A New Look at Hummingbirds - Exam Questions - PDF

#1 - 28207 , #2 - 28203 , #3 - 28215 , #4 - 28205 , #5 - 28217 , #6 - 28211 Read the passage and answer the questions. A New Look at Hummingbirds by Jack Myers, Ph.D. People who love hummingbirds have a long list of reasons to watch them....

#1 - 28207 , #2 - 28203 , #3 - 28215 , #4 - 28205 , #5 - 28217 , #6 - 28211 Read the passage and answer the questions. A New Look at Hummingbirds by Jack Myers, Ph.D. People who love hummingbirds have a long list of reasons to watch them. Every one of these birds is an expert flier and is almost always on the move. It will hover in front of a flower so steadily that its long pointy beak can reach deep down inside. Then its tongue will lap up the few drops of sugary nectar. The hummingbird has been called “Nature’s Top Athlete” because it can keep this up all day long. All that activity takes a lot of energy, so the bird must keep flying in search of more nectar. That’s an extreme case of fast-food living. There is another part of a hummingbird’s eating habits that is not so showy and has not received much attention. Hummingbirds must also eat some other kind of food. Sugar is a great source of energy, but that’s not enough. Every animal needs a source of protein that it can break down and use to repair its muscles and other tissues. Careful watching of hummingbirds found their other source of food to be tiny insects that they catch as they fly. In their flights between flowers, they catch a few insects to round out their dinner. It is as if they are snatching a few pieces of meat while eating dessert. Sometimes a bird is lucky and finds its insects in a swarm. I once watched a hummingbird do a really special aerial maneuver. It dived down through a small swarm of insects, then flew back up to dive through the swarm over and over again. I had a rare view of the insect-dining mode. I wondered then how a hummingbird could catch insects with its long pointy beak. Most insect-eating birds have wide mouths that look a lot better for catching insects as they fly. I found a report from two scientists who took repeated moving pictures of a hummingbird catching a fruit fly. The pictures showed Page 1 of 40 © 2025 The Regents of the University of California  that the beak could be opened so far that the mouth became extra wide. The base of the hummingbird’s beak is bendy and can also open extra wide. Most insects were caught in the widest place at the base of the beak and not by the long thin parts. Everyone can see that the hummingbird beak is beautifully shaped to reach deep inside flowers for their nectar. Now we know that the beak also has a special way to open extra wide for catching insects. "A New Look at Hummingbirds" by Jack Meyers, Ph.D., from Highlights for Children. Copyright © 2005 by Highlights for Children. Reprinted by permission of the publisher. #1 - 28207 Read the sentences from the text. I once watched a hummingbird do a really special aerial maneuver. It dived down through a small swarm of insects, then flew back up to dive through the swarm over and over again. Which phrase best states the meaning of “aerial maneuver” in the text? A. a series of actions performed by the hummingbird while flying B. a series of actions performed by the hummingbird while hovering C. a series of beak movements that help hummingbirds catch insects D. a series of wing movements that help the hummingbird use energy skillfully Page 2 of 40 © 2025 The Regents of the University of California  #2 - 28203 The author suggests that careful study of hummingbirds has helped scientists understand how they eat. Select two sentences from the text that best support this conclusion. I found a report from two scientists who took repeated moving pictures of a hummingbird catching a fruit fly. The pictures showed that the beak could be opened so far that the mouth became extra wide. The base of the hummingbird’s beak is bendy and can also open extra wide. Most insects were caught in the widest place at the base of the beak and not by the long thin parts. Everyone can see that the hummingbird beak is beautifully shaped to reach deep inside flowers for their nectar. Now we know that the beak also has a special way to open extra wide for catching insects. #3 - 28215 Why did the author choose to end the text with the statements about the different uses of the hummingbird’s beak? A. to balance the end of the text with the introduction B. to stress the importance of hummingbirds catching insects C. to add additional pieces of evidence to support the author's argument D. to make a final statement that restates the points made earlier in the text Page 3 of 40 © 2025 The Regents of the University of California  #4 - 28205 The following question has two parts. First, answer part A. Then, answer part B. Which statement best summarizes the main idea of the text? Part A A. The hummingbird's most important feature is its wide-mouthed beak. B. People observe the behavior of hummingbirds for many different reasons. C. Scientists now understand how the hummingbird is able to catch insects for food. D. The hummingbird's unique beak enables it to get both nectar and insects for energy. Which set of sentences from the text best supports your answer in part A? Part B A. “There is another part of a hummingbird’s eating habits that is not so showy and has not received much attention. Hummingbirds must also eat some other kind of food.” B. “Sometimes a bird is lucky and finds its insects in a swarm. I once watched a hummingbird do a really special aerial maneuver.” C. “I wondered then how a hummingbird could catch insects with its long pointy beak. Most insect-eating birds have wide mouths that look a lot better for catching insects as they fly.” D. “Everyone can see that the hummingbird beak is beautifully shaped to reach deep inside flowers for their nectar. Now we know that the beak also has a special way to open extra wide for catching insects.” Page 4 of 40 © 2025 The Regents of the University of California  #5 - 28217 Read the sentence from the text. The hummingbird has been called “Nature’s Top Athlete” because it can keep this up all day long. What effect does the author create by using the phrase Nature's Top Athlete in the text? Select three choices. A. to suggest that it takes strength and agility to hunt insects B. to create an image of a strong, skillful hummingbird in the reader’s mind C. to suggest that hummingbirds have more endurance than other birds D. to suggest that the hummingbird is displaying, or showing off, its abilities E. to explain why hummingbirds should be admired for their physical abilities F. to suggest that the hummingbird is