Sunlight helps a plant make food. The plant takes in sunlight through its leaves. The sunlight is energy for the plant. Then, the plant uses that energy to make sugar. This is the plant's food. Water is also important to a plant. Water makes the plant's roots grow. The roots can dig deeper into the soil that way. The deeper the roots go, the healthier the plant is.

Which topic sentence best describes the main idea of the paragraph above?

Antarctica

(1) For centuries, little was known about Antarctica. It was thought of as a distant, dangerous, frozen wasteland. It was the last continent to be discovered. No one sighted it until the early 1800s. Before that time, many explores had sailed south in an attempt to visit the ice-covered land. In those days, their trips were as famous a those of the first astronauts.

(2) Even before the land was discovered, stories were told about it. The ancient Greeks thought there was a land at the bottom of the world. Over the years some of the world's greatest sailors tried to find it. In 1772, the famous Captain James Cook made the trip.

(3) Captain Cook was the first sailor to make it all the way to the ice cap. The ice surrounds Antarctica in the winter. Cook sailed all the way around the continent but was blocked from getting too close by the ice. Captain Cook went farther south than anyone had ever gone. His record stood for 50 years.

(4) In the 1820s, a different type of sailor was setting sail toward Antarctica. Seal hunters and whale hunters made the journey. A young American names Nathaniel Palmer was probably the first person to see Antarctica. He and other adventures were sailing through uncharted ocean in search of seals. In doing so, they became explores as well as hunters.

What is the main idea of the article?

Antarctica

(1) For centuries, little was known about Antarctica. It was thought of as a distant, dangerous, frozen wasteland. It was the last continent to be discovered. No one sighted it until the early 1800s. Before that time, many explores had sailed south in an attempt to visit the ice-covered land. In those days, their trips were as famous a those of the first astronauts.

(2) Even before the land was discovered, stories were told about it. The ancient Greeks thought there was a land at the bottom of the world. Over the years some of the world's greatest sailors tried to find it. In 1772, the famous Captain James Cook made the trip.

(3) Captain Cook was the first sailor to make it all the way to the ice cap. The ice surrounds Antarctica in the winter. Cook sailed all the way around the continent but was blocked from getting too close by the ice. Captain Cook went farther south than anyone had ever gone. His record stood for 50 years.

(4) In the 1820s, a different type of sailor was setting sail toward Antarctica. Seal hunters and whale hunters made the journey. A young American names Nathaniel Palmer was probably the first person to see Antarctica. He and other adventures were sailing through uncharted ocean in search of seals. In doing so, they became explores as well as hunters.

What is the main idea of paragraph 3?

Rosa Parks: An American Hero

Rosa Parks has been called heroic, strong, and dedicated. Do you know why? She did something amazing on December 1, 1955. It happened in the African American community of Montgomery, Alabama. Rosa Parks, who was African American, was riding a city bus. She sat in a seat in the front of the bus. At the time, African Americans were allowed to sit only in the back of the bus. The bus driver told her to give her seat to a white passenger. When Rosa Parks refused, she was arrested. After that, thousands of people stopped riding buses in Montgomery. What happened next? On November 13, 1956, the United States Supreme Court rules that buses that separated people based on race was illegal. Rosa Parks won!

Based on the title, this passage will be about?

Rosa Parks: An American Hero

Rosa Parks has been called heroic, strong, and dedicated. Do you know why? She did something amazing on December 1, 1955. It happened in the African American community of Montgomery, Alabama. Rosa Parks, who was African American, was riding a city bus. She sat in a seat in the front of the bus. At the time, African Americans were allowed to sit only in the back of the bus. The bus driver told her to give her seat to a white passenger. When Rosa Parks refused, she was arrested. After that, thousands of people stopped riding buses in Montgomery. What happened next? On November 13, 1956, the United States Supreme Court rules that buses that separated people based on race was illegal. Rosa Parks won!

What is the topic of this passage?

