Inference in Literature
Inference in Informational Text
Theme
Main Idea
Technical Meaning
100
Directions: Read the passage and answer the question that follows Class Project Characters: CHELSEA AMANDA [School cafeteria. Chelsea is sitting at a table. Amanda walks up to her.] CHELSEA: Amanda, where have you been? Lunch is practically over. AMANDA: I forgot we were meeting today. Sorry, Chelsea. CHELSEA: Well, let’s get started. Our project on the solar system is due tomorrow. Do you have the photos of Mercury you were going to print up? AMANDA: Was I supposed to do that? Sorry, I forgot. CHELSEA: (shaking her head) Okay, fine. What else do we have? I made posters about Mercury, Venus, Earth, and Mars. They have all sorts of information and fun facts. Did you do the charts on the other planets? AMANDA: Sure. (She pulls a few pieces of paper out of her binder and hands them to Chelsea.) I finished them at lunch today. CHELSEA: Amanda, are you kidding? These aren’t posters. And they’re not even half done. We can’t hang these up in class for the other students to look at! AMANDA: Sorry. CHELSEA: (sighing) What else were you supposed to do? AMANDA: The reports on Venus and Jupiter. CHELSEA: Great. Can I see them? (Amanda gives a few more pieces of paper to Chelsea.) Amanda, these are only a page long! Mrs. Cowen said they had to be at least two pages. AMANDA: She said that? Sorry. I forgot. CHELSEA: (shaking her head again) Now, what are we going to do? [Curtain.] Question: What can the reader infer about Amanda? A. She wants to be in charge of the project. B. She thinks that science is very difficult. C. She has a problem remembering things. D. She does not enjoy working with Chelsea.
What is C. She has a problem remembering things.
100
Directions: Reading the passage and answer the question that follows Do you know someone with autism? Autism is actually a group of disorders that affect how the brain develops. One in every 88 children in the United States has autism. The cause is unknown. Some scientists and doctors think it could be genetic or related to where a child lives. There is a range of different problems that a child with autism may have. If the case is mild, a child with autism might prefer to play alone because he or she struggles with making connections with other children. If his or her case is severe, loud noises and music, or a lot of talking might upset a child with autism. Children with autism also have trouble understanding emotion. When a person is happy, for example, most people can tell by what their face looks like or what their voice sounds like. Children with autism have trouble understanding what another person might be thinking and feeling. Autistic children have brains that function differently than others’. The human brain is complicated and filled with more than 100 billion neurons. Neurons have a big job to do. They send messages to other nerve cells in the body and the brain, so people can see, feel, move, remember, talk, and many other important things. The brains of children with autism do not make some of these connections. Genetic: passed down from parents to children Neurons: brain cells that carry messages to different parts of the body Question: Based on the text, a child with autism might not understand when someone A. needs help. B. talks softly. C. feels angry. D. plays alone.
What is C. feels angry
100
Directions: Read the passage and answer the question that follows Andre’s jeans were in bad shape. He had heard it plenty of times from plenty of people. Andre felt that one more comment wouldn’t really make much of a difference. He knew in his head that he had gone a little overboard. His jeans, once so blue that they were nearly black, were now, after many washes, closer to the color of a dusty chalkboard. Still, he wore the jeans almost everyday. The jeans were shredded, and that was what his grandpa was teasing him about, saying that, on a hot day like this, what was left of the jeans might evaporate. Last night, according to his grandpa, there wasn’t enough left of the jeans to kindle the fire he was building. The jokes never ended. His family joked when they found out how much the jeans cost. They joked when he worked all summer to earn the money to buy the jeans. They joked when he wore the jeans out of the store. They joked every day he had worn them since then. Andre made a goal, worked towards it, achieved it, and celebrated it. Unable to see what the jeans meant to him, they joked. Question: Which details in the story help the reader determine the theme that having and reaching goals is important? A. Andre’s jeans were closer to the color of a dusty chalkboard. B. Andre worked all summer to earn the money to buy the jeans. C. Andre’s jeans were shredded from wearing them so often. D. There was not enough left of Andre’s jeans to kindle a fire.
What is B. Andre worked all summer to earn the money to buy the jeans.
