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language arts

grade-11

analyze-the-development-of-informational-passages-set-1

Review the **sixth paragraph**. title: Edison and Popular Culture Every time we play recorded music or go to the movies, we enjoy the benefits of Thomas Edison's genius and hard work. Although Edison is perhaps most famous for his light bulb, his inventions in sound recording and motion pictures helped give rise to the entertainment industry as we know it today. After his successful development of the first tinfoil phonograph in 1877, Edison and his researchers made countless improvements to the phonograph, constantly striving to achieve the finest sound reproduction possible. At first, Edison thought the phonograph primarily suitable only for business purposes, like the dictation of letters. What the public really wanted, however, was a machine to play music. Recognizing the biggest market for the phonograph, Edison began producing musical records in the early 1890s. No matter how scratchy and crude those early cylinder records seem today, they were amazing to buyers who were hearing recorded sound for the very first time. The development of records, cassette tapes, compact discs, and finally digital music traces back to Edison's early experiments with sound recording. Not satisfied with merely recording sound, Edison turned his attention to another of the senses: sight. In October 1888, Edison wrote that he intended to do "for the Eye what the phonograph does for the Ear, which is the recording and reproduction of things in motion." Thus began Edison's development of the kinetograph (motion picture camera) and kinetoscope (motion picture viewer). Over the next five years, Edison experimented with the making of motion pictures, erecting the Black Maria, the world's first structure especially built to be a motion picture studio. The first motion pictures were not projected on a theater screen. Instead, viewers looked through a peephole mounted on top of a box with the projector inside. For a nickel, viewers could look through the peephole to see films of men at work (like Blacksmith Scene) or of a dancer (Carmencita), or perhaps a scene of everyday life (like The Barbershop). Although they lasted less than a minute, these first short films excited audiences as much as any film seen today. The first films were silent, but in 1895 Edison attempted to combine sound recording and motion pictures in a device he called the kinetophone. Unfortunately, this early effort at talking motion pictures proved unsuccessful. More than thirty years would pass before sound films would become widespread. The peephole kinetoscope was a success, but Edison and other researchers realized that projected films were the next step in motion picture development. The first commercially successful American motion picture projector was called Edison's Vitascope. Drawing from the work of inventors C. Francis Jenkins and Thomas Armat, the vitascope launched the era of projected film in the United States. When the vitascope premiered in New York City in 1896, the hit film of the evening was titled Rough Sea at Dover, made by Englishman Robert Paul. So realistic was the view of waves crashing on Dover Beach that people in the front rows actually shrank back in their seats, fearful of getting wet. Edison wanted to invent things to improve the lives of all people, whether it was electric light bulbs to light their homes or phonographs and motion pictures to inspire their imaginations. Just as he often built on the work of those who preceded him, so, too, have others built on Edison's work. Every time we flip a light switch or watch a movie, we enjoy the legacy of Edison's genius. But true genius, said Edison, relies on "hard work, stick-to-itiveness, and common sense." Thomas Edison's own example of dedication and determination may be his true legacy. Adapted from the National Park Service, "Edison and Popular Culture" Which of the following would be most relevant to add to the sixth paragraph?

social studies

grade-1

months-of-the-year

What month comes right before July?

social studies

grade-8

understand-overall-supply-and-demand

The city of Lanberry has been one of the world's biggest makers of cough drops for many years. But last month, Lanberry's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?

language arts

grade-6

use-the-progressive-verb-tenses

Complete the sentence with the correct helping verb or verbs. We're all excited for class tomorrow because Mr. Scott ___ demonstrating how a volcano erupts.

language arts

grade-8

what-does-the-punctuation-suggest

What does the following sentence suggest? "Put the cherries that are bruised or soft in this container," Jeanette instructed her assistants in the kitchen. "We can use them to make jam."

language arts

grade-8

choose-between-adjectives-and-adverbs

Choose the word that best describes or modifies the adjective in bold. Marie's gorgeous beaded gown was ___ **handmade** by her niece.

language arts

grade-3

read-about-business-and-technology

Review the first paragraph. Duct tape is a special kind of tape with an interesting history. During World War II, soldiers needed a way to keep things in boxes from getting wet. A factory worker named Vesta Stoudt figured out what to do. She made a waterproof tape that kept the boxes closed and the contents dry. The tape was made of three parts. It had a waterproof plastic top, cloth in the middle, and sticky glue on the bottom. The soldiers thought the tape was great, and they started using it for many things. They called it "duck" tape for two reasons. First, water rolled off it just like water rolls off a duck's feathers. Also, it was made out of a cloth called cotton duck. Soon soldiers started using "duck" tape to fix boots, trucks, and even planes! After the war was over, the soldiers brought the tape home. Repair workers started using it to tape air ducts. Air ducts carry heated and cooled air through a building. This is how the name changed from duck tape to duct tape. Homeowners discovered it was the perfect tool to fix just about anything that broke. Clever people everywhere used it to fix air conditioners, heaters, and leaking pipes. By the 1970s, duct tape had become a common and important tool. Astronauts even brought duct tape along with them to outer space! People still use duct tape for home repairs, but it is used for even more things now. Duct tape comes in many different colors, and some people use it to make bookmarks, flowers, and bags. Some people have even used it to make clothing! Based on the text, what is special about duct tape?

language arts

grade-9

is-the-sentence-declarative-interrogative-imperative-or-exclamatory

What kind of sentence is this? Nathan campaigned tirelessly in support of his neighbor's bid for elective office.

language arts

grade-8

identify-plagiarism

Compare the student text with the source. Source: Carolyn Cinami DeCristofano, "A Black Hole Is Not a Hole", page 5. Published by Charlesbridge, 2012: Nothing can out-tug a black hole. No army of tow trucks, no convoy of supersized earth haulers, no fleet of giant rocket engines. Student text: The pull of a black hole is so strong that nothing can pull stronger, not even a "fleet of giant rocket engines" (DeCristofano 5). Is the student text plagiarized?