Rosa Parks: An American Hero

Rosa Parks has been called heroic, strong, and dedicated. Do you know why? She did something amazing on December 1, 1955. It happened in the African American community of Montgomery, Alabama. Rosa Parks, who was African American, was riding a city bus. She sat in a seat in the front of the bus. At the time, African Americans were allowed to sit only in the back of the bus. The bus driver told her to give her seat to a white passenger. When Rosa Parks refused, she was arrested. After that, thousands of people stopped riding buses in Montgomery. What happened next? On November 13, 1956, the United States Supreme Court rules that buses that separated people based on race was illegal. Rosa Parks won!

What is the main idea of this passage?

Rosa Parks: An American Hero

Rosa Parks has been called heroic, strong, and dedicated. Do you know why? She did something amazing on December 1, 1955. It happened in the African American community of Montgomery, Alabama. Rosa Parks, who was African American, was riding a city bus. She sat in a seat in the front of the bus. At the time, African Americans were allowed to sit only in the back of the bus. The bus driver told her to give her seat to a white passenger. When Rosa Parks refused, she was arrested. After that, thousands of people stopped riding buses in Montgomery. What happened next? On November 13, 1956, the United States Supreme Court rules that buses that separated people based on race was illegal. Rosa Parks won!

Which of the following details supports the main idea, "Rosa Parks was a strong and dedicated American hero."?

A Tasty Treat

(1) Popcorn has been around for over 5,000 years. Popcorn is made from corn. Corn was first grown  in Mexico. The Mexicans and Native Americans enjoyed trading items. Popcorn may have been a trade item. That is one way it could have spread from one culture to another.

(2) Native Americans used two methods to pop corn. One way was to heat it in clay pots that had lids. Some tribes placed a clay pot next to their cooking fire to heat the kernels. Other tribes heated a layer of sand in the bottom of the pot. When the sand was hot enough the kernels were added so that they could pop on top of the hot sand.

(3) The second method was used by the Winnebago tribe and did not involve clay pots. The tribe members simply rubbed oil on the corn cob. Then they poked a long stick into one end, and held the cob over the fire until the kernels popped. Oddly enough, the kernels stayed on the cob instead of flying off.

(4) When the colonists came to America, the Native Americans introduced them to popcorn. There is a popular story about the brother of a Wampanoag chief. He brought popcorn to the first Thanksgiving. Most historians think it is only a story. There is no mention of the event in documents from Colonial times. Native Americans did bring popcorn to autumn gatherings planned by colonists. They also taught the colonists other ways of eating popcorn. One of their most popular dishes was popcorn soup.

 (5) Popcorn became a favorite treat for the colonists. Each family grew their own crop of corn. One of their favorite ways of eating popcorn was to pour cream and sugar over it and eat it for breakfast.

(6) The colonists also began making the first metal popcorn poppers. One style of popper was made from thin metal rolled into a cylinder. It was put on an axis¹ and rotated by hand. The corn popped over the fire. Another popper was made from heavy wire mesh. It was rectangular. It had a long handle so the popper could be held and shaken over the fire during popping.

(7) Today, popcorn is still a favorite snack for many. People eat popcorn at sporting events, carnivals, and many other places. The tasty treat that came from Mexico has become a food that equals fun.

¹axis: a straight line on which a body or geometric object rotates

Which statement best summarizes the main idea of Paragraph 4?

The Ellis Island Experience

(1) Ellis island lies in New York Harbor, with a view of the Statue of Liberty and New York City's impressive skyline. Between 1892 and 1954, over twelve million immigrants entered the United States through Ellis Island.

(2) Before they arrived in New York Harbor, immigrants had already made tough decisions. Some decided to leave behind family and friends, perhaps never to see them again, while others sold everything they couldn't carry to pay for their tickets. Most made the long sea trip beneath the deck, in cramped conditions. Immigrants often traveled with the cargo and were included on the ship's cargo list, along with barrels of food and bolts of wool. Immigrants put up with all of this in order to seek out fresh opportunities in a new world.

(3) When they arrived at Ellis Island, all immigrants had one question: Could they begin new lives in the United States, or would they have to get back on a ship and return home? Happiness, hope, and sometimes heartbreak filled the station's rooms as each immigrant waited for the answer to this question. Most made it through the tests; about two percent had to return home.

