War I _______ it was difficult to attack trenches.

A. and B. but C. so D. because

D

Water Main Break in Downtown New York City

On August 10, 2006, a 140-foot-long water main at the intersection of West Broadway and Duane Street in New York City finally had its fill, bursting open for the first time since it was built in 1870. The break caused flooding in 15 residential and office buildings, and some of them were immediately evacuated, meaning that everyone had to leave. Part of bigger water supply systems, water mains are underground pipes that help bring water into peoples’ homes, offices, restaurants, and anywhere there is a sink. Temperature change causes most water main breaks—even a ten-degree change can make water mains more susceptible to breaking. When temperatures fall below freezing or when the temperature becomes very hot, the ground around water mains shifts. This puts stress on water mains, and it might lead to water mains breaking. When a water main breaks, it can shut off the water supply people use in their houses and businesses. Many people were stuck standing on the sidewalk in the very early hours of the morning, while others who lived in the neighborhood didn’t even know about the incident until they saw it on the news. “I just had to walk an extra block out of the way today. They got it fixed really quickly,” said Annouchka Engel, who lives on Murray Street and West Broadway. “This morning there was water everywhere, and now it’s almost all cleared up.” Local businesses, however, were instantly faced with devastating, unavoidable damages. “The majority of our stock is damaged, as well as a lot of our electronic equipment, but the city is going to compensate us,” said Dajuah Morgan, Assistant Manager of the American Apparel store at 140 West Broadway. Once the basement had filled with water, as much as $50,000 worth of merchandise was badly damaged, but she predicted the store would reopen again early that evening. The telecommunication building at 60 Hudson Street, a longtime concern among residents because of its diesel fuel storage, experienced several feet of flooding in the basement. “It happens in every city,” said Michael Saucier, spokesperson for the Department of Environmental Protection, noting that the department had spent $20-30 million each year replacing old water mains before they break. As he watched dozens of Con-Ed workers milling about West Broadway, Saucier astutely resolved, “You can’t get to them all, though.”

4

Science: Technology & Engineering

What is a water main?

A. an intersection B. an underground pipe C. a building D. a local leader

B

The effects of a water main break range from small inconveniences for nearby residents to devastating property damages for businesses. What is the cause of most water main breaks?

A. vandalism and crime B. temperature changes C. shrinking city budgets D. flooded basements

B

Read the following sentences: “‘The majority of our stock is damaged, as well as a lot of our electronic equipment, but the city is going to compensate us,’ said Dajuah Morgan, Assistant Manager of the American Apparel store at 140 West Broadway. Once the basement had filled with water, as much as $50,000 worth of merchandise was badly damaged.” Based on the evidence above, what conclusion can be made?

A. Retail stores look forward to water main breaks, as it’s a good way for them to make extra money. B. West Broadway businesses are especially vulnerable to water main breaks. C. Local businesses can be faced with serious damages due to broken water mains. D. This author quoted Dajuah Morgan because she is an expert on water main breaks.

C

Read the following sentences: “‘It happens in every city,’ said Michael Saucier, spokesperson for the Department of Environmental Protection, noting that the department had spent $20-30 million each year replacing old water mains before they break. As he watched dozens of Con-Ed workers milling about West Broadway, Saucier astutely resolved, ‘You can’t get to them all, though.’” Based on the evidence above, what conclusion can be made?

A. Saucier thinks that New York City has bigger water main problems than other cities. B. Saucier thinks that New York City is not spending enough to fix the problem. C. Saucier thinks that even though his department works hard, water main breaks are unavoidable. D. Saucier thinks that even though water mains break, it’s not important to replace all of them.

C

What is this article mainly about?

A. how New York City’s water mains work B. the causes and effects of water main breaks C. the story of one business owner affected by a break D. the solutions to New York City’s water main problems

B

Read the following sentences: “When temperatures fall below freezing or when the temperature becomes very hot, the ground around water mains shifts. This puts stress on water mains, and it might lead to water mains breaking." As used in the text, what does the word “stress” most nearly mean?

A. emphasis B. physical pressure C. emotional pressure D. importance

B

Choose the answer that best completes the sentence below. Water main breaks can harm people, homes and businesses; ___________, New York City’s Department of Environmental Protection spent $20-30 million each year replacing old water mains before they break.

A. first B. then C. last D. thus

D

Up in the Air

Kurt closed the door of his mother’s car with great excitement. Today was the day he was finally going to be on a plane. For the first time in his life, he was going to actually soar through the skies and see the clouds from all the angles he had imagined since he was little. “Are you excited my boy?” said Kurt’s mother, Val, from the front of the car. “I can’t believe today’s the day!” said Kurt. “Believe it!” responded Kurt’s older brother Joachim as he lifted his head from his mobile phone for just a second to speak to Kurt. The car ride felt like forever, but that’s because Kurt could not wait to get to the airport and see this adventure through. It felt like they were stuck in traffic for hours and all the cars were moving slowly just to drive Kurt crazy. But actually they arrived at the airport in just a few minutes. Val parked their car in the underground parking lot and found a steel trolley to load the suitcases and the hatbox she always took with her on a journey. Joachim never helped with anything, so Kurt knew he was the best man for the job. He helped his mother load the trolley neatly and pushed it towards the terminal building proudly. It was bigger than Kurt thought it would be. It was a massive building filled with hundreds of people looking around and rushing to get to wherever they were going. He immediately felt the rush of energy as he walked towards the check-in desk. He watched as Val took out their passports and gave them to the friendly lady on the other side of the desk. His mother asked Joachim to help lift the bags onto the scale so that they could get weighed and checked in. But he wasn’t listening. Kurt gloated as he lifted the bags and put them on the designated scale. The check-in lady was overly friendly and appreciative of his help. He loved the feeling. Val was handed some tickets and off they went to security. After what felt like a long wait in line, the security officer asked Kurt to empty his pockets and put his bag through the big X-ray scanner. Kurt had never done this before and felt a little nervous. It was such a big and scary machine that started beeping loudly as the elderly woman in front of him walked through. Kurt started to feel more confident now as he walked through the machine. Not a beep. He waited for his family to come through security as he grabbed his bag. Suddenly, he saw the plane through the massive glass windows. It was huge! And it looked much bigger than what it looked like in his dreams. Kurt ran down the ramp towards the gate. After a few minutes, the plane was ready for boarding. Everyone lined up and showed their tickets. Walking on a ramp down towards the plane, Kurt nearly tripped from all the excitement. And then he arrived, he was one foot away from the plane and finally feeling like a grown up who would fly all over the globe. The air steward took his ticket and showed him down the aisle to his seat. Kurt ran ahead of his mother and brother and immediately sat down in his seat, buckling his seat belt. With his eyes firmly on the wing of the plane, he was waiting for everyone to sit down so that he could feel that weightlessness that everyone talks about at school when a plane takes off. The plane started to move, and reversed slightly. Moving like a giant metal bird, the plane taxied towards the runway. Kurt clenched his mother’s hand. The plane started to speed up, faster than Kurt has ever gone in his life in any car or boat. And then, as if by magic, the plane lifted off the ground. And Kurt knew this would be the first of many adventures that started this way.

4

What is Kurt doing for the first time in his life?

A. traveling B. driving C. going on a trip with his mom and brother D. flying on a plane

D

What critical event happens at the end of the story?

A. Kurt walks on a ramp towards the plane and nearly trips from all the excitement. B. Kurt goes through security at the airport for the first time. C. The plane lifts off the ground and Kurt experiences flying in a plane for the first time. D. Kurt, Val, and Joachim drive to the airport.

C

What evidence from the text suggests that Kurt may have been looking forward to being on a plane for a while?

A. Kurt had dreams about planes. B. Kurt clenches his mother’s hand when the plane taxies toward the runway. C. Kurt ran ahead of his mother and brother towards the plane. D. Kurt helped to lift the bags on the designated scale at the check-in desk.

A

Which statement best describes Kurt and Joachim?

A. Neither Kurt nor Joachim is excited and eager about the trip. B. Kurt is very eager and respectful. Joachim is distant and not interested. C. Both Kurt and Joachim are very excited about the trip. D. Kurt is not eager and respectful. Joachim is helpful and excited.

B

What is this story mainly about?

A. what airports are like B. Kurt’s relationship with Joachim C. Kurt’s experience on his first plane trip D. how large airplanes are

C

Read the following sentence: “The car ride felt like forever, but that’s because Kurt could not wait to get to the airport and see this adventure through .” What does the phrase “see this adventure through” most nearly mean?

A. look at the adventure from a distance B. complete the adventure C. look at the adventure through a window D. cancel the adventure

B

Choose the answer that best completes the sentence below. __________ the plane taxied towards the runway, Kurt clenched his mother’s hand.

A. Therefore B. However C. So D. As

D

The British Empire - An Introduction to the British Empire

Great Britain is an island in Western Europe. It includes England, Scotland, and Wales. But from the 1500s onward, Great Britain was a huge empire. It was so big, people said, “the sun never sets on the British Empire.” When it was nighttime in Great Britain, the daytime sun was shining on its colonies in Asia. By the end of the 1800s, Great Britain’s empire was the largest in history. It ruled colonies on every continent including Canada, India, the West Indies, Australia, and New Zealand. It also ruled much of Southeast Asia and a large part of Africa. Great Britain created its empire through imperialism. Imperialism is when a country takes over another place’s territory or economy. To establish a colony, Britain would take over a new area of land. Inhabitants were told they were under British rule. Then, Britain would set up a colonial government ruled by the English crown. The native people had very little voice in the government. Great Britain wasn’t the only imperialist country. The late 1800s are often called the Age of Imperialism. During this time, several European countries including France, Germany, Portugal, and Spain divided up Africa and Asia. Why did these European countries want so much new territory? One reason was simply prestige and wealth. But Britain’s desire went beyond wealth like gold. It was also driven by the Industrial Revolution. England, Scotland, and Wales are not very big. Their factories didn’t have all of the natural resources they needed. They relied on colonies for raw materials, like lumber from trees, to produce industrial goods. Great Britain also relied on its colonies to buy the goods it produced. After natural resources were shipped to British people, they were used to make finished products. Great Britain would then ship some of these finished products, such as clothing, back to its colonies. The colonies would be forced to buy British clothing instead of making their own. By doing this, Britain always had a market for its goods. Eventually, Great Britain no longer ruled its colonies. In the 1900s, they gave up most of its empire. It helped many of its colonies become politically independent countries. Many of these new governments became democratic parliaments, like Britain’s. Their laws were modeled after Britain’s as well. Britain’s influence lives on in many of its former colonies to this day.

4

Social Studies: World History

The first part of the passage tells you about

A. The United Kingdom today B. Great Britain and how it lies in Western Europe C. How Great Britain’s empire was the largest in history D. The women of the British colonies

C

What does “the sun never set on the British Empire” mean”?

A. The sun always shines on Britain. B. The sun was always shining on some part of the British Empire because it was so large. C. The British Empire brought raw materials, like trees, back to Britain to make industrial products. D. The British Empire needed a lot of sun.

B

According to the passage, prestige means

A. fear B. influence C. goodness D. money

B

All of the following were part of the British Empire in the 1800’s except for

A. Mexico B. Australia C. Canada D. India

A

Which of the following is least likely to be a part of British influence leftover from imperialism in former British Colonies?

A. common use of the English language B. democratic parliament government C. popularity of English music D. education systems based on the British model

C

The question below is an incomplete sentence. Choose the word that best completes the sentence. Great Britain expanded the markets for its goods __________ creating new colonies where it would ship British products.

A. without B. because C. despite D. by

D

Let's Celebrate!

What holidays are people from other countries celebrating this season? This month, millions will observe special holidays. But many people around the world will be celebrating holidays you might never have heard of during November and December. In the Bahamas, Junkanoo is held on December 26 and January 1. The Bahamas are islands that make up a nation in the Atlantic Ocean near Florida. Junkanoo begins before the sun comes up. That's when the Junkanoo parade starts. Dancers in costumes take to the streets. People along the parade route are invited to join in with the dancers. Junkanoo grew popular during the 16th and 17th centuries. African slaves were given a special holiday after Christmas. They were allowed to leave the fields and observe the holiday with their families. They celebrated with African music, dance, and costumes. After the slaves were freed, people in the Bahamas continued the Junkanoo tradition. In Mexico, El Día de los Muertos ("Day of the Dead") isn't about ghosts. It is about remembering relatives and celebrating life. On the Day of the Dead, family members gather in cemeteries. They decorate family members' graves with colorful flowers. They tell stories about past relatives. They also have a picnic with lots of great food. On this holiday, death is not seen as something to fear. Instead, it is seen as just another part of life. "Our relatives wouldn't want us to cry," said Miguel, a Mexican boy. "So we are happy instead." The Day of the Dead is held on the first or second of November. In Thailand, Loy Krathong is held during the full moon in November. Thailand is a country in Southeast Asia. Before the festival, people make krathongs. A krathong is a small boat made of a banana leaf. Each krathong contains a flower, a candle, and three incense sticks. Incense sticks produce a pleasant smell when burned. During the festival, people light their candles and float their krathongs down rivers. Loy Krathong also includes feasts and fireworks. In several countries, the day after Christmas is a holiday. In those countries, that day is called Boxing Day. The holiday began in Britain. According to old stories, wealthy people gave boxes of gifts to servants on Boxing Day. Other stories say that servants take boxes to work on the day after Christmas. Their bosses placed coins in the boxes as special year-end gifts.