language arts

grade-10

decide-whether-ellipses-are-used-appropriately

Read this text. Mrs. Hoover says her favorite writer is Maya Angelou, who was most famous for her book "I Know Why the Caged Bird Sings". Is this an appropriate use of an ellipsis?

language arts

grade-11

trace-an-argument-set-2

Review the **sixth and seventh paragraphs**. title: Staying Grounded During the nineteenth century, many Americans believed in Manifest Destiny. This phrase refers to the idea that the United States was certain to expand its territory to the Pacific Ocean and beyond. While a popular and patriotic notion for many, others saw the idea of Manifest Destiny as an aggressive and arrogant mission that put people in harm's way. Today, the same concept of entitled expansion can be seen in the enthusiasm surrounding sending humans to Mars. While the image of deep space travel and settlement on a whole new planet is certainly romantic, it is far from practical, or even humane. The dangers of this overly ambitious voyage are so grave that getting to Mars and attempting to settle it are not worth the potential toll on the settlers. Treating expansion to Mars as a manifest destiny of humanity may even hurt Mars itself. The trip to Mars, using today's rocket technology, would take eight or nine months. For those months, astronauts would endure extremely cramped quarters, packed with essential supplies for living and breathing on a planet that is not naturally habitable by humans. This sort of confinement for such a long time is not something astronauts have experienced before. The cooped-up environs on a rocket to Mars would not come close to the relatively comfortable International Space Station, which contains greenhouses and a gym. On a rocket, each astronaut's personal space would be roughly the size of a sports utility vehicle. There is no way to prepare them, here on Earth, for the claustrophobia they will undoubtedly suffer. Besides cramped quarters, astronauts would face other potential hardships. For instance, crew members would be in microgravity for the whole trip. Microgravity describes a state where objects are apparently weightless, floating in space, and it takes an incredible toll on the human body. Muscles, organs, teeth, and bones waste away without the natural influence of gravity. The deterioration of such key body parts is especially serious when there is no option for conventional medical treatment. Other problems the astronauts would face are mental. The trip would be tedious, making depression and anxiety likely. This is an extraordinary burden for astronauts to endure, without even considering what would await them at the destination. Upon arrival, the travelers would face an isolating existence on a harsh desert planet, with no air to breathe and no food sources or liquid water. At Mars's greater distance, the sun's light would fail to warm the astronauts. Nonetheless, the cosmic radiation bombarding them through Mars's thin atmosphere would be extremely dangerous. A 2016 study using test rodents suggested that the levels of cosmic radiation facing astronauts on a Mars mission would cause permanent brain damage. Symptoms of the type of brain damage induced by cosmic radiation include anxiety, depression, memory loss, and impaired decision making—particularly troublesome since the astronauts will be working with sensitive technology with very little room for error. It is argued that confronting the obstacles to human survival on a Mars mission would be worth it if it hastened the discovery of past or present life on Mars. These discoveries would realize humanity's dream of learning whether life exists in the universe beyond our own planet. But the Mars mission could compromise our ability to gather unspoiled evidence of this most consequential matter. The astronauts would arrive teeming with life—each person is home to trillions of microbes. Cross-contamination from the astronauts and their equipment would, at best, imperil the investigation into past or present life on Mars. At worst, the microbes would thrive in a new breeding ground, with no natural predators to keep them in check. A humans-to-Mars mission might contaminate Mars to the point of no return. A final justification for sending humans to Mars is the worry that Earth will one day be inhospitable. Warmer temperatures, severe droughts, and rising seas are already displacing global populations. Many scientists argue that these problems will become worse in the near future, resulting in conflicts over available water and land. But if this is true, wouldn't the resources required for a Mars mission be better spent on ensuring that Earth—a planet with food sources, liquid water, and breathable air—remains hospitable? Estimates of Mars mission costs strongly suggest that keeping our focus on Earth is the correct course. One NASA estimate predicts that sending six astronauts to Mars will cost one hundred billion dollars, while others set the price even higher. But for one-quarter of that cost, a government-funded, space-based solar power system could be established. The satellite network would orbit Earth, converting solar radiation into a constantly renewable energy source. A renewable-energy tomorrow for Earth's population would dramatically alter our planet's destiny and maintain it as the rightful place for humanity in the solar system. Though the pull of exploration may be as strong now as it was for those in the nineteenth century, we have to be realistic about how we invest in our planet's future. By focusing on expansion and space travel to save us, we fall prey to an escapist fantasy and turn our backs on the real challenges that face us here and now. Even if we can, with the devotion of enough resources, withstand the harsh conditions in transit and the problems of survival on an unforgiving planet, it doesn't mean we should make the journey. What do the sixth and seventh paragraphs do?

language arts

grade-6

determine-the-main-idea-of-a-passage

Read the passage. When buildings collapse, it is extremely difficult to safely locate and rescue people trapped inside. Victims may be wedged into small spaces, and unstable rubble could collapse on rescue workers. An alternative to human rescue workers may be robotic cockroaches. Real cockroaches are protected by strong yet flexible exoskeletons. They can also flatten their bodies through tiny cracks. A robotics researcher from Harvard University and a biomechanics expert from the University of California, Berkeley, were inspired to create mini robots that have the same features. The roach robots can squeeze through small spaces and skitter over unstable environments. Fitted with cameras and microphones, they could be used in disasters to locate victims. What is the main, or central, idea of the passage?

social studies

grade-2

kwanzaa

Complete the sentence. Kwanzaa is celebrated ___.

language arts

grade-10

identify-vague-pronoun-references

Which of the following contains a vague pronoun reference?

language arts

grade-11

recall-the-source-of-an-allusion

What is the source of the allusion in the sentence below? By the time Sofia had finished explaining to Mr. Greer what had happened, her friends were laughingly referring to her as **Scheherazade**.