competitive in its feeding with other hummingbirds Page 5 of 40 © 2025 The Regents of the University of California  #6 - 28211 This question has two parts. First, answer part A. Then, answer part B. Read the paragraph. Then complete the task. There is another part of a hummingbird’s eating habits that is not so showy and has not received much attention. Hummingbirds must also eat some other kind of food. Sugar is a great source of energy, but that’s not enough. Every animal needs a source of protein that it can break down and use to repair its muscles and other tissues. Click on the statement that best describes what the author most likely intended by comparing the way hummingbirds feed on nectar with that of insects. A. The author intended to suggest that the diet of the hummingbird is of little interest to people. B. The author intended to suggest that people know little about the ways in which hummingbirds feed. C. The author intended to introduce the hummingbirds’ habit of feeding on the nectar contained in flowers. D. The author intended to suggest that people have paid more attention to the way hummingbirds eat nectar. Click on the sentence from the text that best supports your answer in part A. There is another part of a hummingbird’s eating habits that is not so showy and has not received much attention. Hummingbirds must also eat some other kind of food. Sugar is a great source of energy, but that’s not enough. Every animal needs a source of protein that it can break down and use to repair its muscles and other tissues. Page 6 of 40 © 2025 The Regents of the University of California  #7 - 36763 , #8 - 36759 , #9 - 36767 , #10 - 36761 Read the text and answer the questions. Open Wide and Say “Roar!” by David Richardson Dr. David Sullivan, pediatric dentist, is just wild about teeth. So are some of his patients. Wild, that is. Really wild. You see, Dr. David, as many people call him, has some unusual patients. They aren’t the children he typically sees each day. They’re, well, big and hairy and sometimes weigh more than four hundred pounds. They’re real animals—zoo animals. On most days, Dr. Sullivan tends to his human patients, teaching them how to brush and floss and care for their teeth. A few patients cry. Occasionally one may bite. But, all in all, there isn’t much for Dr. Sullivan to be wary of in his practice. On some days, however, the Cincinnati Zoo calls with some special work for him to do. Since 1982, Dr. Sullivan has volunteered his time performing dental surgery on many of the animals. The zoo may ask him to pull the tooth of a Bengal tiger, repair the tusk of an elephant, or give a root canal to one of their famous gorillas. Whatever they ask, it certainly wouldn’t be routine work for most dentists. For most, this would be a frightening experience. Luckily, Dr. Sullivan feels differently. “I’m not afraid of the animals,” he says. “I have been around them so much that I’m used to them.” How does a children’s dentist find himself caring for the teeth of a black rhino or a white gibbon? For Dr. Sullivan, it was a matter of chance. “When I was a kid in school, the only thing I ever wanted to be was a veterinarian,” says Dr. Sullivan. “I even applied to veterinary school in college.” But Dr. Sullivan soon realized that veterinary work was impossible for him. “I volunteered at a veterinarian’s office to get some experience,” he says. “I was miserable. I couldn’t breathe. My eyes were swollen shut. I had allergy symptoms.” So Dr. Sullivan tried pediatric dentistry and found he loved it. Page 7 of 40 © 2025 The Regents of the University of California  After he became a dentist, Dr. Sullivan worked at Children’s Hospital in Cincinnati, Ohio. While there, he was asked to help with dental work on some of the animals in the hospital’s research lab. It wasn’t long before he began a dental program for the animals. Word of Dr. Sullivan’s work with animals spread, and soon King’s Island Amusement Park and the Cincinnati Zoo were calling to ask for his help. Now he regularly gets calls from the zoo. Once in a while, he gets calls from farther away—such as the time the owner of two leopards in Los Angeles flew them to Cincinnati so Dr. Sullivan could care for them. These animals weren’t zoo animals. They were animal actors who had already been in two movies and a television show. Dr. Sullivan has also worked on the famous white tigers belonging to performers Siegfried and Roy. It is vital for these animals to have good teeth. As everyone knows, a beautiful smile is very important in show business. But Dr. Sullivan is most proud of the work he did on an ailing African hornbill, an animal that doesn’t even have teeth. The bird had broken its bill, which was causing its tongue to dry out. This made it difficult for the bird to eat. “It would have died,” says Dr. Sullivan. He needed something that would work and work well. What worked was a system of metal posts that either screwed into the bill or locked onto the outside of the beak. “I’m also proud of the work we did on the first tiger,” he says. “There was no literature to go by because the field was so new, so we did it from scratch. We took X-rays and measured the teeth from tiger skulls in a museum. The treatment was one hundred percent successful.” Perhaps the most unusual work Dr. Sullivan ever did was not on a wild animal but on a pet. “I helped a vet put braces on a poodle,” he remembers. While most of Dr. Sullivan’s patients have little idea that he spends some of his time working with large, dangerous animals, it’s most likely good practice for him. After all, sometimes a busy dentist’s office can be a real zoo. "Open Wide and Say 'Roar!'" by David Richardson, from Highlights for Children. Copyright © 2002 by Highlights for Children, Inc. Reprinted by permission of the publisher. Page 8 of 40 © 2025 The Regents of the University of California  #7 - 36763 How do Dr. Sullivan's ideas about practicing dentistry develop from the beginning of the text to the end? A. Dr. Sullivan at first was nervous about working with animals, but later was thankful for the experience. B. In the beginning, Dr. Sullivan was annoyed by having to work with animals, but later was glad he had the opportunity. C. Dr. Sullivan was excited to become a veterinarian, but decided to become a dentist so that he would only work with people. D. Dr. Sullivan was disappointed he could not become a veterinarian, but later was excited because he became a dentist who worked on animals. #8 - 36759 Read this paragraph from the text. On most days, Dr. Sullivan tends to his human patients, teaching them how to brush and floss and care for their teeth. A few patients cry. Occasionally