Assessment Title: Cause and Effect: Second Assessment Passage: RAIN, SNOW, AND HAIL Kirsten Bishop

Rainstorms: maybe you don't like them because you can't go outside. Or if you get caught in one, it's like taking a shower with your clothes on. Or maybe you like to lie around the house all day with the weather as an excuse, playing games, reading books, and listening to the sound rain makes on the roof.

Whether you like rain or not, you probably know that it comes from clouds. But what exactly is a cloud? How does it get up there? And why do clouds turn into rain?

The ancient Chinese believed that rain was caused by dragons in the sky. The Incas had a rain god called Chac who collected water from the Milky Way and poured it down on the Earth.

Actually, clouds come from the water on the Earth's surface—mostly from the oceans, but also from lakes, rivers, and other bodies of water. The sun makes some of this water evaporate, or turn into a gas. This gas is called water vapor. Water vapor is invisible. You can see evaporation in action when you dry your hair or put clothes out to dry in the sun. The water seems to mysteriously disappear. Actually, it's still there, but you can't see it. It has turned into invisible water vapor.

Warm air is lighter than cool air. Therefore, the warm air (with the water vapor in it) rises. Up high in the sky, the air is colder. As the warm air rises and cools off, the water vapor turns back into tiny droplets of liquid water. Clouds are made of these droplets of water. The droplets don't just float in thin air, though. They sit on particles of dust and smoke that drift around in the atmosphere.

When water vapor turns into water, we call this condensation. It's the opposite of evaporation. An example of this is when you can see your breath in front of you as a white mist on cold mornings. Your breath is warm and has water vapor in it. When the water vapor hits the cold air outside your body, it condenses and forms a little cloud.

When the water in a cloud becomes too heavy to stay in the air, it falls back down to the Earth as rain. Evaporation and condensation are responsible for cycling about 100 million billion gallons of water each year. That's a lot of rainy days! This is called the water cycle.

Snowflakes form in cold clouds. Rather than staying liquid, the water droplets freeze and turn into ice crystals. Actually, a lot of rain starts as snow in the clouds, but melts on the way down. In winter, the temperature of the air is cold enough that the ice crystals don't melt, and presto, snow!

Hailstones start as raindrops in a storm. When strong storm winds blow upward, they stop the rain from falling. As the rain blows about in the cold air, it freezes into ice. Hailstones are these frozen raindrops. Big hailstones form when very strong winds keep small hailstones up in the air. Raindrops hit the hailstones and freeze, packing more ice onto the hailstone—just like making a snowball. Snow and hail eventually melt, of course, and turn back into water. The water evaporates, and the cycle starts again—the way it has for billions of years.

1) Based on the passage above, one thing needed for clouds to form is A. hot days.

B. ice crystals.

C. strong winds.

X D. water vapor. 2) Based on the passage, evaporation is caused by A. clouds.

X B. heat. C. rain.

D. vapor. 3) One EFFECT of water vapor rising high into the sky is X A. condensation. B. evaporation.

C. global warming.

D. shrinking oceans. 4) Which of the following is needed for hailstones to form? A. snowflakes

X B. strong winds C. thunder and lightning

D. freezing temperatures on the ground 5) Based on the passage, air with water vapor ends up high in the sky because X A. warm air rises. B. water vapor is invisible.

C. the air is colder high up in the sky.

D. most of the Earth is covered with water. Assessment Title: Text Features: Second Assessment Passage:

Dessert Eating Records Leslie Patterson

In competitive eating events, participants compete to see who can eat the most food in a certain amount of time. This kind of event is quickly becoming very popular around the country. Eating contests focus on many kinds of food, from chicken nuggets to oysters to pickles. The chart below lists the records for desserts.

1) Which of the competitors holds the most records of those listed? X A. Eric Booker B. Sonya Thomas

C. Cookie Jarvis

D. Timothy Janus

2) For the desserts measured in pounds, what is the MOST food eaten in 8 minutes or less? X A. Key Lime Pie B. cheesecake

C. Shoo-Fly Pie

D. chocolate candy bars 3) Based on the chart, how many contests lasted MORE than 9 minutes? A. 1

B. 2

X C. 3 D. 4

4) Based on the chart, how many competitors only hold one record for eating desserts? A. 1

B. 2

C. 3

X D. 4

5) Based on the chart, most of the desserts eaten in contests are measured by X A. weight. B. the slice.