language arts

grade-4

determine-the-meaning-of-idioms-from-context-set-1

What is the meaning of **walking on air**? Charlie was **walking on air** when he became editor of the city's largest newspaper.

social studies

grade-5

understand-overall-supply-and-demand

Eli Whitney invented the cotton gin in 1793. The cotton gin is a machine that makes it easier to harvest cotton quickly. What happened to the overall supply of cotton after 1793?

social studies

grade-3

theodore-roosevelt

When he was a boy, Theodore Roosevelt had a disease called asthma. What is true of people with asthma?

social studies

grade-5

antebellum-period-slavery-and-politics-part-i

Complete the text. By the 1820s, many Americans wanted to have an equal number of slave and free states. They wanted a balance of states so that the ___ would have the same number of members from each side.

language arts

grade-5

use-greek-and-latin-roots-as-clues-to-the-meanings-of-words

The root **tract** means "pull or drag". What does the word **attract** mean?

social studies

grade-3

george-washington-carver

George Washington Carver is best known for what?

language arts

grade-12

analyze-short-stories-set-2

Read the story. title: The Rat Within A crust of bread slid among the dirt and debris on the floor. The rat, quivering under the darkest bunk, hoped the bread would come his way. But the steamship heaved violently, and everything—the debris, the dirt, the crust of bread—slid in the opposite direction. The rat skittered for purchase on the rotting planks. Then the ship heaved again, and everything slid toward the rat. Then away. Then toward. Then away. Then toward. Away. Toward. Away, toward, away, toward, away, toward, away. The crust disappeared from sight, and the rat's belly remained a cavern of need. The rat listened to the humans groan. With the hatches battened down against the rough weather, the humans couldn't go out on deck. They had to stuff themselves into the berths and live alongside the rats. Most lay flat in their narrow bunks, some silent, others retching, a few jabbering fevered nonsense. At least in their weakened condition, the humans weren't so dangerous. Up in the first-class cabins, they were lethal. The rat would never go up there. Rats who ascended to the higher classes didn't return, and it wasn't because they were dining on fruit and cheese. No. This rat would take steerage crumbs over first-class poison any day. "Ah, steerage, such wonderful accommodations. If you're a rat," muttered a voice. Startled, the rat looked up and found himself staring straight into a feverish eye. A human was hanging his head over the edge of the bunk. Could the eye see him in the gloom? "You'd think that for sixty rubles a ticket, we'd get breathable air. Is this how your America is? One big scam?" He coughed, then turned contrite. "Ah, excuse me, I'm not well. America's a fine country, a fine country. The golden land!" He dropped a careless hand in front of the rat, his fingers within a millimeter of the rat's teeth. The rat wondered whether perhaps the human was delirious, his brain addled by fever. "Everything golden and new," the human continued dreamily. "Even the century, eh? Nineteen hundred, so new I keep forgetting it's here. Golden time, golden country." Well. The rat had never been to America, but he knew it wasn't golden. Was this human an idiot? "I'm not an idiot," the human sighed. "It's not real gold; it's opportunity. Where I'm from, there isn't any. In America, there are barrels. Enough even for a rat." The human wheezed a laugh. Had the human read his mind? The rat began to wonder whether perhaps it was he, not the human, who was delirious. Maybe he had let himself get too hungry. "You're weak," said the human. "You need food." He rustled in his bunk, then offered the rat a hunk of bread. It smelled odd, though. Poison? "It's just Mutter's vinegar. Prevents mold. Go ahead. I'm not malicious. Though I'll concede I'm delirious. I've been talking out of my head, seeing things that aren't there. You, for instance. I think I know what you are. And it's no rat. So eat. You'll do us both a favor." The human laughed again, then coughed. The rat ate, and the human smiled wanly. "Fruit and cheese it's not, but it fills the cavern." It certainly did. Satiated, the rat closed his eyes, but the human rudely nudged his nose. The rat ignored him, burrowing into himself. He needed sleep. This absurd human, though—he wouldn't let up. Shmuel, that was the human's name. The rat remembered now. "'If you want your dreams to come true, don't sleep,'" Shmuel whispered. Ah yes, his favorite saying. The human coughed. "Get up, Shmuel. We have to go to the upper deck. Clear out the lungs." This was a crazy idea. Meshuggah, as they said back home. Did this ridiculous, delirious Shmuel think they could just breeze around first-class? Their ticket was for steerage. But now Shmuel was holding the rat. "We're only stealing air, which no one should have to steal," he muttered. "You know what could happen if we don't, Shmuel." The human was right. If the lungs were bad, they wouldn't be allowed to live in America. They'd be sent back. No. Not they. Him. Him: Shmuel. Shmuel, who was a human and not a rat. His head was clearing now that he had finally eaten—even if he hadn't realized at the time that he was the one doing the eating. Another saying drifted into his mind. "Befriend the rat within, and you'll save each other's lives." He was pretty sure he'd made that one up. Not bad. Shmuel was himself now, and he told himself to stop procrastinating. It was time to climb up, where the air was good. Based on the **first paragraph**, what is the effect of the repetition in this paragraph?

social studies

grade-4

costs-and-benefits

Greta is deciding which ride to go on at the fair. She can go on either the flying bobsled or the log ride. She wants to have as much fun as possible at the fair. Suppose Greta decides to go on the log ride. Which result would be a cost?