one may bite. But, all in all, there isn't much for Dr. Sullivan to be wary of in his practice. In the paragraph, what is the meaning of the word wary? A. cautious B. excited C. nervous D. unconcerned Page 9 of 40 © 2025 The Regents of the University of California  #9 - 36767 Read the paragraph from the text. While most of Dr. Sullivan's patients have little idea that he spends some of his time working with large, dangerous animals, it's most likely good practice for him. After all, sometimes a busy dentist's office can be a real zoo. Select the statement that best explains why the author chose to include this paragraph. A. The author chose to include this paragraph to tell the reader how Dr. Sullivan spends his time. B. The author chose to include this paragraph to tell the reader how unmanageable Dr. Sullivan's office is. C. The author chose to include this paragraph to tell the reader that Dr. Sullivan is a dentist to humans. D. The author chose to include this paragraph to conclude the passage with details about Dr. Sullivan's practice. Page 10 of 40 © 2025 The Regents of the University of California  #10 - 36761 What inference can be made about Dr. Sullivan's willingness to work on animals? Support your answer with details from the text. #11 - 26487 , #12 - 27817 , #13 - 27823 , #14 - 26477 , #15 - 26483 Read the text and answer the questions. from By Pond and River by Arabella Buckley Waterbugs When you go home from school, if you pass a pond, you are almost sure to be able to find one, or more, of the three water-bugs of this lesson, and I want you to look at them. The first is a long, thin, black insect. He walks on top of the water, looking like a needle on legs. He is sometimes called a "needle-bug," Page 11 of 40 © 2025 The Regents of the University of California  but more often a "water-measurer," because he seems to measure the water with his legs as he runs. He has very fine hairs under his body and on his legs. The air between these hairs prevents him from getting wet and being drowned. He has two long feelers, and a long thin beak. His legs and body are a reddish color and his wings a glossy black. If you watch him, you will see him start all at once across the pond. He is catching a water-fly. Then he will hold it in his front claws, and suck the juice out of its body. Though the water-measurer has wings, he does not often fly. The next water-bug is not so thin. He is about an inch long, and has a flat body with grey wings folded across it. He has only very short feelers, and his front legs are thick and strong, with pincers at the end, and this is why he is called the "water-scorpion." He uses these pincers to seize the insects in the water, and sucks them dry through his sharp beak. He swims under water very slowly, or crawls in the mud, and is easily caught. You may catch him too when he comes up to get air. This he does in a very funny way. He has two long bristles at the end of his tail. When he puts these together they make a tube like a hollow straw. He comes near the top of the water, and thrusts out the end of this tube into the air, and draws some into his body. The eggs of the mother water-scorpion are stuck on to the leaves of water-plants, and look like seeds. The last water-bug I am sure you know. He is a little fellow, rather like a beetle, with six legs, two of them being very long ones; and he swims upside down, rowing himself along with these two legs, as if they were oars. This is why he is called a "water-boatman." He has a long, sucking beak, but you will hardly see it unless you dip him out with a glass and look close. For as he swims upside down, the bug bends his head down on his chest, so that his beak lies between his legs. His eyes at the side of his head are very large, so that he can look both down and up. This is very useful, for he swims under tadpoles and grubs, and catches them in his claws. Then he bites them with his sharp beak, and sucks out their soft body. He is always swimming in the water, or crawling in the mud. In the evening he sometimes comes out and flies to another pond or ditch. Page 12 of 40 © 2025 The Regents of the University of California  The mother water-boatman lays small, long, white eggs on stems and leaves in the water. You may often find them in March, and in April you may see the little bugs swimming upside down like their parents. If you take the trouble, you may catch these three water-bugs in a net, and put them in a glass, and see all I have told you. Excerpt from By Pond and River by Arabella Buckley. In the public domain. #11 - 26487 Read the paragraphs from the text and the directions that follow. The first is a long, thin, black insect. He walks on top of the water, looking like a needle on legs. He is sometimes called a "needle-bug," but more often a "water-measurer," because he seems to measure the water with his legs as he runs. He has very fine hairs under his body and on his legs. The air between these hairs prevents him from getting wet and being drowned. He has two long feelers, and a long thin beak. His legs and body are a reddish color and his wings a glossy black. If you watch him, you will see him start all at once across the pond. He is catching a water-fly. Then he will hold it in his front claws, and suck the juice out of its body. Though the water-measurer has wings, he does not often fly. What does the use of the sentence “Though the water-measurer has wings, he does not often fly” add to the paragraphs about the water- measurer? A. It gives a description of the water-measurer’s wings. B. It proves that the water-measurer’s wings are too narrow to be useful. C. It shows that the water-measurer mainly gets around by running on the surface of the water. D. It explains that the water-measurer beats its wings as it runs across the surface of the water. Page 13 of 40 © 2025 The Regents of the University of California  #12 - 27817 Read the paragraph from the text. The author uses a word in the paragraph which means a part used for holding or gripping. Click on the word in the paragraph that best represents this idea. The next water-bug is not so thin. He is about an inch long, and has a flat body with grey wings folded across it. He has only very short feelers, and his front legs are thick and strong, with pincers at the end, and this is why he is called the “water-scorpion.” He uses these pincers to seize the insects in the water, and sucks them dry through his sharp beak. #13 - 27823 Read the sentence from the text and the directions that follow. He walks on top of the water, looking like a needle on legs. What does the phrase “like a needle” suggest about the information in the text? Select two