100
Directions: Read the passage and answer the question that follows Gideon Sundback had an important role in making a pair of pants or a jacket easier to wear. He invented the zipper. Sundback began working on the zipper while working for the Fastener Manufacturing and Machine Company. By 1913, he had his first zipper. He also invented a machine that made zippers and sewed them to cloth. The zipper was not an immediate success. It wasn’t until the 1930s that clothing companies began taking zippers seriously and started using them instead of buttons. Zippers first began showing up on children’s clothes, making it easier for children to get dressed by themselves. Next, they showed up on men’s pants. Soon, they were on everything from sleeping bags to purses. Question: What key detail supports the main idea? A. Clothing companies replaced buttons with zippers. B. Gideon Sundback invented a machine that made zippers. C. Gideon Sundback invented the zipper after 1930s. D. Zippers show up on more than just clothing items.
What is A. Clothing companies replaced buttons with zippers.
100
Directions: Read the passage and answer the question that follows In Peru, a mummy buried about 1600 years ago has been found in a tomb filled with gold. Archaeologists dig up mummies often, but this one was special. The mummy found inside the tomb was a young woman. She was so well preserved that her dresses and her braided hair remained in one piece. The interior of the woman’s tomb was full of jewelry, weapons, and other items. Rich materials such as gold and fine fabric were used as well. Such elaborate tombs were generally used for kings or warriors. This fact made the archaeologists even more curious about the woman. The ancient people who reserved a large and well-decorated tomb for this woman must have held her in high regard. However, no one has discovered just who the mystery mummy is. Question What does reserved mean? A. Sealed from the outside air B. Buried underground C. Made from precious metal D. Set aside for a special purpose
What is D. Set aside for a special purpose
200
Directions: Read the passage and answer the question that follows Class Project Characters: CHELSEA AMANDA [School cafeteria. Chelsea is sitting at a table. Amanda walks up to her.] CHELSEA: Amanda, where have you been? Lunch is practically over. AMANDA: I forgot we were meeting today. Sorry, Chelsea. CHELSEA: Well, let’s get started. Our project on the solar system is due tomorrow. Do you have the photos of Mercury you were going to print up? AMANDA: Was I supposed to do that? Sorry, I forgot. CHELSEA: (shaking her head) Okay, fine. What else do we have? I made posters about Mercury, Venus, Earth, and Mars. They have all sorts of information and fun facts. Did you do the charts on the other planets? AMANDA: Sure. (She pulls a few pieces of paper out of her binder and hands them to Chelsea.) I finished them at lunch today. CHELSEA: Amanda, are you kidding? These aren’t posters. And they’re not even half done. We can’t hang these up in class for the other students to look at! AMANDA: Sorry. CHELSEA: (sighing) What else were you supposed to do? AMANDA: The reports on Venus and Jupiter. CHELSEA: Great. Can I see them? (Amanda gives a few more pieces of paper to Chelsea.) Amanda, these are only a page long! Mrs. Cowen said they had to be at least two pages. AMANDA: She said that? Sorry. I forgot. CHELSEA: (shaking her head again) Now, what are we going to do? [Curtain.] Question: Read these lines from the play. “CHELSEA: Amanda, are you kidding? These aren’t posters. And they’re not even half done. We can’t hang these up in class for the other students to look at!” What can the reader tell about Chelsea based on this detail? A. She will fix Amanda’s posters. B. She is an average science student. C. She is annoyed with Amanda. D. She will stop working on the project.
What is C. She is annoyed with Amanda.
200
Directions: Reading the passage and answer the question that follows Do you know someone with autism? Autism is actually a group of disorders that affect how the brain develops. One in every 88 children in the United States has autism. The cause is unknown. Some scientists and doctors think it could be genetic or related to where a child lives. There is a range of different problems that a child with autism may have. If the case is mild, a child with autism might prefer to play alone because he or she struggles with making connections with other children. If his or her case is severe, loud noises and music, or a lot of talking might upset a child with autism. Children with autism also have trouble understanding emotion. When a person is happy, for example, most people can tell by what their face looks like or what their voice sounds like. Children with autism have trouble understanding what another person might be thinking and feeling. Autistic children have brains that function differently than others’. The human brain is complicated and filled with more than 100 billion neurons. Neurons have a big job to do. They send messages to other nerve cells in the body and the brain, so people can see, feel, move, remember, talk, and many other important things. The brains of children with autism do not make some of these connections. Genetic: passed down from parents to children Neurons: brain cells that carry messages to different parts of the body Question: According to the passage, a child with severe autism would most likely not want to A. go to a library. B. go to a concert. C. be left alone. D. play games.