C. number eaten.

D. volume. Assessment Title: Similarities/Differences among Settings: Second Assessment Passage:

TWO WORLDS Iain Rowan

The little fish hovered in the safety of the reef. All around it was the dance of life as schools of brightly-colored fish swam in ten different directions at once. They shot past and between one another but never collided. The little fish darted out into the clear water, but he sensed something moving above. He swam quickly back to the safety of the rock. A big, dark shape moved lazily through the water, powerful and cruel. The little fish kept very still and waited until long after the shark was gone. Then it swam out into the open.

The little fish looked up at the bright surface of the water and saw a splash of arms and legs. It watched the people swimming for a while. Then the little fish saw a hungry eel closing in and shot away, swimming as fast as it could. The eel kept up its chase, hunting for its next meal. The little fish swam frantically, but it was getting tired. It could not keep up this speed for much longer.

* * *

On his way into the city, Billy stood on the corner, looking out at the traffic. Cars shot past from all directions. It looked as if they would crash, but somehow the traffic flowed and merged and they did not. Billy decided that it was safe to cross the road. He started to cross, but then he felt, more than heard, a low noise, and he stepped back onto the sidewalk. The massive truck roared down the street, and Billy waited until it had passed before crossing. Then he walked into the city.

He stopped for a while outside the pet shop and stared into the fish tank, watching the blues and reds darting about between stones and plants. Then he looked at his watch. It was time to get back home for lunch. Billy pretended that he was a spy and that his enemies were chasing him. He fled back home, dodging his opponents. They nearly caught him, but he used one final burst of speed that took him back through his front door.

* * *

The eel was just about to catch the little fish when there was a sparkle of light on plastic, and the little fish found itself rising up. It came out of the sea, into the brilliant sunshine, caught in a big plastic net. Then the net was tipped into a tank. The little fish swam around in its new world. It was safe from the eel that swam in circles in the sea. The tank fell into the bottom of a boat, along with a dozen others, all full of other brightly-colored fish.

* * * Billy walked home, thinking about what he had seen. He would save up his pocket money. Next week he would go back and buy a fish. He would keep it in a tank in his room. It would be interesting watching it swim around. Its world was so different from his.

1) In the story, Billy's street corner is most LIKE the A. boat.

B. net.

X C. reef. D. tank. 2) The shark and the big truck are ALIKE because they are both A. predators chasing after their prey.

B. creatures that make the most noise.

X C. the most dangerous thing in their environments. D. moving faster than any other thing in their habitat. 3) Billy's trip home from the pet store was DIFFERENT from the fish trying to get away from the eel because Billy A. was late for something.

B. wasn't caught by his enemies.

X C. only pretended there was danger. D. didn't need any help from his friends. 4) One way that Billy's city is LIKE the fish's water is that they both A. are very relaxing.

X B. have scary things in them. C. are impossible to get out of.

D. have loud, disturbing noises. 5) The swimming schools of fish are LIKE the cars in traffic because they both A. are brightly colored.

B. are things to be afraid of.

X C. looked like they would run into each other. D. seemed like they would never stop moving. Assessment Title: Locate, Interpret, Organize Information: Second Assessment Passage:

THE VOYAGE OF THE BEAGLE Matthew Cheney

One of the most exciting explorations in the modern era occurred when Charles Darwin sailed around the world on the ship, the H.M.S. Beagle. The Beagle's journey gave Darwin the chance to see many types of plant and animal life.

Darwin quickly discovered that being on the ship made him seasick. So whenever he had a chance to go onto land, he took it. He saw volcanoes and jungles. He collected many plant and animal species previously unknown to scientists. In fact, he collected so many specimens he had to send many back to England long before he returned home to study them.

The Beagle traveled in many areas on this voyage. First, it went to Brazil. Then it traveled down the coast of Argentina. From there, the ship crossed into the Pacific Ocean through the dangerous Magellan Strait in Tierra del Fuego, the southernmost part of South America.

Here are a few terms associated with his voyage.

Darwin, Charles (Robert) (1809-1882) British natural scientist. Charles Darwin was 22 years old in 1831 when Captain Robert FitzRoy invited him to sail on the H.M.S. Beagle. The Beagle was heading to South America to gather information needed to create better maps of the coasts. Darwin had thought he would become a minister. But his interest in nature made the trip to South America hard to resist, even though the voyage would last for five years.