choices. A. It suggests where the needle-bug gets its name. B. It suggests that the needle-bug has a pointed tip. C. It suggests that the body of the needle-bug is silver. D. It suggests that the needle-bug is dangerous to catch. E. It suggests that the body of the needle-bug is long and thin. Page 14 of 40 © 2025 The Regents of the University of California  #14 - 26477 The reader can infer that the water-boatman is a common insect. Select the two sentences from the text that best support this inference. A. “When you go home from school, if you pass a pond, you are almost sure to be able to find one, or more, of the three water- bugs of this lesson, and I want you to look at them.” B. “You may catch him too when he comes up to get air.” C. “The last water-bug I am sure you know.” D. “He is a little fellow, rather like a beetle, with six legs, two of them being very long ones; and he swims upside down, rowing himself along with these two legs, as if they were oars.” E. “He is always swimming in the water, or crawling in the mud.” #15 - 26483 What inference can be made about the author’s opinion that the water-scorpion breathes “in a very funny way”? Use details from the text to support your answer. Page 15 of 40 © 2025 The Regents of the University of California  #16 - 99225 , #17 - 99223 , #18 - 98197 , #19 - 99227 Read the text. Then answer the questions. The Power of Nature Today Melissa, Lila, and Josh are going to give speeches about the science projects they have been working on for the past several weeks. During the science fair, they will present the information they learned about their topics. When they arrive at the school gymnasium, it’s buzzing with conversation. The fifth-grade students are busily setting up their tables at the science fair. Melissa, Lila, and Josh prop their posters up on a table. Lila frowns when Melissa pulls out a container full of what appears to be rich, black soil that gives off an earthy scent. Melissa laughs at Lila’s reaction to her science project. Melissa’s project is about how people use compost, or natural materials that are decomposing, to help grow plants. Composting not only recycles things that would otherwise be thrown out, but it also gives nutrients to plants, and this is what fascinates Melissa. “Oh no!” gasps Melissa as she frantically digs inside her backpack. “I can’t find the note cards I prepared for my speech!” “Maybe you could go back home to get them,” Melissa’s friend Josh says. Melissa looks around to find a teacher in charge. She sees Mr. Marx and goes over to explain that she needs to go home to get something she has forgotten. Mr. Marx calls Melissa’s dad to get permission for Melissa to walk home. Melissa scrambles out the door and races down Bridge Street toward home. She sees something sparkling in the grass. It’s a metal paper clip. Melissa has a great idea. She places the paper clip in one of her pockets. When she arrives at her apartment building, she climbs four flights of stairs before arriving at her family’s apartment. Out of breath, she unlocks the door and walks into the kitchen. “Melissa! What did you forget?” asks Dad, who is cleaning off the counters from breakfast. “I forgot the note cards for my speech,” replies Melissa. Page 16 of 40 © 2025 The Regents of the University of California  Her dad shakes his head as Melissa begins her search. Melissa spies the note cards on the kitchen table and tucks them into her pocket. She also sees a banana peel from breakfast and asks her dad if it’s okay to take it. “Sure,” Dad replies and places it in a plastic bag. “But what do you want it for?” he asks. “I’ll add it to my science project,” Melissa says. Melissa runs back to the school gymnasium and arrives with only a few minutes to spare before the science fair begins. Once at her table, she displays the paper clip and the banana peel. Josh helps Melissa practice for a few minutes before she has to give her speech. Melissa motions toward the items on the table as she begins. “This banana peel is made of a living material and is starting to decompose. It would make a great addition to any compost pile.” Josh gives her a thumbs-up. “This paper clip, though, will take a long time to decay because it’s made from a nonliving material. I found it in the grass. It may have been there for a day, a year, or ten years. It’s difficult to know,” states Melissa. Just then Mr. Marx arrives at Melissa’s table. “Are you ready to begin?” asks Mr. Marx. “I am more than ready,” responds Melissa with a smile. Page 17 of 40 © 2025 The Regents of the University of California  #16 - 99225 This question has two parts. First, answer part A. Then, answer part B. Click on the statement that best gives an inference about Melissa that is supported by the text. A. Melissa enjoys speaking in front of others. B. Melissa relies on her friends to help with composting. C. Melissa truly understands her topic for the science fair. D. Melissa likes to help others prepare for their presentations. Click on two sentences from the text that best illustrate the inference made in part A. Melissa runs back to the school gymnasium and arrives with only a few minutes to spare before the science fair begins. Once at her table, she displays the paper clip and the banana peel. Josh helps Melissa practice for a few minutes before she has to give her speech. Melissa motions toward the items on the table as she begins. “This banana peel is made of a living material and is starting to decompose. It would make a great addition to any compost pile.” Page 18 of 40 © 2025 The Regents of the University of California  #17 - 99223 Select the three sentences that should be included in a summary of the text. A. Melissa’s dad cleans the counter after breakfast. B. Melissa adds a paper clip and a banana peel to her project. C. The gymnasium is buzzing with conversation and excitement. D. Melissa forgets her note cards and has to go home to get them. E. Mr. Marx calls Melissa’s dad to get permission for her to go home. F. Melissa, Lila, and Josh join the other fifth-graders in the gym setting up their science projects. #18 - 98197 Which statement best identifies the main idea of the text? A. The fifth graders are having a science fair. B. Melissa, Lila, and Josh are participating in the school’s science fair. C. Melissa uses banana peels, paper clips, and rich black soil for her project. D. Melissa overcomes forgetting her note cards to deliver a good science project. Page 19 of 40 © 2025 The Regents of the University of California  #19 - 99227 The following question has two parts. First, answer part A. Then, answer part B. Which inference about Lila’s thoughts on the science fair is supported by