Redone 2nd 6 Weeks 7th Reading Comprehension Part 2 VanDenBerg

Let Kids Be Kids

1 I think that the most significant problem in schools today is that teachers and parents do not allow kids to just be kids. Sometimes, I think adults make up meaningless rules because they think they are supposed to. Then they wonder why students do not follow these rules. From not chewing gum to not using cell phones to not wearing jackets with sports team logos, our school rules seem to be designed to cramp kids' styles for no particular reason.

2 For instance, take the issue of chewing gum in class. Everybody knows it is rude and distracting to blow bubbles, to chew in someone's ear, and to chew with your mouth open. So, why not constitute a rule against those things instead of outlawing gum completely? The fact is that chewing gum has real benefits for a number of students. It can calm down those who get anxious easily. According to Bill Hendrick on the Web site WebMD, studies have demonstrated that chewing gum can reduce stress. In turn, lower stress can result in better grades. Kids can have an abundance of extra energy, and gum chewing can release some of that energy so that it does not come out in other, more destructive ways! Many kids also just plain like to chew gum. It makes them happy, and the happier they are, the more successful they will be in all aspects of school.

3 The cell phone issue has already been debated into the ground, but here's my opinion on the subject: Why not trust students to be responsible human beings? Let them have their cell phones in class with the agreement that if they use their phones during class time, even once, they will lose that privilege. Kids want to be trusted and also want adults to believe they can handle responsibility. When students feel that their parents and teachers trust them, their self-esteem increase. A related issue is that some people say that letting students carry cell phones makes those who cannot afford them feel bad. If students agree that they cannot use their phones in class, then this ceases to be a problem. Also, we all see things every day that we might wish we could have but cannot afford. Trying to protect kids from such experiences just makes them feel like adults think kids cannot handle disappointment.

4 Lastly, I'd like to talk about the trend of wearing jackets with our favorite professional or college sports teams' logos. Our school is considering banning these because students sometimes get into arguments about which teams are the best. Some teachers and parents also object because it seems like the students are just wearing advertisements. Again, I say, let kids be kids. If they want to proudly display the names of the teams they support, then let them because it makes them feel like they are part of something. This gives them a sense of belonging. Besides, pretty much everyone is doing it—wearing stuff like buttons or T-shirts promoting their favorite teams. There can't be anything too negative about it if nearly all the students are taking part.

5 In conclusion, there's an obvious theme that runs through the three topics above. Kids want to be allowed to be kids—to be themselves—and to enjoy this time in their lives to the fullest. Taking away things kids enjoy or making up rules just for the sake of having rules does not help anybody. The best school is a happy school, full of students who are enjoying their days and who feel good about themselves. There are plenty of sensible rules for student safety that of course need to stay in place. However, wherever possible, letting students be who they are and not "cramping their style" will be the best policy all around.

Which sentence from the passage supports the idea that the choices students make have consequences?

• Also, we all see things every day that we might wish we could have but cannot afford.

• However, wherever possible, letting students be who they are and not "cramping their style" will be the best policy all around.

• There can't be anything too negative about it if nearly all the students are taking part.

• Let them have their cell phones in class with the agreement that if they use their phones during class time, even once, they will lose that privilege.

Let Kids Be Kids1 I think that the most significant problem in schools today is that teachers and parents do not allow kids to just be kids. Sometimes, I think adults make up meaningless rules because they think they are supposed to. Then they wonder why students do not follow these rules. From not chewing gum to not using cell phones to not wearing jackets with sports team logos, our school rules seem to be designed to cramp kids' styles for no particular reason.

2 For instance, take the issue of chewing gum in class. Everybody knows it is rude and distracting to blow bubbles, to chew in someone's ear, and to chew with your mouth open. So, why not constitute a rule against those things instead of outlawing gum completely? The fact is that chewing gum has real benefits for a number of students. It can calm down those who get anxious easily. According to Bill Hendrick on the Web site WebMD, studies have demonstrated that chewing gum can reduce stress. In turn, lower stress can result in better grades. Kids can have an abundance of extra energy, and gum chewing can release some of that energy so that it does not come out in other, more destructive ways! Many kids also just plain like to chew gum. It makes them happy, and the happier they are, the more successful they will be in all aspects of school.