4

According to the text, what holiday is held on December 26 and January 1 in the Bahamas?

A. Junkanoo B. the Day of the Dead C. Loy Krathong D. Boxing Day

A

What does the text list and describe?

A. The text lists and describes events that took place in Britain during the 16th century. B. The text lists and describes famous people in the history of Mexico. C. The text lists and describes holidays around the world. D. The text lists and describes bodies of water in Thailand.

C

Reread the section of the text under the subheading “Junkanoo.” Based on the information in this section, what can you conclude about the people who celebrated Junkanoo in the 16th and 17th centuries?

A. The people who celebrated Junkanoo in the 16th and 17th centuries probably enjoyed having picnics. B. The people who celebrated Junkanoo in the 16th and 17th centuries probably liked burning incense. C. The people who celebrated Junkanoo in the 16th and 17th centuries were probably slaves. D. The people who celebrated Junkanoo in the 16th and 17th centuries probably owned slaves.

C

Reread the section of the text under the subheading “Loy Krathong.” Based on the information in this section, what can you infer about when Loy Krathong takes place?

A. Loy Krathong probably takes place at dawn. B. Loy Krathong probably takes place at noon. C. Loy Krathong probably takes place in the middle of the afternoon. D. Loy Krathong probably takes place at night.

D

What is the main idea of the text?

A. The Bahamas are islands that make up a nation in the Atlantic Ocean. B. Many people around the world celebrate different holidays. C. The Day of the Dead and Loy Krathong are holidays celebrated in November. D. Boxing Day is a holiday that began in Britain.

B

Read these sentences from the text. What holidays are people from other countries celebrating this season? This month, millions will observe special holidays. But many people around the world will be celebrating holidays you might never have heard of during November and December. As used in the text, what does the word "observe" mean?

A. take part or participate in B. watch or view C. discuss or debate D. research or learn about

A

Choose the word that best completes the sentence. People in the Bahamas continued the Junkanoo tradition _______ the slaves were freed.

A. because B. instead C. before D. after

D

History of Halloween

Makayla gently placed her black witch’s hat on top of her black curls as she looked at herself in the mirror. Her mom had painted her skin green and outlined her eyes in purple paint. She wore tall, black boots underneath a long, purple dress. It was October 31, and she was ready for trick-or-treating on Halloween night. “Makayyyla!” her mom called out from downstairs. Makayla’s two friends, Colden and Porter, had arrived. Colden stood in the doorway, his costume blowing in the wind. A white sheet hung over his head, and his eyes peered out from two cut-out holes. Porter decided to dress like his favorite superhero, Batman. A black mask covered his face and a long cape trailed behind him. They carried plastic pumpkin bowls to collect candy later in the evening. The two boys greeted Makayla with equal levels of excitement. “Hi, Makayla!” Colden said. “You ready to go trick-or-treating?” Porter asked. She nodded her head and ran to grab her coat. “Let’s go, everyone!” her mom called out, and they all marched out the front door. All around them, children and parents walked from door to door in colorful costumes. Carved Jack-o-lanterns sat in front of houses, candles shimmering inside the orange pumpkins. A breeze blew past Makayla and her friends, making her shiver. The weather had just started to get colder. Makayla remembered her class earlier that day, when her teacher talked about the origins of Halloween. Mrs. Narula told Makayla and her classmates that the holiday started with an ancient festival called Samhain, 2,000 years ago in Ireland. The word Samhain means “summer’s end” in Gaelic, a language spoken in Ireland and Scotland. Mrs. Narula looked at different documents from the American Folklife Center to find out about Halloween’s history. She found that the festival celebrated the end of summer and the beginning of winter—a time to gather crops to prepare for the colder months. The Celtic people who celebrated this festival also believed it was the time when all the souls who had died that year traveled to the next world. To keep the dead spirits away, people lit bonfires. For ceremonies, some dressed in animal furs to disguise themselves so that the dead spirits would not be able to recognize them. Mrs. Narula said this is one reason why we might still dress up in costumes today. Later, the festival of Samhain was replaced with All Souls’ Day, a Christian holiday that honored the dead. People celebrated with bonfires and parades. They also dressed up in costumes as saints, angels, and devils. Porter reached up and pressed the doorbell at the house across the street. Diiiing-dong. A big, green Frankenstein pulled open the door, holding a big bowl of wrapped treats. Makayla and her friends gasped, and then laughed when they realized it was just Mr. Clock dressed up. “Trick-or-treat!” the three sang with big smiles. As Mr. Clock sprinkled candy into their baskets, Makayla thought of Mrs. Narula again. “In the 1800s, many people from Ireland and Scotland came to the United States to start a new life,” the teacher told her students earlier that day. “Even though their ancestors had their own trick-or-treating traditions, they started their own in their new country.” Mrs. Narula had read an article by Benjamin Radford, a man who researches science and history. He wrote that teenagers in those communities started to play pranks during Halloween celebrations. Adults tried to stop the pranks by giving children candy instead. And the tradition still remains today with children all around the world dressing up for candy!

3-4

Social Studies: World History

At the beginning of the passage, what is Makayla getting ready to do?

A. open Christmas presents B. go trick-or-treating on Halloween C. go on an Easter egg hunt D. eat Thanksgiving dinner

B

Throughout the story, Makayla remembers information Mrs. Narula taught in class. What does this information describe?

A. the history of Halloween B. the history of Ireland and Scotland C. the way different holidays are researched D. the importance of wearing costumes

A

Halloween traditions have changed over time. What evidence from the passage supports this conclusion?

A. Trick-or-treating began before Irish immigrants came to America. B. People dressed up as angels or saints during All Saints’ Day. C. Samhain celebrated the end of summer and beginning of winter. D. Playing pranks was not always a part of Halloween celebrations.

D

Based on the passage, what conclusion can you make about how Halloween has changed?

A. Halloween has become a more serious holiday. B. Halloween is now more focused on preparing for winter. C. Halloween has become a more lighthearted holiday. D. Halloween is now more focused on bonfire rituals.

C

What is this passage mostly about?

A. the history of Halloween B. the ancient people who celebrated Samhain C. research at the American Folklife Center D. how the tradition of trick-or-treating began

A

Read the following sentences: “Makayla remembered her class earlier that day, when her teacher talked about the origins of Halloween. Mrs. Narula told Makayla and her classmates that the holiday started with an ancient festival called Samhain, 2,000 years ago in Ireland.” As used in this sentence, what does the word “origin” most nearly mean?

A. the celebration B. the length C. the end D. the start

D

Choose the answer that best completes the sentence below. _________ the celebration of Halloween has changed over time, it has also kept some traditions from ancient festivals.

A. Meanwhile B. Although C. Therefore D. For instance

B

Meet a Soldier

When Christopher Bain visits schools, he shows students his Army uniform. He also talks to them about the American flag and what it symbolizes, or represents. Mr. Bain is a U.S. veteran who lives in Williamsport, Pennsylvania. A U.S. veteran is a person who has served in the U.S. armed forces. November 11 is Veterans Day, a day when Americans honor veterans. There are around 20 million U.S. veterans living today. Mr. Bain is just one of many veterans who visit with students. A special program helps to connect more students with veterans like Mr. Bain. It is called Take a Veteran to School Day. The program was created by the History Channel. It encourages schools to invite veterans to speak to students of all ages. Representatives from the History Channel say it's important that students know veterans. One school to get on board with the program was Steven G. Schorr Elementary School in Las Vegas, Nevada. That's where the Take a Veteran to School Day program was launched in May of 2007. Third graders met several veterans at the event. Jennifer Rowland is a teacher at the school. "My students were really able to grasp the meaning and importance of Veterans Day by meeting an actual veteran," she told WR News. "They loved trying on and touching an actual [military] helmet!" Veterans get a lot out of the experience too. Mr. Bain served in the Iraq war. "I tell [students] a little bit about my story," he told WR News. "I wanted to serve my country so I can keep [Americans'] way of life and keep the freedoms that we have." Men and women are not the only military heroes—dogs can be veterans too! Dogs, such as German shepherds, began serving in the U.S. armed forces in the 1940s. Today, they continue to assist soldiers. Military dogs patrol, or guard, areas and sniff out bombs and traps.

4-5

Social Studies: School & Family Life

What does the Take a Veteran to School Day program encourage schools to do?

A. serve in the U.S. armed forces B. invite veterans to speak to students of all ages C. grasp the meaning and importance of Veterans Day D. pass a law to move Veterans Day to October

B

What does the text describe?

A. the experiences of Christopher Bain when he was an elementary school student B. the experience of people who attend the Veterans Day parade in Birmingham, Alabama C. the experiences of different U.S. veterans who served in the Iraq war D. the experience of U.S. veterans and students in the Take a Veteran to School Day program

D

Read this paragraph from the text. One school to get on board with the program was Steven G. Schorr Elementary School in Las Vegas, Nevada. That's where the Take a Veteran to School Day program was launched in May of 2007. Third graders met several veterans at the event. Jennifer Rowland is a teacher at the school. "My students were really able to grasp the meaning and importance of Veterans Day by meeting an actual veteran," she told WR News. "They loved trying on and touching an actual [military] helmet!" Based on this evidence, what can you conclude about the Take a Veteran to School Day program?

A. The program gives students the chance to write a research report about veterans. B. The program is more focused on reading articles than on talking to real soldiers. C. The goal of the program is to educate students about the real lives of veterans. D. The program has caused many students to want to join the army.

C

Based on the text, why might the Take a Veteran to School Day program be a positive program for U.S. veterans?

A. The program gives veterans a chance to take a break from their daily lives. B. The program gives veterans a chance to tell their stories and connect with students. C. The program gives veterans a chance to find work after they return home from war. D. The program gives veterans a chance to learn more about different schools across the country.

B

What is this text mainly about?

A. a school program that connects students with U.S. veterans B. the major statistics about the number of veterans in the U.S. C. how Veterans Day was created in the United States D. the importance of communication with U.S. veterans

A

Read these sentences from the text. A veteran is a person who has served in the U.S. armed forces. November 11 is Veterans Day, a day when Americans honor veterans. What does the word “honor” mean, as used in the text?

A. teach B. visit C. ignore D. celebrate

D

Choose the answer that best completes the sentence. Veterans Day takes place on November 11, _________ it was celebrated in October for some years.

A. because B. until C. although D. since

C

Grand Opening of the National Museum of the American Indian

In late September 2004, more than 20,000 Native people gathered in Washington, D.C. Drumbeats echoed. Songs and cheers filled the air. Spirits soared. The Native people were there to celebrate the grand opening of the National Museum of the American Indian. The museum is part of the Smithsonian Institution. It is located on the National Mall, near the U.S. Capitol. "[The new museum] is a living tribute to the first Americans," museum director W. Richard West Jr. told the crowd. West is Southern Cheyenne and a member of the Cheyenne and Arapaho Tribes. Native people from Alaska to South America united, or came together, for the museum's opening. A six-day festival followed the opening ceremony. The festival featured a mix of different Native cultures through dancing, music, foods, and storytelling. The museum is dedicated to the life, culture, and traditions of Native peoples in the Americas. It tells the stories and struggles of Native peoples throughout North, South, and Central America. Jessica Lovato, a Santa Clara Pueblo person from New Mexico, joined the celebration. She was 10 years old. To her, visiting the museum was "a great learning experience!" A wealthy New Yorker named George Gustav Heye collected most of the museum's items throughout the early 1900s. He was interested in Native cultures and traditions. There are about 800,000 Native objects included in the museum's collection. The museum displays about 8,000 artifacts at a time. The several millions of visitors to the museum each year don't just see ancient Native objects—although there are plenty of them to see. Officials say the museum also teaches people about Native life today. Along with ancient pieces, such as certain beadwork, pottery, and carvings, visitors will also find newer ones, such as modern art and beaded sneakers. Prior to the museum’s opening, it had been a work in progress for 16 years. Many Native people representing 24 different peoples helped build and plan the museum. They even reviewed the traditional Native dishes served in the museum's café. Symbolism abounds in the five-story building, which is made of limestone from Minnesota. The building's curved exterior resembles rocks shaped by wind and water over thousands of years. In honor of many types of Native dwellings, the museum's entrance faces east, in the direction of the rising sun. Inside, an electronic welcome sign greets visitors in 150 Native languages. To many Native people on the museum’s opening day, the museum had been a long time coming. "[It is] long overdue," said Lawrence Small, secretary of the Smithsonian Institution. These days, Native people hope the museum does not just help teach visitors about Native history. They hope visitors learn about Native cultures and life today. "This will be a good education tool for everyone that wants to learn about [Native] people," a Cherokee woman told USA Today. "Our languages are still here. Our culture is still here."