language arts

grade-3

read-about-business-and-technology

Review the second paragraph. From cave drawings to photos, pictures can often say more than words alone. This is one reason why people use emojis. Emojis are small pictures often used in text messages and email. They are used to show a feeling or idea. These little pictures of faces, objects, and animals got their start in Japan. The word emoji comes from the Japanese words for "picture" and "character." In the 1990s, it took a long time to write text messages on the first cell phones. A Japanese man named Shigetaka Kurita thought it would be faster and easier to send messages using pictures. Instead of typing "It is sunny today," you could just use a picture of the sun. Kurita came up with 176 digital pictures that became the first emojis. There were hearts, happy and sad faces, and pictures showing different kinds of weather. The emojis were fast to type and easy to understand. They could also add extra information about how the writer was feeling. Emojis were an instant hit. People loved using emojis so much that they asked for new ones to be made. Now, there are thousands of different emojis, including ones for pizza, basketball, and animals. Using pictures in messages can carry ideas across the world. Even people who do not speak the same language can communicate with emojis. A smiling face means happy thoughts whether you speak English or Japanese! Based on the text, why did Shigetaka Kurita want to use pictures?

language arts

grade-5

read-realistic-fiction

Review paragraphs 25 and 26. Look at the word in bold. title: Would You Rather . . . ? The practice room was crowded, but no one was talking much. Erik glanced at Mira, who sat tensely in her chair, gripping her clarinet. "You okay?" he asked. Mira shrugged. Normally, Mira could chatter endlessly about any topic: sports, video games, breakfast cereals. That was one reason Erik appreciated their friendship. He didn't have to carry the conversation, or even participate very much. His role was to listen—which was how he liked it. When Erik had agreed to come along to Mira's music competition to "distract" her while she waited, he'd figured it would be easy. All he'd have to do was hang out in the practice room and listen to her talk. But for the first time he could remember, Mira seemed too nervous to talk. She almost seemed too nervous to move. Clearly, Erik was doing a horrible job of distracting her. He sighed, then took a stab at a topic. "Think the Chargers will get the championship?" "Maybe," Mira said. Normally, she would have gone on and on about the Chargers. Minutes passed. Erik watched Mira press and release the clarinet keys. She was going to break them if she didn't chill out. "It'll be over soon," he said. That, of course, was the wrong thing to say. Mira's gaze flew to the clock on the wall, her expression panicked. "My mom and Halim are still in the bathroom." "Oh. Um, they'll be back before you get called." Silence again. Erik's fists clenched. Say something distracting, he ordered himself. Anything! Casting his eyes around the room, he saw a woman spooning food into her baby's mouth. He blurted, "Would you rather perform or eat baby food for a week?" Mira's head snapped up, and her fingers grew still. "Can I choose the flavors? I mean, Halim gobbles his mushed-up mangoes." "Nope. You'd have to eat every flavor. Spinach, watery turkey, canned liver, all of it." "I'd rather perform," Mira said, setting her clarinet on her lap. "Give me another one." Erik scanned the room again. One little kid was wearing violet ballet slippers, a plastic crown, and a sparkly tutu. Tilting his head, Erik said, "Would you rather perform or wear that outfit to school?" "Perform." Mira leaned back in her chair, grinning. "Keep going." "Perform or have a banana for a thumb?" Mira laughed. "That doesn't even make sense! Oh, there they are." She waved to her mother, who was pushing Halim's stroller their way. "Mira Kahn?" The competition coordinator smiled from the doorway. "The judges are ready for you." Mira grabbed her clarinet and said, "Perform. The banana would rot." "What banana?" her mother asked, sitting down next to Erik. "Never mind, go on, Mira. Good luck." Mira waved her clarinet at them and followed the coordinator out. An hour later, Erik, Mira, Mira's mom, and Halim were sitting in a booth at Scoops and Sprinkles. "This tastes amazing," Mira said, swallowing a mouthful of hot fudge sundae. "You deserve it," her mom said, feeding ice cream to Halim. "You went out there and performed, **despite** your nervousness." "It was hard to walk through the door, that's for sure. And that was with Erik distracting me! If he hadn't been so funny, I might have been too nervous to walk." As usual, Erik didn't know how to respond. He stared into his sundae dish, hiding his embarrassed grin. But when Mira nudged him, he looked up. "Okay," she said. "Apples for ears or a strawberry for a nose?" Why does Mira's mom think Mira deserves ice cream? Use context clues to help you figure out the meaning of the word **despite**.

language arts

grade-3

choose-the-text-that-matches-the-writers-purpose

You want to **persuade** someone **to make homemade bread**. "Persuade" means "get someone to do something or believe something". What should you write?

language arts

grade-6

compare-two-texts-with-different-genres

Read the following text from a historical novel. This excerpt is about Hawaiian princess Kaʻiulani's 1893 visit to New York City. The pier ahead of us was crowded with reporters and ordinary citizens who had come to see me arrive. I do not believe they were there out of admiration, but rather to satisfy their curiosity. I found the size of the crowd daunting, but buried this thought deep inside, so that I would not be distracted from the task at hand. I may no longer officially be a princess, but I certainly "behave" as one. Once we had disembarked, the crowd moved to surround me. There were so many strangers pressing close, and shouting questions, that it took all of my strength to keep my expression immobile and calm. From Ellen Emerson White, "Kaiulani: The People's Princess". Copyright 2001 by Ellen Emerson White The previous text suggested that the crowd was curious about Kaʻiulani. How does this historical novel build on or challenge that idea?

language arts

grade-8

determine-the-main-idea-of-a-passage

Read the passage. In the 1880s, the War of the Currents began. Thomas Edison developed direct current, or DC, a type of electricity that flows in one direction. By 1887, DC was in use around the United States. It had some drawbacks, though. Converting it to lower or higher voltages was difficult; that is, the current's force couldn't be changed easily. Transmitted at the low voltage needed for use in homes and businesses, it lost power after traveling only a mile. Meanwhile, Nikola Tesla was working with alternating current, or AC. AC reverses direction many times per second and can be changed to different voltages. At high voltage, it can be transmitted efficiently, traveling hundreds of miles with little energy loss. Because of its advantages, AC triumphed by the end of the nineteenth century. What is the main, or central, idea of the passage?

