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NY Grade 3 ELA study materials
NY Grade 3 ELA study resources

NY Grade 3 ELA practice questions

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Question 1Reading Standards for Literature and Informational Text

In a story, a character says one thing but the narrator shows the character doing the opposite. Which reading skill best helps a third-grade reader understand what the character is really like?

  1. Reading only the last page of the story
  2. Noticing the difference between what a character says and does Correct answer.
  3. Counting how many times the character speaks
  4. Memorizing the names of every character

Explanation

Character traits are revealed through both words and actions, so a reader must compare them. When a character's words conflict with the character's actions, the actions usually reveal the true trait. Noticing that gap supports inference about the character.

Question 2Reading Standards for Literature and Informational Text

A passage about honeybees explains that worker bees visit flowers to collect nectar and carry pollen from plant to plant. Which sentence states the main idea of the passage?

  1. Worker bees live for about six weeks.
  2. Some flowers are red and some are yellow.
  3. Honeybees are helpful insects because their work pollinates plants. Correct answer.
  4. Nectar tastes sweet to many people.

Explanation

A main idea must cover the whole passage, not one small detail. The passage explains both nectar collecting and pollen carrying, and pollination is the result that connects them. The other sentences are details or unrelated facts.

Question 3Reading Standards for Literature and Informational Text

Read this sentence from a story: 'Maya tiptoed past the sleeping dog, holding her breath.' Which word best describes how Maya feels in this sentence?

  1. Angry
  2. Bored
  3. Careful Correct answer.
  4. Proud

Explanation

Tiptoeing and holding one's breath are actions people take when trying not to make noise or disturb something. These details show caution rather than anger, boredom, or pride. Readers infer feelings from the actions an author describes.

Question 4Reading Standards for Literature and Informational Text

A text says: 'Unlike frogs, which hop on land, most salamanders walk slowly and stay close to water.' What does this comparison help the reader understand about salamanders?

  1. They live only in deserts.
  2. They can hop higher than frogs can.
  3. They move differently from frogs and depend on wet places. Correct answer.
  4. They are a kind of frog.

Explanation

The word 'unlike' signals a contrast, so the text is pointing out how salamanders differ from frogs. The details given are slow walking and staying near water. Comparing two animals helps a reader see each one's special features.

Question 5Reading Standards for Literature and Informational Text

A story is told by a narrator who uses the words 'I' and 'we' and describes events the narrator lived through. Who is telling this story?

  1. An outside observer who knows only feelings
  2. A reader summarizing the story
  3. The author writing about someone else
  4. A character in the story Correct answer.

Explanation

When a narrator uses first-person words like 'I' and 'we' and reports personal experience, the narrator is a character within the story. An outside narrator would use 'he,' 'she,' or 'they' and would not be part of the events. Point of view shapes what the reader can know.

Question 6Reading Standards for Literature and Informational Text

A passage tells about a girl who practices piano every day and finally plays a song without mistakes. Which sentence best retells the important events in order?

  1. The girl practices daily, then plays the song without mistakes. Correct answer.
  2. The girl plays a song, then decides to practice.
  3. The girl listens to a song on the radio.
  4. The girl owns a piano but never plays it.

Explanation

A retell keeps the important events in the order they happened. The passage states that practice came first and the flawless performance came after. The other options either reverse the order or leave out the key events.

Question 7Reading Standards for Literature and Informational Text

A book about volcanoes has a page with the heading 'How Lava Flows.' What is the heading most likely to help a reader do?

  1. Discover the book's price
  2. Learn the author's name
  3. See how long the whole book is
  4. Find the section that explains how lava moves Correct answer.

Explanation

Headings are text features that label what a section is about. A heading that names 'How Lava Flows' signals that the section explains lava movement. Readers use headings to locate information quickly.

Question 8Reading Standards for Literature and Informational Text

In a fable, a fox cannot reach some grapes and then says the grapes are probably sour anyway. What lesson does the story most likely teach?

  1. Foxes are faster than other animals.
  2. It is always best to give up quickly.
  3. Grapes are healthier than other fruit.
  4. People sometimes pretend not to want what they cannot have. Correct answer.

Explanation

A fable teaches a lesson through the character's behavior. The fox changes its stated opinion only after failing, which shows the habit of devaluing what is out of reach. Readers infer the moral by connecting the character's action to a human behavior.

Question 9Reading Standards for Literature and Informational Text

Read this sentence: 'The wind howled all night, rattling the windows and shaking the old door.' Which words help the reader imagine the sound and movement of the wind?