4

Social Studies: Geography, Societies & Culture, U.S. History

What is the main idea of this text?

A. A museum dedicated to Native peoples and their cultures had its grand opening in 2004. B. There are many different Native peoples in North, Central, and South America. C. Many of the artifacts in the National Museum of the American Indian are from George Gustav Heye's private collection. D. The National Museum of the American Indian is a great learning experience for its several millions of visitors each year.

A

Which of the following is an opinion?

A. The National Museum of the American Indian is part of the Smithsonian. B. The National Museum of the American Indian opened in September 2004. C. The National Museum of the American Indian should have been built many years before 2000. D. Drums were present for the grand opening of the National Museum of the American Indian.

C

Which of the following is a fact?

A. The National Museum of the American Indian should have been built in the southwestern U.S. B. The entrance of the National Museum of the American Indian faces east. C. All schools in the Americas should visit the National Museum of the American Indian. D. The traditional Native food served in the National Museum of the American Indian's café is very tasty.

B

How were Native people involved in the creation of the National Museum of the American Indian?

A. Native people donated money to fund the museum. B. All the workers in the museum are Native people. C. Native people donated all the pieces in the museum. D. Twenty-four Native peoples helped build and plan the museum.

D

Why Am I So Tired?

Imagine a girl named Katy. It is nighttime, and she plops into bed exhausted. Her first day in the new neighborhood has been stressful for her. There was the work of unpacking. There were the curious stares from the neighbors. Would she make friends? Would this new place ever feel like home? Now she just needs to get some sleep. But tomorrow would be worse. It is the first day of school! She turns out the light, punches the pillow into a comfortable shape—and stares at the wall. And stares. And stares. Oh, no—not again, she thinks to herself. She turns over on her back and looks at her clock. The lighted dial of her clock shows midnight. The next time she looks, it is 1 a.m., then 2 a.m. Perfect. I'll certainly make an impression on the kids in the lunchroom tomorrow, especially if I fall asleep face down in my soup! I'll bet they haven't seen that before. Katy has a sleep disorder called insomnia. According to the United States National Institutes of Health, about 50 to 70 million Americans have sleep disorders that interrupt their sleep. Sleep disorders affect people in every age group. Here's a look at some of the most common sleep disorders. People with insomnia have trouble falling asleep and staying asleep. They are often grouchy the next morning and can't concentrate. Poor sleep habits, such as irregular bedtimes and waking times, staying late at a party, watching TV, being on the Internet endlessly, and using a computer right before bed can cause insomnia. Stress is often the main cause of insomnia. You may have had mild insomnia the night before a big test. Like Katy, you probably have had some sleepless nights when something stressful was going on in your life, such as moving or trouble at home. This kind of insomnia usually goes away when the event that causes the stress is over. Changing your habits or talking with someone about your problems may help to cure insomnia. In some cases, a doctor can recommend medication to help you get to sleep. If you have Restless Leg Syndrome (RLS), your legs feel like they’re tingling or aching when you lie down in bed. The only way to stop the unpleasant feeling is to get up and move around. That keeps you from falling asleep or wakes you up if you were already asleep. RLS may be inherited, or it may occur because of nerve damage in the legs. Different kinds of therapies can help to control RLS. Certain medicines may also help relieve RLS. Sleep apnea is a breathing disorder in which you actually stop breathing at times during sleep. It usually happens when your windpipe is blocked and air can't get through. Your brain wakes you just enough to signal you to breathe. These pauses may happen from 20 times a night to several hundred times a night. You're sleepy during the day because you didn't get enough sleep, but you don't remember waking up. One common cause of sleep apnea in adults is obesity. Losing weight often helps a lot. Other people with sleep apnea can avoid the problem by sleeping on their sides. Children with sleep apnea can often be helped by having their tonsils or adenoids removed. Most kids outgrow these two disorders by the age of 12. If you or someone in your family sleepwalks, move things that are easy to trip over. Make sure windows and doors to the outside are locked. It is also best to put gates up by staircases. You don't need to wake up a person who is sleepwalking; just lead him or her back to bed. However, if you need to wake up a sleepwalker, it is okay to do so. Someone who has night terrors wakes up screaming. Then, usually about 10 to 20 minutes later, he or she goes back to sleep. Sometimes a few minutes of quiet talk may help to calm the person back to sleep. Someone who experiences night terrors often doesn't remember the incident in the morning. This isn't a disorder, but it is important. People in different age groups have different sleep rhythms. Kids in elementary school need nine to twelve hours of sleep each night. This means kids usually go to bed sometime between 7 p.m. and 9 p.m. For many preteens and teens, they may not be ready to go to bed until around 11 p.m. Researchers have found that a teenager's brain works on a different schedule. One school district in Minnesota changed the starting time of the high school from 7:20 a.m. to 8:30 a.m. The teachers found that the students were then ready to learn in their first period class. Many students' grades went up. Sleep gives the brain time to repair nerve connections and to store information. When you're not getting enough sleep, you can lose your good judgment. Poor sleep also makes it harder to learn new things. Don't let a sleep disorder rob you of your ZZZ time. Here are some tips for getting to sleep and staying asleep.

4

Social Studies: Sports, Health & Safety

What sleep disorder does Katy have?

A. insomnia B. restless leg syndrome C. sleep apnea D. sleepwalking

A

Insomnia is an effect that can have more than one cause. What is one cause of insomnia?

A. relaxation B. stress C. sleepwalking D. getting good grades

B

Read these sentences from the text. For many preteens and teens, they may not be ready to go to bed until around 11 p.m. Researchers have found that a teenager's brain works on a different schedule. One school district in Minnesota changed the starting time of the high school from 7:20 a.m. to 8:30 a.m. The teachers found that the students were then ready to learn in their first period class. Many students' grades went up. Based on this information, why might students' grades have gone up?

A. The students were going to bed before 11 p.m. B. The students liked the teachers of their first period classes. C. The students were getting less sleep. D. The students were getting more sleep.

D

Read this sentence from the text. Poor sleep habits, such as irregular bedtimes and waking times, staying late at a party, watching TV, being on the Internet endlessly, and using a computer right before bed can cause insomnia. Based on this evidence, what might be a solution to insomnia?

A. waking up at a different time every day of the week B. going to bed at a different time every day of the week C. watching a lot of TV D. avoiding using a computer right before bed

D

What is the main idea of this text?

A. People with insomnia are often grouchy in the morning because they have not slept well. B. Children with sleep apnea may have their tonsils and adenoids removed to help them sleep. C. There are different kinds of sleep disorders and different ways to handle them. D. Sleep gives the brain time to repair nerve connections and store information.

C

Read these sentences about Katy from the text. She turns out the light, punches the pillow into a comfortable shape—and stares at the wall. And stares. And stares. Why might the author have repeated the phrase "and stares"?

A. to argue that most kids get too much sleep B. to praise Katy for trying so hard to fall asleep C. to bring attention to how long Katy was staring D. to hint that Katy should have gotten out of bed to read

C

Read this sentence from the text. You don't need to wake up a person who is sleepwalking; just lead him or her back to bed. How could this sentence best be broken in two?

A. You don't need to wake up a person who is sleepwalking. As a result, just lead him or her back to bed. B. You don't need to wake up a person who is sleepwalking. Third, just lead him or her back to bed. C. You don't need to wake up a person who is sleepwalking. Instead, just lead him or her back to bed. D. You don't need to wake up a person who is sleepwalking. For example, just lead him or her back to bed.

C

Building a Better Natural History Museum

If you could put the history of the world in one building, how would you do it? That is the question posed to curators and scientists at the Smithsonian Institution National Museum of Natural History. One of the world’s leading museums, the collections of the National Museum of Natural History are always changing. The Smithsonian Institution, created in 1846, is the world’s largest group of research institutions, museums, and collections. The Institution is the legacy of a British scientist named James Smithson. At the time of his death in 1829, he bequeathed his fortune to the United States under the directive that it be used to establish a research foundation. However, Congress only learned of the donation in 1835, after the estate had initially gone to Smithson’s nephew. When his nephew died childless, control of the fortune was rightfully put in the hands of the government. The bequest represented an extraordinary sum of money, approximately $500,000 at the time. President Andrew Jackson sent an American diplomat to England to collect the money, who eventually brought back 105 sacks containing 104,960 gold sovereigns. Even with all of the money, Congress had trouble getting the project off the ground. Among the points of contention was how to follow Smithson’s directive. Smithson had described the institution he envisioned as a place designed "for the increase and diffusion of knowledge.” What he meant by that exactly was considered open to debate. And the United States was still a young nation in the mid-19th century, so there were not many museums that had been established. Therefore, very few museums could even act as models for success. Charles Willson Peale’s popular “Cabinet of Curiosities” (“cabinet” really meant “room” in this usage), which had been open for more than forty years, in Philadelphia provided a bit of a blueprint. Peale was a painter and a “naturalist,” or a person who studies “natural history.” He put together a large collection of botanical, biological, and archaeological specimens for display. His collection eventually became known more formally as the Philadelphia Museum. After Peale’s death in 1827, the collection was split up and sold. P. T. Barnum, the legendary circus impresario, acquired a portion of it. Barnum took some of the so-called “static curiosities” that Peale displayed and supplemented them with live attractions. His "P. T. Barnum's Grand Traveling Museum, Menagerie, Caravan and Hippodrome" was a kind of traveling cabinet of curiosities. Both Peale and Barnum’s collections were, according to historians, legitimate attempts to document the wonders of the natural world. Fossils, animals preserved by taxidermy, mastodon bones, and wax castings of human deformities were all on display. The question of whether these types of collections were of educational or entertainment value was a matter of debate. In this light, determining what exactly the Smithsonian Institution would be, look like, and provide was still a pressing question for Congress. Like Charles Willson Peale, Smithson was a naturalist. He was also formally trained in chemistry and mineralogy, and possessed a wide range of interests. His areas of research included the science of human tears and the chemistry of brass and snake venom. During Peale’s time, the sciences had not become as specialized as they are today. “Natural history” was the term that meant the study of the organisms of the entire world. As a field of intellectual inquiry, it has been around for centuries. The Greek philosopher Aristotle worked on natural history topics that would now fall into the fields of geology, biology, and medicine. Throughout the Scientific Revolution, which began as early as the 16th Century, prominent natural historians were dedicated to systematizing and classifying plant and animal families. John Ray, a clergyman, was one of the leading natural historians of the 17th century. He wrote important treatises on the topics of biology, zoology, and botany. His work paved the way for the modern study of taxonomy. Similarly, Charles Darwin considered himself a naturalist. The avid beetle collector and founder of the field of evolutionary studies observed plant and animal physiology over time. Thus, he added a linear element to the study of the natural world. In the 20th century, the definition of natural history only broadened. It expanded to include new knowledge of ecology and ecosystem dynamics. The emphasis now is on the study of individuals and their interaction with the environment. Contemporary authors H. W. Greene and J. B. Losos have written on the topics of systematics—the study of biological relationships of organisms for the purpose of classification—as well as natural history and conservation. They describe natural history as a field of inquiry that “focuses on where organisms are and what they do in their environment, including interactions with other organisms. It encompasses changes in internal states insofar as they pertain to what organisms do." Other scientists emphasize the impact of evolutionary history in their definition of natural history. This is the idea that the effect of large-scale changes in the past, both within the genetic history of a species and the climatic history of the environment, can explain behaviors, functions, and traits of an individual organism. The Bartholomew Award is a prize given to young biologists. The award’s namesake, George A. Bartholomew, worked as an integrative biologist. He described his job this way: A student of natural history, or a naturalist, studies the world by observing plants and animals directly. Because organisms are functionally inseparable from the environment in which they live, and because their structure and function cannot be adequately interpreted without knowing some of their evolutionary history, the study of natural history embraces the study of fossils as well as physiographic and other aspects of the physical environment. Wildlife biologist S. G. Herman echoes this idea. He describes natural history as “the field of the scientific study of plants and animals in their natural environments. It is concerned with levels of organization from the individual organism to the ecosystem, and it stresses identification, life history, distribution, abundance, and inter-relationships. It often and appropriately includes an aesthetic component.” Few scientists working today call themselves natural historians. The term “natural history” is applied and tested more as a curatorial concept than a field heading. Organization, identification, history, and interaction—these are the thematic contexts that structure exhibits at natural history museums. At natural history museums around the world, you will find exhibits on subjects ranging from geology to paleontology to biology to botany to astronomy. Many also add exhibits on cultural topics such as anthropology and history. Congress eventually decided to hire a scientist named Joseph Henry to build and direct the collections of the Smithsonian. The institute quickly developed its research collections and specimen holdings, mostly from United States military and exploratory operations. What started as one collection has grown into an organization of 19 museums and galleries. Most of these are in Washington D.C., on the National Mall. The National Museum of Natural History, as it is known today, is in many ways the lynchpin of the Smithsonian Institution. Founded in 1846, it was first called the United States National Museum and was housed in what was at the time considered a very large building. The research collections kept growing. Congress approved the construction of the Natural History Building in 1902. As of the summer of 2013 at the National Museum of Natural History, visitors can find exhibits on the following topics: the genome, ancient Egypt, marine paleogeology, gemology, physical anthropology, marine biology, and agricultural chemistry. Each of these exhibits is vetted by a world-class team of researchers and curators. The goal is to piece together a comprehensive look at the natural processes that have shaped the story of the earth and the organisms that inhabit it.