the text? Part A A. Lila would not choose to do a project like Melissa does. B. Lila looks forward to showing Melissa her science project. C. Lila wishes that Melissa had time to help her set up her project. D. Lila is excited that she finally gets to see Melissa and Josh’s projects. Which sentence from the text best supports your answer in part A? Part B A. “Today Melissa, Lila, and Josh are going to give speeches about the science projects they have been working on for the past several weeks.” B. “Melissa, Lila, and Josh prop their posters up on a table.” C. “Lila frowns when Melissa pulls out a container full of what appears to be rich, black soil that gives off an earthy scent.” D. “Melissa laughs at Lila’s reaction to her science project.” #20 - 62885 , #21 - 54462 , #22 - 54458 , #23 - 54454 , #24 - 54450 , #25 - 54452 Read the text and answer the questions. Nasbah's Rescue by Catherine Grace Jones Nasbah raced ahead and peered over the rim of the canyon. The cool water of the wash1 sparkled in the midday sun. The green grass danced in the gentle breeze, and Nasbah could see her grandparents' hogan2 and the sheep corral near the wash. Page 20 of 40 © 2025 The Regents of the University of California  Nasbah smiled. Every year, when it was time for Grandfather to move the sheep down from their winter grazing site on the mesa, he always waited until a Saturday so that his grandchildren could help. This year, Nasbah was old enough to help, too. This year, she could work beside her older brothers. As the flock approached, the sheep bells rang. Grandfather's three sheepdogs ran beside the sheep, turning back stragglers. Nasbah ran past Grandfather and her brothers to the back of the flock. She'd told her mother she wanted to make sure the lambs made it down the steep trail to the bottom of the canyon. "Just make sure my lamb makes it safely," her mother had said, tousling Nasbah's hair lovingly. As the sheep slowly picked their way down the trail, Nasbah heard Grandfather singing in Navajo. She loved to hear him sing the old songs, especially the ones about nature. Sometimes when she was at school in Chinle, she was afraid she'd forget the beauty of this canyon and the wash below. Ahead, Nasbah heard frantic bleating as one of the sheep lost its footing on the rocks and fell. All the sheep made a terrible noise for a few moments until they recovered from their surprise. Nasbah scurried down to free one lamb's front hoof from a crack in the rocky trail. When the flock reached low ground, Nasbah helped drive the sheep into the corral. She lingered to watch them as Grandfather and her brothers walked to the hogan for some of Grandmother's tasty fry bread. It was hard to keep track of the squirming, shaggy bodies, but Nasbah counted the lambs. One, two, three, and there were the twins, six, seven, eight, nine, ten—only ten? There had been eleven lambs when they'd started out up on the mesa. Nasbah counted again but could find only ten. She looked over toward the hogan, but everyone was already inside. She thought quickly, then decided it wouldn't take her long to search for the lamb. She could come back for help if she needed it. Nasbah raced back to the rocky trail. She retraced her steps but saw no sign of the missing lamb. She listened carefully, the way Grandfather had taught her. She heard the insects and the birds. Far away she could hear the cry of a hawk. Page 21 of 40 © 2025 The Regents of the University of California  But then she heard another faint sound—the bleating of a lamb! Nasbah scrambled up the trail toward the sound. She looked down into a crevasse in the rocks and saw the missing lamb standing at the bottom. He could not get out. Carefully, Nasbah lowered herself into the crevasse. Although the rock faces were almost smooth, they were close enough that she could brace her back against one side and her feet against the other, then shinny down. The lamb didn't seem to have any broken bones, but he was scraped from sliding down the rock, and he was scared. Nasbah took off her jacket and wrapped it under the lamb's belly. Then she zipped it closed over his back so that he wouldn't slip out. She tied the sleeves of the jacket around her neck to keep her hands free. Slowly, she pulled him up. "You'll be all right, little lamb," she kept saying to him. His sweet lamb smell tickled her nose, and she could feel the frantic beating of his heart against her chest. Little by little, Nasbah inched her way back up the crevasse. She almost lost her balance one time, but she tightened her legs and used her hands to push up. When she reached the top of the big rocks, Nasbah pulled herself and the lamb back up to the trail. She sat for a minute to rest and to soothe the lamb. "We're almost home now," she whispered to him. Then Nasbah picked her way down the rocky trail. Just as she reached the bottom, she saw her parents, grandparents, and brothers all heading toward her. "What happened?" they called. Mother reached her first and nodded when she saw Nasbah with the lamb. "My lamb has rescued a lost lamb," she said proudly. 1wash: a shallow creek 2 hogan: a Navajo dwelling usually made of logs and mud with a door traditionally facing east "Nasbah's Rescue" by Catherine Grace Jones, from Highlights for Children. Copyright © 2002 by Highlights for Children, Inc. Page 22 of 40 © 2025 The Regents of the University of California  #20 - 62885 Read the sentence from the text. The green grass danced in the gentle breeze, and Nasbah could see her grandparents' hogan and the sheep corral near the wash. How does the author's use of the phrase green grass danced help the reader understand Nasbah's feelings about her grandparents' land? A. The phrase suggests that Nasbah worries about the land. B. The phrase suggests that Nasbah considers the land lonely. C. The phrase suggests that Nasbah is frightened of the land. D. The phrase suggests that Nasbah feels joyful about the land. #21 - 54462 This question has two parts. First, answer part A. Then, answer part B. Which of these inferences about Nasbah is best supported by the text? Part A A. She takes her job seriously. B. She wants to please her mother. C. She wants to have a lamb as a pet. D. She hopes to get home as soon as possible. Which sentence from the text best supports your answer in part A? Part B A. It was hard to keep track of the squirming, shaggy bodies, but Nasbah counted the lambs. B. "You'll be all right, little lamb," she kept saying to him. C. "We're almost home now," she whispered to him. D. Mother reached her first and nodded when she saw Nasbah with the lamb. Page 23 of 40 © 2025 The Regents of the University of California  #22 - 54458 Read the