  1. howled, rattling, shaking Correct answer.
  2. windows, the, and
  3. wind, all, the
  4. old, night, door

Explanation

Descriptive words that suggest sound and motion help a reader picture a scene. 'Howled' suggests sound, while 'rattling' and 'shaking' suggest movement. The other groups are ordinary words that do not create imagery.

Question 10Reading Standards for Literature and Informational Text

A story says: 'Jonah stared at the closed door, his hand hovering over the knob. He checked his watch twice.' Based on these details, what is Jonah most likely feeling?

  1. Nervous about what is behind the door Correct answer.
  2. Excited to open the door quickly
  3. Sleepy after a long day
  4. Angry that the door is locked

Explanation

Staring at the door, hesitating with a hand over the knob, and checking the time are signs of worry or delay. These actions suggest nervousness rather than eagerness or anger. Readers use such details to make inferences about a character's feelings.

Question 11Reading Standards for Literature and Informational Text

An article states: 'Recycling one aluminum can saves enough energy to power a television for three hours.' How does this fact support the author's point that recycling saves energy?

  1. It gives a concrete example of the energy that recycling preserves. Correct answer.
  2. It shows that aluminum cans are hard to make.
  3. It explains why people should watch less television.
  4. It proves that televisions are harmful to the environment.

Explanation

Authors support a point with facts and examples. Here the fact connects recycling to a measurable amount of saved energy, which directly supports the claim. The other options draw conclusions the article does not make.

Question 12Reading Standards for Literature and Informational Text

A passage describes two kinds of bridges: beam bridges that rest on supports and arch bridges that curve over the gap. Which statement best compares them?

  1. Both are made only of wood and rope.
  2. Beam bridges curve, while arch bridges rest on supports.
  3. Neither kind of bridge can support weight.
  4. Both cross a gap, but they use different shapes to hold up the roadway. Correct answer.

Explanation

A comparison should state how two things are alike and how they differ. Both bridge types cross a gap, but the passage shows they support the roadway with different structures. The other options either swap the descriptions or contradict the text.

Question 13Reading Standards for Literature and Informational Text

In a story, a boy named Leo tells the narrator, 'I never eat sweets,' but the next page shows Leo eating three cookies. What does this detail most likely reveal about Leo?

  1. He has never seen cookies before.
  2. He dislikes cookies.
  3. His words are not always reliable. Correct answer.
  4. He is a careful listener.

Explanation

When a character's statement conflicts with the character's actions, the reader learns that the character's words may be unreliable. The evidence is the direct contradiction between the claim and the action. Readers analyze such gaps to understand characters.

Question 14Reading Standards for Literature and Informational Text

A text about the moon says: 'The moon has no light of its own. Instead, it reflects light from the sun.' Why does the author include the word 'instead'?

  1. To signal that the second sentence replaces the first idea Correct answer.
  2. To show that the two sentences mean the same thing
  3. To introduce a list of moon facts
  4. To ask the reader a question

Explanation

Linking words signal how ideas connect. 'Instead' shows that one explanation is being replaced by a different one, so the moon's light comes from the sun rather than from itself. Recognizing such signal words helps readers follow the author's logic.

Question 15Reading Standards for Literature and Informational Text

A passage begins: 'First, the caterpillar hatches. Next, it eats and grows. Then it forms a chrysalis. Finally, a butterfly emerges.' Which text structure does the author use?

  1. Sequence Correct answer.
  2. Problem and solution
  3. Cause and effect
  4. Compare and contrast

Explanation

Signal words such as 'first,' 'next,' 'then,' and 'finally' organize information in time order. This is a sequence structure, which presents steps or events in the order they happen. Other structures use different signal words and purposes.

Question 16Reading Standards for Literature and Informational Text

A story uses the sentence: 'The classroom was a zoo after the fire alarm rang.' What does this comparison tell the reader about the classroom?

  1. It was clean and organized.
  2. It was filled with real animals.
  3. It was noisy and chaotic. Correct answer.
  4. It was empty and silent.

Explanation

This is a metaphor, a comparison that does not use 'like' or 'as.' Describing the classroom as a zoo suggests noise and disorder rather than actual animals. Readers use the comparison to picture the scene.

Question 17Reading Standards for Literature and Informational Text

An article about saving water lists these tips: fix leaky faucets, take shorter showers, and turn off the tap while brushing. Which statement best summarizes the article?

  1. Showers should never be taken at home.
  2. Small daily habits can reduce how much water a household uses. Correct answer.
  3. Brushing teeth wastes no water at all.
  4. Faucets always break and must be replaced.