5

Social Studies: U.S. History

Who was James Smithson?

A. an American diplomat who visited England to collect sacks of gold sovereigns B. a naturalist whose collection became known as the Philadelphia Museum C. a British scientist who left his fortune to the United States D. a leading natural historian of the 17th century who paved the way for modern taxonomy

C

Congress hired the scientist Joseph Henry as a solution to what problem?

A. Congress needed more money to build the Smithsonian collection. B. The Smithsonian needed an exhibit about physical anthropology. C. Congress had trouble getting the Smithsonian project off the ground. D. The National Museum needed a new building to house its growing research collections.

C

Read this sentence from the text. "Congress fulfilled Smithson’s request to create an institution 'for the increase and diffusion of knowledge.'" What evidence from the text supports this conclusion?

A. The Bartholomew Award is a prize given to young biologists. B. Charles Darwin observed plant and animal physiology over time and founded the field of evolutionary studies. C. Natural history exhibits around the world involve themes of organization, identification, history, and interaction. D. The Smithsonian Institution is the world’s largest group of research institutions, museums, and collections.

D

How has the study of natural history changed over time?

A. Natural history has grown to include more topics over time. B. Natural history has become one of the most popular terms among scientists. C. Natural history has narrowed to focus mostly on ecology and ecosystem dynamics. D. Natural history has narrowed to focus mostly on evolution.

A

What is the main idea of this text?

A. The Smithsonian Institution includes 19 museums and galleries, most of which are in Washington D.C. B. The Smithsonian’s National Museum of Natural History contains exhibits on a wide variety of topics about the earth and its many organisms. C. The National Museum of Natural History was founded in 1846 and was housed in a very large building. D. Natural history owes much to the work of scientists like John Ray, Charles Darwin, H.W. Green, and George A. Bartholomew.

B

Read these sentences from the text. “Visitors can find exhibits on the following topics: the genome, ancient Egypt, marine paleogeology, gemology, physical anthropology, marine biology, and agricultural chemistry. Each of these exhibits is vetted by a world-class team of researchers and curators.” As used in the text, what does the word "vetted" mean?

A. purchased B. denied C. inspected D. confused

C

Choose the answer that best completes the sentence. _________ Joseph Henry was hired to direct the Smithsonian, its collections grew quickly from United States military and exploratory operations.

A. Following B. After C. Namely D. Although

B

World War I & the Great Depression - Robert Lindsay Mackay's First World War Diary

These passages are selections from the First World War Diary of Robert Lindsay Mackay. Mackay was from Scotland, an American ally. He was an officer, or leader, with the 11th Battalion of the Argyll and Sutherland Highlanders from 1915 until the end of the war. 30th. July. My 21st. birthday. Champagne Dinner at night. Had to go away at 11.30 p.m. with my 50 Argyll stretcher-bearers. Got them on the move and moved up towards the 'show' which would begin in a few hours time. Another officer and 50 men of the 13th. Royal Scots now joined my party so I had 100 men. Got to Bivouac Camp. We were now all ready for the show. Felt things strange of course. Although I had by this time begun to dread this corner of the earth I did not feel the least bit afraid. In previous shows I had gone into action feeling that I would come out again. This time I had no such feeling. Felt, almost knew, that I would not come out again. Did not, however, leave any addresses or messages behind because I believed it unlucky…. As we marched along, I felt quite cheerful, in spite of this somewhat melancholy reflection, and would not consciously have wished myself anywhere else. Soon, I became so engrossed, that I lost every outside thought, and could only think of the present business. No regrets for the past, and no fears for the future worried me…. Wed. 1st. Aug. My H.Q. are in the Ecole. The men are in a cellar, indescribably filthy, with an awful odour and three inches deep in water. Here they have to rest, sleep and eat if they can. I should be down with them but preferred risking it above ground in a tin hut (which was constantly being bombed) behind a broken down wall. A pip-squeak could have finished it and me. I've read so many descriptions in newspapers of the ruin and desolation caused in this war. Famous literary men have tried their powers of description and all (with the possible exception of Gilbert Frankau) have failed to convey the repulsiveness and awfulness of the scene. The Ecole was one of these places - That's all! Began work at 3.15 a.m. - a cheerless hour. It was raining I think. Moved up. Searched ground up to Blue Line. Terrific rain, heavy and prolonged. Ground churned up. We could scarcely move one foot after the other. Our job was to carry down wounded. This is my first job as a bearer. I hope to goodness it is my last - prefer going over the top. Heard about the Battalion. MacCallum killed. I'll have to write to his girl. Also Leitch and D.R.Cameron, Gray and Robinson and Sinclair wounded. 21st. …. Our casualties were 15 killed and 20 wounded, including the five officers. Very expensive this, for a day's outing. Relief completed in hopeless confusion. Back to Bn. H.Q. at 3.30 a.m. Arras at 4.45 with Stark. Bed at 6 a.m. Really tired.

4-5

Social Studies: World History

According to the text, where was Robert Lindsay Mackay from?

A. Bivouac Camp B. Argyll C. America D. Scotland

D

How are the passages in the text ordered?

A. from a later time to an earlier time B. from an early time to a later time C. from night to morning D. from morning to night

B

Read these sentences from one of Mackay’s diary entries. Heard about the Battalion. MacCallum killed. I'll have to write to his girl. Also Leitch and D.R.Cameron, Gray and Robinson and Sinclair wounded. What conclusion can you draw from this evidence?

A. Mackay’s main job was to the loved ones of people who died or were injured in battle. B. Mackay probably knew several of the people who were injured or died in battle. C. MacCallum was the only soldier killed that day, although many others were injured. D. Gary, Robinson, and Sinclair will all recover quickly from their wounds.

B

Based on the text, what might Robert Lindsay Mackay think about war?

A. Conditions in war are better than most people think. B. No good authors tried writing about war. C. It is difficult to describe what war is really like. D. Getting enough sleep is easy on the front lines.

C

What is this text mostly about?

A. how Scottish military was unique in World War I B. one person’s experience serving in World War I C. how Mackay became one of the great heroes of World War I D. the different jobs that soldiers had in World War I

B

Read this sentence from the text. Our casualties were 15 killed and 20 wounded, including the five officers. As used in the sentence, what does the word "casualties" mean?

A. civilian clothing B. people hurt or killed C. food supplies D. plans of attack

B

Choose the answer that best completes the sentence. Mackay did not want to be anywhere else _______ it was a melancholy occasion.

A. so B. for example C. above all D. even though

D

World War Two - D-Day

Today we finally moved. The action has begun. For the past few months I have been in England. We have trained and studied. Now it is time to go. The code name for our movement is Operation Overlord. I do not know when we will strike the Germans. I do know that our ultimate hope, months from now, is to liberate Paris. But first, we need to get our foot in the door of Europe. I am afraid that Germany will slam the door in our face. Germany now controls most of the continent. But we will win. We have left Britain now. We are heading towards the coast of France. The English Channel is rough and choppy. Our ships rock back and forth. The air is foggy outside, but very few men go up on the deck of the ship anyway. We are all kept below to prepare for the fight. Most of the men are quiet and keep to themselves. We know that our job is necessary, but we also know that many of us will die. It is clear now that we will invade France on the beaches of Normandy. By morning, we will have landed. Who knows how long the fight will take, or who will survive… anything is possible for us, except defeat. We will win. Today was the hardest day of my life. But we are succeeding. Over 150,000 Allied troops and 5,000 ships landed together along the coast of Normandy. We fought the waves to reach the shore and fought for every inch of sand up to the hills. We had nowhere to retreat except to the cold ocean. Our only choice was to push forward and make the Germans move backward. I found out that our generals had staged an invasion in Calais. Thousands of rubber tanks landed - empty, of course - in that town far away from here. While the Germans tried to defend themselves against balloons, we stormed the beaches here. Thank goodness for the distraction. I cannot imagine what today would have been like with more German troops facing us. Paris is ours. Today Allied soldiers marched into Paris and liberated France. After four years of German occupation, Paris is finally free.

5

Social Studies: World History

According to the text, what was the ultimate hope of the movement Operation Overlord?

A. to train and study B. to liberate Paris C. to reach the shore at Normandy D. to stage an invasion in Calais

B

The text is a series of journal entries, describing a sequence of events. Which event happened first in the text?

A. The author landed in Normandy with other Allied troops. B. The author and other Allied soldiers marched into Paris. C. The author trained and studied in England. D. The author left Britain on a ship.

C

Read the journal entry dated "May 30, 1944." What can you conclude based on this journal entry?

A. Operation Overlord would involve various steps. B. England was the best place to train and study. C. Germany built a large wooden door to keep enemies out. D. Germany knows when the strike would happen.

A

Based on the text, what was the result of Operation Overlord?

A. Operation Overlord was a success. B. Operation Overlord was a failure. C. Operation Overlord has not ended. D. Operation Overlord had a small impact.

A

What is this text mostly about?

A. the strategic reasons for attacking Normandy B. the best way to attack a beach C. a soldier’s experience in World War II D. why soldiers refused to fight at Normandy

C

Read these sentences from the text. Paris is ours. Today Allied soldiers marched into Paris and liberated France. After four years of German occupation , Paris is finally free. As used in these sentences, what does the word “occupation” mean?

A. process of getting a job B. method of making money C. act of taking over an area D. stretch of time being very busy

C

Choose the answer that best completes the sentence. _______ the Allied soldiers took the beaches at Normandy, they were able to move forward toward Paris with the goal of liberating France.

A. During B. Although C. Without D. Once

D

Do You Bully?

Think the person bullying is the big, tough kid on the playground who pushes everyone around? Could be, but it can also be the cheerleader, the student council member, or the quiet kid. A lot of times, people think that appearance defines someone who bullies, but you can’t tell who bullies just by looking at them. Students who bully can be any size, age, gender or grade. The answer: It’s his or her BEHAVIOR. It’s bullying when someone uses words or action to hurt or harm someone else and that person has a hard time defending himself or herself. Sometimes kids who bully might think that it’s cool, fun or just “no big deal,” but think about it — what is cool or fun about hurting someone? Name calling, tripping someone, laughing at the person, leaving the person out, ignoring him or her on purpose—how can hurting someone possibly be “no big deal”? If kids think about why they are bullying, they can then deal with those reasons and change their behavior. You want cool? Now that’s cool.

5

Social Studies: School & Family Life

What defines someone who bullies?

A. his or her age B. his or her size C. his or her appearance D. his or her behavior

D

What does the author define and describe in this article?

A. friendship B. studying C. bullying D. cooperation

C

Imagine that someone keeps calling you "a nerd." You ask the person to stop, but he or she ignores you. Based on the evidence in the text, what can you conclude about that person?

A. That person is a bully. B. That person is not a bully. C. That person knows how to defend himself or herself. D. That person does not know how to defend himself or herself.

A

Imagine that someone has called you "a nerd." You ask the person to stop and explain your feelings have been hurt. He or she apologizes and never calls you a nerd again. Based on the evidence in the text, what can you conclude about that person?

A. That person is a bully. B. That person is not a bully. C. That person knows how to defend himself or herself. D. That person does not know how to defend himself or herself.

B

What is the main idea of this text?

A. Students who bully can be big and tough. B. Cheerleaders, student council members, and quiet kids can be bullies. C. Bullying is defined by behavior, not appearance. D. Kids who bully might think that bullying is cool or fun.

C

The title of this text is "Do You Bully?" Why might the author have written the title as a question?

A. to encourage readers to pay more attention to their appearance B. to encourage readers to tell an adult if they are bullied C. to make readers think about whether they bully others D. to make readers feel bad about bullying others

C

Read these sentences from the text. "Think the person bullying is the big, tough kid on the playground who pushes everyone around? Could be, but it can also be the cheerleader, the student council member, or the quiet kid." How could the first sentence be expanded without changing its meaning?

A. When do you think the person bullying is the big, tough kid on the playground who pushes everyone around? B. Do you think the person bullying is the big, tough kid on the playground who pushes everyone around? C. Why do you think the person bullying is the big, tough kid on the playground who pushes everyone around? D. Why would you think the person bullying is the big, tough kid on the playground who pushes everyone around?

