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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.
Which of the following best summarizes the passage’s message?
A good summary of a passage is not too broad or too specific. A summary that is too broad could encompass and describe a much wider range of topics than the passage actually discusses. A summary that is too specific will only relate to one of the passage's points. A good test to use is to consider whether the summary describes something relevant to each and every paragraph in the passage. If certain paragraphs don't relate to the summary at all, but others do, the summary is likely too specific to be the best one.
One way to approach a summary question is to consider how you would describe the passage to a friend who asked you what you just read. For this passage, you might say that it was about New Zealand, the kiwi, and the effects that humans bringing rabbits and stoats to the island have had. Notice that you wouldn't necessarily mention that New Zealanders are now trapping and hunting stoats using various methods—that's a detail that only pertains to one paragraph and likely wouldn't be included in a summary of the entire passage. Imagining you're describing the passage to a friend in a sentence or two can help you avoid including unnecessary detail.
Let's now look at the answer choices. "Kiwis are bound to be driven to extinction eventually" doesn't match the point of the passage. While the author discusses how stoats have reduced the kiwi's population, at no point does the author claim that the birds will necessarily be driven to extinction. "Humans have caused a lot of problems in New Zealand" and "Interfering in any environment is a bad idea, no matter how good of an idea it might seem" are both too general to be the best answer. Humans may have caused non-environmental problems in New Zealand, too, and it's possible that interfering in an environment in some way could be a good thing. We would at least need to see more evidence than the one narrative the passage provides to conclude that it's always a bad idea. The answer choice "By bringing rabbits to New Zealand, European colonists altered the natural balance of the environment" doesn't pass the paragraph test described earlier. The statement certainly describes the paragraphs that talk about the importation of rabbits, but what about the other paragraphs that talk about the stoats and kiwis? It doesn't reflect the point of those.
The best answer choice is "Human interference in New Zealand’s environment has caused problems and harmed the kiwi, a native bird." The focus on the kiwi specifically is appropriate, because before we hear about the environmental problems the European colonists caused in New Zealand, we learn about the kiwi. This is the best answer.
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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 the passage best states its main idea?
To state the main idea of the passage, the correct answer is going to have to be not too general and not too specific. If it seems like a statement could describe a number of other things besides the topics the passage discusses, it's probably not a good main idea statement for that passage. On the other hand, if the statement only focuses on details that are only mentioned in a few paragraphs of the passage, it is also likely not a good main idea statement for that passage.
Let's skim over the passage and summarize what it discusses in each paragraph in a phrase or short sentence. Doing this can help us be more efficient when we consider the answer choices, as it will make it easier to spot any that are too general or too narrowly focused.
Paragraph 1: General introduction about how species affect one another in environments
Paragraph 2: Introduction and definition of invasive species
Paragraph 3: Example of invasive animal species (Zebra mussel)
Paragraph 4: Example of invasive plant species (Kudzu vine)
Paragraph 5: Summary and recommendations
Now, let's look at the answer choices.
"Groups of different animals affect one another in the natural world." - This answer choice is too broad. Animals affect one another in the natural world in a wide variety of different ways, but this passage talks about one specific way in which species can interact as a result of invasive species. This isn't a good expression of the passage's main idea.
"Plants can be invasive species too." - This answer choice is far too specific. The passage talks about invasive species and then mentions invasive plants as an example, so this isn't a good expression of the main idea of the passage.
"One example of an invasive species is the zebra mussel." - This answer choice is way too specific as well. The zebra mussel serves as an example of the passage's main topic, invasive species, so a statement about the zebra mussel being an example doesn't express the main idea of the passage very well.
The remaining two answer choices both have to do with invasive species:
"Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals." - This answer choice focuses on how invasive species don't have a negative influence on their original environments. The passage focuses more on the effects of invasive species after they have "invaded" a new area, not on how they fit into their original environments.
"Invasive species can cause environmental problems that are very difficult to fix." - This answer choice is correct. It focuses on how invasive species can cause problems in environments. This is what the passage focuses on, so this sentence is the best expression of its main idea.
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Passage 2: Adapted from "Why the Sun and the Moon Live in the Sky" in Folk Stories from Southern Nigeria, West Africa by Elphinstone Dayrell (1910)
Many years ago the sun and water were great friends, and both lived on the earth together. The sun very often used to visit the water, but the water never returned his visits. At last the sun asked the water why it was that he never came to see him in his house, the water replied that the sun's house was not big enough, and that if he came with his people he would drive the sun out.