3 The cell phone issue has already been debated into the ground, but here's my opinion on the subject: Why not trust students to be responsible human beings? Let them have their cell phones in class with the agreement that if they use their phones during class time, even once, they will lose that privilege. Kids want to be trusted and also want adults to believe they can handle responsibility. When students feel that their parents and teachers trust them, their self-esteem increase. A related issue is that some people say that letting students carry cell phones makes those who cannot afford them feel bad. If students agree that they cannot use their phones in class, then this ceases to be a problem. Also, we all see things every day that we might wish we could have but cannot afford. Trying to protect kids from such experiences just makes them feel like adults think kids cannot handle disappointment.

4 Lastly, I'd like to talk about the trend of wearing jackets with our favorite professional or college sports teams' logos. Our school is considering banning these because students sometimes get into arguments about which teams are the best. Some teachers and parents also object because it seems like the students are just wearing advertisements. Again, I say, let kids be kids. If they want to proudly display the names of the teams they support, then let them because it makes them feel like they are part of something. This gives them a sense of belonging. Besides, pretty much everyone is doing it—wearing stuff like buttons or T-shirts promoting their favorite teams. There can't be anything too negative about it if nearly all the students are taking part.

5 In conclusion, there's an obvious theme that runs through the three topics above. Kids want to be allowed to be kids—to be themselves—and to enjoy this time in their lives to the fullest. Taking away things kids enjoy or making up rules just for the sake of having rules does not help anybody. The best school is a happy school, full of students who are enjoying their days and who feel good about themselves. There are plenty of sensible rules for student safety that of course need to stay in place. However, wherever possible, letting students be who they are and not "cramping their style" will be the best policy all around.

Which detail supports the idea that adults should let kids be kids?

• Kids know that chewing gum loudly or in people's ears is distracting and rude.

• Wearing team logos on jackets seems like advertising, so many parents do not approve.

• Cell phones should be taken away if students use them in class even one single time.

• Chewing gum makes kids happy, and therefore, they will be more successful students.

Let Kids Be Kids

1 I think that the most significant problem in schools today is that teachers and parents do not allow kids to just be kids. Sometimes, I think adults make up meaningless rules because they think they are supposed to. Then they wonder why students do not follow these rules. From not chewing gum to not using cell phones to not wearing jackets with sports team logos, our school rules seem to be designed to cramp kids' styles for no particular reason.

2 For instance, take the issue of chewing gum in class. Everybody knows it is rude and distracting to blow bubbles, to chew in someone's ear, and to chew with your mouth open. So, why not constitute a rule against those things instead of outlawing gum completely? The fact is that chewing gum has real benefits for a number of students. It can calm down those who get anxious easily. According to Bill Hendrick on the Web site WebMD, studies have demonstrated that chewing gum can reduce stress. In turn, lower stress can result in better grades. Kids can have an abundance of extra energy, and gum chewing can release some of that energy so that it does not come out in other, more destructive ways! Many kids also just plain like to chew gum. It makes them happy, and the happier they are, the more successful they will be in all aspects of school.

3 The cell phone issue has already been debated into the ground, but here's my opinion on the subject: Why not trust students to be responsible human beings? Let them have their cell phones in class with the agreement that if they use their phones during class time, even once, they will lose that privilege. Kids want to be trusted and also want adults to believe they can handle responsibility. When students feel that their parents and teachers trust them, their self-esteem increase. A related issue is that some people say that letting students carry cell phones makes those who cannot afford them feel bad. If students agree that they cannot use their phones in class, then this ceases to be a problem. Also, we all see things every day that we might wish we could have but cannot afford. Trying to protect kids from such experiences just makes them feel like adults think kids cannot handle disappointment.