sentence from the text. Nasbah scurried down to free one lamb's front hoof from a crack in the rocky trail. What does the use of the word scurried suggest? Select two choices. A. Nasbah steps carefully. B. Nasbah moves quickly. C. Nasbah loses her footing. D. Nasbah crawls on her knees. E. Nasbah wants to get to the lamb. #23 - 54454 Read this summary of the passage and the directions that follow. Nasbah helps her family move sheep down a hill to their summer grazing area. She is particularly concerned with making sure all of the lambs make it down the trail. Nasbah goes back up the trail and finds the missing lamb in a crevasse. She lowers herself down and brings the lamb back up to the trail. A key event is missing from the summary. Click the sentence of text that includes the missing event. Ahead, Nasbah heard frantic bleating as one of the sheep lost its footing on the rocks and fell. When the flock reached low ground, Nasbah helped drive the sheep into the corral. Nasbah counted again but could find only ten. She listened carefully, the way Grandfather had taught her. Nasbah took off her jacket and wrapped it under the lamb’s belly. Page 24 of 40 © 2025 The Regents of the University of California  #24 - 54450 Select the three sentences from the text that best support the idea that Nasbah had been looking forward to helping her grandfather with the sheep. A. Nasbah could see her grandparents' hogan and the sheep corral near the wash. B. This year, Nasbah was old enough to help, too. C. This year, she could work beside her older brothers. D. As the flock approached, the sheep bells rang. E. Nasbah ran past Grandfather and her brothers to the back of the flock. F. She'd told her mother she wanted to make sure the lambs made it down the steep trail to the bottom of the canyon. #25 - 54452 What is the theme of the text? Use details from the text to support your answer. Page 25 of 40 © 2025 The Regents of the University of California  #26 - 102110 , #27 - 101958 , #28 - 101960 , #29 - 101956 Read the passage. Then answer the questions. A Fair Start by Anna Sewell The name of the coachman was John Manly; he had a wife and one little child, and they lived in the coachman’s cottage, very near the stables. The next morning he took me into the yard and gave me a good grooming. Just as I was going into my box, with my coat soft and bright, the squire1 came in to look at me, and seemed pleased. “John,” he said, “I meant to have tried the new horse this morning, but I have other business. You may as well take him around after breakfast.” “I will, sir,” said John. After breakfast he came and fitted me with a bridle. He was very particular in letting out and taking in the straps, to fit my head comfortably. He brought a saddle, but it was not broad enough for my back; he saw it in a minute and went for another, which fitted nicely. He rode me first slowly, then a trot, then a canter2, and when we were on the common he gave me a light touch, and we had a splendid gallop. As we came back through the park we met the squire and Mrs. Gordon walking; they stopped, and John jumped off. “Well, John, how does he go?” “First-rate, sir,” answered John. “The lightest touch of the rein will guide him. Down at the end of the common we met one of those traveling carts hung all over with baskets, rugs, and such. You know, sir, many horses will not pass those carts quietly. He just took a good look at it, and then went on as quiet and pleasant as could be.” “That’s well,” said the squire, “I will try him myself tomorrow.” The next day I was brought up for my master. I found he was a very good rider and thoughtful for his horse too. When he came home the lady was at the hall door as he rode up. “Well, my dear,” she said, “how do you like him?” “He is exactly what John said,” he replied; “a pleasanter creature I never wish to mount. What shall we call him?” “Would you like Ebony?” said she; “he is as black as ebony.” “No, not Ebony.” Page 26 of 40 © 2025 The Regents of the University of California  “Will you call him Blackbird, like your uncle’s old horse?” “No, he is far handsomer than old Blackbird ever was.” “Yes,” she said, “he is really quite a beauty, and he has such a sweet, good-tempered face, and such a fine, intelligent eye—what do you say to calling him Black Beauty?” “Black Beauty—why, yes, I think that is a very good name. If you like it shall be his name;” and so it was. When John went into the stable he told James that master and mistress had chosen a good, sensible English name for me. John seemed very proud of me. He used to make my mane and tail almost as smooth as a lady’s hair, and he would talk to me a great deal. Of course I did not understand all he said, but I learned more and more to know what he meant, and what he wanted me to do. I grew very fond of him. He was so gentle and kind; he seemed to know just how a horse feels. When he brushed my head he went as carefully over my eyes as if they were his own, and never stirred up any ill- temper. 1squire: the landowner 2canter: slower than a gallop “A Fair Start” by Anna Sewell, from Black Beauty. In the public domain. #26 - 102110 Why did the author choose to begin the passage with a description of John Manly? A. to explain to the reader why the squire has a helper B. to show the reader how well John works with the horse C. to tell the reader how long John has worked in the stable D. to help the reader understand that the horse is the narrator Page 27 of 40 © 2025 The Regents of the University of California  #27 - 101958 This question has two parts. First, answer part A. Then, answer part B. Which statement best summarizes the main idea of the passage? Part A A. Following directions is important. B. Living close to work can be helpful. C. Spending time outdoors is refreshing. D. Working with an animal can be rewarding. Which sentence from the passage best supports your answer in part A? Part B A. “The name of the coachman was John Manly; he had a wife and one little child, and they lived in the coachman’s cottage, very near the stables.” B. “ ‘You may as well take him around after breakfast.’ ” C. “As we came back through the park we met the squire and Mrs. Gordon walking; they stopped, and John jumped off.” D. “ ‘He is exactly what John said,’ he replied; ‘a pleasanter creature I never wish to mount.’ ” Page 28 of 40 © 2025 The Regents of the University of California  #28 - 101960 This question has two parts. First, answer part A. Then, answer part B. Click on the statement that best gives an inference about John Manly’s opinion of the horse that is supported by the passage. A. He appreciates the horse’s manner. B. He wishes the horse would pull a cart. C. He thinks the horse is like many other horses. Click on the sentence from the passage that best supports your answer in part A. Choose one option. “The lightest touch of the rein will guide him. Down at the end of the common we met one of those traveling carts hung all over with baskets, rugs, and such. You know, sir, many horses will not pass those carts quietly. He just took a good look at it, and then went on as quiet and pleasant as could be.” #29 - 101956 Read this summary of the passage and the directions that follow. The squire has a new horse. John, the coachman, takes care of the horse and rides him. The squire rides the horse too. The horse is named Black Beauty. Which key event is missing from the summary? A. John lives close to the stable. B. There is a park nearby for riding. C. The lady suggests the name for the horse. D. John and the squire agree that the horse is outstanding. Page 29 of 40 © 2025 The Regents of the University of California  #30 - 60347 A student is writing an opinion paper for her teacher about obesity in the United States. Read the draft of the paper and answer the question that follows. Feeling full? Over the last twenty years the amount of food being served has increased dramatically. Fast food restaurants want to super-size everything from your sandwich, to your fries, and even your drink. These big portions are a contributing factor to obesity in the United States. Which more exact word best replaces the underlined word? A. small B. tiny C. fabulous D. immense #31 - 85596 A student is writing a report for social studies about Abraham Lincoln. Read the draft of the report and answer the question that follows. Abraham Lincoln was born in Kentucky in 1809. Abe worked hard to overcome many problems. His life was not easy. His family was very poor, and his mother died when he was a young child. His father moved the family from home to home but finally settled on a farm in Illinois. His father needed his help on the farm, so Abe was unable to attend school. He loved learning and taught himself to read. Which more exact word best replaces the underlined word? A. disappointments B. hardships C. tasks D. things Page 30 of 40 © 2025 The Regents of the University of California  #32 - 32054 A student is writing a narrative for his teacher about an ice hockey game. Read the draft paragraph of the narrative. For each underlined pair of words, click on the word that is the most exact. “Goal!” the announcer yelled into his microphone. Everyone in the hockey stadium stood up and screamed. My dad jumped up so quickly that he dropped our huge bucket of popcorn right onto the floor! I watched with amazement as people gave each other hugs and high- fives. “Dad,” I asked, “why is everyone making such a fuss over that goal?” “Hunter, how can you be serious?” Dad said/demanded. “That goal means that our team has a chance to win this game and go to the play-off game! This is huge!” I shrugged my shoulders, feeling a bit confused/unclear, wondering why it was so important to go to a play-off game. #33 - 41656 A student is writing a narrative for her teacher about shopping. Read this draft part of the narrative and answer the question that follows. My mom and I could not fail. Everything we tried on looked like it had been made especially for us. We were delighted as we put the dresses, shirts, and pants on the checkout counter. Which of the following is a more descriptive way to say what the writer means by the underlined word? A. got B. had C. piled D. set Page 31 of 40 © 2025 The Regents of the University of California  #34 - 32036 A student is writing a formal letter for her principal about a class field trip to the state fair. Read the draft of the letter and complete the task that follows. The student wants to make sure that she has used the right words to make her meaning clear. Click on two words that she should change. Dear Ms. Lincoln: I wanted to thank you for allowing our class to take a field trip to the state fair. I know that you have many demands on the school budget and that money is limited. However, what students gained from the experience is cool. For example, we were able to visit a farming exhibit that showed us the life cycle of corn. I have always enjoyed eating corn, but I never realized how much work goes into its production. Not only that, I learned how corn plants are used in so many other ways: from corn syrup used to sweeten drinks to corn fuel used to power cars. Another interesting fact we learned was how corn is now being used to make food containers that are safer for the environment. I never thought our food and its containers could be made of the same stuff! Sending us to the fair was a spectacular decision! I really appreciate your support. Sincerely, Sara Hass Page 32 of 40 © 2025 The Regents of the University of California  #35 - 41426 Liam wrote a narrative for his class about the day he was on television. Read this draft part of the narrative and complete the task that follows. For each pair of underlined words, click on the word that helps readers understand the narrative. When the day of the actual weather report arrived, our town was under a special weather watch for an unusually early snowfall of up to eight inches. There wasn’t even a single snowflake falling as my dad and I drove to the station, but when we arrived, the newsroom was buzzing with energy/success. “Liam,” Mr. Anders, the weather reporter, asked, “are you ready for this? The biggest headline of the day today IS the weather!” He pointed to a wall full of computer screens and exclaimed, “Just look at that radar! It looks like we’re about to get over half a foot of snow! And it’s not even November yet!” Mr. Anders’s face lit up with the brightest smile, and there was no hiding his concern/excitement. Page 33 of 40 © 2025 The Regents of the University of California  #36 - 41436 Kyle is writing an opinion paper for his teacher about the school's spending decisions. Read this draft paragraph from the opinion paper and complete the task that follows. When I was in kindergarten, our school spent a great deal of money on new sports equipment for our gym classes. The gym teachers received new field hockey gear, expensive new softball gear, and a costly climbing wall with ropes. Then, when I entered the third grade, I discovered that our school had spent even more money for additional gym equipment. This time, our gym was updated with a new sound system, and the gym teachers got new office things such as notebooks and staplers. While it is fine that our gym classes receive nice new things, I think that this year's money should be used to buy instruments for our music classes. Our music