He then said, "If you wish me to visit you, you must build a very large compound; but I warn you that it will have to be a tremendous place, as my people are very numerous, and take up a lot of room."
The sun promised to build a very big compound, and soon afterwards he returned home to his wife, the moon, who greeted him with a broad smile when he opened the door. The sun told the moon what he had promised the water, and the next day commenced building a huge compound in which to entertain his friend.
When it was completed, he asked the water to come and visit him the next day.
When the water arrived, he called out to the sun, and asked him whether it would be safe for him to enter, and the sun answered, "Yes, come in, my friend."
The water then began to flow in, accompanied by the fish and all the water animals.
Very soon the water was knee-deep, so he asked the sun if it was still safe, and the sun again said, "Yes," so more water came in.
When the water was level with the top of a man's head, the water said to the sun, "Do you want more of my people to come?" and the sun and moon both answered, "Yes," not knowing any better, so the water flowed on, until the sun and moon had to perch themselves on the top of the roof.
Again the water addressed the sun, but receiving the same answer, and more of his people rushing in, the water very soon overflowed the top of the roof, and the sun and moon were forced to go up into the sky, where they have remained ever since.
What does the sun do when the water says he cannot come visit?
This question asks you about what happens immediately after a particular moment in the story. Specifically, it asks about a character's action—what the sun does after the water says he cannot come visit. Let's find this particular part of the story and see what happens right after it.
At last the sun asked the water why it was that he never came to see him in his house, the water replied that the sun's house was not big enough, and that if he came with his people he would drive the sun out.
He then said, "If you wish me to visit you, you must build a very large compound; but I warn you that it will have to be a tremendous place, as my people are very numerous, and take up a lot of room."
This is the part of the story described by the question. Now we need to see what the sun does immediately afterward, which will help us figure out the correct answer.
The sun promised to build a very big compound, and soon afterwards he returned home to his wife, the moon, who greeted him with a broad smile when he opened the door. The sun told the moon what he had promised the water, and the next day commenced building a huge compound in which to entertain his friend.
When it was completed, he asked the water to come and visit him the next day.
The sun promises to build a bigger house and does so. The answer choice that best matches this sequence of events is "The sun builds a bigger house," so it is the correct answer.
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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.
What sentence best shows the main idea of passage 1?
This is the best choice because it covers the majority of what the article talks about.
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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.
Which sentence shows evidence that supports the main idea of passage 1?
This is the best choice to defend the main idea of the article, which is that frogs are at risk because of pollution and habitat destruction.
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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.
What sentence from passage 1 best supports the idea that frogs are amphibians?
This choice clearly articulates that frogs are amphibians.
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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.
What sentence from passage 1 best supports the idea that amphibians are vulnerable to pollution?
While all four sentences discuss amphibians, this choice best supports the idea that frogs are vulnerable to pollution.
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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.
What is the theme of passage 1?
Remembering that theme is the message the author is trying to tell you, the theme of this article is that frogs are at risk.
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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.
Choose the sentence from passage 1 that does NOT directly support the main idea of the passage:
This sentence provides information, but it is not direct evidence of the main idea: that frogs are at risk from environmental threats.
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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.
What sentence best describes the main idea of Passage 2?
While you can infer that conservation biologists might have a fun job, or that they travel for work, the passage describes several occupations working together to protect amphibians.
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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.
What sentence best supports the main idea of Passage 2?
This sentence best supports the main idea that many different people are working together to protect amphibians.
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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.
Choose the sentence from passage 2 that does NOT directly support the main idea of the passage:
The other three choices are evidence to support the claim that the main idea of the article is that many people are working together to protect and conserve amphibians. This choice is a fact that does not directly support the main idea.
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Mug cakes are quick, single-serve cakes cooked right in a mug. To make a mug cake, you mix a few ingredients together, put the mug in the microwave for a minute, and just like that you have cake for one in no time at all!
The main idea of this text is:
This best describes the main idea of this short text, which focuses on how simple mug cakes are.
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Mother to Son By Langston Hughes (1922)
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
Which of the following describes the theme of this piece of poetry?
The speaker of the poem is a mother speaking to her son and giving him advice. She describes the difficult life that she has led and describes her journey as a staircase that is torn up and bare. She compares what she has lived to that of a “crystal stair,” which can be interpreted as a more comfortable life. She encourages her son to follow in her footsteps and keep climbing and not fall off the path towards a better life or a goal. The poem has a theme of motivation and positivity.
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Mother to Son By Langston Hughes (1922)
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
Which line(s) of the poem best supports the theme of the poem?