social studies

grade-7

the-ancient-silk-road-geography-and-transportation

Although most merchants traded in shorter sections of the Silk Road, some merchants occasionally traveled to new regions. These merchants could learn about different parts of the Silk Road from guidebooks. The passage below comes from a guidebook for merchants written in the first century CE. Scholars think it was written by an Egyptian merchant who traveled in the Red Sea and Indian Ocean. Read the passage from the guidebook. Then follow the instructions below. Now the whole country of India has very many rivers, and very great ebb and flow with the tides . . . entrance and departure of vessels is very dangerous to those who are inexperienced or who come to this market town for the first time. ebb and flow:rise and fall, change vessels:boats Source: Periplus of the Red Sea This guidebook helped merchants learn ___. It could also help them ___.

language arts

grade-6

choose-between-adjectives-and-adverbs

Choose the word that best describes or modifies the verb in bold. ___ Ezra and Trisha **sell** their handmade crafts at bazaars around the county.

social studies

grade-2

george-washington-carver

What was the main crop George Washington Carver studied?

language arts

grade-11

choose-between-adjectives-and-adverbs

Choose the word that best completes the sentence. Kimi spent hours putting a dresser together only to discover that she assembled the drawers ___.

language arts

grade-3

draw-inferences-from-a-text

Read the text. Nate put on the crown and fixed his robe. He stood near the curtain, peeking out at the crowd. When the music began, he cleared his throat and stepped onto the stage. Based on the text, which sentence is more likely to be true?

language arts

grade-3

is-the-sentence-a-statement-question-command-or-exclamation

What kind of sentence is this? Olivia baked a cake for Pablo's birthday.

language arts

grade-5

analyze-the-effects-of-figures-of-speech-on-meaning-and-tone

Read the text. The figure of speech is shown in bold. In the little wooded strip, they saw a strange new kind of vegetation. **The forest seemed to dance.** Pines they thought rooted in the bank now seemed to have no roots at all but were bobbing up and down with the rush of the current. From Marie McSwigan, Snow Treasure. Copyright 1942 by Penguin Group What does this example of **personification** tell you?

language arts

grade-5

choose-the-antonym

Which word is an antonym of **unknown**?

language arts

grade-5

words-with-less

Why might you make a **careless** mistake in your work?

social studies

grade-4

costs-and-benefits

Chase is deciding whether to join the Photography Club or the Theater Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time. Suppose Chase decides to join the Theater Club. Which result would be a cost?

language arts

grade-8

use-the-correct-pair-of-correlative-conjunctions

Complete the sentence with the better correlative conjunctions. Many experts have tried to explain the function of dreams. ___ you're interested in dream analysis, ___ you might want to read psychologist Carl Jung's theories.

language arts

grade-10

analogies

Complete the analogy. scorn is to disdain as friend is to

language arts

grade-3

use-the-correct-article-a-an-or-the

Complete the sentence with the best article. Maria's pet turtle has ___ unusual name.

language arts

grade-8

use-the-correct-homophone

Complete the sentence with the correct homophone. Dustin mixed blue and red ___ to create a rich purple hue, which he used to color the white tablecloth.

language arts

grade-10

is-it-a-phrase-or-a-clause

Is the group of words in bold a phrase or a clause? Although Quinn agreed to babysit her cousin on Saturday afternoon, she **accepted a friend's invitation to the grand opening of the new amusement park the same day**.

language arts

grade-8

compound-subjects-and-objects-with-pronouns

Select the correct pronoun to complete the sentence. Mr. Clarke rarely worries about ___ and Jaylen, because they're both so responsible.

language arts

grade-3

identify-the-authors-purpose-passages

Read the text below. Mrs. Kirk and Katie stared out across the field. It had been more than two days since Mr. Kirk left for the market in town. "Look Mama!" Katie pointed in the distance. "I think that's Papa's horse!" What is the text's most likely purpose?

language arts

grade-6

what-does-the-punctuation-suggest

What does the following sentence suggest? The guest lecturer, Malia Singleton, will address the following question: would high-speed rail solve America's transportation problems?

language arts

grade-6

suggest-appropriate-revisions

Read the following text from a student essay. How can the writer best improve his or her **grammar and mechanics**? Over the summer, I had the opportunity to meet with local writer Bella Newton. Bella has published three books and lives in Livingston. She took the time to meet with me and give me advice on how to be a writer. "Get rid of your television"! she exclaimed. "If you want to be a writer" she said "you must do two things: write a lot and read a lot". She recommended that I write every single day and also try to find my own voice. "Don't steal someone else's style", she advised. "You'll just end up sounding like an imitation". I enjoyed talking with Bella and will definitely follow her suggestions to improve my writing.

language arts

grade-3

use-the-correct-homophone

Complete the sentence with the correct homophone. Farmer Owen will ___ a new barn next year.

social studies

grade-3

rosa-parks

Rosa Parks wrote about the school she went to when she was young. It was a school for African American children. Read the passage. Then answer the question. Sometimes a parent would load a wagon up with some wood and bring it to the school, and the boys would unload the wagon and bring the wood inside. They didn't have to do this at the white school. The town or county took care of heating at the white school. According to the passage, what was one difference between Rosa Parks's school and the school for white children?

language arts

grade-11

evaluate-counterclaims

Consider this claim: Playing board games is better than playing video games because it provides a chance to bond with friends and family members in person. Now consider how someone might argue against this. Which sentence presents the stronger and more reasonable counterclaim to the above claim?

language arts

grade-3

is-it-a-complete-sentence-or-a-fragment

Which is a complete sentence?

language arts

grade-9

determine-the-meanings-of-greek-and-latin-roots

What does the root **junc** mean?

language arts

grade-3

does-the-adverb-tell-you-how-when-or-where

Look at the adverb in bold. Does it tell you "when" or "where"? Kristen dashed **forward**.