What is B. go to a concert.
200
Directions: Read the passage and answer the question that follows Andre’s jeans were in bad shape. He had heard it plenty of times from plenty of people. Andre felt that one more comment wouldn’t really make much of a difference. He knew in his head that he had gone a little overboard. His jeans, once so blue that they were nearly black, were now, after many washes, closer to the color of a dusty chalkboard. Still, he wore the jeans almost everyday. The jeans were shredded, and that was what his grandpa was teasing him about, saying that, on a hot day like this, what was left of the jeans might evaporate. Last night, according to his grandpa, there wasn’t enough left of the jeans to kindle the fire he was building. The jokes never ended. His family joked when they found out how much the jeans cost. They joked when he worked all summer to earn the money to buy the jeans. They joked when he wore the jeans out of the store. They joked every day he had worn them since then. Andre made a goal, worked towards it, achieved it, and celebrated it. Unable to see what the jeans meant to him, they joked. Question: What is the theme of this story? A. What seems unimportant to one person is important to another. B. Old, worn-out things are better and more interesting than new things. C. Fashion is the only way for a young person to express him- or herself. D. A person who does not set and achieve goals will not be successful.
What is A. What seems unimportant to one person is important to another.
200
Directions: Read the passage and answer the question that follows Directions: Read the passage and answer the question that follows Gideon Sundback had an important role in making a pair of pants or a jacket easier to wear. He invented the zipper. Sundback began working on the zipper while working for the Fastener Manufacturing and Machine Company. By 1913, he had his first zipper. He also invented a machine that made zippers and sewed them to cloth. The zipper was not an immediate success. It wasn’t until the 1930s that clothing companies began taking zippers seriously and started using them instead of buttons. Zippers first began showing up on children’s clothes, making it easier for children to get dressed by themselves. Next, they showed up on men’s pants. Soon, they were on everything from sleeping bags to purses. Question: Which key detail in paragraph 3 supports the main idea? A. Clothing companies started using zippers in the 1930s. B. Zippers did not become popular when they were first invented. C. Men’s pants were among the first clothes to have zippers. D. Zippers made it easier for children to dress themselves.
What is D. Zippers made it easier for children to dress themselves.
200
Directions: Read the passage and answer the question that follows In Peru, a mummy buried about 1600 years ago has been found in a tomb filled with gold. Archaeologists dig up mummies often, but this one was special. The mummy found inside the tomb was a young woman. She was so well preserved that her dresses and her braided hair remained in one piece. The interior of the woman’s tomb was full of jewelry, weapons, and other items. Rich materials such as gold and fine fabric were used as well. Such elaborate tombs were generally used for kings or warriors. This fact made the archaeologists even more curious about the woman. The ancient people who reserved a large and well-decorated tomb for this woman must have held her in high regard. However, no one has discovered just who the mystery mummy is. Question The word interior most likely means A. lining. B. inside. C. underneath. D. covering.
What is B. inside.
300
Directions: Read the passage and answer the question that follows Class Project Characters: CHELSEA AMANDA [School cafeteria. Chelsea is sitting at a table. Amanda walks up to her.] CHELSEA: Amanda, where have you been? Lunch is practically over. AMANDA: I forgot we were meeting today. Sorry, Chelsea. CHELSEA: Well, let’s get started. Our project on the solar system is due tomorrow. Do you have the photos of Mercury you were going to print up? AMANDA: Was I supposed to do that? Sorry, I forgot. CHELSEA: (shaking her head) Okay, fine. What else do we have? I made posters about Mercury, Venus, Earth, and Mars. They have all sorts of information and fun facts. Did you do the charts on the other planets? AMANDA: Sure. (She pulls a few pieces of paper out of her binder and hands them to Chelsea.) I finished them at lunch today. CHELSEA: Amanda, are you kidding? These aren’t posters. And they’re not even half done. We can’t hang these up in class for the other students to look at! AMANDA: Sorry. CHELSEA: (sighing) What else were you supposed to do? AMANDA: The reports on Venus and Jupiter. CHELSEA: Great. Can I see them? (Amanda gives a few more pieces of paper to Chelsea.) Amanda, these are only a page long! Mrs. Cowen said they had to be at least two pages. AMANDA: She said that? Sorry. I forgot. CHELSEA: (shaking her head again) Now, what are we going to do? [Curtain.] Question: Read these lines from the play. “CHELSEA: Amanda, where have you been? Lunch is practically over.” These lines tell the reader that A. Chelsea has not been able to eat her lunch yet. B. Amanda was having difficulty finding the library. C. Chelsea hates having to eat without a friend. D. Amanda is late for her meeting with Chelsea.
