The brightest children, it has often struck me, are fascinated by metaphor--with what is shown in the set of relationships bearing on the raccoon, for example, to lie quite beyond the raccoon. In the end, you are trying to make clear to them that everything found at the edge of one's sense--the high note of the winter wren, the thick perfume of propolis that drifts downwind from spring willow, the brightness of wood chips scattered by beaver--that all this fits together. The indestructibility of all these associations conveys a sense of permanence that nurtures the heart, that cripples on of the most insidious of human anxieties, the one that says, you do not belong here, you are unnecessary. Which sentence BEST reflects the implied main idea of this passage?

• Bright children can more easily use the tool of the metaphor.

• Only children can see the connection between birds, trees, and beavers.

• Children should be taken to observe raccoons.

• When children understand how things fit together, they can also develop a sense of belonging.

The brightest children, it has often struck me, are fascinated by metaphor--with what is shown in the set of relationships bearing on the raccoon, for example, to lie quite beyond the raccoon. In the end, you are trying to make clear to them that everything found at the edge of one's sense--the high note of the winter wren, the thick perfume of propolis that drifts downwind from spring willow, the brightness of wood chips scattered by beaver--that all this fits together. The indestructibility of all these associations conveys a sense of permanence that nurtures the heart, that cripples on of the most insidious of human anxieties, the one that says, you do not belong here, you are unnecessary. The theme topic of the passage is ____________.

• the prevalence of anxiety

• the need for a sense of permanence

• the idea of impermanence

• the use of metaphor

Tags

CCSS.RI.11-12.9

CCSS.RL.11-12.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

The brightest children, it has often struck me, are fascinated by metaphor--with what is shown in the set of relationships bearing on the raccoon, for example, to lie quite beyond the raccoon. In the end, you are trying to make clear to them that everything found at the edge of one's sense--the high note of the winter wren, the thick perfume of propolis that drifts downwind from spring willow, the brightness of wood chips scattered by beaver--that all this fits together. The indestructibility of all these associations conveys a sense of permanence that nurtures the heart, that cripples on of the most insidious of human anxieties, the one that says, you do not belong here, you are unnecessary. What would be the best title of this passage?

• Raccoons: Nature's Metaphors

• Finding a Sense of Permanence in Nature

• Learning About Animals

• Nature Can Make You Anxious

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.8.2

The brightest children, it has often struck me, are fascinated by metaphor--with what is shown in the set of relationships bearing on the raccoon, for example, to lie quite beyond the raccoon. In the end, you are trying to make clear to them that everything found at the edge of one's sense--the high note of the winter wren, the thick perfume of propolis that drifts downwind from spring willow, the brightness of wood chips scattered by beaver--that all this fits together. The indestructibility of all these associations conveys a sense of permanence that nurtures the heart, that cripples on of the most insidious of human anxieties, the one that says, you do not belong here, you are unnecessary. Which statement is BEST summary of the passage?

• The author thinks children should study animals.

• The author thinks children are too anxious.

• The author thinks children can learn from nature.

• The author thinks children should understand metaphor.

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.9-10.2

The brightest children, it has often struck me, are fascinated by metaphor--with what is shown in the set of relationships bearing on the raccoon, for example, to lie quite beyond the raccoon. In the end, you are trying to make clear to them that everything found at the edge of one's sense--the high note of the winter wren, the thick perfume of propolis that drifts downwind from spring willow, the brightness of wood chips scattered by beaver--that all this fits together. The indestructibility of all these associations conveys a sense of permanence that nurtures the heart, that cripples on of the most insidious of human anxieties, the one that says, you do not belong here, you are unnecessary. How does the example of the racoon support the central idea?

• It illustrates that a small detail can illuminate a more important insight.

• It shows an example of a commonly observed animal.

• It indicates that endangered species are more meaningful to children.

• It shows the need to listen to everything at the edge of one's senses.