B

Focus: What's Inside

Why is the brain so mighty? It has billions of neurons (nerve cells) to carry out its commands. Without the brain, you would not be able to think, feel, move, remember, or do all the things that make you the special person you are. At birth, the brains of infants weigh the same. But by adulthood, that changes. The average male brain weighs about 11 to 12 percent more than a woman's brain. But brain weight and size have nothing to do with intelligence. What matters is what's inside the brain. Despite its small size (about 3 pounds), the brain is able to receive and send an unlimited number of messages. It does this with the help of the spinal cord, the sense organs, and the autonomic (automatic) nervous system. The brain carries out this task by assigning jobs. The cerebrum is divided into two halves. Each controls the muscles on the opposite side of the body. So if you usually eat with your right hand and kick with your right foot, then your brain's left half is said to "dominate," and you're right-handed. When the opposite is true, your brain's right half takes the lead and you're left-handed. People use both halves of the brain, but the left half is especially good at helping you with words and numbers and helping you read and speak. The right side is better at creative tasks, such as music and art. And your sense of humor develops there. Each half has four sets of lobes (sections). The frontal lobes behind your forehead do a lot of the thinking and planning. The parietal (pa-RYE-ih-tul) lobes toward the back of your head sense pain. And the occipital (ock-SIP-ah-tul) lobes at the base of the brain allow you to see. The temporal lobes behind your ears store memories of music, taste, vision, and touch.

5

Science: Life Science

According to the text, how much does an adult brain weigh?

A. about 20 pounds B. about 12 pounds C. about 11 pounds D. about 3 pounds

D

The text describes the different jobs the parts of the brain are responsible for. Which of the following parts is in charge of regulating breathing?

A. the brainstem B. the cerebral cortex C. the cerebrum D. the cerebellum

A

Read these sentences from the text. Despite its small size (about 3 pounds), the brain is able to receive and send an unlimited number of messages. It does this with the help of the spinal cord, the sense organs, and the autonomic (automatic) nervous system. The brain carries out this task by assigning jobs. - It puts the cerebellum (sair-ah-BELL-um) in charge of balance and coordination. - The brainstem regulates heartbeat, breathing, and blood pressure. - And the largest parts of the brain, the cerebral cortex (suh-REE-brul CORE-tex) and the cerebrum (suh-REE-brum), control thoughts, feelings, and actions. What can you conclude about the brain based on this information?

A. The brain is an important part of our body because it controls the essential functions we need to stay alive. B. If our brain is unable to send out messages and assign jobs, then another part of our body is able to take over. C. The most important job that our brain does is send jobs to the cerebellum because it controls balance. D. The least important part of our brain is the brainstem because it only regulates our heartbeat and blood pressure.

A

Based on the text, what would people with dominant right half brains likely do?

A. kick a soccer ball with their right foot B. eat with their right hand C. write with their left hand D. draw with their right hand

C

What is the main idea of this text?

A. The brain is a small organ that does many things for the human body. B. A funny person has a bigger brain than other people. C. The brain has two halves that control which hand you write with. D. The lobes in the brain do different tasks.

A

Read these sentences from the text. The cerebrum is divided into two halves. Each controls the muscles on the opposite side of the body. So if you usually eat with your right hand and kick with your right foot, then your brain's left half is said to " dominate ," and you're right-handed. As used in the text, what does the word "dominate" mean?

A. weaken B. speak C. control D. choose

C

Choose the answer that best completes the sentence. The cerebrum’s two halves control muscles on the opposite side of the body, ____ if your brain’s left half dominates, you will eat with your right hand.

A. because B. but C. so D. after

C

Slavery, the Civil War, and Reconstruction in America: The 54th Massachusetts Volunteer Infantry Regiment

In the American Revolutionary War and the War of 1812, Black men fought for the United States of America. When the American Civil War started in 1861, however, free Black men in the North were not allowed to enlist in the Union army. Similarly in the South, neither free Black men nor enslaved Black men were allowed to enlist in the Confederate army. Frederick Douglass spoke out to encourage the Union to allow Black men to fight. He was formerly enslaved. He wanted to demonstrate to the world that Black men deserved to be United States citizens. By fighting side by side with white soldiers, Black men would have an opportunity to show their courage and fight for a cause. By 1863, President Lincoln agreed that the Union should allow Black men, including recently freed enslaved people, to fight for the United States and their own freedom! Though Black men were allowed to be in the army, everything was far from equal. Black men were paid less than white men. At first, they also were given less responsibility and smaller tasks. However, Black regiments were very brave. By the end of the war, they had proven their loyalty and their ability to fight. The 54th Massachusetts Volunteer Infantry Regiment was one of the first U.S. Army regiments made up entirely of Black men. In their first fight, the men in the regiment defeated Confederate soldiers. Not long after, they were given the task of charging Fort Wagner. The men fought bravely, and many died. The mission was nearly impossible. Almost half of the men from the regiment died at Fort Wagner. But the efforts of the 54th Regiment encouraged many other Black men to enlist in the Union army. The Black soldiers of the 54th Regiment had all proved their courage and determination to fight for the cause of freedom and for the United States of America.

5

Social Studies: U.S. History

According to the text, what was one of the first U.S. Army regiments made up entirely of Black men?

A. the Union army B. the Confederate army C. the 54th Massachusetts Volunteer Infantry Regiment D. the American Revolutionary War

C

What does the author describe in the text?

A. the ways Black men fought for the United States in the American Revolutionary War and the War of 1812 B. the life of Frederick Douglass when he was enslaved compared to when he was freed from slavery C. the different responsibilities and tasks that white soldiers had during the American Civil War D. the way Black men were able to show their courage and fight for the cause of freedom in the American Civil War

D

Read these sentences from the text. Though Black men were allowed to be in the army, everything was far from equal. Black men were paid less than white men. At first, they also were given less responsibility and smaller tasks. However, Black regiments were very brave. By the end of the war, they had proven their loyalty and their ability to fight. Based on this evidence, what can you conclude about the army's treatment of Black men?

A. The army treated Black men in a different way from white soldiers. B. The army treated Black men in the same way as white soldiers. C. The army treated Black men better than white soldiers. D. The army treated Black men with respect from the very beginning.

A

Based on the text, how much were the Black soldiers of the 54th Massachusetts Volunteer Infantry Regiment likely paid?

A. The Black soldiers were paid more than white soldiers in the army. B. The Black soldiers were paid less than white soldiers in the army. C. The Black soldiers were paid the same as white soldiers in the army. D. The Black soldiers were not paid any money in the army.

B

What is this text mostly about?

A. how Black men were allowed to fight in the American Civil War and how brave they were B. how Black men fought for the United States in the American Revolutionary War and War of 1812 C. how Black men in the Union army were treated as compared to white soldiers D. how many Black men enlisted in the Union army after they were allowed to join

A

Read these sentences from the text. Frederick Douglass spoke out to encourage the Union to allow Black men to fight. . . . He wanted to demonstrate to the world that Black men deserved to be United States citizens. By fighting side by side with white soldiers, Black men would have an opportunity to show their courage and fight for a cause. As used in these sentences, what does the word “demonstrate” mean?

A. prove B. fight C. hide D. sing

A

Choose the answer that best completes the sentence. Black soldiers showed that they were brave, _______ during the attack on Fort Wagner.

A. however B. especially C. currently D. although

B

Judaism - Hanukkah

Hanukkah, also called the Festival of Lights, is a Jewish holiday. It is a holiday of celebration. It begins on the 25th day of the Hebrew month of Kislev. Kislev falls anytime between late November and late December. Hanukkah lasts for eight days. Gifts are exchanged, and delicious foods are prepared and eaten. Each night, a candle is lit on the menorah. The light represents an ancient miracle. The Jews had won an important victory. They had been fighting against a king named Antiochus who did not want them to practice their religion. Antiochus persecuted many Jews, demanding that they follow a different religion and killing those who did not obey him. The Jews, led by the Maccabees, revolted against Antiochus and won. They celebrated their victory by re-dedicating the Temple in Jerusalem. However, there was only enough oil for the lamp of the eternal flame to stay lit for one day. Miraculously, the light in the temple burned for eight days with that same, small amount of oil. This was exactly the amount of time needed for the new oil to be made. Here’s part of a song that was written about Hanukkah. Light one candle for the Maccabee children With thanks that their light didn’t die. Light one candle for the pain they endured When their right to exist was denied. Light one candle for the terrible sacrifice Justice and freedom demand. And light one candle for the wisdom to know That the peacemaker’s time is at hand. Don’t let the light go out It’s lasted for so many years. Don’t let the light go out Let it shine through our love and our tears.

5

According to the text, what begins on the 25th day of the Hebrew month of Kislev?

A. Hanukkah, a Jewish holiday of celebration B. fighting against a king named Antiochus C. Antiochus demanding that the Jews follow a different religion D. the Maccabees leading the Jews to revolt against Antiochus

A

What does the text describe?

A. the origin of Hanukkah and how it is celebrated today B. the kinds of gifts exchanged and food eaten during Hanukkah C. the different Hebrew months and how long each month is D. famous Maccabees and how they helped lead the Jews against Antiochus

A

Read these sentences from the text. Hanukkah, also called the Festival of Lights, is a Jewish holiday. It is a holiday of celebration. It begins on the 25th day of the Hebrew month of Kislev. Kislev falls anytime between late November and late December. Hanukkah lasts for eight days. Gifts are exchanged, and delicious foods are prepared and eaten. Each night, a candle is lit on the menorah. Based on this information, what can you conclude about the number of candles on the menorah during Hanukkah?

A. The menorah has a total of 25 candles. B. The menorah has at least eight candles. C. The menorah has one large candle that lasts for eight days. D. The menorah has one large candle that lasts for one month.

B

Based on the text, when did the Jews probably re-dedicate the Temple in Jerusalem to celebrate their victory?

A. the 25th day of November B. the 25th day of December C. the 25th day of Kislev D. the eighth day of the ancient miracle

C

What is this text mostly about?

A. an ancient war B. a Jewish holiday C. how to make candles D. important lamps

B

Why might the author have included the song toward the end of the text?

A. to teach about the traditions of Hanukkah B. to show readers that Hanukkah is old C. to give readers a chance to sing along D. to describe more about the Maccabees

A

Choose the answer that best completes the sentence. The lamp oil lasted for eight days ______ it was only supposed to last for one.

A. because B. as a result C. even though D. including

C

Escape from the Mountains

Four kidnapped climbers face danger in a far-off country. Four mountain climbers hung 1,000 feet above the ground. They were sleeping on tiny cots dangling from the side of a cliff. That's when the shots rang out. "They're shooting at us!" yelled Beth Rodden. Rodden, at age 20, was one of the world's top woman climbers. On the ground, three soldiers waved at the climbers, yelling, "Come down, now!" The four Americans had scaled many dangerous mountains. But nothing had prepared them for this trip. Rodden and her boyfriend, 22-year-old Tommy Caldwell, were climbing with Jason Smith, 22, and John Dickey, 25. They were in a country called Kyrgyzstan (KURG-i-stan). It is located in central Asia. Rebel soldiers there want to form their own country. Still, the area the climbers were in was thought to be safe. The rebel soldiers took the climbers prisoner. The rebels hoped that they could trade the climbers for food or weapons. For days, the climbers and the rebels hiked through the mountains. Government helicopters flew overhead. The rebels hid the prisoners under sticks and dirt so that they couldn't be seen from the air. The climbers each ate half an energy bar per day. They drank muddy water. They tried to sleep in the freezing cold. The climbers hid as rebels traded gunfire with government soldiers. "We were terrified," Rodden said. "We knew we could die in a firefight, shot by either side. "But," she added, "we kept talking about what we could do to escape." On the sixth day, the batteries in the rebels' walkie-talkie died. The leader said he and others would return to the climbers' camp to get fresh ones. He left one man to keep the prisoners on the move. The group crept along a cliff over a 1,500-foot drop. "[The guard] was having a hard time getting around," Smith said. "He stopped, and someone yelled, 'Now!' Then we pushed him off." The guard's arms and legs thrashed in panic as he fell toward a river below. "I don't think anyone could survive a fall like that," Smith said. "No. Nobody could." The climbers ran for the government's army camp. They ran for 18 miles. As they neared the camp, rebels began shooting at them. Government soldiers shot back. "We're Americans!" Smith yelled. "We're Americans!" Moments later, the climbers were safe in the camp. Soldiers lent them clean clothes. The climbers described their ordeal. Seven months have passed since the four Americans were captured. Today, all four are climbing again. But they also must deal with what they had to do to escape. "It's hard to think about that," said Rodden about the guard who was pushed to his death. "But we were afraid we wouldn't survive. We'll have to live with it."

5

Social Studies: Geography, Societies & Culture

According to the text, what did the rebel soldiers hope to do with the climbers?

A. trade them for clean clothes B. trade them for helicopters C. trade them for batteries D. trade them for food or weapons

D

In the text, the author describes the problem that the American climbers faced of being kidnapped. How did they solve this problem?

A. The climbers decided that they would never climb mountains again. B. The climbers killed a rebel guard and escaped to a government army camp. C. The climbers slept under sticks and dirt so that they would stay hidden. D. The climbers hiked through the mountains for days with the rebel soldiers.