What is D. Amanda is late for her meeting with Chelsea.
300
Directions: Reading the passage and answer the question that follows Zebras are horse-like animals with black and white stripes all over their bodies. They live in parts of the African plains. Every zebra has a special pattern of stripes, and no two patterns are the same. Zebras use their stripes as camouflage. Although their stripes do not help them blend into the plants around them, zebras can hide as a group. They stand close together, so their stripes confuse their predators. If the predator cannot see a zebra standing on its own, it will not try to attack. Zebras travel in groups. A group of zebras is called a herd. Within a herd, zebras form smaller family groups. These groups consist of a male zebra, several female zebras, and their baby zebras. Zebras graze for food together as a herd, too. Sometimes, thousands of zebras migrate together in search of food. Zebras are always looking for fresh food and water. They are herbivores, which means they eat only plants. A zebra’s diet mostly consists of grass, but they also eat tree bark, leaves, fruit, and roots. Zebras’ teeth are sharper in the front and duller in the back. They use their front teeth to bite their food and their back teeth to crush and smash it before they eat it. A zebra’s teeth never stop growing because they grind them down as they chew their food. camouflage: a way to blend into their surroundings predators: animals that hunt other animals graze: eat grass from a field Question: Which detail from the text helps the reader understand the meaning of the word migrate? A. Zebras usually travel in groups. B. Zebras hide from danger together. C. Zebras have very small families. D. Zebras stand very close together.
What is A. Zebras usually travel in groups.
300
Directions: Read the passage and answer the question that follows Going through the scrap paper, photos, and old report cards, Maya felt that she was getting a rough outline of who she was. The scribble on the box said “six years old,” but bits and pieces that she pulled out of the box were things that had happened a lifetime ago. She was surprised by her embarrassment, her face growing hotter and redder each time she pulled something from the box. It was hard to conceal her horror when she came across a messily scrawled note that documented an argument she had with her mom about watching “dum no color movees.” Then, she saw an old picture. Upon seeing her tiny self dressed in furry boots and sweatpants, she felt a combination of shame and laughter wash over her. She remembered the fit she threw to get the boots, and how she felt, briefly, like the coolest kid in the world when she wore that outfit to school. Maya was drawn to the box. She felt that her life was now empty, so unlike the full life she had when she was younger. It didn’t take long to figure how untrue that was. What was so great about being six? What if her life had stopped at that point, and she was still like that now? Shuddering at the thought, she closed the box. Question: How does the fourth paragraph contribute to the development of the theme that people often want something they can never have? A. It shows the reader how little Maya’s life has changed. B. It tells the reader what makes Maya look through the box. C. It helps the reader to think about who he or she was at six. D. It describes to the reader how happy Maya once used to be.
What is B. It tells the reader what makes Maya look through the box.
300
Directions: Read the passage and answer the question that follows Directions: Read the passage and answer the question that follows Gideon Sundback had an important role in making a pair of pants or a jacket easier to wear. He invented the zipper. Sundback began working on the zipper while working for the Fastener Manufacturing and Machine Company. By 1913, he had his first zipper. He also invented a machine that made zippers and sewed them to cloth. The zipper was not an immediate success. It wasn’t until the 1930s that clothing companies began taking zippers seriously and started using them instead of buttons. Zippers first began showing up on children’s clothes, making it easier for children to get dressed by themselves. Next, they showed up on men’s pants. Soon, they were on everything from sleeping bags to purses. Question: What is the main idea of the passage? A. Children’s clothes were the first to have zippers instead of buttons. B. Zippers can be found on sleeping bags, purses, and clothing items. C. Zippers were invented in 1913, but did not become popular until the 1930s. D. Gideon Sundback’s invention of the zipper made peoples’ lives easier.
What is D. Gideon Sundback’s invention of the zipper made peoples’ lives easier.
