Comprehension Questions

Reading Passage

The Rainforest Adventure

The rainforest is a magical place filled with tall trees, colorful animals, and vibrant plants. It is home to animals like toucans, monkeys, and jaguars. Rainforests are called the "lungs of the Earth" because they produce so much oxygen. They are found near the equator, where it is warm and rainy all year long.

Maya and her brother Liam loved learning about the rainforest. One summer, they visited a rainforest park. As they walked along the trail, they heard birds singing and leaves rustling. Suddenly, they saw a bright red parrot fly by! “Wow!” said Liam. “It’s so beautiful!”

Their guide told them the parrot was a scarlet macaw, one of the many species that live in the rainforest. The guide explained how important it is to protect the rainforest. Trees are cut down too quickly, which can harm the plants and animals that call it home.

Maya and Liam promised to do their part by learning more and sharing what they knew. “If we all help, the rainforest can stay alive for future generations,” Maya said with a big smile.

Where are rainforests usually found?

• a) Near the poles

• b) In cold and dry places

• c) Near the equator

• d) In desert areas

Reading Passage

The Rainforest Adventure

The rainforest is a magical place filled with tall trees, colorful animals, and vibrant plants. It is home to animals like toucans, monkeys, and jaguars. Rainforests are called the "lungs of the Earth" because they produce so much oxygen. They are found near the equator, where it is warm and rainy all year long.

Maya and her brother Liam loved learning about the rainforest. One summer, they visited a rainforest park. As they walked along the trail, they heard birds singing and leaves rustling. Suddenly, they saw a bright red parrot fly by! “Wow!” said Liam. “It’s so beautiful!”

Their guide told them the parrot was a scarlet macaw, one of the many species that live in the rainforest. The guide explained how important it is to protect the rainforest. Trees are cut down too quickly, which can harm the plants and animals that call it home.

Maya and Liam promised to do their part by learning more and sharing what they knew. “If we all help, the rainforest can stay alive for future generations,” Maya said with a big smile.

Why are rainforests called the "lungs of the Earth"?

b)

• a) Because they are very warm and wet

• Because they produce a lot of oxygen

• Because they are home to many animals

• d) Because they are close to the equator

Reading Passage

The Rainforest Adventure

The rainforest is a magical place filled with tall trees, colorful animals, and vibrant plants. It is home to animals like toucans, monkeys, and jaguars. Rainforests are called the "lungs of the Earth" because they produce so much oxygen. They are found near the equator, where it is warm and rainy all year long.

Maya and her brother Liam loved learning about the rainforest. One summer, they visited a rainforest park. As they walked along the trail, they heard birds singing and leaves rustling. Suddenly, they saw a bright red parrot fly by! “Wow!” said Liam. “It’s so beautiful!”

Their guide told them the parrot was a scarlet macaw, one of the many species that live in the rainforest. The guide explained how important it is to protect the rainforest. Trees are cut down too quickly, which can harm the plants and animals that call it home.

Maya and Liam promised to do their part by learning more and sharing what they knew. “If we all help, the rainforest can stay alive for future generations,” Maya said with a big smile.

What did Maya and Liam see flying by in the rainforest?

• a) A jaguar

• b) A toucan

• c) A scarlet macaw

• d) A monkey

Reading Passage

The Rainforest Adventure

The rainforest is a magical place filled with tall trees, colorful animals, and vibrant plants. It is home to animals like toucans, monkeys, and jaguars. Rainforests are called the "lungs of the Earth" because they produce so much oxygen. They are found near the equator, where it is warm and rainy all year long.

Maya and her brother Liam loved learning about the rainforest. One summer, they visited a rainforest park. As they walked along the trail, they heard birds singing and leaves rustling. Suddenly, they saw a bright red parrot fly by! “Wow!” said Liam. “It’s so beautiful!”

Their guide told them the parrot was a scarlet macaw, one of the many species that live in the rainforest. The guide explained how important it is to protect the rainforest. Trees are cut down too quickly, which can harm the plants and animals that call it home.

Maya and Liam promised to do their part by learning more and sharing what they knew. “If we all help, the rainforest can stay alive for future generations,” Maya said with a big smile.

What problem did the guide talk about in the rainforest?

• a) Too many visitors

• b) Cutting down trees too quickly

• c) Not enough rain

• d) Animals leaving the rainforest

Reading Passage

The Rainforest Adventure

The rainforest is a magical place filled with tall trees, colorful animals, and vibrant plants. It is home to animals like toucans, monkeys, and jaguars. Rainforests are called the "lungs of the Earth" because they produce so much oxygen. They are found near the equator, where it is warm and rainy all year long.

Maya and her brother Liam loved learning about the rainforest. One summer, they visited a rainforest park. As they walked along the trail, they heard birds singing and leaves rustling. Suddenly, they saw a bright red parrot fly by! “Wow!” said Liam. “It’s so beautiful!”

Their guide told them the parrot was a scarlet macaw, one of the many species that live in the rainforest. The guide explained how important it is to protect the rainforest. Trees are cut down too quickly, which can harm the plants and animals that call it home.

Maya and Liam promised to do their part by learning more and sharing what they knew. “If we all help, the rainforest can stay alive for future generations,” Maya said with a big smile.

What did Maya and Liam promise to do?

• a) Visit the rainforest every year

• b) Protect the birds

• c) Learn more about the rainforest and share their knowledge

• d) Plant trees in their backyard

Read the passage. Then answer the questions that follow.