B

Read these paragraphs from the text. The climbers ran for the government's army camp. They ran for 18 miles. As they neared the camp, rebels began shooting at them. Government soldiers shot back. "We're Americans!" Smith yelled. "We're Americans!" Moments later, the climbers were safe in the camp. Soldiers lent them clean clothes. The climbers described their ordeal. What can you conclude based on this evidence?

A. The government soldiers wanted the climbers to take a message back to the rebels. B. The government soldiers did not know the climbers were Americans when they started shooting at them. C. The climbers didn’t know how to communicate with the government troops. D. The climbers tried to tell the government about the rebels, but they didn’t believe them.

B

What can be inferred from the text about the climbers?

A. The climbers were happy to spend time in the mountains with the friendly rebel soldiers. B. The climbers weren’t very scared during the gunfights between rebels and government soldiers. C. The climbers did not expect that they would interact with rebel soldiers during their trip. D. The climbers were mountain climbing in a very dangerous part of Kyrgyzstan.

C

What would be another good title for this text?

A. Dangerous Rebels B. How to Climb Mountains C. Hiking in Kyrgyzstan D. Kidnapped Climbers Get Away

D

Read these sentences from the text. The guard's arms and legs thrashed in panic as he fell toward a river below. "I don't think anyone could survive a fall like that," Smith said. As used in these sentences, what does the word "survive" mean?

A. run as fast as possible B. live through a dangerous event C. creep along a high place D. fall a great distance

B

Choose the answer that best completes the sentence. The rebels left the mountain climbers with only one guard ________ they needed to go back to the climbers’ camp to get new batteries for their walkie-talkies.

A. because B. before C. though D. until

A

Train of Thought: Light Speed

Light is fast! It's the only thing that can reach the universal speed limit — 186,000 miles per second. (If you could travel as fast as light, the universe would look very different.) Because it moves so quickly, light can seem to appear instantaneously. Think about when you turn on a TV… images pop up right away. How does the speed of light affect our lives and what we know about the universe? To shed some light on the subject, power up this thought experiment: Question: What if light could only travel 1 foot/second? Example: Imagine you are watching a live concert broadcast on TV. Logic: When light travels at its normal speed of 186,000 miles/second, you see the broadcast immediately. You could be 1 mile or 3,000 miles away from the concert — it doesn't matter! Why? Light can travel distances very rapidly. If you changed how fast light could travel, then you would change the amount of time it would take for it to reach your eyes. Prediction: If light could only travel 1 foot/second, the broadcast would reach viewers at different times, depending on their distance from the concert. Somebody sitting 1 mile away would receive the broadcast with a delay of over an hour. Somebody 3,000 miles away would receive the broadcast about 6 months later. Not exactly live TV! Conclusion: The farther away you are from a source of light, the longer it takes the light to reach you. Did you know? Distances on Earth are relatively short, which is why live TV can be seen anywhere on Earth at almost exactly the same time. But distances in the universe are SO great that by the time light from an object in space, like a star, reaches our eyes, what we are seeing is a snapshot of how it looked hundreds or even millions of years ago!

5

Science: Earth & Space Science

What travels at a speed of 186,000 miles per second?

A. sound B. air C. rain D. light

D

How does the text compare the way we see light on Earth to light from distant galaxies?

A. Light on Earth does not appear very bright while light from distant galaxies appears brighter because it is hotter. B. Light on Earth does not make noise while traveling while light from distant galaxies does because it travels farther. C. Light on Earth can show up in all colors while light from distant galaxies can only appear in red, yellow, and violet. D. Light on Earth appears almost instantly while light from distant galaxies can take more than 10 billion years to reach Earth.

D

Read the following sentences from the text. “When light travels at its normal speed of 186,000 miles/second, you see the broadcast immediately. You could be 1 mile or 3,000 miles away from the concert — it doesn't matter!....If light could only travel 1 foot/second, the broadcast would reach viewers at different times, depending on their distance from the concert. Somebody sitting 1 mile away would receive the broadcast with a delay of over an hour. Somebody 3,000 miles away would receive the broadcast about 6 months later.” What conclusion can you draw from this evidence?

A. Concerts should try to seat people close to the stage. B. The speed of light affects how we experience things. C. Slower light speeds reach people at a higher quality. D. The speed of light changes as the Earth gets older.

B

According to the text, how might seeing light from an object in space be like looking back in time?

A. The light might have taken long to reach Earth and be from many years ago. B. You might be looking at a picture from long ago instead of at the sky. C. Light from outer space takes a long time to reach Earth when it is cloudy. D. The sky stays the same so you will be seeing the same stars you saw in the past.

A

What is the main idea of this text?

A. Light is made up of photons, which are tiny particles that travel in straight lines. B. Ten billion years is twice as long as our planet, Earth, has been around. C. Light travels incredibly fast and shapes how we experience the world around us. D. Sound travels at 1 foot/second and light travels at 186,000 miles/second.

C

Beating the Winter Blues

Does your mood change with the seasons? Some people find that when the temperature goes down, so do their spirits. Those people sometimes feel sad for no reason. They eat more and gain weight. They have trouble sleeping. They can't think clearly. Here are some ways you can beat the winter blues:

4-5

Social Studies: Sports, Health & Safety

How many hours of sleep each night does the average teen need?

A. 12 B. 6 C. 9 D. 7

C

According to some experts, why do the winter blues happen?

A. because we eat too much protein and not enough sugar B. because we get less sunlight in the winter C. because we get to rest during the holidays D. because we have too much time to exercise

B

Read these sentences from the text. Some say that the decrease in sunlight can make us feel sad. Getting extra sunlight each day can help brighten your mood. Based on this evidence, what conclusion might you draw about someone who has the winter blues?

A. Spending more time with their family members would improve their mood. B. Watching their favorite movies and having some popcorn would improve their mood. C. Going for a walk outside on a sunny day would improve their mood. D. Turning up the heat so they wouldn’t be cold would improve their mood.

C

Based on the text, how would people with winter blues feel in the spring compared to the winter?

A. happier B. about the same C. sadder D. more stressed

A

What is this text mostly about?

A. blues musicians, and how some of their music is inspired by the seasons B. sunlight and what research shows are its effects on human happiness C. how some people feel sad in the winter, and what to do about it D. how each season has a mood depending on where the earth is in space

C

Read this sentence from the text. Some people find that when the temperature goes down, so do their spirits , and they feel sad for no reason. In the sentence, what does the word "spirits" most nearly mean?

A. body temperatures B. faith in their religion C. wind speed outdoors D. emotional happiness

D

Choose the word or phrase that best completes the sentence. Winter can make some people sad, ________ there are ways of dealing with the sadness.

A. but B. so C. because D. since

A

Peer Pressure Power

Ever done something you didn’t want to do, just to fit in? Or just because your friends wanted you to? That’s peer pressure. And just about everyone feels it at one time or another. Peers are people your age, such as your friends, who have experiences similar to yours. Your peers influence your decisions and behavior every day, and they can push you to make bad choices, even dangerous ones. But is peer pressure always bad? “Peer pressure can sometimes be a good thing,” says Ian Brennan, cocreator and one of the writers of the TV show Glee. That show dealt with the issue of peer pressure all the time, through the experiences of musical kids in a not-so-popular high school chorus. “Friends can give you the courage to try something you normally wouldn’t, like a new sport or auditioning for the school play,” Brennan points out. Nicole S., 16, of Edmore, N.D., used to be afraid of singing in front of people. One time, her friends convinced her to sing karaoke with them. She ended up having fun! “Now I will sing anywhere, even with people present. Positive peer pressure helped me face my fear,” she says. You are surrounded by your peers all the time, and you learn a lot—both good and bad—by just being around them. You might admire a star athlete. Maybe you notice the popular kids at school and look up to them. Those aren’t necessarily bad things. The popular group could be really nice; the athlete, a hard worker. Being inspired and influenced by different peer groups could help you in the long run. The people around you can also be negative influences, however. Maybe a star teammate tells you never to pass the ball to a certain player, or a popular student cheats on tests or sends mean texts. Should you try to be like them to fit in? “It’s not a matter of if peer pressure is going to happen,” says Lee Erickson, coordinator for the Northern Lights Students Against Destructive Decisions (SADD) group in North Dakota. “It’s a matter of when.” “The main thing is not to compromise who you are,” Erickson continues. “The kind of coolness and popularity you think you may get by joining the crowd and doing risky stuff is temporary. Your character is with you for the rest of your life.” Nicole agrees. “My motto is be who you are, not who others want you to be,” she says. Peer pressure is powerful, but the ability to choose is yours. If a situation feels wrong, there’s a good chance it is wrong. Think about what’s best for you—and what you’ll say or do—before you’re in a sticky situation. “No one has tried to get me to smoke or drink yet, but I know there will come a time,” says Schuyler W., 13, of Seattle. “The thing is, I know I don’t want to do it, so when it does happen, I’m just going to stick up for myself and say no.” Make pacts with your friends to stay away from risky situations together and to support one another when the going gets tough. Talk with your parents about ways they can “bail you out” if you need to save face with your peers. (For instance, if someone asks you to hang out after school and you think there might be drinking or drugs around, you can tell them your parents need you to come home right away. ) Standing up for yourself and saying no isn’t always easy. But you might give voice to a bunch of peers that feel the same way you do. It can take just one person to speak out and change a situation. According to Erickson, “People will respect you for standing up for yourself—even if it doesn’t seem like it right away.” “If friends try to get you to do something that you know in your heart feels wrong,” says Glee’s Brennan, “tell them exactly how you feel. And if they’re not cool about it, find new friends.” That can be hard to do, but sometimes it’s necessary. “If your so-called friends are trying to get you to do negative things, do you really think they’re the best of friends?” asks Nicole. “To me, real friends accept you for who you are [and] what you believe in, and respect your decisions.” “Negative peer pressure gets ahold of us kids really easily,” says Nicole. “Because our friends do it, we’re told something’s ‘cool’ or we’re pressured to try something ‘just one time’ because it won’t hurt.” Some kids decide to go with the flow regardless of what they know is right. They tell themselves that being popular or being liked is more important than their own sense of self. It doesn’t make sense, but that’s the problem with peer pressure. You can lose yourself. But you can also find yourself, as Schuyler did when he was asked to go camping last year. He really didn’t want to go. “Sometimes your friends get you to do stuff you don’t want to do, and it turns out great,” he says. “I didn’t want to go camping, but my friends really wanted me to go. Finally, I gave in, and I’m so glad I did. The trip was awesome! We did a lot of fun stuff I would never have done on my own.” The good news is peer pressure isn’t always something to fear. Your decisions are yours to make. Take the time to make them wisely. Resisting negative peer pressure is a challenge, but it is definitely possible. Here are a few tips for navigating all kinds of pressure-filled situations: Looking to join other kids who want to make smart decisions and avoid negative peer pressure? Check out Students Against Destructive Decisions (SADD). It’s a national group, based in middle schools and high schools, that works to save lives by spreading the word about the dangers of risky behaviors such as drinking, using tobacco, bullying, and driving distractedly (including driving while using a cell phone). SADD is a great resource for kids who are feeling pressured. “It is comforting to know that there are so many people supporting each other,” says Elli L., a SADD member in North Dakota. “We all kind of hold each other up.” “SADD does a lot of awareness projects,” adds fellow member Nicole S. Groups organize awareness days; dances; bowling, pizza and roller-skating events; and more. “We get the word out, but we have fun doing it,” says Nicole. Young people take the lead in SADD groups. “The kids are in charge,” says regional director Lee Erickson. He works with more than 200 chapters of SADD in South Dakota, North Dakota, and Minnesota. “Our job as adults is to listen, provide support, [and] offer tools and motivation, not to tell them what to do. They can figure that stuff out on their own.” SADD has chapters all across the country. To find one in your area or to learn more, visit www.sadd.org.

5

Social Studies: School & Family Life

What is peer pressure?

A. the admiration that some people have for a star athlete or popular students at school B. the confidence that some students show when they refuse to do something they dislike C. the feeling that you need to do something because people similar to you are doing it D. the fear of getting up in front of a large group of people to sing, dance, or act

C

What is the passage trying to persuade readers to do?

A. The passage is trying to persuade readers to sing karaoke and go camping. B. The passage is trying to persuade readers to resist negative peer pressure. C. The passage is trying to persuade readers to get into arguments with their friends. D. The passage is trying to persuade readers to spend more time studying than playing sports.

B

Peer pressure can be a good thing. What evidence from the passage supports this statement?

A. Some young people decide to go with the flow regardless of what they know is right and lose their sense of self. B. SADD is a student group that works to save lives by spreading the word about the dangers of risky behaviors. C. People’s peers often influence their decisions and can push them to make bad choices, even dangerous ones. D. Schuyler W. did not want to go camping, but his friends convinced him to, and he had a great time.

D

Why might someone give in to peer pressure from friends?

