Integration of Knowledge and Ideas - MAP 5th Grade Reading
Card 0 of 200
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
Which of the following can we learn from looking at the illustration, but not from reading the passage?
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
Which of the following can we learn from looking at the illustration, but not from reading the passage?
The passage mentions nothing about what the Astrologer wears so the illustrations allow readers to get a glimpse into his attire. He is dressed in a long brown cloak and tall brown hat with the Moon and stars printed on it. The passage does not mention his clothing choices to this gives readers more detail.
The passage mentions nothing about what the Astrologer wears so the illustrations allow readers to get a glimpse into his attire. He is dressed in a long brown cloak and tall brown hat with the Moon and stars printed on it. The passage does not mention his clothing choices to this gives readers more detail.
Compare your answer with the correct one above
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
What is a realistic prediction that can be made about this text based on the illustration?
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
What is a realistic prediction that can be made about this text based on the illustration?
Based on the photo we see a man with stars and the Moon on his hat and he is holding a journal and telescope which alludes to him being someone who studies the sky and likes space-related things. If the reader has any background knowledge about the time period they may pick up on his attire being fairly traditional for someone who was in the science field at the time.
Based on the photo we see a man with stars and the Moon on his hat and he is holding a journal and telescope which alludes to him being someone who studies the sky and likes space-related things. If the reader has any background knowledge about the time period they may pick up on his attire being fairly traditional for someone who was in the science field at the time.
Compare your answer with the correct one above
This is a map of different active volcanoes in California and their hazard levels and zones. An author wants to include this in the text she is currently writing. It is a non-fiction text about the hazards of volcanoes. Which title would most likely fit her desired genre, topic, and visual text feature?
This is a map of different active volcanoes in California and their hazard levels and zones. An author wants to include this in the text she is currently writing. It is a non-fiction text about the hazards of volcanoes. Which title would most likely fit her desired genre, topic, and visual text feature?
The question has given us hints about the type of text that is being written - it is non-fiction, about the hazards of volcanoes, and includes a map with data about the hazard levels and zones of volcanoes in California. The title that would best fit this genre, topic, and visual text feature are The Dangers of Volcanoes. The other answer choices lend themselves to a fiction story - The Scariest Volcano Ever!, positives about volcanoes - How Volcanoes Contribute to the Environment, and an irrelevant topic - Are There Volcanoes on the Moon?.
The question has given us hints about the type of text that is being written - it is non-fiction, about the hazards of volcanoes, and includes a map with data about the hazard levels and zones of volcanoes in California. The title that would best fit this genre, topic, and visual text feature are The Dangers of Volcanoes. The other answer choices lend themselves to a fiction story - The Scariest Volcano Ever!, positives about volcanoes - How Volcanoes Contribute to the Environment, and an irrelevant topic - Are There Volcanoes on the Moon?.
Compare your answer with the correct one above
Passage 1: Passage and illustrations adapted from "How Sun, Moon, and Wind Went Out to Dinner" in Indian Fairy Tales (1892; ed. Joseph Jacobs, illus. John D. Batten)
Image "Common Core Fifth Grade CCSS.ELA-LITERACY.RL.5.7 - Analyze How Visual and Multimedia Elements Contribute to the Meaning, Tone, or Beauty of a Text - Image 1" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
Image "Common Core Fifth Grade CCSS.ELA-LITERACY.RL.5.7 - Analyze How Visual and Multimedia Elements Contribute to the Meaning, Tone, or Beauty of a Text - Image 2" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
ne day Sun, Moon, and Wind went out to dine with their uncle and aunts Thunder and Lightning. Their mother (one of the most distant Stars you see far up in the sky) waited alone for her children's return.
Now both Sun and Wind were greedy and selfish. They enjoyed the great feast that had been prepared for them, without a thought of saving any of it to take home to their mother—but the gentle Moon did not forget her. Of every dainty dish that was brought round, she placed a small portion under one of her beautiful long finger-nails, that Star might also have a share in the treat.
On their return, their mother, who had kept watch for them all night long with her little bright eye, said, "Well, children, what have you brought home for me?" Then Sun (who was eldest) said, "I have brought nothing home for you. I went out to enjoy myself with my friends—not to fetch a dinner for my mother!" And Wind said, "Neither have I brought anything home for you, mother. You could hardly expect me to bring a collection of good things for you, when I merely went out for my own pleasure." But Moon said, "Mother, fetch a plate, see what I have brought you." And shaking her hands she showered down such a choice dinner as never was seen before.
Then Star turned to Sun and spoke thus, "Because you went out to amuse yourself with your friends, and feasted and enjoyed yourself, without any thought of your mother at home—you shall be cursed. Henceforth, your rays shall ever be hot and scorching, and shall burn all that they touch. And men shall hate you, and cover their heads when you appear."
(And that is why the Sun is so hot to this day.)
Then she turned to Wind and said, "You also who forgot your mother in the midst of your selfish pleasures—hear your doom. You shall always blow in the hot dry weather, and shall parch and shrivel all living things. And men shall detest and avoid you from this very time."
(And that is why the Wind in the hot weather is still so disagreeable.)
But to Moon she said, "Daughter, because you remembered your mother, and kept for her a share in your own enjoyment, from henceforth you shall be ever cool, and calm, and bright. No noxious glare shall accompany your pure rays, and men shall always call you 'blessed.'"
(And that is why the moon's light is so soft, and cool, and beautiful even to this day.)
The illustrator may have chosen to picture in the first letter of the story and not in the main illustration because this character , and so is not pictured with the guests.