4 Lastly, I'd like to talk about the trend of wearing jackets with our favorite professional or college sports teams' logos. Our school is considering banning these because students sometimes get into arguments about which teams are the best. Some teachers and parents also object because it seems like the students are just wearing advertisements. Again, I say, let kids be kids. If they want to proudly display the names of the teams they support, then let them because it makes them feel like they are part of something. This gives them a sense of belonging. Besides, pretty much everyone is doing it—wearing stuff like buttons or T-shirts promoting their favorite teams. There can't be anything too negative about it if nearly all the students are taking part.

5 In conclusion, there's an obvious theme that runs through the three topics above. Kids want to be allowed to be kids—to be themselves—and to enjoy this time in their lives to the fullest. Taking away things kids enjoy or making up rules just for the sake of having rules does not help anybody. The best school is a happy school, full of students who are enjoying their days and who feel good about themselves. There are plenty of sensible rules for student safety that of course need to stay in place. However, wherever possible, letting students be who they are and not "cramping their style" will be the best policy all around.

The evidence from WebMD in paragraph 2 fails to show how much gum must be chewed in order to lower stress significantly. However, this information does support the idea that

• students often become distracted by others chewing gum.

• some students enjoy being able to chew gum in class.

• chewing gum can have a positive effect on students.

• chewing gum can get in the way of students' studies.

Let Kids Be Kids

1 I think that the most significant problem in schools today is that teachers and parents do not allow kids to just be kids. Sometimes, I think adults make up meaningless rules because they think they are supposed to. Then they wonder why students do not follow these rules. From not chewing gum to not using cell phones to not wearing jackets with sports team logos, our school rules seem to be designed to cramp kids' styles for no particular reason.

2 For instance, take the issue of chewing gum in class. Everybody knows it is rude and distracting to blow bubbles, to chew in someone's ear, and to chew with your mouth open. So, why not constitute a rule against those things instead of outlawing gum completely? The fact is that chewing gum has real benefits for a number of students. It can calm down those who get anxious easily. According to Bill Hendrick on the Web site WebMD, studies have demonstrated that chewing gum can reduce stress. In turn, lower stress can result in better grades. Kids can have an abundance of extra energy, and gum chewing can release some of that energy so that it does not come out in other, more destructive ways! Many kids also just plain like to chew gum. It makes them happy, and the happier they are, the more successful they will be in all aspects of school.

3 The cell phone issue has already been debated into the ground, but here's my opinion on the subject: Why not trust students to be responsible human beings? Let them have their cell phones in class with the agreement that if they use their phones during class time, even once, they will lose that privilege. Kids want to be trusted and also want adults to believe they can handle responsibility. When students feel that their parents and teachers trust them, their self-esteem increase. A related issue is that some people say that letting students carry cell phones makes those who cannot afford them feel bad. If students agree that they cannot use their phones in class, then this ceases to be a problem. Also, we all see things every day that we might wish we could have but cannot afford. Trying to protect kids from such experiences just makes them feel like adults think kids cannot handle disappointment.

4 Lastly, I'd like to talk about the trend of wearing jackets with our favorite professional or college sports teams' logos. Our school is considering banning these because students sometimes get into arguments about which teams are the best. Some teachers and parents also object because it seems like the students are just wearing advertisements. Again, I say, let kids be kids. If they want to proudly display the names of the teams they support, then let them because it makes them feel like they are part of something. This gives them a sense of belonging. Besides, pretty much everyone is doing it—wearing stuff like buttons or T-shirts promoting their favorite teams. There can't be anything too negative about it if nearly all the students are taking part.

5 In conclusion, there's an obvious theme that runs through the three topics above. Kids want to be allowed to be kids—to be themselves—and to enjoy this time in their lives to the fullest. Taking away things kids enjoy or making up rules just for the sake of having rules does not help anybody. The best school is a happy school, full of students who are enjoying their days and who feel good about themselves. There are plenty of sensible rules for student safety that of course need to stay in place. However, wherever possible, letting students be who they are and not "cramping their style" will be the best policy all around.