FitzRoy, Robert (1805-1865) Sailor and meteorologist. FitzRoy was a great-grandson of King Charles I of England. FitzRoy became captain of the H.M.S. Beagle during its first voyage, a mapping survey to Tierra del Fuego. On the second voyage, FitzRoy brought Charles Darwin on board mainly to have someone interesting to talk with. However, it soon became clear that Darwin's natural collections from the voyage would be important contributions to science. hydrography (hi-DROG-ra-fee) noun. The scientific measurement and mapping of bodies of water, particularly for travel by ships.

Tierra del Fuego (Spanish for "Land of Fire"). An archipelago at the tip of South America, separated from the continent by the Strait of Magellan. Western and southern islands are territories of Chile. The eastern islands are part of Argentina, including the world's southernmost city, Ushuaia. archipelago (ahr-kih-PEL-ah-goh) noun. A cluster of islands, or an area of water containing many islands.

Darwin at the Galapagos Some of Darwin's most exciting discoveries occurred late in the Beagle's voyage in September 1835. This was when the ship reached the Galapagos Islands, off the coast of Ecuador. Darwin said of the volcanic landscape of the first island they landed on "Nothing could be less inviting than the first appearance." He soon discovered, though, that the high mountains of the islands had a more damp climate and offer fairly thick plant growth.

Within this plant life, Darwin discovered many animals similar to, but slightly different from, ones found on the mainland. He noticed that each island had a different kind of mockingbird. He was amazed to discover how many kinds of finches were flying around the islands. He later found, when he returned to England that each island appeared to have a completely different type of finch. They had many different sorts of beaks, each one good for eating a different type of food.

Darwin was also fascinated by the giant, ancient tortoises on the Galapagos Islands. He spent days observing as they climbed the hills to go to springs for water.

SOURCES http://www.literature.org/authors/darwin-charles/the-voyage-of-the-beagle/chapter- 17.html http://en.wikipedia.org/wiki/The_Voyage_of_the_Beagle http://en.wikipedia.org/wiki/Charles_darwin http://en.wikipedia.org/wiki/Robert_Fitzroy http://en.wikipedia.org/wiki/Tierra_del_Fuego dictionary definitions based on The Oxford American Dictionary (1980 and 2005 editions), with alterations

1) According to the passage, the climate in the high mountains of the Galapagos Islands is A. hotter.

B. cooler.

X C. more damp. D. more dry. 2) Ushuaia is the world's southernmost city. Ushuaia is part of which country? X A. Argentina B. Brazil

C. Chile

D. Ecuador 3) You need to make a list of important facts to include in a report about the life of Charles Darwin. What is the MOST important fact to include from this trip? A. He spent time watching giant ancient tortoises.

B. He regularly went on land to avoid being seasick.

X C. He discovered new species of plants and animals. D. He went on the trip because he was interested in nature. 4) As he traveled among the Galapagos Islands, what did Darwin learn about the birds called finches? A. They looked exactly like finches back in England.

B. Their size was bigger than finches on the mainland.

C. They were dying out because of the humid climate.

X D. Their beaks had adapted to the food on each island. 5) The Beagle traveled to South America to do a hydrographic survey. What information does this kind of survey provide? A. facts about ancient cities

X B. maps of oceans for travel by boats C. information about volcanic landscapes

D. facts about animal and plant species Assessment Title: Analyze Words in Text: Second Assessment Passage:

THE HISTORY OF SNEAKERS Ann Kennedy

Would you be surprised to know that sneakers have been around for more than 100 years? They are very popular now and come in so many styles and colors. But back in the day, they didn't even have a separate right and left shoe!

The sneaker came about as an accident. A man named Charles Goodyear was trying to invent a bag that postal carriers could use that would keep the mail dry when it rained. He experimented with rubber and canvas. Finally, one day he unintentionally got the rubber too hot. Because of that accident, he was able to make the rubber blend with the canvas and be flexible. This mistake paved the way for two new inventions, the car tire and the sneaker.

Early sneakers were too expensive for ordinary people. Only the rich could afford them. They had canvas uppers, laces and rubber soles. Because of the rubber soles, you could sneak up on someone quietly. For this reason, these shoes were called felonies, then creepers, then gumshoes. They later came to be more popularly known as sneakers.

U.S. Rubber bought Mr. Goodyear's business and decided to mass-produce the sneaker. They called this shoe the Ked. The Ked was sold at a more reasonable price within the budget of the average household. By the early 1900s, they were selling up to 25 million pairs a year. In 1917, Marquis Converse took the sneaker to a new level and created shoes specifically for basketball. The Chuck Taylor All-Star was developed in 1923. It was the first celebrity athlete shoe. The Converse All-Star sneaker is still popular today.