Passage 1: Passage and illustrations adapted from "How Sun, Moon, and Wind Went Out to Dinner" in Indian Fairy Tales (1892; ed. Joseph Jacobs, illus. John D. Batten)
Image "Common Core Fifth Grade CCSS.ELA-LITERACY.RL.5.7 - Analyze How Visual and Multimedia Elements Contribute to the Meaning, Tone, or Beauty of a Text - Image 1" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
Image "Common Core Fifth Grade CCSS.ELA-LITERACY.RL.5.7 - Analyze How Visual and Multimedia Elements Contribute to the Meaning, Tone, or Beauty of a Text - Image 2" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
ne day Sun, Moon, and Wind went out to dine with their uncle and aunts Thunder and Lightning. Their mother (one of the most distant Stars you see far up in the sky) waited alone for her children's return.
Now both Sun and Wind were greedy and selfish. They enjoyed the great feast that had been prepared for them, without a thought of saving any of it to take home to their mother—but the gentle Moon did not forget her. Of every dainty dish that was brought round, she placed a small portion under one of her beautiful long finger-nails, that Star might also have a share in the treat.
On their return, their mother, who had kept watch for them all night long with her little bright eye, said, "Well, children, what have you brought home for me?" Then Sun (who was eldest) said, "I have brought nothing home for you. I went out to enjoy myself with my friends—not to fetch a dinner for my mother!" And Wind said, "Neither have I brought anything home for you, mother. You could hardly expect me to bring a collection of good things for you, when I merely went out for my own pleasure." But Moon said, "Mother, fetch a plate, see what I have brought you." And shaking her hands she showered down such a choice dinner as never was seen before.
Then Star turned to Sun and spoke thus, "Because you went out to amuse yourself with your friends, and feasted and enjoyed yourself, without any thought of your mother at home—you shall be cursed. Henceforth, your rays shall ever be hot and scorching, and shall burn all that they touch. And men shall hate you, and cover their heads when you appear."
(And that is why the Sun is so hot to this day.)
Then she turned to Wind and said, "You also who forgot your mother in the midst of your selfish pleasures—hear your doom. You shall always blow in the hot dry weather, and shall parch and shrivel all living things. And men shall detest and avoid you from this very time."
(And that is why the Wind in the hot weather is still so disagreeable.)
But to Moon she said, "Daughter, because you remembered your mother, and kept for her a share in your own enjoyment, from henceforth you shall be ever cool, and calm, and bright. No noxious glare shall accompany your pure rays, and men shall always call you 'blessed.'"
(And that is why the moon's light is so soft, and cool, and beautiful even to this day.)
The illustrator may have chosen to picture in the first letter of the story and not in the main illustration because this character , and so is not pictured with the guests.
First, let's try to figure out which character is pictured in the image depicting the "O" of "One," the word that starts the story. It is difficult to discern whether Star or Sun is pictured; based on just the image in the "O," it could really be either of them. Let's look at the other illustration, though. Sun is pictured drinking from a large glass. It makes sense that the illustrators would probably not draw the same character twice, so the illustration in the "O" is probably Star. Let's see what else we can figure out to support that conclusion by looking at the answer choices.
The answer choices consist of different selections from two pairs of options. The first option is whether Sun or Star is pictured in the illustration starting the word "one." The second states a reason why the illustrator might not have shown this character with the other characters: it is either because this character "is the one taking other characters out to dinner" or because the character "is not invited to dinner."
We learn from the first paragraph that neither Sun nor Star hosts the dinner party in the story:
One day Sun, Moon, and Wind went out to dine with their uncle and aunts Thunder and Lightning. Their mother (one of the most distant Stars you see far up in the sky) waited alone for her children's return.
Thunder and Lightning take Sun, Moon, and Wind to dinner. So, we can ignore any answer choice that includes the "is the one taking the characters out to dinner" option. This leaves us to choose between whether Sun or Star "is not invited to dinner." Looking again at the first sentence of the story, we learn that Sun is invited to dinner, but Star does not go out to dinner with the group. Based on this conclusion, the correct answer is that the illustrator may have chosen to picture Star in the first letter of the story and not in the main illustration because this character is not invited to dinner, and so is not pictured with the guests ("Star . . . is not invited to dinner").
First, let's try to figure out which character is pictured in the image depicting the "O" of "One," the word that starts the story. It is difficult to discern whether Star or Sun is pictured; based on just the image in the "O," it could really be either of them. Let's look at the other illustration, though. Sun is pictured drinking from a large glass. It makes sense that the illustrators would probably not draw the same character twice, so the illustration in the "O" is probably Star. Let's see what else we can figure out to support that conclusion by looking at the answer choices.
The answer choices consist of different selections from two pairs of options. The first option is whether Sun or Star is pictured in the illustration starting the word "one." The second states a reason why the illustrator might not have shown this character with the other characters: it is either because this character "is the one taking other characters out to dinner" or because the character "is not invited to dinner."
We learn from the first paragraph that neither Sun nor Star hosts the dinner party in the story:
One day Sun, Moon, and Wind went out to dine with their uncle and aunts Thunder and Lightning. Their mother (one of the most distant Stars you see far up in the sky) waited alone for her children's return.
Thunder and Lightning take Sun, Moon, and Wind to dinner. So, we can ignore any answer choice that includes the "is the one taking the characters out to dinner" option. This leaves us to choose between whether Sun or Star "is not invited to dinner." Looking again at the first sentence of the story, we learn that Sun is invited to dinner, but Star does not go out to dinner with the group. Based on this conclusion, the correct answer is that the illustrator may have chosen to picture Star in the first letter of the story and not in the main illustration because this character is not invited to dinner, and so is not pictured with the guests ("Star . . . is not invited to dinner").