Explanation

A summary states the main idea in a short form without adding new claims. All three tips are everyday actions that cut water use, so the main idea is about small habits saving water. The other options exaggerate or contradict the tips.

Question 18Reading Standards for Literature and Informational Text

In an informational text, the author writes: 'Many people think bats are blind, but bats can see. They also use sound to find their way in the dark.' What is the author's main purpose in this sentence?

  1. To describe the author's own childhood
  2. To correct a mistaken belief and add a fact Correct answer.
  3. To tell a made-up story about bats
  4. To persuade readers to keep bats as pets

Explanation

The phrase 'many people think... but' signals that the author is correcting a common misconception. The author then adds a true fact about how bats navigate. Identifying an author's purpose helps readers understand why information is included.

Question 19Reading Standards for Literature and Informational Text

A reader wants to know which chapter of a nonfiction book explains how seeds grow. Which text feature is most useful for finding that chapter quickly?

  1. The table of contents Correct answer.
  2. The index
  3. The title page
  4. The glossary

Explanation

A table of contents lists chapters in order with their page numbers, so it is the fastest way to locate a whole chapter. An index lists specific words and pages, while a glossary defines terms. Choosing the right text feature saves a reader time.

Question 20Reading Standards for Literature and Informational Text

A story says: 'Aunt Rosa always brought her famous cornbread to every family dinner, and the cousins would race to the table when they smelled it.' What does this detail suggest about Aunt Rosa?

  1. She cooks only once a year.
  2. She is known for a food the family loves. Correct answer.
  3. She is a quiet stranger to the family.
  4. She dislikes family gatherings.

Explanation

The detail that the cornbread is 'famous' and that cousins race toward it shows the family values her cooking. Such details build a picture of a character through others' reactions. The evidence points to her being appreciated, not distant.

Question 21Reading Standards for Literature and Informational Text

Two articles describe life in a city. Article A focuses on busy streets and tall buildings. Article B focuses on neighborhood gardens and quiet parks. What is the best way to describe how the two articles differ?

  1. They emphasize different parts of city life. Correct answer.
  2. They both say cities have no parks.
  3. They describe cities in different countries only.
  4. They disagree about whether cities exist.

Explanation

Comparing two texts means noticing what each one stresses. Article A highlights busy, built features while Article B highlights green, calm features. Both are about city life but from different angles. This is a comparison of emphasis, not of facts about countries.

Question 22Reading Standards for Literature and Informational Text

Read this sentence: 'The rusty gate groaned as Mia pushed it open.' Which phrase most strongly helps the reader hear the gate?

  1. rusty gate
  2. as Mia
  3. pushed it open
  4. groaned Correct answer.

Explanation

Writers choose words that appeal to the senses. 'Groaned' describes a low creaking sound, so it helps the reader hear the gate. The other phrases describe action, condition, or a person rather than sound.

Question 23Reading Standards for Literature and Informational Text

An author writes: 'Cities should plant more trees along sidewalks. Trees provide shade on hot days, clean the air, and give birds a place to nest.' Which sentence best explains how the author supports this opinion?

  1. The author tells a personal story about a tree.
  2. The author lists benefits of trees to justify the idea. Correct answer.
  3. The author asks readers to vote on trees.
  4. The author compares cities to farms.

Explanation

An opinion needs reasons to support it. The author gives three benefits of trees, which serve as reasons for planting more of them. Recognizing reasons helps readers judge whether an opinion is well supported.

Question 24Reading Standards for Literature and Informational Text

A story shows a girl who is afraid of the dark. Her little brother cries in the night, and she walks down a dark hallway to comfort him. What does this event most likely show about the girl?

  1. She wants her brother to be punished.
  2. She puts her brother's needs ahead of her own fear. Correct answer.
  3. She does not care about her brother.
  4. She has stopped being afraid of the dark forever.

Explanation

Characters are revealed through choices, especially difficult ones. Walking into darkness despite fear to help a sibling shows courage and care. The event shows an act of bravery rather than proof that the fear is gone.

Question 25Reading Standards for Literature and Informational Text

An article states: 'Some deserts are hot, but others are cold. The Gobi Desert can be freezing in winter.' Why does the author include the word 'but' in the first sentence?

  1. To show a contrast within the same category Correct answer.
  2. To prove deserts are always hot
  3. To list the steps of a process
  4. To introduce a quotation

Explanation

The word 'but' signals a contrast between two ideas. Here it shows that deserts are not all alike: some are hot and some are cold. Signal words help readers follow how an author organizes information.