teachers need more recorders and drum sets for their students. There are not enough instruments for everyone here. Choose two pairs of more exact words or phrases that Kyle could use in place of each of the underlined words. A. supplies/every child B. decorations/every family C. items/all of the students D. designs/all of the leaders E. furniture/all of the schools F. furnishings/all of the teachers Page 34 of 40 © 2025 The Regents of the University of California  #37 - 41438 Michele is writing an article for the school newsletter about the new principal. Read this draft paragraph from the article and complete the task that follows. If you haven't noticed yet, our school has a new principal. Her name is Dr. Kindt, and she came here from an elementary school in Albany, New York. She said that she is “thrilled to be here at such an outstanding academic institution.” Having served as a principal for nearly two decades before arriving here at Oak Grove, she feels that she has what it takes to “run a tight ship.” When asked what she meant by running a “tight ship,” Dr. Kindt was quick to reply that she has very high expectations of her teachers and students. Choose two more exact phrases that Michele could use in place of the underlined words. A. the time and the money B. the curiosity and the concern C. the kindness and the happiness D. the experience and the knowledge E. the hopefulness and the cheerfulness F. the training and the background skills Page 35 of 40 © 2025 The Regents of the University of California  #38 - 41442 A student is writing a narrative for her teacher about her grandmother's kitchen. Read this draft part of the narrative and complete the task that follows. My grandmother came from Italy a long time ago. Nona, as we liked to call her, spoke little English and was never comfortable around people. She blossomed, however, when she walked into the kitchen. Her kitchen was her kingdom, and she ruled it with love. Nona spent hours making her special thick and spicy soup. The scent of onions and garlic filled the kitchen as her creation cooked on the stove. She would smile and nod as she watched us eat our delicious meal. Choose two more descriptive ways to say what the writer means in the underlined words. A. thawed/ask B. stayed/yawn C. softened/look D. bubbled/beam E. simmered/glow F. dripped/remember #39 - 41658 A student is writing a narrative for her teacher about a hunt. Read this draft part of the narrative and answer the question that follows. The robin fluttered onto the dewy green grass as gently as a feather. He began pecking busily at the earth as if hunting for a needle in a haystack. While the bird's attention was on the ground, the cat's attention was on the bird. The cat was nearby, waiting patiently for the right moment to pounce. Which of the following descriptive words would best replace was? A. crouched B. sat C. stood D. watched Page 36 of 40 © 2025 The Regents of the University of California  #40 - 93189 A student is writing a story for her teacher about a treasure box. Read the draft of the story and complete the task that follows. For each underlined pair of words, click on the word that helps readers understand the story. I wondered if I should pretend/attempt to unlock Anna’s treasure box. I knew that Anna would be away at dance class for another hour. It would be my only freedom/opportunity to sneak into her room and find out what she was guarding so jealously. Then, I decided that I should respect Anna’s property. Page 37 of 40 © 2025 The Regents of the University of California  #41 - 42493 A student is writing a narrative for her teacher about a new puppy. Read the draft of the narrative and answer the question that follows. As she reached the top of the stairs, Janet heard a whimper behind her. She turned to see Luna sitting at the bottom, wagging her tail so hard her tiny body seemed to be vibrating. “Come on, pup,” Janet called in an encouraging voice. “Let's go outside and take a nice long walk.” Luna gave a cheerful bark and then leaped up to the first step. She paused there and began to wiggle and shake again. “You can do it!” cried Janet clapping her hands together. Luna coiled like a spring and jumped up again, but this time she missed the next stair and fell back down to the basement floor. The puppy flipped herself over and sat down once again. After staring at Janet for a moment, she gave another, louder bark. “Okay, I'm coming,” laughed Janet. “I guess I can be your taxi for a while longer!” Which of the following descriptive phrases would best replace fell back down? A. took a little fall B. went rolling along C. had an accident by slipping D. tumbled like a fluffy white snowball Page 38 of 40 © 2025 The Regents of the University of California  #42 - 42495 A student is writing a story for her teacher about a sleepover. Read this draft part of the story and complete the task that follows. Jenny ran ahead of her father and rang the doorbell twice. She and Maggie did fun things whenever they spent the night together. When Maggie opened the door and saw Jenny, both girls squealed with delight. Choose two more descriptive ways to say what the writer means in the underlined phrase. A. enjoyed playing B. had a lot of stuff C. had a very nice time D. painted their fingernails and played cards E. kept themselves happy and busy for hours F. stayed up late watching movies and eating popcorn Page 39 of 40 © 2025 The Regents of the University of California  #43 - 53677 A student is writing a letter to her dance teacher to thank her. Read the draft of the letter and answer the question that follows. Dear Miss Amanda, You inspire me, and I am so lucky to have you for my dance teacher. I really enjoy your class because, as you know, I love to dance, but mostly because of you. You are so nice! Whenever I am struggling with a dance move, you are always willing to show me as many times as it takes until I get it. I also like your sense of humor. You make coming to class exciting. Thank you for everything! Your student, Blair Choose two more exact words that the student could use in place of the underlined word. A. honest B. patient C. intelligent D. popular E. supportive #44 - 94407 A student is writing a story for her class about a puppy named Leah. Read the draft sentences of the story and complete the task that follows. Jack’s new puppy, Leah, was so stubborn/dreadful that she refused to wear a collar. Every time Jack tried to put the collar on her, Leah squirmed/budged and protested with her loud barks. For each underlined pair of words, click on the word that helps readers understand the story. Page 40 of 40 © 2025 The Regents of the University of California