Compare your answer with the correct one above
Passage 1: Passage and illustrations adapted from "How Sun, Moon, and Wind Went Out to Dinner" in Indian Fairy Tales (1892; ed. Joseph Jacobs, illus. John D. Batten)
ne day Sun, Moon, and Wind went out to dine with their uncle and aunts Thunder and Lightning. Their mother (one of the most distant Stars you see far up in the sky) waited alone for her children's return.
Now both Sun and Wind were greedy and selfish. They enjoyed the great feast that had been prepared for them, without a thought of saving any of it to take home to their mother—but the gentle Moon did not forget her. Of every dainty dish that was brought round, she placed a small portion under one of her beautiful long finger-nails, that Star might also have a share in the treat.
On their return, their mother, who had kept watch for them all night long with her little bright eye, said, "Well, children, what have you brought home for me?" Then Sun (who was eldest) said, "I have brought nothing home for you. I went out to enjoy myself with my friends—not to fetch a dinner for my mother!" And Wind said, "Neither have I brought anything home for you, mother. You could hardly expect me to bring a collection of good things for you, when I merely went out for my own pleasure." But Moon said, "Mother, fetch a plate, see what I have brought you." And shaking her hands she showered down such a choice dinner as never was seen before.
Then Star turned to Sun and spoke thus, "Because you went out to amuse yourself with your friends, and feasted and enjoyed yourself, without any thought of your mother at home—you shall be cursed. Henceforth, your rays shall ever be hot and scorching, and shall burn all that they touch. And men shall hate you, and cover their heads when you appear."
(And that is why the Sun is so hot to this day.)
Then she turned to Wind and said, "You also who forgot your mother in the midst of your selfish pleasures—hear your doom. You shall always blow in the hot dry weather, and shall parch and shrivel all living things. And men shall detest and avoid you from this very time."
(And that is why the Wind in the hot weather is still so disagreeable.)
But to Moon she said, "Daughter, because you remembered your mother, and kept for her a share in your own enjoyment, from henceforth you shall be ever cool, and calm, and bright. No noxious glare shall accompany your pure rays, and men shall always call you 'blessed.'"
(And that is why the moon's light is so soft, and cool, and beautiful even to this day.)
In the illustration, the title of the story is shown .
Passage 1: Passage and illustrations adapted from "How Sun, Moon, and Wind Went Out to Dinner" in Indian Fairy Tales (1892; ed. Joseph Jacobs, illus. John D. Batten)
ne day Sun, Moon, and Wind went out to dine with their uncle and aunts Thunder and Lightning. Their mother (one of the most distant Stars you see far up in the sky) waited alone for her children's return.
Now both Sun and Wind were greedy and selfish. They enjoyed the great feast that had been prepared for them, without a thought of saving any of it to take home to their mother—but the gentle Moon did not forget her. Of every dainty dish that was brought round, she placed a small portion under one of her beautiful long finger-nails, that Star might also have a share in the treat.
On their return, their mother, who had kept watch for them all night long with her little bright eye, said, "Well, children, what have you brought home for me?" Then Sun (who was eldest) said, "I have brought nothing home for you. I went out to enjoy myself with my friends—not to fetch a dinner for my mother!" And Wind said, "Neither have I brought anything home for you, mother. You could hardly expect me to bring a collection of good things for you, when I merely went out for my own pleasure." But Moon said, "Mother, fetch a plate, see what I have brought you." And shaking her hands she showered down such a choice dinner as never was seen before.
Then Star turned to Sun and spoke thus, "Because you went out to amuse yourself with your friends, and feasted and enjoyed yourself, without any thought of your mother at home—you shall be cursed. Henceforth, your rays shall ever be hot and scorching, and shall burn all that they touch. And men shall hate you, and cover their heads when you appear."
(And that is why the Sun is so hot to this day.)
Then she turned to Wind and said, "You also who forgot your mother in the midst of your selfish pleasures—hear your doom. You shall always blow in the hot dry weather, and shall parch and shrivel all living things. And men shall detest and avoid you from this very time."
(And that is why the Wind in the hot weather is still so disagreeable.)
But to Moon she said, "Daughter, because you remembered your mother, and kept for her a share in your own enjoyment, from henceforth you shall be ever cool, and calm, and bright. No noxious glare shall accompany your pure rays, and men shall always call you 'blessed.'"
(And that is why the moon's light is so soft, and cool, and beautiful even to this day.)
In the illustration, the title of the story is shown .
Looking carefully at each part of the illustration that is described in each of the answer choices, we can figure out which one is correct. Is the title of the story shown "as the table on which the characters are eating"? No, it is not. Is it shown "as the outline of food on a table"? Nope. Is it shown "as part of the decorative border"? Yes, it is! You can see the phrase ""How Sun Moon and Wind" in the upper-left-hand corner of the illustration, and "Went Out to Dinner" in the upper-right-hand corner. The correct answer is "as part of the decorative border."
Looking carefully at each part of the illustration that is described in each of the answer choices, we can figure out which one is correct. Is the title of the story shown "as the table on which the characters are eating"? No, it is not. Is it shown "as the outline of food on a table"? Nope. Is it shown "as part of the decorative border"? Yes, it is! You can see the phrase ""How Sun Moon and Wind" in the upper-left-hand corner of the illustration, and "Went Out to Dinner" in the upper-right-hand corner. The correct answer is "as part of the decorative border."
Compare your answer with the correct one above
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
How does the image contribute to the story?