social studies

grade-8

causes-of-the-american-revolution-introduction-to-mercantilism-and-the-navigation-acts

Complete the text. Iron, lumber, and other natural resources were exports from the Thirteen Colonies and ___ Great Britain. So, ___ purchased those goods from colonial merchants.

language arts

grade-5

choose-the-synonym

Which word is a synonym of **hard**?

language arts

grade-5

read-poetry

Read the poem. Then, review the bolded text in the **fourth stanza**. Opening Night I wake at dawn, and nighttime Feels one hundred years away. Nate and I have been waiting For the movie that comes out today! We've already made our costumes And re-watched the old series. We've read about the brand new cast And shared our favorite theories. We watch the time on our phones. I tell Nate I'm sick of waiting. He suggests we try the riverwalk, For some biking and some skating. **It's a blast; we hardly get back** **In time to change and eat.** **Before I can even check the clock,** **I'm in my costume and my seat!** The bolded text requires an inference, or a guess, about missing details. Based on the text, which sentence is most likely to be true?

language arts

grade-5

determine-the-meaning-of-idioms-from-context-set-2

What is the meaning of **salt of the earth**? Rachel volunteers in the children's wing of the hospital, and her neighbors think she is the **salt of the earth**.

language arts

grade-6

use-the-meanings-of-words-as-clues-to-the-meanings-of-greek-and-latin-roots

Calligraphy is the art of writing in a beautiful or decorative way. What does the root **calli** mean?

social studies

grade-5

the-bill-of-rights

What does the Ninth Amendment say about rights that are not listed in the Constitution?

language arts

grade-7

analyze-passages-from-a-night-to-remember-part-2

Review the passage. With the boats all gone, a curious calm came over the Titanic. The excitement and confusion were over, and the hundreds left behind stood quietly on the upper decks. They seemed to cluster inboard, trying to keep as far away from the rail as possible. Jack Thayer stayed with Milton Long on the starboard side of the Boat Deck. They studied an empty davit, using it as a yardstick against the sky to gauge how fast she was sinking. They watched the hopeless efforts to clear two collapsibles lashed to the roof of the Officers' quarters. They exchanged messages for each other's families. Sometimes they were just silent. Thayer thought of all the good times he had had and of all the future pleasures he would never enjoy. He thought of his father and his mother, of his sisters and brother. He felt far away, as though he were looking on from some distant place. He felt very, very sorry for himself. [ . . . ] In the wireless shack there was no time for [ . . . ] self-pity [ . . . ]. Phillips was still working the set, but the power was very low. Bride stood by, watching people rummage the officers' quarters and the gym, looking for extra life belts. It was 2:05 when Captain Smith entered the shack for the last time: "Men, you have done your full duty. You can do no more. Abandon your cabin. Now it's every man for himself." Phillips looked up for a second, then bent over the set once more. Captain Smith tried again, "You look out for yourselves. I release you." A pause, then he added softly, "That's the way of it at this kind of time . . ." Phillips went on working. Bride began to gather up their papers. Captain Smith returned to the Boat Deck, walked about speaking informally to men here and there. To Fireman James McGann, "Well, boys, it's every man for himself." Again, to Oiler Alfred White, "Well, boys, I guess it's every man for himself." To Steward Edward Brown, "Well, boys, do your best for the women and children, and look out for yourselves." To the men on the roof of the officers' quarters, "You've done your duty, boys. Now, every man for himself." Then he walked back on the bridge. Some of the men took the Captain at his word and jumped overboard. Night Baker Walter Belford leaped as far out as he could, cannonballed into the water in a sitting position. **He still shudders and sucks his breath sharply when he thinks of the stabbing cold.** From Walter Lord, A Night To Remember. Copyright 1955 by Walter Lord. Look at the text in **bold**. What does this text reveal about Belford's jump from the ship?

language arts

grade-3

is-it-a-complete-sentence-a-fragment-or-a-run-on

Which is a **complete sentence**?

language arts

grade-3

use-the-correct-article-a-or-an

Complete the sentence with the best article. Mr. Camacho had many adventures when he was ___ sailor.

language arts

grade-7

use-parallel-structure

Complete the sentence. Either Myra will take the time to get a scuba diving certification or ___ her family's planned dive.

language arts

grade-11

transitions-with-conjunctive-adverbs

Complete the text with the better adverbial conjunction. A ruptured pipeline off the coast of Santa Barbara, California, released more than one hundred thousand gallons of crude oil into the Pacific. ___, local residents reacted with horror, anticipating an ecological nightmare that would destroy the coastline and injure marine life.

language arts

grade-5

formatting-and-capitalizing-titles

Which sentence is correct?

language arts

grade-8

decide-whether-ellipses-are-used-appropriately

Read this text. Julius Caesar, the notable politician and military leader who expanded the Roman Empire, was born in the slums of Rome in 100 BCE to a poor noble family. Is this an appropriate use of an ellipsis?