These lines from the poem support that the mother is determined and encourages her son to pursue his dreams. She tells him that she is still climbing and moving forward and that he should do the same. She has a motivated and positive attitude towards the hard work that will be required.
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Young Enterprise Services
Young Enterprise Services (YES) is a program created to encourage entrepreneurship in 14- to 18-year-olds who have already shown a clear ability for starting businesses. The program, which began in 2002, has provided loans, grants, and counseling—in the form of workshops and individual meetings with entrepreneurs—to over 7500 young people. The future of YES, however, is now at risk.
One complaint is that the funds that YES distributes have disproportionately gone to young people from low-income families. Though no one has claimed that any of the recipients of YES funds have been undeserving, several families have brought lawsuits claiming that their funding requests were rejected because of the families’ high levels of income.
Another challenge has been making sure that a young person, not his or her family, is receiving the funding. The rules state that the youth must create the business plan and that any profits above $1,000 be placed in a bank account. The rules say that the money can only be used for education, investment in the business, and little else. There have been cases of parents or even a neighbor using the money for their business.
On the other hand, YES has had some real success stories. A 14-year-old girl in Texas used the knowledge and funding she received through the program to connect with a distributor who now carries her line of custom-designed cell phone covers. Two brothers in Alaska have developed an online travel service for young people vacationing with their families. Both of these businesses are doing well and earning money. Unfortunately, these and other successes have received little media coverage. This is a shame, but one that can be fixed.'
What is the main idea of this text?
This text is about YES and the intention to fund young business owners. The passage mentions both the successful aspects of the program and the challenges the program has faced. The main idea is the primary point or concept that the author wants to communicate to the readers about the topic.
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Ancient Paintings
Archaeologists working in two recently discovered limestone caves in Sarawak, Malaysia, have found a collection of 51 paintings estimated to be 6,000 to 12,000 years old. The images are unusual in their medium, manner of display, and subject matter. These are not merely wall or ceiling paintings. Stones—some as small as notebooks, some as large as doors—have been chipped and otherwise shaped to form rough canvases for painted individual works.
Some of the pieces are stacked, while others are arranged upright in an overlapping pattern so that one can “flip through” the smaller pieces in the collection with relative ease. Hunters, warriors, and hunted animals, the typical cave art subjects, are mostly absent from these works. Instead, domestic scenes are represented, including food preparations, family meals, and recreational activities.
Though no tools have been found in the area, the lines’ fineness suggests the use of sophisticated animal-hair brushes. Gypsum, manganese, malachite, and other minerals were painstakingly ground and mixed with binding materials such as vegetable and animal oils to form the paints. One probable reason for the high level of artistry is that the paintings may have been produced in the open air, where the light was good, and then brought into the cave.
However, it is the purpose of the paintings that is the most curious. Most interestingly, it may be that the collection represents a sort of family tree. Many paintings appear to feature some of the same people, and it is tempting to think of these works as family portraits. Indeed, one figure, seen as a child with a mark on its forehead—the stone has been chipped away to represent the mark—is shown in other paintings as both a young person and an adult with the same mark.
What is the main idea of this text?
The exact purpose of the paintings is still a mystery. This text is explaining about the discovery and study of paintings found recently in Malaysia. The article describes details of their creation as well as a theory about their purpose. The main idea is the primary point or concept that the author wants to communicate to the readers about the topic.
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Ancient Paintings
Archaeologists working in two recently discovered limestone caves in Sarawak, Malaysia, have found a collection of 51 paintings estimated to be 6,000 to 12,000 years old. The images are unusual in their medium, manner of display, and subject matter. These are not merely wall or ceiling paintings. Stones—some as small as notebooks, some as large as doors—have been chipped and otherwise shaped to form rough canvases for painted individual works.
Some of the pieces are stacked, while others are arranged upright in an overlapping pattern so that one can “flip through” the smaller pieces in the collection with relative ease. Hunters, warriors, and hunted animals, the typical cave art subjects, are mostly absent from these works. Instead, domestic scenes are represented, including food preparations, family meals, and recreational activities.
Though no tools have been found in the area, the lines’ fineness suggests the use of sophisticated animal-hair brushes. Gypsum, manganese, malachite, and other minerals were painstakingly ground and mixed with binding materials such as vegetable and animal oils to form the paints. One probable reason for the high level of artistry is that the paintings may have been produced in the open air, where the light was good, and then brought into the cave.