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
How does the image contribute to the story?
A visual such as an illustration or photograph is a text feature that can assist readers with understanding more about a story. This illustration provides examples of the setting and characters to help readers picture the events and happenings in the passage.
A visual such as an illustration or photograph is a text feature that can assist readers with understanding more about a story. This illustration provides examples of the setting and characters to help readers picture the events and happenings in the passage.
Compare your answer with the correct one above
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
Authors will use different media or text features to tell a story. In the case of “The Ants & The Grasshopper,” there is an illustration provided with the passage. How is an illustration different from a photograph?
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
Authors will use different media or text features to tell a story. In the case of “The Ants & The Grasshopper,” there is an illustration provided with the passage. How is an illustration different from a photograph?
Both are text features and types of media used to help readers understand a story or passage but they are different forms of artwork.
Both are text features and types of media used to help readers understand a story or passage but they are different forms of artwork.
Compare your answer with the correct one above
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
How could this illustration be improved to provide more information?
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
How could this illustration be improved to provide more information?
A caption is a text feature that may be included to provide more detail and a deeper level of understanding between a visual and the passage. A caption detailing what is taking place in the visual readers are seeing may help the understanding of the text.
A caption is a text feature that may be included to provide more detail and a deeper level of understanding between a visual and the passage. A caption detailing what is taking place in the visual readers are seeing may help the understanding of the text.
Compare your answer with the correct one above
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
What media form could this story be told in to help you understand the text better?
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
What media form could this story be told in to help you understand the text better?
Seeing this story put in a video form will give readers a clearer picture of the details as well as the characters and settings. A video would help understand the nuances that can be difficult to picture in a text-based setting. In a video media form, music and sound effects can also be added to set the mood and tone of the story.
Seeing this story put in a video form will give readers a clearer picture of the details as well as the characters and settings. A video would help understand the nuances that can be difficult to picture in a text-based setting. In a video media form, music and sound effects can also be added to set the mood and tone of the story.
Compare your answer with the correct one above
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
Which of the following can we learn from looking at the illustration, but not from reading the passage?
Image adapted from Edward de Deene, De warachtighe fabvlen der dieren, Brugghe, 1567, plate 26. Aesop's fable of the grasshopper and the ant. Image retrieved from the Library of Congress, https://www.loc.gov/resource/cph.3b06025/.
Adapted from Aesop’s The Ants & the Grasshopper (620-560 BCE)
One bright day in late autumn a family of Ants was bustling about in the warm sunshine, drying out the grain they had stored up during the summer, when a starving Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.
"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.
"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on the Grasshopper and went on with their work.
Which of the following can we learn from looking at the illustration, but not from reading the passage?
By looking at the illustration we can see the proximity of the ants and grasshopper to a human settlement. This is not mentioned in the text so the visual gives this level of detail that was missing from the passage.
By looking at the illustration we can see the proximity of the ants and grasshopper to a human settlement. This is not mentioned in the text so the visual gives this level of detail that was missing from the passage.
Compare your answer with the correct one above
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
If more illustrations were to be included along with the text which one would be the best choice?
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
If more illustrations were to be included along with the text which one would be the best choice?
A major event in the story was the Astrologer tripping and falling into the mud requiring him to be rescued. This would be an important illustration to include to help readers see key details form the passage.
A major event in the story was the Astrologer tripping and falling into the mud requiring him to be rescued. This would be an important illustration to include to help readers see key details form the passage.
Compare your answer with the correct one above
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
What media form would be the least effective for telling this story?
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
What media form would be the least effective for telling this story?
Seeing this story put in a video form, a graphic novel, or hearing it read as an audiobook will give readers a clearer picture of the details as well as the characters, tone, and settings. This is a fiction text so graphs and data tables would be unnecessary and ill-fitting for this type of passage.
Seeing this story put in a video form, a graphic novel, or hearing it read as an audiobook will give readers a clearer picture of the details as well as the characters, tone, and settings. This is a fiction text so graphs and data tables would be unnecessary and ill-fitting for this type of passage.
Compare your answer with the correct one above
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
How does the image contribute to the story?
Image adapted from the book “The Aesop for Children: with Pictures by Milo Winter,”. Aesop’s fable The Astrologer. Image retrieved from the Library of Congress, http://read.gov/aesop/100.html.
Adapted from Aesop’s The Astrologer (620-560 BCE)
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said: "You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself." "What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
How does the image contribute to the story?
A visual such as an illustration or photograph is a text feature that can assist readers with understanding more about a story. This illustration provides examples of the setting and characters to help readers picture the events and happenings in the passage.
A visual such as an illustration or photograph is a text feature that can assist readers with understanding more about a story. This illustration provides examples of the setting and characters to help readers picture the events and happenings in the passage.
Compare your answer with the correct one above
If a class is reading a non-fiction text about the way energy moves through different members of an ecosystem why might the author include a photo like the one below?
If a class is reading a non-fiction text about the way energy moves through different members of an ecosystem why might the author include a photo like the one below?
Many authors will use illustrations, pictures, photographs, diagrams, maps, or other visual text features to help readers understand what they are seeing. If a food web or food chain like the one above is explained in the text, it may not be easy to follow or picture. If the author provides graphic representation, the reader can better follow the matter or energy as it travels and follows the path more clearly. Visuals are a text feature that add to the text.
Many authors will use illustrations, pictures, photographs, diagrams, maps, or other visual text features to help readers understand what they are seeing. If a food web or food chain like the one above is explained in the text, it may not be easy to follow or picture. If the author provides graphic representation, the reader can better follow the matter or energy as it travels and follows the path more clearly. Visuals are a text feature that add to the text.