language arts

grade-8

analyze-passages-from-narrative-of-the-life-of-frederick-douglass-part-1

Review the passage. The idea as to how I might learn to write was suggested to me by being in Durgin and Bailey's shipyard, and frequently seeing the ship carpenters, after hewing, and getting a piece of timber ready for use, write on the timber the name of that part of the ship for which it was intended. When a piece of timber was intended for the larboard side, it would be marked thus—"L." When a piece was for the starboard side, it would be marked thus— "S." A piece for the larboard side forward, would be marked thus—"L. F." When a piece was for starboard side forward, it would be marked thus—"S. F." For larboard aft, it would be marked thus—"L. A." For starboard aft, it would be marked thus—"S. A." I soon learned the names of these letters, and for what they were intended when placed upon a piece of timber in the shipyard. I immediately commenced copying them, and in a short time was able to make the four letters named. After that, when I met with any boy who I knew could write, I would tell him I could write as well as he. The next word would be, "I don't believe you. Let me see you try it." I would then make the letters which I had been so fortunate as to learn, and ask him to beat that. In this way I got a good many lessons in writing, which it is quite possible I should never have gotten in any other way. During this time, my copy-book was the board fence, brick wall, and pavement; my pen and ink was a lump of chalk. With these, I learned mainly how to write. I then commenced and continued copying the Italics in Webster's Spelling Book, until I could make them all without looking on the book. By this time, my little Master Thomas had gone to school, and learned how to write, and had written over a number of copy-books. These had been brought home, and shown to some of our near neighbors, and then laid aside. [Mistress Auld] used to go to class meeting at the Wilk Street meeting house every Monday afternoon, and leave me to take care of the house. When left thus, I used to spend the time in writing in the spaces left in Master Thomas's copy-book, copying what he had written. I continued to do this until I could write a hand very similar to that of Master Thomas. Thus, after a long, tedious effort for years, I finally succeeded in learning how to write. From Frederick Douglass, Narrative of the Life of Frederick Douglass Based on clues in the passage, how was writing viewed in the Aulds' household?

social studies

grade-2

local-government

Which person is part of a city government?

language arts

grade-11

use-greek-and-latin-roots-as-clues-to-the-meanings-of-words

The root **pens** means "weigh out or distribute". What does the word **recompense** mean?

language arts

grade-6

use-words-as-clues-to-the-meanings-of-greek-and-latin-roots

The word advocate contains the root voc. What does the root voc mean?

language arts

grade-4

use-the-progressive-verb-tenses

Complete the sentence with the correct helping verb or verbs. Bernard couldn't hear you earlier because he ___ listening to music.

language arts

grade-5

use-the-correct-homophone

Complete the sentence with the correct homophone. Dr. Randall has ___ whom she has been treating for more than twenty years.

language arts

grade-8

analogies

Complete the analogy. chess is to game as joy is to

language arts

grade-4

is-it-a-complete-sentence-or-a-fragment

Which is a sentence fragment?

language arts

grade-3

greetings-and-closings-of-letters

Which closing is correct for a letter?

language arts

grade-9

use-dictionary-entries-to-determine-correct-usage

Look at this dictionary entry. dictionary word: chronic dictionary pos: adjective dictionary inflections: dictionary entry: 1 continuing or recurring over a long period of time Mrs. Cameron suffers from chronic arthritis. dictionary etymology: from Greek (khronikos) Which sentence uses the word **chronic** correctly?

social studies

grade-7

foundations-of-aztec-civilization

Today, the part of Central America where the Aztec Empire existed is known as Mesoamerica. There are two ways of defining a region like Mesoamerica: using a geographic definition, which focuses on an area of land and its features, such as mountain ranges and bodies of water using a cultural definition, which focuses on the customs and practices that people living there share Which of the following statements uses a geographic definition of Mesoamerica?

language arts

grade-3

choose-the-synonym

Which word is a synonym of **smile**?

language arts

grade-10

interpret-the-meaning-of-an-allusion-from-its-source

Read the source of the allusion. Lewis Carroll's "Alice's Adventures in Wonderland" tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world. What is the meaning of the allusion in the sentence below?

language arts

grade-8

identify-the-authors-purpose

Review the text. Knowing how to read a city map is a valuable skill. First, figure out your location on the map. Check the street signs at the nearest intersection and use clues to help you find that intersection on the map. For example, if you are near a bridge or a park, look for those symbols on the map. The map's legend indicates what the symbols mean. A map's compass rose reveals where north is. To establish direction, walk a block and revisit your map; compare where you were to where you are. In which direction did you travel? Then locate your destination on the map. The map's scale indicates distance ratios; for example, an inch may be equal to five hundred feet. Now you know where you are, how to get where you are going, and how far you have to go! Which best shows that the author's purpose is "to explain to readers how to navigate a city with a map"?

language arts

grade-5

use-the-correct-frequently-confused-word

Complete the text with the correct word. I ___ spoke with Lindsey about watering our plants while we're out of town, so you don't need to call her.

language arts

grade-8

identify-plurals-singular-possessives-and-plural-possessives

What is the word in bold? The **tomb's** location had remained a mystery for hundreds of years, so its discovery was thrilling for archaeologists.

language arts

grade-5

determine-the-meanings-of-greek-and-latin-roots

Look at the roots below. Which "one" means "one"?

language arts

grade-7

are-the-modifiers-used-correctly

Which sentence is correct?

language arts

grade-6

distinguish-facts-from-opinions

Which sentence states a fact?

language arts

grade-3

which-word-is-a-noun

Is the word in bold a noun? The girl couldn't prove that her answer was **correct**.

language arts

grade-10

analogies

Complete the analogy. detective is to investigate as advertisement is to

language arts

grade-7

describe-the-difference-between-related-words

What is the difference between abandon and leave?