Question 26Reading Standards for Literature and Informational Text

A story says: 'Maya's hands shook as she stepped onto the stage. The lights were so bright she could barely see the audience.' What do these details show about how Maya feels?

  1. She feels nervous about performing. Correct answer.
  2. She feels angry at the audience.
  3. She feels proud of the stage.
  4. She feels bored by the lights.

Explanation

Shaking hands and trouble seeing under bright lights are clues that a character is anxious or nervous. The details point to feelings, not to anger, boredom, or pride. Readers use such details to infer a character's emotions.

Question 27Reading Standards for Literature and Informational Text

A passage about honeybees states: 'A single hive can hold up to 60,000 bees.' What is the main idea this detail supports?

  1. Honeybees live in very large groups. Correct answer.
  2. Honeybees prefer cold weather.
  3. Honeybees make honey quickly.
  4. Honeybees are dangerous to people.

Explanation

A key detail supports the main idea of the text. The number 60,000 shows that a hive contains a huge number of bees, which points to large group living. The other choices are not supported by the number given.

Question 28Reading Standards for Literature and Informational Text

A story includes this sentence: 'The old dog dragged his blanket to the sunny spot by the window and sighed.' What does the word 'dragged' most likely mean here?

  1. barked loudly and sharply
  2. pulled slowly and with effort Correct answer.
  3. jumped high into the air
  4. slept deeply all day

Explanation

Context clues like 'old dog' and 'sighed' suggest tired, slow movement. To drag something means to pull it along, often with effort. The other meanings do not fit how an old dog would move a blanket.

Question 29Reading Standards for Literature and Informational Text

A nonfiction book has a table of contents that lists: Chapter 1 'What Is a Volcano?', Chapter 2 'Famous Eruptions', Chapter 3 'How Scientists Study Volcanoes.' Which chapter most likely tells about tools scientists use?

  1. Chapter 1
  2. Chapter 2
  3. The title page
  4. Chapter 3 Correct answer.

Explanation

A table of contents lists chapter topics so readers can find information. Chapter 3 is about how scientists study volcanoes, which would include their tools. The other chapters cover different topics.

Question 30Reading Standards for Literature and Informational Text

Read this sentence: 'The kitten batted the yarn across the floor, then pounced on it and rolled over.' Which word best describes the kitten?

  1. sleepy
  2. hungry
  3. shy
  4. playful Correct answer.

Explanation

Battling yarn, pouncing, and rolling over are actions of a kitten at play. These details show the kitten is playful. Nothing in the sentence suggests sleepiness, shyness, or hunger.

Question 31Reading Standards for Literature and Informational Text

A text begins: 'Every fall, monarch butterflies travel thousands of miles to warmer places. How do they find their way?' What is the author's purpose for asking this question?

  1. To make readers curious about how butterflies navigate Correct answer.
  2. To explain why butterflies are colorful
  3. To show that butterflies only fly in summer
  4. To tell readers that butterflies cannot travel far

Explanation

Authors often ask questions to spark reader interest and set up what the text will explain. The question about finding their way invites curiosity about navigation. The other choices contradict or are unrelated to the sentence.

Question 32Reading Standards for Literature and Informational Text

A story about a race says: 'Sam trained every morning before school. On race day, he passed the finish line first.' Which sentence best states the lesson?

  1. Hard work can lead to success. Correct answer.
  2. Morning is the best time of day.
  3. Friends should not compete.
  4. Racing is always easy.

Explanation

The story connects Sam's daily training with his win, which supports the lesson that effort pays off. The other choices are not shown by the events. A lesson should grow out of the whole story, not just one detail.

Question 33Reading Standards for Literature and Informational Text

A passage explains: 'Unlike frogs, toads have dry, bumpy skin and spend more time on land.' How does the author organize this information?

  1. By listing steps in a process
  2. By stating a problem and solution
  3. By comparing and contrasting two animals Correct answer.
  4. By telling events in time order

Explanation

The word 'unlike' signals a comparison of how frogs and toads differ. The author points out differences in skin and habitat. This is a compare-and-contrast structure, not a sequence or problem-solution.

Question 34Reading Standards for Literature and Informational Text

A story says: 'Nina read the letter twice, folded it slowly, and put it in her pocket without a word.' What can the reader infer about Nina?

  1. The letter upset her or gave her something to think about. Correct answer.
  2. She could not read the words on the page.
  3. She wanted to throw the letter away.
  4. She had already forgotten what the letter said.