300
Directions: Read the passage and answer the question that follows In Peru, a mummy buried about 1600 years ago has been found in a tomb filled with gold. Archaeologists dig up mummies often, but this one was special. The mummy found inside the tomb was a young woman. She was so well preserved that her dresses and her braided hair remained in one piece. The interior of the woman’s tomb was full of jewelry, weapons, and other items. Rich materials such as gold and fine fabric were used as well. Such elaborate tombs were generally used for kings or warriors. This fact made the archaeologists even more curious about the woman. The ancient people who reserved a large and well-decorated tomb for this woman must have held her in high regard. However, no one has discovered just who the mystery mummy is. Question: What does elaborate mean as used in the passage? A. Detailed and rich B. Covered with fur C. Undiscovered D. Simple and bare
What is A. Detailed and rich
400
Directions: Read the passage and answer the question that follows It was 8:55 a.m., and Neela still had her social studies book open. She was flipping through the pages wildly. “All right, everyone,” Mrs. Patterson said. “Please put your books away and take out a pencil.” Neela closed her textbook, but stole a few more glances at the pages as she did. Even as she was bending down to put the book on the rack under her chair, she was trying to read one last paragraph. “Neela,” Sophia whispered, “what are you doing?” “Nothing,” Neela replied, finally taking out a pencil as Mrs. Patterson had asked. It slipped out of her hand, though, and she had to grab it from the aisle. “Ms. Kapoor,” Mrs. Patterson snapped from the front of the classroom, “I asked the class to take out their pencils. Is there a problem?” Neela shook her head, but the truth was that her palms were so sweaty that the pencil had slipped right through her fingers. Neela sighed and sat back down at her desk, shaking her head. She remembered writing “Social studies test on Thursday” is big letters in her notebook, and drawing a huge circle and stars around it. Neela realized that it would have been more helpful if she had actually looked at her notebook the night before. Question: Read this sentence from the passage. “Neela shook her head, but the truth was that her palms were so sweaty that the pencil had slipped right through her fingers.” This sentence tells the reader that Neela feels __________. A. nervous B. careless C. confused D. furious
What is A. nervous
400
Directions: Reading the passage and answer the question that follows Directions: Reading the passage and answer the question that follows Zebras are horse-like animals with black and white stripes all over their bodies. They live in parts of the African plains. Every zebra has a special pattern of stripes, and no two patterns are the same. Zebras use their stripes as camouflage. Although their stripes do not help them blend into the plants around them, zebras can hide as a group. They stand close together, so their stripes confuse their predators. If the predator cannot see a zebra standing on its own, it will not try to attack. Zebras travel in groups. A group of zebras is called a herd. Within a herd, zebras form smaller family groups. These groups consist of a male zebra, several female zebras, and their baby zebras. Zebras graze for food together as a herd, too. Sometimes, thousands of zebras migrate together in search of food. Zebras are always looking for fresh food and water. They are herbivores, which means they eat only plants. A zebra’s diet mostly consists of grass, but they also eat tree bark, leaves, fruit, and roots. Zebras’ teeth are sharper in the front and duller in the back. They use their front teeth to bite their food and their back teeth to crush and smash it before they eat it. A zebra’s teeth never stop growing because they grind them down as they chew their food. camouflage: a way to blend into their surroundings predators: animals that hunt other animals graze: eat grass from a field Question: Based on this passage, the reader can infer that, when predators see a group of zebras, they A. look for the youngest zebra. B. run away from the zebras. C. attack the group of zebras. D.try to find a zebra by itself.
What is D.try to find a zebra by itself.