language arts

grade-8

read-and-understand-informational-passages

Review the **fourth and fifth paragraphs**. title: The Statue of Liberty: France's Side of the Story Rising high above the New York harbor, the copper-green Statue of Liberty can be seen from miles away. For many Americans, the majestic figure symbolizes the country's willingness to welcome immigrants—especially those fleeing persecution or other hardships in their homelands. However, the original purpose of the statue had nothing to do with immigration. Officially called Liberty Enlightening the World, the monument was given to America by France in 1875. The statue's designers intended it as a symbol not of sanctuary, but of democracy. They hoped that the statue would inspire France to embrace democratic government, rather than continuing to be ruled by monarchs. Democracy was not a new idea for mid-nineteenth-century France. In fact, back in 1776, France had supported the American colonies when they revolted against British rule and established their system of self-government. Thirteen years later, the French people launched a revolution of their own, overthrowing their king. Yet unlike the American Revolution, the French Revolution led to a series of unstable, temporary governments. By the mid-1860s, France was once again under the rule of an emperor. While some French people supported the emperor, others wanted a government of elected officials. One of the most ardent supporters of French democracy was a professor named Édouard René de Laboulaye. Laboulaye was an expert on the U.S. Constitution. He taught and wrote about it in depth. Laboulaye believed wholeheartedly that France, too, should one day have a democracy. Laboulaye, however, did not want to force democracy through violent uprisings. Rather, he wanted to inspire change. In the early 1870s, he came up with an idea: the creation of a monument to the United States. Laboulaye believed that such a monument could help inspire change in several ways. First, it would memorialize France's important role in the American Revolution. Second, it would honor the continued friendship between France and the United States. And finally, it would celebrate the democratic values embraced by the U.S. government. Laboulaye hoped that by raising public awareness in these ways, the monument would gently nudge France toward a long-lasting democracy. The design and symbolism of the monument needed to reflect these values. In Laboulaye's vision, the monument would commemorate two landmarks of freedom in the United States: the Declaration of Independence and the Thirteenth Amendment, which, in 1865, had abolished slavery in the United States. Sculptor Frédéric-Auguste Bartholdi, a friend and colleague of Laboulaye's, agreed to design the monument. Bartholdi decided to use a goddess-like figure to represent liberty. Liberty would hold a torch in her right hand, shining the light of freedom on the world. In her left, she would clutch a stone tablet, its surface inscribed with the date July 4, 1776—the date that the Declaration of Independence was ratified. And beneath Liberty's feet would lie broken shackles, representing the end of slavery in the United States. The way the statue was eventually funded also supported Laboulaye's vision. The statue was not paid for by the national governments of France and the United States, but by their people. Many ordinary French and U.S. citizens donated money to help create the statue. When funds ran short, the newspaper publisher Joseph Pulitzer stepped in to help raise the final funds. In his newspaper the New York World, he published an appeal urging people to donate more money. In his plea, he wrote, "Let us not wait for the millionaires to give us this money. It is not a gift from the millionaires of France to the millionaires of America, but a gift of the whole people of France to the whole people of America." After many years of planning, fundraising, and building, the statue was finally unveiled on October 28, 1886. Some estimates suggest that as many as a million people came out to see the statue's dedication parade. It's hard to know whether the statue sped France's movement toward a democratic system, as Laboulaye had hoped. However, Lady Liberty soon became a national landmark to those wishing to find a new home and freedom in the United States. Based on the text, why did Laboulaye want to create a monument to the United States?

social studies

grade-5

the-war-of-1812-causes

How was American shipping affected by the Napoleonic Wars between France and Great Britain?

language arts

grade-6

analyze-passages-from-harriet-tubman-conductor-on-the-underground-railroad-part-1

Review the passage. During the day, [Harriet] toyed with the idea of running away. Then she would thrust the thought from her as impossible. Yet she did run away. Years afterward, she described what happened in these words: "One morning, after breakfast, Miss Susan had the baby, and I stood by the table waiting until I was to take it; near me was a bowl of lumps of white sugar. My mistress got into a great quarrel with her husband; she had an awful temper, and she would scold and storm and call him all kinds of names. "Now you know, I never had anything good, no sweet, no sugar; and that sugar, right by me, did look so nice, and my mistress's back was turned to me while she was fighting with her husband, so I just put my fingers in the sugar bowl to take one lump and maybe she heard me for she turned and saw me. "The next minute she had the rawhide down. I give one jump out of the door and I saw that they came after me, but I just flew and they didn't catch me. I ran and I ran and I passed many a house, but I didn't dare to stop for they all knew my mistress and they would send me back. [ . . . ] "By and by when I was almost tuckered out, I came to a great big pigpen. There was an old sow there, and perhaps eight or ten little pigs. I was too little to climb into it, but I tumbled over the high part and fell in on the ground; I was so beaten out that I could not stir. And there I stayed from Friday until the next Tuesday, fighting with those little pigs for the potato peelings and the other scraps that came down in the trough. The old sow would push me away when I tried to get her children's food, and I was awfully afraid of her. By Tuesday I was so starved I knew I had to go back to my mistress. I didn't have anywhere else to go, even though I knew what was coming. So I went back." Adapted from Ann Petry, Harriet Tubman: Conductor on the Underground Railroad. Copyright 1955 by Ann Petry Why did Harriet risk stealing the sugar from Miss Susan?

social studies

grade-2

benjamin-franklin

When was Benjamin Franklin born?

language arts

grade-12

choose-the-analysis-that-logically-connects-the-evidence-to-the-claim

Read the claim and the supporting evidence. **Claim:** Kelly is an exceptionally organized person. **Evidence:** Last month, Kelly flawlessly prepared and served a meal for thirty guests. Why does the evidence support the claim? Choose the **analysis** that better explains the connection.

language arts

grade-5

determine-the-meanings-of-similes-and-metaphors

What is the meaning of the metaphor? Dad's company is a well-oiled machine.

social studies

grade-7

identify-facts-and-opinions

Which sentence states a fact?

language arts

grade-3

use-actions-and-dialogue-to-understand-characters

Read the sentence. Her parents asked her to leave the room, but Martha stayed hidden behind the doorway, listening to them talk. Based on this sentence, what is Martha probably like?

social studies

grade-1

days-of-the-week

What day comes right before Tuesday?

social studies

grade-5

the-constitution

Complete the sentence. The Constitution was written about ___ years ago.

language arts

grade-9

identify-sentence-fragments

Is there a sentence fragment? The "Chicago Tribune" mistakenly declared Thomas Dewey the winner of the 1948 presidential race over incumbent Harry S. Truman. With the headline "Dewey Defeats Truman".

language arts

grade-4

use-the-correct-modal-verb

Select the modal verb that best completes the sentence. The coach ___ let Mark join the team if it weren't so late in the season.