Explanation

Reading twice and folding slowly without speaking suggest strong feelings or deep thought. Readers infer emotions from actions and pacing. The details do not show that she cannot read or that she forgot the letter.

Question 35Reading Standards for Literature and Informational Text

An article states: 'Trees give off water vapor through their leaves. This cools the air around them, much like a fan cools a room.' Why does the author include the comparison to a fan?

  1. To help readers understand how trees cool the air Correct answer.
  2. To prove that trees use electricity
  3. To explain how leaves grow
  4. To show that fans are more useful than trees

Explanation

Comparisons to something familiar help readers picture an unfamiliar process. A fan cooling a room is a familiar idea that explains how trees cool the air. The comparison is not about electricity, usefulness, or leaf growth.

Question 36Reading Standards for Literature and Informational Text

A passage describes how a bill becomes a law. It begins with an idea, then explains committee review, voting, and final approval. Which text structure does the author mainly use?

  1. Cause and effect
  2. Description
  3. Compare and contrast
  4. Sequence Correct answer.

Explanation

The passage presents stages in a fixed order, from idea to approval. Words like 'begins,' 'then,' and 'final' signal a sequence. Cause and effect would focus on why something happens, not the ordered steps.

Question 37Reading Standards for Literature and Informational Text

Two texts describe the same school garden. Text A says the garden teaches students about science. Text B says the garden gives students a calm place to relax. What is the main difference between the two texts?

  1. They focus on different benefits of the garden. Correct answer.
  2. They disagree about whether the garden exists.
  3. They both list the same facts in the same order.
  4. They describe different gardens in different towns.

Explanation

Both texts are about the same garden but emphasize different points. Text A stresses learning, while Text B stresses calm and relaxation. Comparing what each author chooses to highlight reveals the difference in focus.

Question 38Reading Standards for Literature and Informational Text

Read this sentence: 'The parade crept down Main Street, the band's drums thumping a slow beat.' Which phrase best helps the reader understand that the parade moved slowly?

  1. crept down Main Street Correct answer.
  2. a slow beat
  3. Main Street
  4. the band's drums

Explanation

The verb 'crept' suggests slow, careful movement, which shows the parade's pace. The other phrases give details about the setting or music but do not by themselves convey slow movement. Precise word choice helps readers picture action.

Question 39Reading Standards for Literature and Informational Text

An author writes: 'Our town should build a bike path along the river. It would give families a safe place to ride, reduce traffic downtown, and help people stay healthy.' What is the author's main point?

  1. Families should not ride bikes near rivers.
  2. Bike paths are too expensive to build.
  3. Downtown traffic is not a problem.
  4. A riverside bike path would benefit the town. Correct answer.

Explanation

The author states a position and then gives reasons that support it. Safe riding, less traffic, and health are all benefits, so the main point is that the path would help the town. The other choices contradict or are not stated in the passage.

Question 40Reading Standards for Literature and Informational Text

A story says: 'The science fair was tomorrow, and Eli's model volcano sat on the table, still plain and gray. He looked at the clock, then at the paint jars, and sighed.' What is Eli's problem?

  1. He cannot find his paint jars anywhere.
  2. He does not want to go to the science fair.
  3. He has not finished his project and time is short. Correct answer.
  4. He has forgotten how to build a volcano.

Explanation

The unfinished, unpainted volcano plus Eli's look at the clock show he is running out of time. The paint jars are in front of him, and he has already built the model. The details point to a time problem, not a missing supply.

Question 41Reading Standards for Literature and Informational Text

A text says: 'Some people believe sharks are dangerous hunters that attack anything. In fact, most sharks eat fish and avoid people.' How does the author mainly support this idea?

  1. By listing steps for swimming safely
  2. By comparing sharks with dolphins
  3. By correcting a common belief with a fact Correct answer.
  4. By telling a story about one shark

Explanation

The author names a belief people often hold and then gives a fact that corrects it. This is a common way to clarify misconceptions in informational text. No story, steps, or dolphin comparison appears in the sentence.

Question 42Reading Standards for Literature and Informational Text

A story's narrator says: 'My brother promised to keep my secret. By dinner, the whole table was laughing about it.' What does the narrator most likely learn about the brother?

  1. He is very good at telling jokes.
  2. He wants the narrator to be famous.
  3. He cannot be trusted to keep a promise. Correct answer.
  4. He forgot what the secret was.

Explanation

The brother promised secrecy but shared the secret by dinner. Readers infer that the narrator learns the brother does not keep promises. The other choices do not follow from the events.