400
Directions: Read the passage and answer the question that follows Going through the scrap paper, photos, and old report cards, Maya felt that she was getting a rough outline of who she was. The scribble on the box said “six years old,” but bits and pieces that she pulled out of the box were things that had happened a lifetime ago. She was surprised by her embarrassment, her face growing hotter and redder each time she pulled something from the box. It was hard to conceal her horror when she came across a messily scrawled note that documented an argument she had with her mom about watching “dum no color movees.” Then, she saw an old picture. Upon seeing her tiny self dressed in furry boots and sweatpants, she felt a combination of shame and laughter wash over her. She remembered the fit she threw to get the boots, and how she felt, briefly, like the coolest kid in the world when she wore that outfit to school. Maya was drawn to the box. She felt that her life was now empty, so unlike the full life she had when she was younger. It didn’t take long to figure how untrue that was. What was so great about being six? What if her life had stopped at that point, and she was still like that now? Shuddering at the thought, she closed the box. Question: What details in the story help the reader determine the theme that people do not always remember the past clearly? A. Maya’s desire to go back to being six years old again B. Maya still loves the special outfit she wore to school C. Maya finds different kinds of things in the box C. Maya had messy handwriting when she was six years old
What is A. Maya’s desire to go back to being six years old again
400
Directions: Read the passage and answer the question that follows Humans have been growing apples for thousands of years. In that time, they have bred many different kinds besides just red and green apples. The different kinds of apples serve different purposes. Some are good for eating, some for cooking, and some for making cider. Red Delicious apples are probably the most popular apples for eating in the U.S. They are dark red and have a mild, sweet flavor. Honeycrisp is another popular eating apple. This red and yellow apple is crisp and tart but has a honey-like sweetness. Cooking apples are often sour and firmer than eating apples. Antonovka is a popular Russian cooking apple. It is a large, yellow-green apple that is very sour when eaten raw, but that sweetens when it is cooked. Rome Beauties are rounded, red and glossy. They don’t have much flavor when they are raw, but they become flavorful when cooked. Cider apples are good for making cider, but because of their bittersweet taste, they are not good for eating. The small, green, rough-skinned Brown Snout is a popular cider apple. The slightly larger crimson and yellow-striped Foxwhelp is a popular cider apple, too. These are just a few of 7,500 different kinds of apples. Next time you're at the grocery store, look around and you may discover more. Question: How do the key details in paragraph 2 support the main idea? A. By describing the different flavors of the different apples B. By describing the colors and sizes of the different apples C. By showing that eating apples are always sweet and crisp D. By showing why people do not cook with apples meant for eating
What is A. By describing the different flavors of the different apples
400
Directions: Read the passage and answer the question that follows In Peru, a mummy buried about 1600 years ago has been found in a tomb filled with gold. Archaeologists dig up mummies often, but this one was special. The mummy found inside the tomb was a young woman. She was so well preserved that her dresses and her braided hair remained in one piece. The interior of the woman’s tomb was full of jewelry, weapons, and other items. Rich materials such as gold and fine fabric were used as well. Such elaborate tombs were generally used for kings or warriors. This fact made the archaeologists even more curious about the woman. The ancient people who reserved a large and well-decorated tomb for this woman must have held her in high regard. However, no one has discovered just who the mystery mummy is. Question What is the meaning of the word archaeologists in the passage? A. Scientists who study cemeteries B. People who study South America C. Scientists who study ancient people D. People who study types of metal
What is C. Scientists who study ancient people
500
Directions: Read the passage and answer the question that follows It was 8:55 a.m., and Neela still had her social studies book open. She was flipping through the pages wildly. “All right, everyone,” Mrs. Patterson said. “Please put your books away and take out a pencil.” Neela closed her textbook, but stole a few more glances at the pages as she did. Even as she was bending down to put the book on the rack under her chair, she was trying to read one last paragraph. “Neela,” Sophia whispered, “what are you doing?” “Nothing,” Neela replied, finally taking out a pencil as Mrs. Patterson had asked. It slipped out of her hand, though, and she had to grab it from the aisle. “Ms. Kapoor,” Mrs. Patterson snapped from the front of the classroom, “I asked the class to take out their pencils. Is there a problem?” Neela shook her head, but the truth was that her palms were so sweaty that the pencil had slipped right through her fingers. Neela sighed and sat back down at her desk, shaking her head. She remembered writing “Social studies test on Thursday” is big letters in her notebook, and drawing a huge circle and stars around it. Neela realized that it would have been more helpful if she had actually looked at her notebook the night before. Question: Read this sentence from the passage. “‘Ms. Kapoor,' Mrs. Patterson snapped from the front of the classroom, ‘I asked the class to take out their pencils. Is there a problem?’” What can the reader infer about Mrs. Patterson based on this dialogue? A. She does not want Neela in her class. B. She does not care about Neela. C. She is annoyed with Neela’s behavior. D. She is sad because Neela has a problem.
What is C. She is annoyed with Neela’s behavior.