A. Someone might give in to peer pressure from friends because he or she is worried about losing those friends by saying no. B. Someone might give in to peer pressure from friends because he or she is a member of Students Against Destructive Decisions. C. Someone might give in to peer pressure from friends because he or she is a star athlete and does not care what others think. D. Someone might give in to peer pressure from friends because he or she is very confident and has a strong sense of self.

A

What is this passage mostly about?

A. a national group that helps kids deal with peer pressure B. peer pressure and how to handle it C. the fear of singing in front of people D. ways that your parents can “bail you out”

B

Read the following sentences: “The people around you can also be negative influences, however. Maybe a star teammate tells you never to pass the ball to a certain player, or a popular student cheats on tests or sends mean texts.” What does the word negative mean above?

A. short B. tall C. bad D. good

C

Choose the answer that best completes the sentence below. Peer pressure can be a bad thing; _______, it can also be a good thing.

A. in particular B. on the other hand C. as an illustration D. as a result

B

World War I - Events After the Assassination of the Archduke of Austria

5

Social Studies: World History

According to the text, which country did Austria-Hungary seek help from?

A. Serbia B. France C. Germany D. Russia

C

What does the author describe for each country in the text?

A. why each country did or did not enter the war B. the military training each country conducted C. why each country wanted to avoid entering the war D. how the war affected each country's boundaries

A

Read these sentences from the text. Austria-Hungary prepared to take action against Serbia. First, however, Austria-Hungary went to seek help and support from its neighbor Germany. Germany assured Austria-Hungary that the German government would support any Austro-Hungarian action against Serbia. On July 28, 1914, Austria-Hungary declared war on Serbia. World War I began. What can you conclude about World War I from this evidence?

A. World War I only involved Germany, Austria-Hungary, and Serbia. B. If Germany hadn’t promised Austria-Hungary its support, Austria-Hungary may not have declared war on Serbia. C. The soldiers in Germany during World War I thought it was annoying that Austria-Hungary needed help. D. The Serbian government was excited to get the chance to fight against Austria-Hungary.

B

Read these sentences from the text. The United States declared that it would remain neutral. However, this policy of neutrality could not last forever. Based on the text, what does the author likely mean by writing that the United States' "neutrality could not last forever"?

A. The U.S. would be the first to enter the war. B. The U.S. would end up losing the war. C. The U.S. was not part of any treaty. D. The U.S. would enter the war eventually.

D

What is this text mostly about?

A. why World War I was different from previous wars B. why Austria-Hungary and Russia fought each other C. how different countries became involved in World War I D. how World War I brought about new world powers

C

Read these sentences from the text. Austria felt its power slipping after the Archduke’s assassination . The country wanted to assert itself and try to regain control. As used in these sentences, what does the word "assert" mean?

A. stay on the outside B. stand up for something C. hide away in secret D. try to relieve pain or harm

B

Choose the answer that best completes the sentence. First, Austria-Hungary formed an alliance with Germany; __________, Austria-Hungary declared war on Serbia; and third, Russia started preparing troops for battle.

A. first B. second C. meanwhile D. always

B

Earth Science - Volcanoes

In Hawaii, there is an active volcano named Kilauea (kill-a-waya). It is one of the most active volcanoes in the world. When plates in the earth spread apart, molten lava comes up from the planet’s inner layers. It then spits out of the mouth of the volcano. Lava is very hot. It is 10 times as hot as boiling water. If you stand too close to flowing lava, your eyelashes and eyebrows will instantly burn off. Lava spews out of a volcano. Sometimes it shoots high up into the air. Lava rivers quickly form and travel down the sides of the volcano. They are a grave danger to those who live on or around the volcano. Lava sets trees and houses on fire. If the flow is fast, people can die if they don’t get out of the way in time. Kilauea is a special volcano because it is on what used to be a small island. As lava rivers run into the ocean, it cools, hardens, and becomes earth, expanding the size of the island. In fact, all Hawaiian Islands were formed from the eruption of volcanoes.

5

Science: Earth & Space Science

Based on the text, what is Kilauea?

A. a volcano B. a plate in the earth C. a lava river D. a Hawaiian island

A

Based on the text, what is the effect of molten lava coming up from the earth's inner layers?

A. The lava becomes one of the most active volcanoes. B. The plates in the earth spread apart. C. The lava is spit out of the mouth of a volcano. D. The lava burns off people's eyelashes and eyebrows.

C

Read this paragraph from the text. Kilauea is a special volcano because it is on what used to be a small island. As lava rivers run into the ocean, it cools, hardens, and becomes earth, expanding the size of the island. In fact, all Hawaiian Islands were formed from the eruption of volcanoes. What can you conclude based on this evidence?

A. Everytime Kilauea erupts, the size of the island it is on decreases because of the damage it creates. B. The number and size of Kilauea’s eruptions impacts the size of the Hawaiian island it is located on. C. The Kilauea volcano makes the Hawaiian islands completely uninhabitable because of the toxicity of the smoke. D. As the lava for the Kilauea island runs into the ocean it makes the drinking water too contaminated to drink.

B

What can be inferred from the text?

A. Living close to a volcano can be dangerous. B. Volcanoes usually destroy islands when they erupt. C. Touching molten lava would not hurt as much as boiling water. D. Kilauea is the only volcano on the Hawaiian islands.

A

What is the main idea of this text?

A. Hawaii is in constant danger from the destruction of flowing lava. B. Volcanoes spew dangerous, molten lava and can create islands. C. Volcanoes only exist on islands because that is where lava is located. D. Kilauea is one of the most active volcanoes in the world.

B

Read these sentences from the text. They are a grave danger to those who live on or around the volcano. Lava sets trees and houses on fire. As used in these sentences, what does the word "grave" mean?

A. small B. strange C. silent D. serious

D

Choose the answer that best completes the sentence. Lava hardens when it cools, so __________ the rock can form new land.

A. before B. on the other hand C. previously D. as a result

D

Me and My Habits

The first thing I do every morning, before I stretch or get out of bed, is rub my eyes three times with closed fists. Then I get out of bed and tap my right big toe on the floor three times before walking to the bathroom to brush my teeth. It’s not that I enjoy the odd habits or anything. I’m just used to them, and they’re kind of a part of me. As I brush my teeth, I look at myself in the mirror. I like to inventory things about me that relate to my family. I have light green eyes and thick eyebrows like my dad’s, a short nose like my mom’s, and a ton of freckles, like my older brother Joey. If you look at my face closely, you will see that I am really not my own person. I’m just someone made up of the different parts of everyone else in my family. My friend Susanna says that’s kind of a morbid way of thinking about my life, but I don’t think she knows the correct way to use the word “morbid.” After I’m done brushing my teeth, I walk back to my bedroom, toe-to-heel, very slowly. Then I get dressed for school. We have to wear a uniform, so I wear the same thing every day: a blue and green plaid skirt with a navy blue polo shirt and black loafers. Susanna finds the uniform boring (she says it infringes on her self-identity), but I don’t mind it so much. It’s just one less thing I have to worry about in the morning. I eat the same thing for breakfast every day: oatmeal with bananas and a few spoonfuls of brown sugar. My mom prepares breakfast for Joey and me because our dad has usually already left for work by the time we’re ready for breakfast. Joey sits at the head of the table, and I sit at the foot of the table. He always reads the sports section of the newspaper, and I always get the front page. On the way to school, I buckle and unbuckle the seat belt two times. My mom doesn’t ever say anything, but my habit seems to really annoy Joey. “Rose, stop it!” he says, turning around to glare at me from the front seat. “Just ignore it!” I respond, and click once more. “Settle down, settle down,” Mom says. We are all quiet on the rest of the way to school. My mom says it takes her a while to wake up in the morning; otherwise she’d be chattier. I don’t mind though. It’s sometimes nice just to watch the streets go by out the car window, with the people walking along the sidewalks. We always listen to the same radio show, “The Darnell Owens Show,” whose emcees talk about movies. They especially love film noir. When we get to school, Joey slams the door behind him, and I reach between the front seats to give my mom a kiss good-bye. In school, I meet Susanna by our lockers. They’re right next to each other in a prime spot by our classroom, because Susanna complained to the principal that she didn’t feel comfortable “expressing herself” on the inside of her locker next to any other person in our grade. (Susanna’s dad is a lawyer, and her mom is an artist. ) I open and close the locker three times before I reach inside to grab my books for social studies and math. Susanna is chattering on about this new painting she and her mom did in her mom’s studio when the long shadow of William Jones crosses over us. “Hey, freaks,” he says. Susanna and I glance at each other. “What do you want, William?” Susanna says defiantly. I’m always in such awe of her bravery. William started making fun of us when we were in first grade. That’s when my habit really picked up, and he noticed that I was tapping the doorway three times every time we left the classroom or sneezing three times, even when I didn’t have to. Well, Susanna started sticking up for me, which is how we became such great friends, but it only made things worse with William. Soon William started mimicking Susanna when she raised her hand to answer a question (which she did often), and mocking the way she walked, always with one hand on her hip. “Just wanted to say good morning. Just wanted to say good morning. Just wanted to say good morning,” he says, smiling and curling his lip. “Three times… Right, loser?” I shake my head and turn back to my locker, like what he says doesn’t hurt my feelings. I can’t help my habit—it just pops up when I least expect it. My mom says the people who make fun of me are ignorant, but she still takes me to see Dr. P. every week to try to help me get over my habit. “Doesn’t it get old?” Susanna asks. “Nope!” William bares his teeth at us and then walks into the classroom. “Just forget him,” Susanna says, patting me on the back. I’m glad Susanna is on my side. Joey and I take the bus home together after school. At the bus stop, Joey always gets off first. He’s supposed to wait for me to get off the bus before starting to walk home, but he rarely does. I end up walking a few yards behind him, watching his dirty backpack move up and down as he moves. Mom has a snack waiting for us when we get home—carrots and ranch dressing—and every day we have to eat it and then do our homework right away. Joey says he does his homework in his room, but he’s just playing video games. Mom lets him get away with it. I sit down at the kitchen table and pull my worksheets out of my backpack to start in on my math homework. Mom sits next to me, takes a carrot out of the plastic dish, and dips it in ranch. “How was school?” “It was okay. William was teasing me again.” Mom looks sad when I say this. “I’m sorry, sweetie. Things will get better,” she says. “I know,” I say. I do my homework and then go read in my room until it’s time for dinner. I wonder if I will ever “kick my habit,” as Dr. P. likes to say. Dr. P. thinks that my habit is something I can train myself to give up. She thinks that with a little bit of effort on my part and with lots of help from her, I can learn not to need my habit to feel comfortable. Most of the time, I believe her and even want to kick my habit. Maybe then, Joey wouldn’t be embarrassed of me, and William wouldn’t tease me. But without my habit, I don’t think that Susanna and I would have become friends. I also don’t think that I’d feel the same sense of happiness I feel when I touch things or do things three times. There’s something very back and forth about my relationship to my habit—I’m not sure I’m ready to give it up. Maybe someday in the future. “Rose, dinner!” Mom calls. I go to the bathroom, look at my face in the mirror, and wash my hands three times before going downstairs to eat.

5

Who is the narrator of this passage?

A. William B. Rose C. Susanna D. Joey

B

Rose describes her “odd habits” throughout the passage. Which habit does she do each morning before brushing her teeth?

A. rubs her eyes and taps her right big toe on the floor three times B. eats three bowls of oatmeal and bananas for breakfast C. buckles and unbuckles the seat belt three times D. opens and closes her locker three times

A

Rose shares a lot of information about Susanna, including things she has said, kind things she has done, and information about her life. Based on this, what conclusion can be made?

A. Rose and Susanna are the same age. B. Rose and Susanna are close friends. C. Rose and Susanna have a lot in common. D. Rose and Susanna are strangers.

B

Rose experiences some negative consequences because of her habits. Which detail from the text supports this conclusion?

A. Rose’s friend Susanna thinks Rose has a morbid way of thinking about her life. B. William Jones makes fun of Rose. C. Rose’s mother reassures Rose that things will get better. D. Rose thinks she wouldn’t be friends with Susanna without her habit.

B

What is this passage mainly about?

A. an argument between two close siblings B. how the narrator’s habits affect her life C. a friendship between two classmates D. a visit to the principal’s office

B

Read the following sentences: “I like to inventory things about me that relate to my family. I have light green eyes and thick eyebrows like my dad’s, a short nose like my mom’s, and a ton of freckles, like my older brother Joey.” As used in the passage, what does the word “inventory” mean?

A. to ignore B. to criticize C. to make a list of D. to learn about

C

Choose the answer that best completes the sentence below. Rose thinks that if she kicked her habits, maybe Joey wouldn’t be embarrassed of her and William wouldn’t tease her. ___________, she also thinks that without her habit, she wouldn’t have become friends with Susanna or feel the same sense of happiness she feels when she touches things or does things three times.