Compare your answer with the correct one above
Which text feature(s) listed below is an example of a visual way to enhance a text?
Which text feature(s) listed below is an example of a visual way to enhance a text?
All of the text features listed below are ways to enhance a story or text visually. Authors will often use pictures, photographs, illustrations, maps, timelines, graphs, or diagrams to help readers understand what they are reading in the text. The captions will often include new information that helps expand the reader's knowledge of the topic and picture.
All of the text features listed below are ways to enhance a story or text visually. Authors will often use pictures, photographs, illustrations, maps, timelines, graphs, or diagrams to help readers understand what they are reading in the text. The captions will often include new information that helps expand the reader's knowledge of the topic and picture.
Compare your answer with the correct one above
Stories about Zues and Jupiter are examples of:
Stories about Zues and Jupiter are examples of:
Zues and Jupiter commonly appear in myths.
Zues and Jupiter commonly appear in myths.
Compare your answer with the correct one above
If a passage is written in such a way that it describes the differences and similarities between two items or ideas, it is written in:
If a passage is written in such a way that it describes the differences and similarities between two items or ideas, it is written in:
Compare and contrast structure describes a passage written to show the similarities and differences between two things.
Compare and contrast structure describes a passage written to show the similarities and differences between two things.
Compare your answer with the correct one above
Passage 1
Ecuador, in South America, is home to 417 types of frogs and toads. Many of these species, or types of frogs, are at risk of dying out. In the last 50 years, many amphibian species have gone extinct. Salamanders, frogs, and toads are all amphibians. Amphibians are animals that spend part of their life in water and part on land, and have backbones. Amphibians must live near water. Amphibians are in trouble because their habitat is being destroyed as trees are being cut down to make room for farms and roads. Amphibians also absorb pollution easily, because they breathe through their skin. Amphibians are usually the first to disappear when an environment is under threat from pollution. Due to pollution, some frogs are born with deformed, or wrongly shaped, body parts, such as extra legs and eyes. Frogs with deformed body parts are a clue for scientists that an environment is suffering. Between the destruction of their habitats and risks to frogs from pollution, frogs are at risk of endangerment and extinction.
Scientists are working to save amphibians from their plight. Scientists want the government to pass laws that protect amphibian habitats and limit pollution.
Passage 2
My name is Maria and I am an amphibian conservation biologist. My job is to protect amphibians and their natural habitats, develop educational programs and exhibits to engage the public about amphibian conservation, and research to develop tools that will allow scientists to reintroduce amphibians back into the wild. Conservation biologists are scientists who study and protect animals and their environments. I work in a zoo, but I often travel to places like Ecuador or Brazil to observe a variety of amphibians in their natural habitats. Brazil, for example, has 1,022 different types of frogs, toads and salamanders! In my work at the zoo, I specialize in only a small portion of that number. Here in the zoo, we have many amphibians in our care because some or all of their natural habitats were destroyed. We are not alone in our work to protect amphibians. Many people, in many kinds of jobs, are helping protect amphibians and their habitats. I partner with other scientists and lawyers, like my friend Fernanda, to help create laws that best support the conservation, or protection, of amphibians. Fernanda is an environmental lawyer who works to create laws like the Endangered Species Act that protect wildlife and their homes. She, in turn, needs to partner with government workers who can lobby and vote to help get laws passed. Together, our goal is to work together to build a world where these amphibians have safe space to live outside of the zoo, in their natural habitat, protected from pollution or loss of space. We are working with a facility in Brazil to build protected space for amphibians to be released from the zoo and into a space where they can thrive.
Read this title: “Amphibians: Why Pollution Has No Effect on Frogs”
How might an article with that title contrast with Passage 1 and Passage 2?
Passage 1
Ecuador, in South America, is home to 417 types of frogs and toads. Many of these species, or types of frogs, are at risk of dying out. In the last 50 years, many amphibian species have gone extinct. Salamanders, frogs, and toads are all amphibians. Amphibians are animals that spend part of their life in water and part on land, and have backbones. Amphibians must live near water. Amphibians are in trouble because their habitat is being destroyed as trees are being cut down to make room for farms and roads. Amphibians also absorb pollution easily, because they breathe through their skin. Amphibians are usually the first to disappear when an environment is under threat from pollution. Due to pollution, some frogs are born with deformed, or wrongly shaped, body parts, such as extra legs and eyes. Frogs with deformed body parts are a clue for scientists that an environment is suffering. Between the destruction of their habitats and risks to frogs from pollution, frogs are at risk of endangerment and extinction.
Scientists are working to save amphibians from their plight. Scientists want the government to pass laws that protect amphibian habitats and limit pollution.
Passage 2
My name is Maria and I am an amphibian conservation biologist. My job is to protect amphibians and their natural habitats, develop educational programs and exhibits to engage the public about amphibian conservation, and research to develop tools that will allow scientists to reintroduce amphibians back into the wild. Conservation biologists are scientists who study and protect animals and their environments. I work in a zoo, but I often travel to places like Ecuador or Brazil to observe a variety of amphibians in their natural habitats. Brazil, for example, has 1,022 different types of frogs, toads and salamanders! In my work at the zoo, I specialize in only a small portion of that number. Here in the zoo, we have many amphibians in our care because some or all of their natural habitats were destroyed. We are not alone in our work to protect amphibians. Many people, in many kinds of jobs, are helping protect amphibians and their habitats. I partner with other scientists and lawyers, like my friend Fernanda, to help create laws that best support the conservation, or protection, of amphibians. Fernanda is an environmental lawyer who works to create laws like the Endangered Species Act that protect wildlife and their homes. She, in turn, needs to partner with government workers who can lobby and vote to help get laws passed. Together, our goal is to work together to build a world where these amphibians have safe space to live outside of the zoo, in their natural habitat, protected from pollution or loss of space. We are working with a facility in Brazil to build protected space for amphibians to be released from the zoo and into a space where they can thrive.