In 1985, a rookie basketball player by the name of Michael Jordan had a shoe named after him. This popular shoe, the Air Jordan, cost him a fine each time he wore them at a game, since they were considered too colorful. Now Air Jordans are common all over the place and Michael Jordan is no longer a rookie player. Nike also expanded this line to include clothing.

Originally, sneakers were used for sports but now people use them as a fashion statement. This trend started with teenagers in the 1950s, but includes people of all ages today. And not just for sports, for all kinds of events. People love their sneakers. Ethel Paquin, a writer for Land's End, claims that people feel strongly about their sneakers. Like a favorite old shirt, patched and mended, sneakers are often worn until they are threadbare. Today you can still purchase a pair of sneakers for a small price, but now there are also many designer sneakers with all kinds of new features. The sky is the limit. 1) Read this sentence from the passage.

Finally, one day he unintentionally got the rubber too hot. Because of that accident, he was able to make the rubber blend with the canvas and be flexible.

Which word used in these sentences can help you figure out what unintentionally means? A. flexible

B. finally

X C. accident D. blend 2) Read this sentence from the passage.

The Ked was sold at a more reasonable price within the budget of the average household.

Based on the other words in the sentence, the word budget means something about A. the size of a house.

X B. what a family can afford. C. the number of things sold.

D. where families are likely to shop. 3) Read this sentence from the passage.

This mistake paved the way for two new inventions, the car tire and the sneaker.

The phrase paved the way means A. almost did not happen.

B. took a long, long time.

C. got in the way of things.

X D. made more things happen. 4) Read this sentence from the passage.

Now Air Jordans are common all over the place and Michael Jordan is no longer a rookie player.

The OPPOSITE of a rookie player is A. an injured athlete.

X B. an experienced athlete. C. someone new to sports.

D. a player who gets fined. 5) Read this sentence from the passage.

Like a favorite old shirt, patched and mended, sneakers are often worn until they are threadbare.

Threadbare means A. feeling comfortable.

X B. starting to fall apart. C. getting tired of something.

D. taking good care of something. Assessment Title: Author's Purpose: Second Assessment Passage:

ROBOT ART Nick Mamatas

People make art and music. We are not alone in our creativity, though. In some parts of the world, elephants are given painting materials to produce art. Some people have even dipped cats' paws in paint and given them a canvas. But . . . can robots paint?

I don't mean science fiction robots that look and act like people. Rather, I'm talking about real robots that are used in factories to build cars and other heavy equipment. Jan Zappe, the founder of the European art group, Robotlab, thinks robots can be artists.

He and the other Robotlab artists have taken factory robots, which are mechanical arms attached to a computer, and programmed them to play the drums, dance, spin records like a DJ, and even paint. For example, "Although the robots can weigh 820 pounds and are designed to make everything from cars to bulldozers, they can be remarkably supple, with more than enough finesse to draw on canvas" (Cohn, 2004).

One robot, called KR 125/2 after its model number, would hammer pieces of metal together, but now it has a pen and can draw images based on what it sees through a video camera lens.

Too bad these robots don't have ears to go with their eyes: "At one event the robot DJ selected the music and decided when to scratch. Zappe said the robot's timing and choice of music were 'not very harmonic.' So the Robotlab crew reprogrammed the machine to help it place the scratches at more appropriate times" (Cohn, 2004).

But is it art? Cats are just messing around with paint. Elephants get a little training, but they're just doing what they're told. Jan Zappe's robots are just doing what they're programmed to do. Are the robots the real artists, or are the computer programmers? And are the programmers truly producing art?

Art means a lot of things to people. There was once a "blank canvas" art show, and the gallery owners were worried that they'd mix up which blank canvas belonged to which artist. Art doesn't have to be "pretty" or even "good," but is art whatever an artist says it is? Cats, elephants, and robots can be led to paint, trained to paint, or programmed to paint, but they can't say, "We are artists! This is our art!"

Jan Zappe and Robotlab, however, are artists. And they are also teachers. Robotlab's goal is to use robots to "prepare us for when similar machines are part of our daily lives" (Cohn, 2004). Maybe they can paint our houses and our portraits. 1) The author explains that elephants are trained to paint to show that A. robots can probably paint.