A. In conclusion B. However C. Frequently D. So

B

No Time for the Blues

Ellie was busy tuning her guitar when her older brother, Chris, knocked on her door. “You ready to go?” he mumbled. The house had been more quiet than usual, so she assumed that he had just gotten up from a nap. Chris couldn’t stand silence, so when he was awake, his speakers were constantly blaring whatever he was in the mood for that day. She had woken up to hip hop that morning, classical the day before. Ellie picked up her guitar, placed it in her case—battered by years of use and covered in aging bumper stickers—and ran out after Chris. Even though she was on her way to perform at her first concert in New York City, she could hardly muster up any excitement. All that was on her mind was her best friend, Dmitry. Just 24 hours prior, he had moved all the way to Santiago, Chile, as a result of his mother’s job. She wanted to do research at the university there, and it would take her a few years. Ellie and Dmitry only had two more years of high school, but there was no way for him to stay in the United States. So the two were forced to say their good-byes, saving their tears for behind closed doors. Each had promised to stay in touch, to email the other at least once a week, providing the necessary details of their junior and senior years. So as Ellie stepped on stage and arranged her fingers on the guitar strings, she didn’t notice the piercing red lights that lit her and her bandmates. She barely heard the cheers coming from her friends and family in the crowd. She also paid little attention to the flash of Chris’s camera as he snapped pictures of her band, Alphabet Soup. But as soon as Jordan, the drummer, signaled the beginning of the first song with the clicks of her drumsticks, Ellie was tugged back to the present. The first number was a piece that Dmitry had taught her years ago, when she had finally mastered the basic jazz chords. He was her first guitar teacher, and her favorite one. The “F” chord took her a while to learn, as it required tricky finger placement—at least if you did it the “proper” way, as Dmitry would say. However, once she was able to add the chord to her repertoire, an entire new world of music opened to her. She chose to specialize in jazz because of Chris’s love of the genre—he often was in the mood for swinging tempos and blaring horns, so that’s what she usually heard in the hallway while growing up. Soon, it was time for the band to take a five-minute break. Ellie hadn’t even paid much attention to the songs they had just played—it all came to her as naturally as brushing her teeth. As her bandmates left the stage, they all high-fived each other, satisfied with their performance and the audience’s applause. Jackson, the lead singer, approached Ellie. He’d noticed something was off about her. “Everything okay?” he asked. “Yeah, don’t worry. I’m fine,” she assured him. His eyes expressed his concern, but he didn’t have much time to talk to her. He figured it could wait until after the concert. Ellie pulled her phone out of her pocket, and to her surprise, she noticed a text message from Dmitry. “Wishing you the best of luck tonight! You better make me proud,” it read. She smiled at the screen. Ellie figured that Dmitry wouldn’t want her to be sad during her first performance in New York City, so she stepped back on stage with a renewed energy. This time, she smiled at Chris’s camera and waved to the audience, generating more cheers from strangers, friends, and family. She joined in when Jackson sang the chorus, and he turned back to look at her, surprised and pleased. The next time Dmitry was in town, she would play a concert just like this one and make him proud.

5

Arts: Music & Performing Arts

What instrument is Ellie tuning at the beginning of this story?

A. a guitar B. a flute C. a violin D. a piano

A

Even though she’s about to perform in a concert, Ellie isn’t very excited. What has caused Ellie to feel this way?

A. She just got news that she has to move. B. Her favorite guitar broke and she’s playing a rental one. C. She really wants to play the drums but no one will let her. D. Her best friend, Dmitry, recently moved to another country.

D

Read the following sentences from the text. “So as Ellie stepped on stage and arranged her fingers on the guitar strings, she didn’t notice the piercing red lights that lit her and her bandmates. She barely heard the cheers coming from her friends and family in the crowd.. But as soon as Jordan, the drummer, signaled the beginning of the first song with the clicks of her drumsticks, Ellie was tugged back to the present. The first number was a piece that Dmitry had taught her years ago, when she had finally mastered the basic jazz chords.” What can you conclude about Ellie and Dmitry’s friendship based on this information?

A. Making paintings is a hobby that they both share. B. They haven’t spoken to each other in years. C. Music and learning guitar are big parts of their friendship. D. Their friendship doesn't include music or the arts.

C

What causes Ellie to change her attitude partway through the concert?

A. She gets a text from Dmitry that makes her want to enjoy her performance. B. She remembers that she actually really likes playing the guitar. C. Dmitry appears and she spots him in the crowd at the concert. D. She finds a picture of her and Dmitry in her wallet and it makes her happy.

A

What is one theme of this story?

A. Meeting new people and making friends is an important part of life. B. Being brave is hard when you don’t know anyone around you. C. Friendships are best if they’re based on inside jokes and comedy.True friends are always there for each other, even from far away. D. True friends are always there for each other, even from far away.

D

Piecing Together the Story of Dinosaurs from Fossils

You’ve probably seen pictures, models, or movies about dinosaurs that lived millions of years ago. But how do we know so much about these animals? How do we know what they looked like and how they lived? Since the early 1800s, scientists have been piecing together this mystery with fossils. Fossils are the remains of ancient life that are usually buried in rock. Most fossils formed from the hard parts of organisms such as teeth, shells, and bones. They also form from things a plant or animal leaves behind, like a footprint, a leaf print, and even eggs. Fossils show us what Earth was like long ago. They give us a picture of ancient environments. Scientists compare fossils from different time periods to investigate how life on Earth has changed over time. Think of fossils like puzzle pieces. The more pieces you have, the easier it is to put them together and tell what the whole picture looks like. And sometimes when you find and add new pieces, the picture looks very different from how you thought it would be. Egg Thief or Egg Protector? In 1923, a team of paleontologists from the American Museum of Natural History made a surprising discovery in Mongolia’s Gobi Desert. They found three large rocks that turned out to be fossilized dinosaur eggs. Then they discovered another fossil nearby: a toothless dinosaur. The leader of the expedition, Roy Chapman Andrews, guessed that the dinosaur had been stealing the eggs from the nest. He named it Oviraptor (OH-vee-rap-tor) or “egg thief.” Seventy years later, in 1993, another team from the Museum found very similar fossil eggs in the same desert. One of the eggs held an embryo, or developing baby dinosaur. It turned out to be a baby Citipati (sit-uh-PAH-tee), a kind of dinosaur very similar to Oviraptor. Later, the team discovered an adult Citipati over a nest. It was brooding, or sitting on the nest, the same way birds do: with its arms spread to protect the eggs. And if its arms were covered with feathers, as scientists suspected, these wings would have shielded the eggs from heat and cold. Paleontologists realized that these dinosaurs nested like birds living today. These dinosaurs didn’t steal eggs. They were caring parents! When the discovery was made, the group of dinosaurs that includes Citipati and Oviraptor had already been named “oviraptorids.” Even though scientists no longer think these dinosaurs were “egg thieves,” the name stuck. The Link Between Ancient Dinosaurs and Birds Over 100 years ago, scientists started to notice similarities between birds and a group of dinosaurs called theropods (THERE-uh-pods). This group included Tyrannosaurus rex, Velociraptor, and Citipati. As new theropod fossils were discovered, the link with birds became even clearer. Scientists discovered that like birds, theropods laid eggs. And they walked on two feet with their legs directly underneath them. They also had three-toed feet with claws, an s-shaped neck, and hollow bones. Some even had sharp, bird-like beaks. And many theropods had feathers! Because birds are so similar to these animals, scientists have placed them in the same group. Birds are theropods. This means birds are a kind of dinosaur! By piecing together fossils of extinct dinosaurs, we’ve learned that dinosaurs aren’t extinct after all.

5

Science: Life Science

What are fossils?

A. dinosaurs that were once thought to steal eggs out of nests B. feathers that the Citipati dinosaur may have had on its arms C. remains of ancient life that are usually buried in rock D. s-shaped necks and other similarities between birds and dinosaurs

C

To organize this text, the author has divided it into sections. In the section called "Egg Thief or Egg Protector?" what does the author compare to Citipati?

A. Tyrannosaurus rex B. living birds C. leaf prints D. fossil eggs

B

Birds are theropod dinosaurs. What is one piece of evidence that supports this theory?

A. Tyrannosaurus rex and Citipati were theropod dinosaurs. B. Some extinct theropod dinosaurs laid eggs, just like birds do today. C. Birds have feathers, but not all extinct theropod dinosaurs had feathers. D. Scientists once thought that some theropod dinosaurs were egg thieves.

B

The author describes Citipati dinosaurs as “caring parents.” What evidence supports this description?

A. Citipati walked on two feet with their legs directly underneath them. B. Citipati and Oviraptors are known as "oviraptorids," which means "egg thieves." C. Citipati laid eggs, had three-toed feet with claws, an s-shaped neck, and hollow bones. D. An adult Citipati was discovered sitting on a nest with its arms spread to protect the eggs.

D

What is the main idea of this text?

A. Fossils can form from teeth, shells, bones, footprints, leaf prints, and eggs. B. In 1923, a team of scientists from the American Museum of Natural History made a surprising discovery in the Gobi Desert. C. Theropods are a group of dinosaurs that included Tyrannosaurus rex , Velociraptor , and Citipati . D. Discovering fossils of extinct dinosaurs helped scientists figure out that birds are a kind of dinosaur.

D

Read these sentences from the text. “Scientists compare fossils from different time periods to investigate how life on Earth has changed over time. “Think of fossils like puzzle pieces. The more pieces you have, the easier it is to put them together and tell what the whole picture looks like. And sometimes when you find and add new pieces, the picture looks very different from how you thought it would be.” Why might the author have compared fossils to puzzle pieces?

A. to help readers understand how scientists use fossils B. to prove that being a scientist is hard work C. to argue that studying fossils is more fun than putting together puzzles D. to explain why some puzzles are more difficult than others

A

Read these sentences from the text. “Scientists discovered that like birds, theropods laid eggs. And they walked on two feet with their legs directly underneath them.” What or whom does "they" refer to here?

A. "Scientists" B. "birds" C. "theropods" D. "eggs"

C

The Dawn of the Mayas

Francisco Estrada-Belli loves crawling around the dark, damp tunnels of ancient cities. He hopes to find some long-forgotten treasure. He especially likes the tunnels in Guatemala, where an ancient people called the Mayas ruled. Recently, while inspecting a tunnel in the ruins of Cival, an old Mayan city in northern Guatemala, Estrada-Belli reached into a hole in the wall. Instead of pulling out a fistful of cobwebs, he grabbed onto a very beautiful, well-preserved giant mask of the Mayan sun god. With that discovery, Estrada-Belli unexpectedly got his hands on a piece of history that would change the way the world thinks about the Mayas. Estrada-Belli is an archaeologist, a scientist who studies ancient civilizations and cultures. He had always known that the Mayas were a highly advanced civilization. They lived in what is today southern Mexico and Central America, reaching the peak of their power in A.D. 250. The mask and other discoveries suggest that the Mayas were a more sophisticated people 1,000 years earlier than anyone thought. "There's a whole civilization…we are just beginning to recover," said Estrada-Belli, whose research was funded by the National Geographic Society. Scientists knew a lot about the Mayas from earlier discoveries. They knew, for example, that the Mayas constructed great pyramids that rivaled those of ancient Egypt. Scientists also knew that the ancient Mayan cities of Tikal, in Guatemala, and Chichén Itzá, in southern Mexico, were political, economic, and spiritual centers. From those great cities, the Mayas studied astronomy and arithmetic. The Mayas were artists and sculptors. They also developed a calendar and an advanced form of writing. Their society collapsed around A.D. 800. Estrada-Belli thinks Cival played a role in the development of Mayan culture thousands of years before Tikal and Chichén Itzá became the hub of Mayan life. Ian Graham, of Harvard University, discovered Cival in 1984, when a hurricane ripped away the dense jungle that had shrouded the city. At first, he thought Cival was a minor outpost and ignored the ruins. Estrada-Belli rediscovered Cival in 2000 while searching for a different Mayan city. Using satellites and the latest in global positioning technology, Estrada-Belli determined that Cival was not just a minor camp. He says Cival had a population of 10,000 and was the capital of an early Mayan kingdom. Once scientists began digging, Cival started to give up more of its buried secrets. Scientists dug up sprawling courtyards, magnificent buildings, and beautiful ceramic vases. They also found a stone pillar showing the reign of an unidentified king. Estrada-Belli thinks the Mayas abandoned Cival around A.D. 500, after invaders sacked the city. The discoveries at Cival and other early Mayan sites have scientists scrambling to rewrite Mayan history. "We've still got a lot to learn," said Graham, who is excited about digging deeper in Mayan history. "Thank goodness."

5

Social Studies: World History

All the following were major sites of the Mayan civilization except

A. Guatemala City. B. Chichen Itza. C. Tikal. D. Cival.

A

Remains of Mayan civilization include

A. ceramics and tunnels. B. pocket calendars and pencils. C. bridges and boats. D. satellites and computers.

A

The giant mask of the sun god was an important find because it

A. indicated that the civilization was older than previously thought. B. was very large. C. was the only Mayan piece of history found in Guatamala. D. made Estrada-Belli famous.

A