Which statement best summarizes the central idea of paragraph 3?

• People often get jealous when they see others who own things they cannot afford.

• Chewing gum in class should be allowed because it calms students down.

• Students should be trusted to carry cell phones to class and not use them.

• Taking privileges away will only make students want to break the rules even more.

Let Kids Be Kids

1 I think that the most significant problem in schools today is that teachers and parents do not allow kids to just be kids. Sometimes, I think adults make up meaningless rules because they think they are supposed to. Then they wonder why students do not follow these rules. From not chewing gum to not using cell phones to not wearing jackets with sports team logos, our school rules seem to be designed to cramp kids' styles for no particular reason.

2 For instance, take the issue of chewing gum in class. Everybody knows it is rude and distracting to blow bubbles, to chew in someone's ear, and to chew with your mouth open. So, why not constitute a rule against those things instead of outlawing gum completely? The fact is that chewing gum has real benefits for a number of students. It can calm down those who get anxious easily. According to Bill Hendrick on the Web site WebMD, studies have demonstrated that chewing gum can reduce stress. In turn, lower stress can result in better grades. Kids can have an abundance of extra energy, and gum chewing can release some of that energy so that it does not come out in other, more destructive ways! Many kids also just plain like to chew gum. It makes them happy, and the happier they are, the more successful they will be in all aspects of school.

3 The cell phone issue has already been debated into the ground, but here's my opinion on the subject: Why not trust students to be responsible human beings? Let them have their cell phones in class with the agreement that if they use their phones during class time, even once, they will lose that privilege. Kids want to be trusted and also want adults to believe they can handle responsibility. When students feel that their parents and teachers trust them, their self-esteem increase. A related issue is that some people say that letting students carry cell phones makes those who cannot afford them feel bad. If students agree that they cannot use their phones in class, then this ceases to be a problem. Also, we all see things every day that we might wish we could have but cannot afford. Trying to protect kids from such experiences just makes them feel like adults think kids cannot handle disappointment.

4 Lastly, I'd like to talk about the trend of wearing jackets with our favorite professional or college sports teams' logos. Our school is considering banning these because students sometimes get into arguments about which teams are the best. Some teachers and parents also object because it seems like the students are just wearing advertisements. Again, I say, let kids be kids. If they want to proudly display the names of the teams they support, then let them because it makes them feel like they are part of something. This gives them a sense of belonging. Besides, pretty much everyone is doing it—wearing stuff like buttons or T-shirts promoting their favorite teams. There can't be anything too negative about it if nearly all the students are taking part.

5 In conclusion, there's an obvious theme that runs through the three topics above. Kids want to be allowed to be kids—to be themselves—and to enjoy this time in their lives to the fullest. Taking away things kids enjoy or making up rules just for the sake of having rules does not help anybody. The best school is a happy school, full of students who are enjoying their days and who feel good about themselves. There are plenty of sensible rules for student safety that of course need to stay in place. However, wherever possible, letting students be who they are and not "cramping their style" will be the best policy all around.

The author's purpose is to encourage readers to

• understand that chewing gum can be bad for their health.

• wear clothing that displays logos to support their favorite teams.

• persuade teachers to let students talk on cell phones in class.

• support kids in enjoying their lives without unnecessary rules.

Let Kids Be Kids1 I think that the most significant problem in schools today is that teachers and parents do not allow kids to just be kids. Sometimes, I think adults make up meaningless rules because they think they are supposed to. Then they wonder why students do not follow these rules. From not chewing gum to not using cell phones to not wearing jackets with sports team logos, our school rules seem to be designed to cramp kids' styles for no particular reason.