500
Directions: Reading the passage and answer the question that follows Directions: Reading the passage and answer the question that follows Zebras are horse-like animals with black and white stripes all over their bodies. They live in parts of the African plains. Every zebra has a special pattern of stripes, and no two patterns are the same. Zebras use their stripes as camouflage. Although their stripes do not help them blend into the plants around them, zebras can hide as a group. They stand close together, so their stripes confuse their predators. If the predator cannot see a zebra standing on its own, it will not try to attack. Zebras travel in groups. A group of zebras is called a herd. Within a herd, zebras form smaller family groups. These groups consist of a male zebra, several female zebras, and their baby zebras. Zebras graze for food together as a herd, too. Sometimes, thousands of zebras migrate together in search of food. Zebras are always looking for fresh food and water. They are herbivores, which means they eat only plants. A zebra’s diet mostly consists of grass, but they also eat tree bark, leaves, fruit, and roots. Zebras’ teeth are sharper in the front and duller in the back. They use their front teeth to bite their food and their back teeth to crush and smash it before they eat it. A zebra’s teeth never stop growing because they grind them down as they chew their food. camouflage: a way to blend into their surroundings predators: animals that hunt other animals graze: eat grass from a field Question: Which of these can the reader infer from the text? A. Zebras are predators. B. Zebras live by the ocean. C. Zebras do not eat meat. D. Zebras live by themselves.
What is C. Zebras do not eat meat.
500
Directions: Read the passage and answer the question that follows Going through the scrap paper, photos, and old report cards, Maya felt that she was getting a rough outline of who she was. The scribble on the box said “six years old,” but bits and pieces that she pulled out of the box were things that had happened a lifetime ago. She was surprised by her embarrassment, her face growing hotter and redder each time she pulled something from the box. It was hard to conceal her horror when she came across a messily scrawled note that documented an argument she had with her mom about watching “dum no color movees.” Then, she saw an old picture. Upon seeing her tiny self dressed in furry boots and sweatpants, she felt a combination of shame and laughter wash over her. She remembered the fit she threw to get the boots, and how she felt, briefly, like the coolest kid in the world when she wore that outfit to school. Maya was drawn to the box. She felt that her life was now empty, so unlike the full life she had when she was younger. It didn’t take long to figure how untrue that was. What was so great about being six? What if her life had stopped at that point, and she was still like that now? Shuddering at the thought, she closed the box. Question: A theme of the story is that people should allow themselves to change. How does the author develop the theme over the course of the text? A. By showing how Maya reacts to the pictures and notes that show her how she acted when she was six B. By helping the reader to understand the events that make Maya a different person than she was when she was six C. By allowing the reader to see how Maya’s mother reacted to the trouble Maya caused when she was six D. By showing that Maya wishes that she could go back to being the person she was when she was six
What is A. By showing how Maya reacts to the pictures and notes that show her how she acted when she was six
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Directions: Read the passage and answer the question that follows Humans have been growing apples for thousands of years. In that time, they have bred many different kinds besides just red and green apples. The different kinds of apples serve different purposes. Some are good for eating, some for cooking, and some for making cider. Red Delicious apples are probably the most popular apples for eating in the U.S. They are dark red and have a mild, sweet flavor. Honeycrisp is another popular eating apple. This red and yellow apple is crisp and tart but has a honey-like sweetness. Cooking apples are often sour and firmer than eating apples. Antonovka is a popular Russian cooking apple. It is a large, yellow-green apple that is very sour when eaten raw, but that sweetens when it is cooked. Rome Beauties are rounded, red and glossy. They don’t have much flavor when they are raw, but they become flavorful when cooked. Cider apples are good for making cider, but because of their bittersweet taste, they are not good for eating. The small, green, rough-skinned Brown Snout is a popular cider apple. The slightly larger crimson and yellow-striped Foxwhelp is a popular cider apple, too. These are just a few of 7,500 different kinds of apples. Next time you're at the grocery store, look around and you may discover more. Question: What is the main idea of the article? A. There are 7,500 different kinds of apples. B. Different apples have different uses. C. Dark colored apples taste better. D. People only eat sweet apples raw.
What is B. Different apples have different uses.
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Directions: Read the passage and answer the question that follows The Netherlands is a country in Europe known for its tulips, its cheese, and its unique wooden shoes called clogs. Although clogs are not worn as often as they once were, farmers in rural parts of the Netherlands still wear these shoes. Clogs make walking on muddy soil much easier. They also protect a person’s feet from heavy and sharp objects as well as potent acids. Traditionally, clogs were made by hand from poplar and willow. Cobblers could carve seven pairs of clogs each day, and this process included hand painting the shoes. Today, clogs are assembled by machines most of the time. However, one factory near Amsterdam still has workers who carve the shoes by hand. Question: Choose the phrase that best defines the word rural. A. Near a factory B. On a nation’s border C. Near the capital D. In the countryside
What is D. In the countryside
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