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

I was six when my mother taught me the art of invisible strength. It was a strategy for winning arguments, respect from others, and eventually, though neither of us knew it at the time, chess games. "Bit back your tongue," scolded my mother when I cried loudly, yanking her hand toward the store that sold bags of salted plums. At home, she said, "Wise guy, he not go against wind. In Chinese we say, Come from South, blow with wind--poom!--North will follow. Strongest wind cannot be seen." The next week I bit back my tongue as we entered the store with the forbidden candies. When my mother finished her shopping, she quietly plucked a small bag of plums from the rack and put it on the counter with the rest of the items. Which sentence BEST reflects the implied central idea of this passage?

• Chinese proverbs are wise.

• Self control can be a very powerful tool .

• Children should not be taken to grocery stores.

• Parents should learn how to train their children.

I was six when my mother taught me the art of invisible strength. It was a strategy for winning arguments, respect from others, and eventually, though neither of us knew it at the time, chess games. "Bit back your tongue," scolded my mother when I cried loudly, yanking her hand toward the store that sold bags of salted plums. At home, she said, "Wise guy, he not go against wind. In Chinese we say, Come from South, blow with wind--poom!--North will follow. Strongest wind cannot be seen." The next week I bit back my tongue as we entered the store with the forbidden candies. When my mother finished her shopping, she quietly plucked a small bag of plums from the rack and put it on the counter with the rest of the items. When the mother says "Strongest wind cannot be seen," she implies--

• it is imporant that a person is perceived to be powerful

• self-control is not a useful characteristic

• the strongest force is not obvious

• brave people will withstand adversity

Tags

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.9-10.2

I was six when my mother taught me the art of invisible strength. It was a strategy for winning arguments, respect from others, and eventually, though neither of us knew it at the time, chess games. "Bit back your tongue," scolded my mother when I cried loudly, yanking her hand toward the store that sold bags of salted plums. At home, she said, "Wise guy, he not go against wind. In Chinese we say, Come from South, blow with wind--poom!--North will follow. Strongest wind cannot be seen." The next week I bit back my tongue as we entered the store with the forbidden candies. When my mother finished her shopping, she quietly plucked a small bag of plums from the rack and put it on the counter with the rest of the items. What would be the best title of this selection?

• The Art of Invisible Strength

• Going Against the Wind

• How to Get Salted Plums

• My Mother's Strength

Tags

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.7.10

CCSS.RL.8.10

CCSS.RL.9-10.10

I was six when my mother taught me the art of invisible strength. It was a strategy for winning arguments, respect from others, and eventually, though neither of us knew it at the time, chess games. "Bit back your tongue," scolded my mother when I cried loudly, yanking her hand toward the store that sold bags of salted plums. At home, she said, "Wise guy, he not go against wind. In Chinese we say, Come from South, blow with wind--poom!--North will follow. Strongest wind cannot be seen." The next week I bit back my tongue as we entered the store with the forbidden candies. When my mother finished her shopping, she quietly plucked a small bag of plums from the rack and put it on the counter with the rest of the items. Which of the following statements BEST reflects a summary of the passage?

• A mother recalls her experience in China.

• A daughter describes why she does not believe in discipline.

• A mother teaches an impractical lesson.

• A daughter recalls learning an important lesson.

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

I was six when my mother taught me the art of invisible strength. It was a strategy for winning arguments, respect from others, and eventually, though neither of us knew it at the time, chess games. "Bit back your tongue," scolded my mother when I cried loudly, yanking her hand toward the store that sold bags of salted plums. At home, she said, "Wise guy, he not go against wind. In Chinese we say, Come from South, blow with wind--poom!--North will follow. Strongest wind cannot be seen." The next week I bit back my tongue as we entered the store with the forbidden candies. When my mother finished her shopping, she quietly plucked a small bag of plums from the rack and put it on the counter with the rest of the items. What is the theme of the passage?

• Even small chidlren can learn lessons that will stay with them for life.

• Parents can be easily embarrassed by their children's behavior.

• Unruly children may require additional training.

• Children should learn the lessons of their ancestors.

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2