2 For instance, take the issue of chewing gum in class. Everybody knows it is rude and distracting to blow bubbles, to chew in someone's ear, and to chew with your mouth open. So, why not constitute a rule against those things instead of outlawing gum completely? The fact is that chewing gum has real benefits for a number of students. It can calm down those who get anxious easily. According to Bill Hendrick on the Web site WebMD, studies have demonstrated that chewing gum can reduce stress. In turn, lower stress can result in better grades. Kids can have an abundance of extra energy, and gum chewing can release some of that energy so that it does not come out in other, more destructive ways! Many kids also just plain like to chew gum. It makes them happy, and the happier they are, the more successful they will be in all aspects of school.

3 The cell phone issue has already been debated into the ground, but here's my opinion on the subject: Why not trust students to be responsible human beings? Let them have their cell phones in class with the agreement that if they use their phones during class time, even once, they will lose that privilege. Kids want to be trusted and also want adults to believe they can handle responsibility. When students feel that their parents and teachers trust them, their self-esteem increase. A related issue is that some people say that letting students carry cell phones makes those who cannot afford them feel bad. If students agree that they cannot use their phones in class, then this ceases to be a problem. Also, we all see things every day that we might wish we could have but cannot afford. Trying to protect kids from such experiences just makes them feel like adults think kids cannot handle disappointment.

4 Lastly, I'd like to talk about the trend of wearing jackets with our favorite professional or college sports teams' logos. Our school is considering banning these because students sometimes get into arguments about which teams are the best. Some teachers and parents also object because it seems like the students are just wearing advertisements. Again, I say, let kids be kids. If they want to proudly display the names of the teams they support, then let them because it makes them feel like they are part of something. This gives them a sense of belonging. Besides, pretty much everyone is doing it—wearing stuff like buttons or T-shirts promoting their favorite teams. There can't be anything too negative about it if nearly all the students are taking part.

5 In conclusion, there's an obvious theme that runs through the three topics above. Kids want to be allowed to be kids—to be themselves—and to enjoy this time in their lives to the fullest. Taking away things kids enjoy or making up rules just for the sake of having rules does not help anybody. The best school is a happy school, full of students who are enjoying their days and who feel good about themselves. There are plenty of sensible rules for student safety that of course need to stay in place. However, wherever possible, letting students be who they are and not "cramping their style" will be the best policy all around.

In paragraph 2, what does the word constitute mean?

• establish

• transform

• reject

• duplicate

Snakes

There are many types of phobias, or fears, in the world. Acrophobia is a fear of heights, while claustrophobia is a fear of confined spaces, and agoraphobia is a fear of being in open or public places. But few people have heard of ophidiphobia, even though it is quite common. Ophidiphobia is a fear of snakes.1 Even popular movie icon Indiana Jones has a touch of ophidiphobia. “I hate snakes,” he often proclaims. Perhaps one of the best and easiest ways to get over ophidiphobia is to become educated about snakes. Most of them aren’t really as dangerous as believed.

Snakes vary in size. Some snakes weigh only a few pounds, while others weigh more. But all snakes have the same basic body features: forked tongue, limbless body, cylindrical shape, extreme flexibility, and scaly skin.

All snakes are also cold-blooded. This doesn’t mean that snakes have cold blood; it means they receive their body heat by absorbing it from the environment rather than generating it internally.

A snake’s head is very small compared to the rest of its body. Because it cannot chew its food, a snake’s skull can stretch to allow it to swallow prey much larger than its head.

Once you look at snakes as normal, everyday creatures, the stigma that they are creatures that prey on humans will go away. Perhaps this is a first step for the sufferers of ophidiphobia.

1 Shureguard, Peter. All about Phobias. New York: Scientific Publishing Partners, 2007.

How is the introductory paragraph of this passage structured?

• It presents interesting details about phobias and links the information to snakes.

• It asks the reader a question about snakes, which is followed by interesting facts.

• It describes a situation in which the author encountered a snake and was frightened.

• It states the main points that are going to be covered in the remaining paragraphs.