Read this title: “Amphibians: Why Pollution Has No Effect on Frogs”
How might an article with that title contrast with Passage 1 and Passage 2?
Since both passage 1 and passage 2 described the negative effects of pollution on frogs, the article described in the title would probably be opposite to passage 1 and 2.
Since both passage 1 and passage 2 described the negative effects of pollution on frogs, the article described in the title would probably be opposite to passage 1 and 2.
Compare your answer with the correct one above
Passage 1
Ecuador, in South America, is home to 417 types of frogs and toads. Many of these species, or types of frogs, are at risk of dying out. In the last 50 years, many amphibian species have gone extinct. Salamanders, frogs, and toads are all amphibians. Amphibians are animals that spend part of their life in water and part on land, and have backbones. Amphibians must live near water. Amphibians are in trouble because their habitat is being destroyed as trees are being cut down to make room for farms and roads. Amphibians also absorb pollution easily, because they breathe through their skin. Amphibians are usually the first to disappear when an environment is under threat from pollution. Due to pollution, some frogs are born with deformed, or wrongly shaped, body parts, such as extra legs and eyes. Frogs with deformed body parts are a clue for scientists that an environment is suffering. Between the destruction of their habitats and risks to frogs from pollution, frogs are at risk of endangerment and extinction.
Scientists are working to save amphibians from their plight. Scientists want the government to pass laws that protect amphibian habitats and limit pollution.
Passage 2
My name is Maria and I am an amphibian conservation biologist. My job is to protect amphibians and their natural habitats, develop educational programs and exhibits to engage the public about amphibian conservation, and research to develop tools that will allow scientists to reintroduce amphibians back into the wild. Conservation biologists are scientists who study and protect animals and their environments. I work in a zoo, but I often travel to places like Ecuador or Brazil to observe a variety of amphibians in their natural habitats. Brazil, for example, has 1,022 different types of frogs, toads and salamanders! In my work at the zoo, I specialize in only a small portion of that number. Here in the zoo, we have many amphibians in our care because some or all of their natural habitats were destroyed. We are not alone in our work to protect amphibians. Many people, in many kinds of jobs, are helping protect amphibians and their habitats. I partner with other scientists and lawyers, like my friend Fernanda, to help create laws that best support the conservation, or protection, of amphibians. Fernanda is an environmental lawyer who works to create laws like the Endangered Species Act that protect wildlife and their homes. She, in turn, needs to partner with government workers who can lobby and vote to help get laws passed. Together, our goal is to work together to build a world where these amphibians have safe space to live outside of the zoo, in their natural habitat, protected from pollution or loss of space. We are working with a facility in Brazil to build protected space for amphibians to be released from the zoo and into a space where they can thrive.
Read this title: “Why protecting Amphibian Habitats is Important to All”
How might an article with that title compare to Passage 1 and 2?
Passage 1
Ecuador, in South America, is home to 417 types of frogs and toads. Many of these species, or types of frogs, are at risk of dying out. In the last 50 years, many amphibian species have gone extinct. Salamanders, frogs, and toads are all amphibians. Amphibians are animals that spend part of their life in water and part on land, and have backbones. Amphibians must live near water. Amphibians are in trouble because their habitat is being destroyed as trees are being cut down to make room for farms and roads. Amphibians also absorb pollution easily, because they breathe through their skin. Amphibians are usually the first to disappear when an environment is under threat from pollution. Due to pollution, some frogs are born with deformed, or wrongly shaped, body parts, such as extra legs and eyes. Frogs with deformed body parts are a clue for scientists that an environment is suffering. Between the destruction of their habitats and risks to frogs from pollution, frogs are at risk of endangerment and extinction.
Scientists are working to save amphibians from their plight. Scientists want the government to pass laws that protect amphibian habitats and limit pollution.
Passage 2
My name is Maria and I am an amphibian conservation biologist. My job is to protect amphibians and their natural habitats, develop educational programs and exhibits to engage the public about amphibian conservation, and research to develop tools that will allow scientists to reintroduce amphibians back into the wild. Conservation biologists are scientists who study and protect animals and their environments. I work in a zoo, but I often travel to places like Ecuador or Brazil to observe a variety of amphibians in their natural habitats. Brazil, for example, has 1,022 different types of frogs, toads and salamanders! In my work at the zoo, I specialize in only a small portion of that number. Here in the zoo, we have many amphibians in our care because some or all of their natural habitats were destroyed. We are not alone in our work to protect amphibians. Many people, in many kinds of jobs, are helping protect amphibians and their habitats. I partner with other scientists and lawyers, like my friend Fernanda, to help create laws that best support the conservation, or protection, of amphibians. Fernanda is an environmental lawyer who works to create laws like the Endangered Species Act that protect wildlife and their homes. She, in turn, needs to partner with government workers who can lobby and vote to help get laws passed. Together, our goal is to work together to build a world where these amphibians have safe space to live outside of the zoo, in their natural habitat, protected from pollution or loss of space. We are working with a facility in Brazil to build protected space for amphibians to be released from the zoo and into a space where they can thrive.
Read this title: “Why protecting Amphibian Habitats is Important to All”
How might an article with that title compare to Passage 1 and 2?