B. art cannot be defined by people.

X C. people are not the only ones who create art. D. elephants are smarter than most people think. 2) The author includes the story of the robot DJ to show that A. robots cannot be creative.

B. robots have terrible musical taste.

C. robots have a poor sense of rhythm.

X D. robots are not always good at making art or music. 3) Why does the author think it is important that cats, elephants, and robots cannot say, "This is my art"? A. It shows that they have much in common.

X B. It shows that they are not really artists. C. It shows that not all artists are proud of their art.

D. It shows that you do not have to talk to be an artist. 4) Why does the author write robots will one day paint houses and portraits? A. He thinks people will never get used to robot art.

B. He thinks robots will only be good at non-artistic painting.

C. He thinks people will always need robots for painting chores.

X D. He thinks robots will one day be able to make art as well as do chores. 5) The author writes that the Robotlab robots were originally designed to make cars and bulldozers because A. it shows that the robots are not really artists.

B. it explains why they are so good at making music.

X C. it makes it more surprising that the robots can make art. D. it points out how far robots have to go before they are like people. Assessment Title: Character Point of View: Second Assessment Passage:

EMERGENCY! Christopher Rowe

In the first part of the story, we met Olivia and Darnay. They were finalists in the planet-wide science fair for school kids on Mars. For their final task, they each had to design and build a small robot. Olivia built a fire-fighting robot that sprays foam, while Darnay built a spider- legged robot that operated a welder. The judge is just about to choose a winner.

"This is a difficult decision," said Dr. Bisson. "You both did a fantastic job, but I can only pick one of you. The winner is—"

At just that moment, a loud siren began wailing. Red lights in the corners flashed off and on and a voice came over the loudspeaker. "Emergency! Emergency!"

There was a computer terminal on the workbench where Darnay sat. He pulled up the station news to check for updates from the station managers. "There's a crack in the dome in sector 15!" he said.

The contest was being held in the Robinson Science Center. Like all stations on Mars, it was a group of buildings covered by a dome. Since the Martian atmosphere was too thin for breathing and deadly cold, a crack was a major emergency.

Olivia called up a drawing of the station on her own computer. "The workshop we're in is in sector 15!" she said.

"That's right!" said Dr. Bisson. "The automatic systems have probably already dropped the pressure doors leading to the rest of the station. We have to put on safety gear until help arrives."

The robots, Firefighter Fred and SpiderBot, watched all of this activity closely. They had been activated less than an hour before and were very interested in everything around them.

"They certainly seem excited," said SpiderBot. "I can lock onto the emergency channel directly with my antenna. The crack they're worried about is located two chambers away."

"I see that, too," said Firefighter Fred. "It looks like a crack has developed between a support beam and the outer pressure shield. There's no reason for all this running around. I could spray foam over the inside of the breach and stop most of the air from escaping."

SpiderBot spun in a circle. "And I can go out the emergency hatch and weld the beam from the outside! That way the humans won't have to make any additional repairs." Dr. Bisson, Olivia and Darnay were busy putting on emergency breathing masks. The temperature in the room was dropping rapidly. They didn't even notice the two little robots leave. Fred buzzed along on his bulldozer-like tracks while SpiderBot clattered along the ceiling on his eight mechanical legs.

Soon, SpiderBot was climbing over the outside of the dome. Through the windows, he could see Fred spraying foam over the crack they had found.

Inside, Fred waited for the foam to harden. He turned his visual sensors all the way down, then signaled to SpiderBot to begin the repairs. Through Fred's darkened vision, the bright light of the welding torch was no brighter than the full moon. And with SpiderBot's specially designed eyes, the light didn't bother him even at full blast.

In just a few minutes, the job was done. SpiderBot met Fred at the door to the workshop and they went in together. Inside, the lights were no longer flashing and the humans had taken off their safety gear.

"Where have you two been?" asked Darnay.

"We were worried about you!" said Olivia. "Didn't you know that there was an emergency?"

SpiderBot and Firefighter Fred didn't have shoulders. If they did, they would have shrugged them. They still didn't know why everybody was so excited. The crack had been an easy fix.

1) How do the robots feel about the emergency at the station? A. They are worried by the emergency.

B. They do not think the emergency is real.

X C. They think the emergency is not a big deal. D. They think their inventors will fix the emergency. 2) When choosing a science fair winner, Dr. Bisson probably feels A. angry that Olivia and Darnay did not try harder.

X B. unsure about which robot is the best. C. glad that the contest will soon be over.