Question 43Reading Standards for Literature and Informational Text

An article about the ocean has a section titled 'Life in the Deep.' Under that heading, the text describes animals that glow in the dark. How does the heading help the reader?

  1. It lists the steps for catching deep-sea fish.
  2. It tells the reader the article is a made-up story.
  3. It shows that the article is about ocean pollution.
  4. It signals that the section is about animals living far below the surface. Correct answer.

Explanation

A heading previews what the section will cover. 'Life in the Deep' signals a section about creatures that live far below the surface, which matches the glowing animals. Headings guide readers to the information they need.

Question 44Reading Standards for Literature and Informational Text

A passage says: 'The team lost every game that season. Still, the players showed up to practice each day, cheering for one another.' Which word best describes the team?

  1. careless
  2. fearful
  3. lazy
  4. determined Correct answer.

Explanation

Coming to practice every day and supporting teammates after losses shows determination. The team's actions reveal a strong, positive trait. The other words do not match players who keep working and cheering.

Question 45Reading Standards for Literature and Informational Text

A story says: 'The hallway felt like a maze, every door the same shade of gray. Lia turned left, then right, then left again.' What does the comparison to a maze suggest?

  1. Lia is in a hurry to leave the building.
  2. Lia has visited the hallway many times.
  3. Lia is playing a board game.
  4. Lia is confused about where to go. Correct answer.

Explanation

A maze is a place where it is easy to get lost. The repeated turning and identical doors suggest Lia is confused about directions. The comparison describes her sense of being lost, not a game or a hurry.

Question 46Reading Standards for Literature and Informational Text

A passage states: 'In the 1800s, most families made their own soap. Today, soap is made in factories and sold in stores.' Which text structure does this passage use?

  1. Description
  2. Problem and solution
  3. Compare and contrast Correct answer.
  4. Cause and effect

Explanation

The passage contrasts how soap was made in the past with how it is made today. Words like 'In the 1800s' and 'Today' signal a comparison across time. The focus is on differences, not on a problem being solved or a single description.

Question 47Reading Standards for Literature and Informational Text

An article says: 'The Sahara is not just sand. It also has rocky plateaus, gravel plains, and even mountains.' Why does the author begin with 'The Sahara is not just sand'?

  1. To correct a common idea readers may have about the desert Correct answer.
  2. To explain why the Sahara is so hot
  3. To describe the animals that live in the Sahara
  4. To argue that deserts should be protected

Explanation

The opening phrase addresses a mistaken idea that the Sahara is only sand. The author then lists other landforms to correct that idea. This strategy helps readers replace an oversimplified view with accurate facts.

Question 48Reading Standards for Literature and Informational Text

A story says: 'Mr. Patel handed out the test with a smile. Then he said, "There is one question on this page that no one in any class has ever gotten right."' How does this detail affect the story?

  1. It shows that Mr. Patel dislikes his students.
  2. It proves that the test is easy.
  3. It creates suspense about the hard question. Correct answer.
  4. It suggests the class is almost over.

Explanation

Announcing a question no one has ever answered builds tension and makes readers wonder what will happen. This detail is a story technique for creating suspense. It does not show dislike, ease, or the end of class.

Question 49Reading Standards for Literature and Informational Text

An article says: 'Some towns have replaced their old streetlights with LED bulbs. LED bulbs use less electricity and last for years. As a result, towns spend less money on power and repairs.' Which sentence best states the main idea?

  1. LED bulbs are hard to find in stores.
  2. Switching to LED streetlights saves towns money. Correct answer.
  3. Towns should stop lighting their streets at night.
  4. Old streetlights are brighter than LED bulbs.

Explanation

The passage links LED bulbs to lower electricity use and fewer repairs, and the final sentence states the result: towns spend less. The main idea sums up the whole passage, not a single detail. The other choices are not supported by the text.

Question 50Reading Standards for Literature and Informational Text

An author writes: 'A dog may seem to wag its tail only when happy. However, dogs also wag when they are nervous or trying to calm another dog.' How does the word 'However' affect the meaning of the passage?

  1. It introduces a list of steps for training a dog.
  2. It shows that the author is unsure about dogs.
  3. It shows that the two sentences mean the same thing.
  4. It signals that the second sentence corrects the first idea. Correct answer.

Explanation

The word 'However' signals a contrast or correction. It tells the reader that the first idea is incomplete and the second sentence adds a surprising fact. Recognizing transition words helps readers follow how ideas connect.