Speaking the Same Language

On the first day of school, Nina met Fiona, a girl from England who had just started at their school. Fiona looked different from the other kids with her blue skirt and neat braids. Nina, who usually waited for others to talk to her, decided to say hi. She liked Fiona's braids and told her so. But Fiona didn't understand the word "braids." She said they called them "plaits" in England. Even though Fiona didn't understand some words, they became friends. Fiona had a hard time with American words, like when she called the cafeteria a "canteen." Another girl named Audrey helped explain the words because she knew British English from visiting her family in England.

As the day went on, Fiona got more and more frustrated with the new words. She worried about not remembering them all and not fitting in. At lunch, she asked for "courgettes" instead of "zucchini" and wanted to know if the "biscuits" had nuts. Audrey helped her understand and even suggested they make a list of British and American words together. Fiona liked the idea. She thought it would help her learn American words, and it would help Audrey and Nina understand her better. Together, they decided to make a dictionary to help Fiona and other kids like her fit in better at school.

What is the author’s perspective/ opinion in the story?

• a. It is important to make fun of people who are different.

• b. Friends can help each other overcome challenges.

• c. Learning new words is not important.

• d. It’s better to stick to your own group of friends.

Speaking the Same Language

On the first day of school, Nina met Fiona, a girl from England who had just started at their school. Fiona looked different from the other kids with her blue skirt and neat braids. Nina, who usually waited for others to talk to her, decided to say hi. She liked Fiona's braids and told her so. But Fiona didn't understand the word "braids." She said they called them "plaits" in England. Even though Fiona didn't understand some words, they became friends. Fiona had a hard time with American words, like when she called the cafeteria a "canteen." Another girl named Audrey helped explain the words because she knew British English from visiting her family in England.

As the day went on, Fiona got more and more frustrated with the new words. She worried about not remembering them all and not fitting in. At lunch, she asked for "courgettes" instead of "zucchini" and wanted to know if the "biscuits" had nuts. Audrey helped her understand and even suggested they make a list of British and American words together. Fiona liked the idea. She thought it would help her learn American words, and it would help Audrey and Nina understand her better. Together, they decided to make a dictionary to help Fiona and other kids like her fit in better at school.

How does Fiona feel about learning American English?

• a. She is excited and eager to learn.

• b. She is confused and frustrated.

• c. She doesn't care about learning new words.

• d. She is scared to learn American English.

ead the passage. Then answer the questions that follow.

Speaking the Same Language

On the first day of school, Nina met Fiona, a girl from England who had just started at their school. Fiona looked different from the other kids with her blue skirt and neat braids. Nina, who usually waited for others to talk to her, decided to say hi. She liked Fiona's braids and told her so. But Fiona didn't understand the word "braids." She said they called them "plaits" in England. Even though Fiona didn't understand some words, they became friends. Fiona had a hard time with American words, like when she called the cafeteria a "canteen." Another girl named Audrey helped explain the words because she knew British English from visiting her family in England.

As the day went on, Fiona got more and more frustrated with the new words. She worried about not remembering them all and not fitting in. At lunch, she asked for "courgettes" instead of "zucchini" and wanted to know if the "biscuits" had nuts. Audrey helped her understand and even suggested they make a list of British and American words together. Fiona liked the idea. She thought it would help her learn American words, and it would help Audrey and Nina understand her better. Together, they decided to make a dictionary to help Fiona and other kids like her fit in better at school.

How does Fiona feel about the idea of making a dictionary with Nina and Audrey?

• a. She thinks it's a waste of time.

• b. She is excited and thinks it's a good idea.

• c. She doesn't understand why they need a dictionary.

• d. She thinks it's too hard to make a dictionary.

Read the passage. Then answer the questions that follow.

Speaking the Same Language

On the first day of school, Nina met Fiona, a girl from England who had just started at their school. Fiona looked different from the other kids with her blue skirt and neat braids. Nina, who usually waited for others to talk to her, decided to say hi. She liked Fiona's braids and told her so. But Fiona didn't understand the word "braids." She said they called them "plaits" in England. Even though Fiona didn't understand some words, they became friends. Fiona had a hard time with American words, like when she called the cafeteria a "canteen." Another girl named Audrey helped explain the words because she knew British English from visiting her family in England.

As the day went on, Fiona got more and more frustrated with the new words. She worried about not remembering them all and not fitting in. At lunch, she asked for "courgettes" instead of "zucchini" and wanted to know if the "biscuits" had nuts. Audrey helped her understand and even suggested they make a list of British and American words together. Fiona liked the idea. She thought it would help her learn American words, and it would help Audrey and Nina understand her better. Together, they decided to make a dictionary to help Fiona and other kids like her fit in better at school.

What does the underlined word “plaits” mean in the passage?

• a. Biscuits with nuts in them.

• b. Neatly braided hair.

• c. A type of skirt.

• d. A kind of lunch container.

Speaking the Same Language

On the first day of school, Nina met Fiona, a girl from England who had just started at their school. Fiona looked different from the other kids with her blue skirt and neat braids. Nina, who usually waited for others to talk to her, decided to say hi. She liked Fiona's braids and told her so. But Fiona didn't understand the word "braids." She said they called them "plaits" in England. Even though Fiona didn't understand some words, they became friends. Fiona had a hard time with American words, like when she called the cafeteria a "canteen." Another girl named Audrey helped explain the words because she knew British English from visiting her family in England.

As the day went on, Fiona got more and more frustrated with the new words. She worried about not remembering them all and not fitting in. At lunch, she asked for "courgettes" instead of "zucchini" and wanted to know if the "biscuits" had nuts. Audrey helped her understand and even suggested they make a list of British and American words together. Fiona liked the idea. She thought it would help her learn American words, and it would help Audrey and Nina understand her better. Together, they decided to make a dictionary to help Fiona and other kids like her fit in better at school.

What is learned lesson from the story?