Shadowing Bruce

by Tirzah Tyler

1 A gentle mist covered Fortuleza Street like a shawl, and Mick was glad that he had worn his baseball cap. He anticipated that his visit to Mrs. Sumner's house was going to be awkward, but he knew that arriving damp after walking

two blocks in the autumn drizzle would double his discomfort. As he approached Mrs. Sumner's front porch, Mick scratched his shoulder and the back of his neck. The cement porch steps had large splotches of mold, but

Mick knew that the allergens in the air were not to blame for his itch.

2 He took a deep breath, clenched his fist, and thought to himself, No matter what she says, just be polite. He knocked on the front door, and Mrs. Sumner's middle-aged daughter Charlotte answered. Mick grinned and asked, "How are you?"

3 Charlotte said cheerfully, "Hello, there. I haven't seen you in a while." She opened the front door more widely and gestured for Mick to enter the house.

4 An overstuffed green couch adorned the center of the living room, but instead of taking a seat, Mick stood by the fireplace. He wished that he had protected himself from the weather with an umbrella instead of a baseball cap.

5 "Your dad called earlier today and said that you'd come by to pick up his payment, so let me go get my mother," Charlotte said before she hurried out of the room.

6 While the decorated glass clock on the fireplace mantel began to chime, Mick began to remember the last time that he had visited Mrs. Sumner's living room.

7 Three years earlier, Mick had accompanied his father Bruce to collect money for landscaping work that Bruce had done on Mrs. Sumner's front lawn.

8 "Is he one of your workers?" Mrs. Sumner had asked with a scowl while pointing a long, neon-green painted fingernail at a younger Mick. Before Bruce could answer, Mrs. Sumner had barked, "That would explain why my hedges are so crooked, Bruce. If you would get some adults on your crew who knew what they were doing, instead of these children, my yard wouldn't be the most lopsided one on Fortuleza Street."

9 "If you don't like his work, why do you keep hiring him--" Mick had begun before his father had suddenly cupped his hand over Mick's mouth.

10 "I'm sorry, Mrs. Sumner," Bruce had said while keeping Mick's mouth covered. "We'll be more careful with your hedges next time."

11 The clock, which had stopped chiming, now ticked on the mantel almost as loudly as a set of hedge shears. Mick, now 13, clenched both his fists and wished his father had not sent him to pick up Mrs. Sumner's payment alone. Be polite, Mick reminded himself.

12 Charlotte returned to the living room and nervously brushed her sleek, brown hair away from her face. "He's here to pick up the check, Mom," Charlotte articulated somewhat loudly.

13 Mick felt his cheekbones itch, but he did not scratch his face. He remained standing and silently waited.

14 An elderly woman softly shuffled her slipper-covered feet into the living room. Her frail body was clothed in a neon-green robe. Her unkempt white hair accented her disorderly appearance, but a kind smile illuminated her face. "Good afternoon, Bruce," Mrs. Sumner told Mick before she offered him a check.

15 For a brief moment, Mick thought perhaps that he had entered the wrong house, but when he accepted the check that was scrawled out to Bruce, Mick realized how poorly Mrs. Sumner had aged since the last time he had seen her. "Thank you," he said.

16 "You did a wonderful job on my petunias and geraniums today," Mrs. Sumner said even though no such flowers were currently growing in her yard, and Bruce had completed the work the week before.

17 "I have to check on her frequently because she hasn't been doing well," Charlotte whispered to Mick.

18 "How is your little boy doing, Bruce?" Mrs. Sumner asked Mick. "He is the spitting image of your pretty wife."

19 Mick's parents had been divorced since he was a toddler, but he smiled before replying, "My little boy is fine, thank you." The itchiness on Mick's face, neck, and shoulder was completely gone.

Which statement shows how the narrative point of view develops the passage?

• It describes why Mick's father needs Mick to pick up Mrs. Sumner's money.

• It shows that Mrs. Sumner has changed significantly.

• It explains why Mick feels anxious about seeing Mrs. Sumner by himself.

• It reveals that Mick wants to stop working for his father.