The reader can guess that an article with this title would likely be similar to the information presented in passage 1 and 2.
The reader can guess that an article with this title would likely be similar to the information presented in passage 1 and 2.
Compare your answer with the correct one above
Passage 1: Rabbits, Stoats, and Kiwis: The Ecology of New Zealand (2016)
The island nation of New Zealand is unique. Many of its animals and plants are found nowhere else. The kiwi is one of the most famous of these animals. This small, flightless bird dwells on the ground. It has tiny wings with which it is unable to fly. Kiwis belong to the same biological family as ostriches and emus, but they are much smaller than their relatives. Kiwis have round bodies and long beaks, and their brown feathers are very long and thin. Because of this, at first glance, someone who has never seen a kiwi before might think it has fur!
New Zealand is particularly fond of the kiwi. It is the country’s national bird. New Zealanders are even sometimes referred to as “kiwis.” Unfortunately, the kiwi is in danger due to changes humans made to New Zealand’s environment.
Hundreds of years ago, European colonists decided to bring rabbits from Europe to New Zealand. They wanted to hunt them for food and for sport. Unfortunately, their plan succeeded too well. In Europe, other animals in the food chain eat rabbits. This keeps their population in check. In New Zealand, though, no animals ate rabbits. So, their population grew to an enormous size. There were way too many rabbits!
The colonists tried to fix the problem by bringing another animal to New Zealand. Since none of New Zealand’s animals ate rabbits, the colonists imported one from Europe that did: the stoat. Stoats are small, carnivorous mammals similar to weasels. They eat rabbits, as well as birds and their eggs. Bird scientists warned the colonists to reconsider their plan, but the plan went forward—to the kiwi’s detriment.
New Zealand’s islands historically lacked predatory mammals. Because of this, kiwis’ flightlessness never put them at a huge risk of being hunted and eaten. This was the case until the stoats were released. The stoats began to eat the kiwis and their eggs in huge numbers. The kiwis had no way of protecting themselves from the stoats. As a result, their population plummeted.
To this day, stoats threaten the kiwi population in New Zealand. To protect native wildlife, residents have to tried to use various methods of trapping and hunting to limit the size of the stoat population. Certain areas have also been fenced in to keep stoats away from native birds like the kiwi.
To function, environments maintain a careful equilibrium between predators and prey. Altering this balance purposely or accidentally can have serious consequences.
- - - - - - - - - -
Passage 2: Unwanted Guests: The Dangers of Invasive Species (2016)
Groups of different animals affect one another in the natural world. For example, imagine that wolves and deer live in an area. A certain number of wolves need to eat a certain number of deer to survive. This keeps the population of the deer from getting too big. Similarly, the deer eat grass and vegetation. If there were more deer, they’d need to eat more grass.
The natural world is full of balances like these. Unfortunately, sometimes these balances are upset by invasive species. An invasive species is an animal or plant that has moved or been moved from its original environment to a new one. It has established a stable population there that is causing problems. Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals. In new environments, though, they have nothing stopping them from taking over.
One example of an invasive species is the zebra mussel. This animal originally only lived near Russia. Zebra mussels got into the Great Lakes by attaching themselves to the bottoms of ships. They now live in the Great Lakes too, where they upset the ecosystem. Zebra mussels eat algae, but so do fish. Many fish die as a result of there not being enough algae for all the animals to eat.
Plants can be invasive species too. Another example of an invasive species is the kudzu vine. Humans introduced the plant to the United States on purpose. Farmers were encouraged to grow it to protect their soil. Since then, it has gotten out of control. It now covers large parts of the South, outcompeting native plants for resources like water and sunlight.
Invasive species can cause environmental problems that are very difficult to fix. Because of this, it’s important to rethink introducing any species to a new environment. It’s also important to check to make sure when traveling that you are not bringing any plants or animals with you!
Which of the following excerpts from Passage 2 helps explain why rabbits got out of control in New Zealand, but not in Europe, as discussed in Passage 1?
Passage 1: Rabbits, Stoats, and Kiwis: The Ecology of New Zealand (2016)
The island nation of New Zealand is unique. Many of its animals and plants are found nowhere else. The kiwi is one of the most famous of these animals. This small, flightless bird dwells on the ground. It has tiny wings with which it is unable to fly. Kiwis belong to the same biological family as ostriches and emus, but they are much smaller than their relatives. Kiwis have round bodies and long beaks, and their brown feathers are very long and thin. Because of this, at first glance, someone who has never seen a kiwi before might think it has fur!
New Zealand is particularly fond of the kiwi. It is the country’s national bird. New Zealanders are even sometimes referred to as “kiwis.” Unfortunately, the kiwi is in danger due to changes humans made to New Zealand’s environment.
Hundreds of years ago, European colonists decided to bring rabbits from Europe to New Zealand. They wanted to hunt them for food and for sport. Unfortunately, their plan succeeded too well. In Europe, other animals in the food chain eat rabbits. This keeps their population in check. In New Zealand, though, no animals ate rabbits. So, their population grew to an enormous size. There were way too many rabbits!
The colonists tried to fix the problem by bringing another animal to New Zealand. Since none of New Zealand’s animals ate rabbits, the colonists imported one from Europe that did: the stoat. Stoats are small, carnivorous mammals similar to weasels. They eat rabbits, as well as birds and their eggs. Bird scientists warned the colonists to reconsider their plan, but the plan went forward—to the kiwi’s detriment.
New Zealand’s islands historically lacked predatory mammals. Because of this, kiwis’ flightlessness never put them at a huge risk of being hunted and eaten. This was the case until the stoats were released. The stoats began to eat the kiwis and their eggs in huge numbers. The kiwis had no way of protecting themselves from the stoats. As a result, their population plummeted.