D. worried that the contest was too difficult. 3) When the emergency first occurs, the three people in the story probably feel A. confident.

B. protected.

C. isolated.

X D. worried. 4) At the beginning of the story, how do Darnay and Olivia probably feel about their robots? A. certain they could have done more to win

B. embarrassed that they got so little done

C. jealous of each other's design

X D. confident they did a good job 5) Which word best describes how the robots feel after being activated? A. bored

X B. curious C. excited

D. frightened Assessment Title: Main Idea: Second Assessment Passage:

SHARK MYTHS Nick Mamatas

In the 1970s, the movie Jaws made people afraid to go in the ocean. Even today, the shark is seen as the ultimate eating machine, ready to turn surfers and swimmers into midnight snacks. But most sharks aren't giant monsters, and they don't want to eat people. They do, however, bite.

Eating Machines?

Sharks are eating machines. They swim constantly throughout their lives just to keep the water flowing through their gills, and they don't stop for anything. All that work means they need constant energy, so sharks are always on the prowl for food.

Great white sharks are the world's largest fish predator, and can grow to over twenty feet in length. The great white, and most other sharks, have rows and rows of razor-sharp teeth. Sharks of all sizes are strong, fast, and equipped to kill and eat their prey.

The Ultimate Hunter?

Teeth and hunger aren't the only things that make sharks dangerous. Sharks have a sharp sense of smell, which allows them to detect even a few drops of blood in the salty ocean waters.

Sharks even have senses we don't, including an electrical detection sense, thanks to special organs called the Ampullae of Lorenzini. All animals give off weak electrical signals, and sharks can literally feel them through the water. Then they can zone in on prey long before seeing it (Wikipedia, 2006).

Spit It Out!

But sharks don't like eating people: "In the majority of recorded attacks, the shark bites the victim, hangs on for a few seconds (possibly dragging the victim through the water or under the surface), and then lets go" (Grabianowski, 2006).

A shark's powerful senses can tell it that an animal is in the water, but not whether it's a turtle, a sea lion, or a human. And sharks don't like the way we taste—imagine biting into what you thought was a hot dog, and it turned out to be chimpanzee meat. You'd spit it out, too. Sharks aren't "man-eaters," they're accidental "man biters."

The problem with humans is that we're not fat enough for the average shark. For example, "Sharks love fat. Fat produces twice the energy of muscle, so it's the most efficient food for sharks. Great whites prefer baby seals, which can have up to 50 percent fat content" (Carey, 2005).

However, some people are killed by sharks. A big bite can put a lot of blood in the water, and some other sharks may be attracted to the smell and the movements of a swimmer trying to get away. But this is very rare.

People are less likely to be killed by a shark than they are by another dangerous animal. For instance, "About six people are killed by sharks every year. Some 50,000 people die of snake bites. Elephants kill 500 people a year" (Carey, 2005). Sure, there have been movies about snakes. None of them, though, were as popular or scary as Jaws. And even Hollywood can't make the sight of an elephant's trunk cutting through the leaves and branches of a jungle all that scary. So we still see elephants as large, happy, animals. Even though other animals are far more dangerous to us, unfortunately, people still think sharks are deadly monsters.

References

Carey, Bjorn. "The Truth About Great White Sharks, 30 Years After Jaws." Live Science Animal Domain 7 July 2005.

Wikipedia. "Ampullae of Lorenzini." Wikipedia 13 May 2006.

1) The second paragraph of the section "Spit It Out!" is mostly about A. how much fat humans have.

B. which animals have the most fat.

X C. why sharks don't like to eat humans. D. how fat is converted into muscle. 2) Which of the following best states the main idea of the passage? A. Ever since the movie Jaws, people have been afraid of sharks.

B. People's ideas of which animals are most dangerous are wrong.

C. Sharks are the largest and most dangerous fish predators in the sea.

X D. Although sharks can be dangerous, they are not as bad as most people think. 3) If this passage needed a new title, which would best summarize the point of the passage? A. The Life Cycle of the Shark

B. Our Friendly Neighbor: The Shark

X C. The Truth about Sharks D. Sharks: The Seal Killers 4) The last paragraph of the passage is mostly about A. what makes movies scary.

B. why Jaws was so popular.

C. why people aren't afraid of elephants.

X D. how movies affect the way we think of animals. 5) The first two sections of the passage focus on the topic of A. a shark's unique sense of smell.

X B. what makes sharks dangerous. C. why sharks need to eat so much.

D. how sharks are different from other predators.