Shadowing Bruce

by Tirzah Tyler

1 A gentle mist covered Fortuleza Street like a shawl, and Mick was glad that he had worn his baseball cap. He anticipated that his visit to Mrs. Sumner's house was going to be awkward, but he knew that arriving damp after walking

two blocks in the autumn drizzle would double his discomfort. As he approached Mrs. Sumner's front porch, Mick scratched his shoulder and the back of his neck. The cement porch steps had large splotches of mold, but

Mick knew that the allergens in the air were not to blame for his itch.

2 He took a deep breath, clenched his fist, and thought to himself, No matter what she says, just be polite. He knocked on the front door, and Mrs. Sumner's middle-aged daughter Charlotte answered. Mick grinned and asked, "How are you?"

3 Charlotte said cheerfully, "Hello, there. I haven't seen you in a while." She opened the front door more widely and gestured for Mick to enter the house.

4 An overstuffed green couch adorned the center of the living room, but instead of taking a seat, Mick stood by the fireplace. He wished that he had protected himself from the weather with an umbrella instead of a baseball cap.

5 "Your dad called earlier today and said that you'd come by to pick up his payment, so let me go get my mother," Charlotte said before she hurried out of the room.

6 While the decorated glass clock on the fireplace mantel began to chime, Mick began to remember the last time that he had visited Mrs. Sumner's living room.

7 Three years earlier, Mick had accompanied his father Bruce to collect money for landscaping work that Bruce had done on Mrs. Sumner's front lawn.

8 "Is he one of your workers?" Mrs. Sumner had asked with a scowl while pointing a long, neon-green painted fingernail at a younger Mick. Before Bruce could answer, Mrs. Sumner had barked, "That would explain why my hedges are so crooked, Bruce. If you would get some adults on your crew who knew what they were doing, instead of these children, my yard wouldn't be the most lopsided one on Fortuleza Street."

9 "If you don't like his work, why do you keep hiring him--" Mick had begun before his father had suddenly cupped his hand over Mick's mouth.

10 "I'm sorry, Mrs. Sumner," Bruce had said while keeping Mick's mouth covered. "We'll be more careful with your hedges next time."

11 The clock, which had stopped chiming, now ticked on the mantel almost as loudly as a set of hedge shears. Mick, now 13, clenched both his fists and wished his father had not sent him to pick up Mrs. Sumner's payment alone. Be polite, Mick reminded himself.

12 Charlotte returned to the living room and nervously brushed her sleek, brown hair away from her face. "He's here to pick up the check, Mom," Charlotte articulated somewhat loudly.

13 Mick felt his cheekbones itch, but he did not scratch his face. He remained standing and silently waited.

14 An elderly woman softly shuffled her slipper-covered feet into the living room. Her frail body was clothed in a neon-green robe. Her unkempt white hair accented her disorderly appearance, but a kind smile illuminated her face. "Good afternoon, Bruce," Mrs. Sumner told Mick before she offered him a check.

15 For a brief moment, Mick thought perhaps that he had entered the wrong house, but when he accepted the check that was scrawled out to Bruce, Mick realized how poorly Mrs. Sumner had aged since the last time he had seen her. "Thank you," he said.

16 "You did a wonderful job on my petunias and geraniums today," Mrs. Sumner said even though no such flowers were currently growing in her yard, and Bruce had completed the work the week before.

17 "I have to check on her frequently because she hasn't been doing well," Charlotte whispered to Mick.

18 "How is your little boy doing, Bruce?" Mrs. Sumner asked Mick. "He is the spitting image of your pretty wife."

19 Mick's parents had been divorced since he was a toddler, but he smiled before replying, "My little boy is fine, thank you." The itchiness on Mick's face, neck, and shoulder was completely gone.

Read paragraph 17.

"I have to check on her frequently because she hasn't been doing well,"

Charlotte whispered to Mick.

What does the above sentence show about Charlotte?

• She handles all the financial aspects of Mrs. Sumner's life.

• She is hesitant to speak about her elderly mother's condition.