To this day, stoats threaten the kiwi population in New Zealand. To protect native wildlife, residents have to tried to use various methods of trapping and hunting to limit the size of the stoat population. Certain areas have also been fenced in to keep stoats away from native birds like the kiwi.
To function, environments maintain a careful equilibrium between predators and prey. Altering this balance purposely or accidentally can have serious consequences.
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Passage 2: Unwanted Guests: The Dangers of Invasive Species (2016)
Groups of different animals affect one another in the natural world. For example, imagine that wolves and deer live in an area. A certain number of wolves need to eat a certain number of deer to survive. This keeps the population of the deer from getting too big. Similarly, the deer eat grass and vegetation. If there were more deer, they’d need to eat more grass.
The natural world is full of balances like these. Unfortunately, sometimes these balances are upset by invasive species. An invasive species is an animal or plant that has moved or been moved from its original environment to a new one. It has established a stable population there that is causing problems. Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals. In new environments, though, they have nothing stopping them from taking over.
One example of an invasive species is the zebra mussel. This animal originally only lived near Russia. Zebra mussels got into the Great Lakes by attaching themselves to the bottoms of ships. They now live in the Great Lakes too, where they upset the ecosystem. Zebra mussels eat algae, but so do fish. Many fish die as a result of there not being enough algae for all the animals to eat.
Plants can be invasive species too. Another example of an invasive species is the kudzu vine. Humans introduced the plant to the United States on purpose. Farmers were encouraged to grow it to protect their soil. Since then, it has gotten out of control. It now covers large parts of the South, outcompeting native plants for resources like water and sunlight.
Invasive species can cause environmental problems that are very difficult to fix. Because of this, it’s important to rethink introducing any species to a new environment. It’s also important to check to make sure when traveling that you are not bringing any plants or animals with you!
Which of the following excerpts from Passage 2 helps explain why rabbits got out of control in New Zealand, but not in Europe, as discussed in Passage 1?
This question asks you to combine knowledge you've obtained from reading each of the passages in order to figure out how one of them (Passage 2) supports the other (Passage 1) in a particular way. Questions asking about multiple passages can seem pretty intimidating, so let's break this question down into more manageable parts. What are we given as answer choices? Excerpts from Passage 2. The correct one will be the one that helps explain something mentioned in Passage 1: why rabbits got out of control in New Zealand, but not in Europe. Where in Passage 1 is this comparison made? It is most likely to be in the part of the passage when it is focusing on rabbits. The paragraph first mentions rabbits in paragraph 3:
Hundreds of years ago, European colonists decided to bring rabbits from Europe to New Zealand. They wanted to hunt them for food and for sport. Unfortunately, their plan succeeded too well. In Europe, other animals in the food chain eat rabbits. This keeps their population in check. In New Zealand, though, no animals ate rabbits. So, their population grew to an enormous size. There were way too many rabbits!
Passage 1 explains why the rabbits got out of control in New Zealand when it says, "In Europe, other animals in the food chain eat rabbits. This keeps their population in check. In New Zealand, though, no animals ate rabbits. So, their population grew to an enormous size." The question wants us to figure out which part of the other passage, Passage 2, says that supports this statement. Where in Passage 2 does it talk about the difference between invasive species' effects in their old environments vs. their effects in new ones?
Passage 2 talks about this when it introduces the concept of invasive species in paragraph 2:
An invasive species is an animal or plant that has moved or been moved from its original environment to a new one. It has established a stable population there that is causing problems. Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals. In new environments, though, they have nothing stopping them from taking over.
The part of Passage 2 that supports the statement from Passage 1 is thus "Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals. In new environments, though, they have nothing stopping them from taking over." This is the correct answer.
This question asks you to combine knowledge you've obtained from reading each of the passages in order to figure out how one of them (Passage 2) supports the other (Passage 1) in a particular way. Questions asking about multiple passages can seem pretty intimidating, so let's break this question down into more manageable parts. What are we given as answer choices? Excerpts from Passage 2. The correct one will be the one that helps explain something mentioned in Passage 1: why rabbits got out of control in New Zealand, but not in Europe. Where in Passage 1 is this comparison made? It is most likely to be in the part of the passage when it is focusing on rabbits. The paragraph first mentions rabbits in paragraph 3:
Hundreds of years ago, European colonists decided to bring rabbits from Europe to New Zealand. They wanted to hunt them for food and for sport. Unfortunately, their plan succeeded too well. In Europe, other animals in the food chain eat rabbits. This keeps their population in check. In New Zealand, though, no animals ate rabbits. So, their population grew to an enormous size. There were way too many rabbits!
Passage 1 explains why the rabbits got out of control in New Zealand when it says, "In Europe, other animals in the food chain eat rabbits. This keeps their population in check. In New Zealand, though, no animals ate rabbits. So, their population grew to an enormous size." The question wants us to figure out which part of the other passage, Passage 2, says that supports this statement. Where in Passage 2 does it talk about the difference between invasive species' effects in their old environments vs. their effects in new ones?
Passage 2 talks about this when it introduces the concept of invasive species in paragraph 2:
An invasive species is an animal or plant that has moved or been moved from its original environment to a new one. It has established a stable population there that is causing problems. Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals. In new environments, though, they have nothing stopping them from taking over.
The part of Passage 2 that supports the statement from Passage 1 is thus "Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals. In new environments, though, they have nothing stopping them from taking over." This is the correct answer.
Compare your answer with the correct one above