However, it is the purpose of the paintings that is the most curious. Most interestingly, it may be that the collection represents a sort of family tree. Many paintings appear to feature some of the same people, and it is tempting to think of these works as family portraits. Indeed, one figure, seen as a child with a mark on its forehead—the stone has been chipped away to represent the mark—is shown in other paintings as both a young person and an adult with the same mark.
Which answer choice would be the best summary of this story?
This answer choice contains all of the essential details that support the main idea and would allow a reader to highlight the key pieces of text.
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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.
Which of the following best summarizes the passage’s message?
A good summary of a passage is not too broad or too specific. A summary that is too broad could encompass and describe a much wider range of topics than the passage actually discusses. A summary that is too specific will only relate to one of the passage's points. A good test to use is to consider whether the summary describes something relevant to each and every paragraph in the passage. If certain paragraphs don't relate to the summary at all, but others do, the summary is likely too specific to be the best one.
One way to approach a summary question is to consider how you would describe the passage to a friend who asked you what you just read. For this passage, you might say that it was about New Zealand, the kiwi, and the effects that humans bringing rabbits and stoats to the island have had. Notice that you wouldn't necessarily mention that New Zealanders are now trapping and hunting stoats using various methods—that's a detail that only pertains to one paragraph and likely wouldn't be included in a summary of the entire passage. Imagining you're describing the passage to a friend in a sentence or two can help you avoid including unnecessary detail.
Let's now look at the answer choices. "Kiwis are bound to be driven to extinction eventually" doesn't match the point of the passage. While the author discusses how stoats have reduced the kiwi's population, at no point does the author claim that the birds will necessarily be driven to extinction. "Humans have caused a lot of problems in New Zealand" and "Interfering in any environment is a bad idea, no matter how good of an idea it might seem" are both too general to be the best answer. Humans may have caused non-environmental problems in New Zealand, too, and it's possible that interfering in an environment in some way could be a good thing. We would at least need to see more evidence than the one narrative the passage provides to conclude that it's always a bad idea. The answer choice "By bringing rabbits to New Zealand, European colonists altered the natural balance of the environment" doesn't pass the paragraph test described earlier. The statement certainly describes the paragraphs that talk about the importation of rabbits, but what about the other paragraphs that talk about the stoats and kiwis? It doesn't reflect the point of those.
The best answer choice is "Human interference in New Zealand’s environment has caused problems and harmed the kiwi, a native bird." The focus on the kiwi specifically is appropriate, because before we hear about the environmental problems the European colonists caused in New Zealand, we learn about the kiwi. This is the best answer.
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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 the passage best states its main idea?
To state the main idea of the passage, the correct answer is going to have to be not too general and not too specific. If it seems like a statement could describe a number of other things besides the topics the passage discusses, it's probably not a good main idea statement for that passage. On the other hand, if the statement only focuses on details that are only mentioned in a few paragraphs of the passage, it is also likely not a good main idea statement for that passage.
Let's skim over the passage and summarize what it discusses in each paragraph in a phrase or short sentence. Doing this can help us be more efficient when we consider the answer choices, as it will make it easier to spot any that are too general or too narrowly focused.
Paragraph 1: General introduction about how species affect one another in environments
Paragraph 2: Introduction and definition of invasive species
Paragraph 3: Example of invasive animal species (Zebra mussel)
Paragraph 4: Example of invasive plant species (Kudzu vine)
Paragraph 5: Summary and recommendations
Now, let's look at the answer choices.
"Groups of different animals affect one another in the natural world." - This answer choice is too broad. Animals affect one another in the natural world in a wide variety of different ways, but this passage talks about one specific way in which species can interact as a result of invasive species. This isn't a good expression of the passage's main idea.
"Plants can be invasive species too." - This answer choice is far too specific. The passage talks about invasive species and then mentions invasive plants as an example, so this isn't a good expression of the main idea of the passage.
"One example of an invasive species is the zebra mussel." - This answer choice is way too specific as well. The zebra mussel serves as an example of the passage's main topic, invasive species, so a statement about the zebra mussel being an example doesn't express the main idea of the passage very well.
The remaining two answer choices both have to do with invasive species:
"Invasive species don’t cause problems in their original environments because they are kept in check by other plants and animals." - This answer choice focuses on how invasive species don't have a negative influence on their original environments. The passage focuses more on the effects of invasive species after they have "invaded" a new area, not on how they fit into their original environments.
"Invasive species can cause environmental problems that are very difficult to fix." - This answer choice is correct. It focuses on how invasive species can cause problems in environments. This is what the passage focuses on, so this sentence is the best expression of its main idea.
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