• She realizes her mother doesn't think as clearly as she used to

Shadowing Bruce

by Tirzah Tyler

1 A gentle mist covered Fortuleza Street like a shawl, and Mick was glad that he had worn his baseball cap. He anticipated that his visit to Mrs. Sumner's house was going to be awkward, but he knew that arriving damp after walking

two blocks in the autumn drizzle would double his discomfort. As he approached Mrs. Sumner's front porch, Mick scratched his shoulder and the back of his neck. The cement porch steps had large splotches of mold, but

Mick knew that the allergens in the air were not to blame for his itch.

2 He took a deep breath, clenched his fist, and thought to himself, No matter what she says, just be polite. He knocked on the front door, and Mrs. Sumner's middle-aged daughter Charlotte answered. Mick grinned and asked, "How are you?"

3 Charlotte said cheerfully, "Hello, there. I haven't seen you in a while." She opened the front door more widely and gestured for Mick to enter the house.

4 An overstuffed green couch adorned the center of the living room, but instead of taking a seat, Mick stood by the fireplace. He wished that he had protected himself from the weather with an umbrella instead of a baseball cap.

5 "Your dad called earlier today and said that you'd come by to pick up his payment, so let me go get my mother," Charlotte said before she hurried out of the room.

6 While the decorated glass clock on the fireplace mantel began to chime, Mick began to remember the last time that he had visited Mrs. Sumner's living room.

7 Three years earlier, Mick had accompanied his father Bruce to collect money for landscaping work that Bruce had done on Mrs. Sumner's front lawn.

8 "Is he one of your workers?" Mrs. Sumner had asked with a scowl while pointing a long, neon-green painted fingernail at a younger Mick. Before Bruce could answer, Mrs. Sumner had barked, "That would explain why my hedges are so crooked, Bruce. If you would get some adults on your crew who knew what they were doing, instead of these children, my yard wouldn't be the most lopsided one on Fortuleza Street."

9 "If you don't like his work, why do you keep hiring him--" Mick had begun before his father had suddenly cupped his hand over Mick's mouth.

10 "I'm sorry, Mrs. Sumner," Bruce had said while keeping Mick's mouth covered. "We'll be more careful with your hedges next time."

11 The clock, which had stopped chiming, now ticked on the mantel almost as loudly as a set of hedge shears. Mick, now 13, clenched both his fists and wished his father had not sent him to pick up Mrs. Sumner's payment alone. Be polite, Mick reminded himself.

12 Charlotte returned to the living room and nervously brushed her sleek, brown hair away from her face. "He's here to pick up the check, Mom," Charlotte articulated somewhat loudly.

13 Mick felt his cheekbones itch, but he did not scratch his face. He remained standing and silently waited.

14 An elderly woman softly shuffled her slipper-covered feet into the living room. Her frail body was clothed in a neon-green robe. Her unkempt white hair accented her disorderly appearance, but a kind smile illuminated her face. "Good afternoon, Bruce," Mrs. Sumner told Mick before she offered him a check.

15 For a brief moment, Mick thought perhaps that he had entered the wrong house, but when he accepted the check that was scrawled out to Bruce, Mick realized how poorly Mrs. Sumner had aged since the last time he had seen her. "Thank you," he said.

16 "You did a wonderful job on my petunias and geraniums today," Mrs. Sumner said even though no such flowers were currently growing in her yard, and Bruce had completed the work the week before.

17 "I have to check on her frequently because she hasn't been doing well," Charlotte whispered to Mick.

18 "How is your little boy doing, Bruce?" Mrs. Sumner asked Mick. "He is the spitting image of your pretty wife."

19 Mick's parents had been divorced since he was a toddler, but he smiled before replying, "My little boy is fine, thank you." The itchiness on Mick's face, neck, and shoulder was completely gone.

Which statement best expresses the theme of this passage?

• Young children should always respect their elders regardless of behavior.

• Dealing with family members requires much patience and understanding.

• Time and maturity can affect how a person reacts in a certain situation.

• Any person who works hard can potentially earn a large business profit.