In the Harbor
(4) Before any ship could dock in New York City, inspectors came on board and checked passengers for illness. Passengers who were ill had to be treated before being allowed to go ashore. Once cleared, first and second class passengers got on a ferry to the city, and then the other passengers from the ship came up on deck, dragging suitcases and trunks heavy with everything they owned. Each person and piece of baggage was tagged with a piece of paper giving the name of the ship and their number on the cargo list. Then the newcomers took a ferry to the Ellis Island station.

In the Baggage Room

(5) At Ellis Island, immigrants were instructed to place their baggage in a pile to spare them from having to drag it through the station during the arrival process. However, some immigrants refused. They feared their baggage- everything they had brought to the new country - would be lost or stolen.

(6) With or without their suitcases, immigrants formed a line and walked up the broad stairs to the Registry Room. As they walked, doctors and inspectors checked them again for illness or other medical problems. Doctors looked at each person's scalp, face, neck, hands, and way of walking. Doctors asked people to remove their hats and unbutton their high collars. This way, doctors could check for problems more easily. Some immigrants found the exam embarrassing. Whenever doctors saw a problem, they took chalk and wrote a code on the person's clothing.

(7) Other doctors checked each person for signs of contagious illness. Some illnesses were so feared that anyone who had them was sent back to the ship immediately. But most illnesses could be treated. The sick were taken to dorms where they stayed until they were will again. Men stayed in one dorm, women in another. It was possible for an entire family to be turned away when one member was ill, especially if the person was a child.

(8) Immigrants also took an intelligence test as they slowly moved up the stairs. This was not easy for some. The questions were in English, and not all immigrants spoke the language well. If they were over fourteen years of age, immigrants were asked to read a short text in their home language.

(9) By the time they reached the top of the stairs, immigrants had passed the first tests.

In the Registry Room

(10) Now immigrants faced legal test to their entry into the United States. Translators helped them understand the questions. Inspectors asked, "Do you have a job waiting for you?" If the answer was "No," the immigrant might be turned away.

(11) Immigrants often had letters from family already in the United States. They might have rail tickets to their new homes. These papers helped greatly. Most people passed the legal test in just a few minutes. They gladly gathered their belongings and took the ferry to New York City.

(12) But some immigrants did not pass the legal test. They had to face more questions. Any woman traveling on her own had to have a family member or sponsor waiting for her. Otherwise, she was sent home. Sadly, now and then, a wife came with her children, only to find her husband could not claim her. When this happened, she had to take her children back to her home country.

(13) The Ellis Island experience was scary for some immigrants. Coming to a new nation was risky. Still, most made it through the station in a day. During the 1920s, immigrants were required to pass all the test before leaving their home port. This saved travelers from getting to America to only have to turn around and make a long and expensive trip back home.

(14) Ellis island closed in 1954. It is now a museum and a monument to the immigrants who chose to become Americans.

Identify two central ideas that are developed in this passage.

The Ellis Island Experience

(1) Ellis island lies in New York Harbor, with a view of the Statue of Liberty and New York City's impressive skyline. Between 1892 and 1954, over twelve million immigrants entered the United States through Ellis Island.

(2) Before they arrived in New York Harbor, immigrants had already made tough decisions. Some decided to leave behind family and friends, perhaps never to see them again, while others sold everything they couldn't carry to pay for their tickets. Most made the long sea trip beneath the deck, in cramped conditions. Immigrants often traveled with the cargo and were included on the ship's cargo list, along with barrels of food and bolts of wool. Immigrants put up with all of this in order to seek out fresh opportunities in a new world.

(3) When they arrived at Ellis Island, all immigrants had one question: Could they begin new lives in the United States, or would they have to get back on a ship and return home? Happiness, hope, and sometimes heartbreak filled the station's rooms as each immigrant waited for the answer to this question. Most made it through the tests; about two percent had to return home.

In the Harbor
(4) Before any ship could dock in New York City, inspectors came on board and checked passengers for illness. Passengers who were ill had to be treated before being allowed to go ashore. Once cleared, first and second class passengers got on a ferry to the city, and then the other passengers from the ship came up on deck, dragging suitcases and trunks heavy with everything they owned. Each person and piece of baggage was tagged with a piece of paper giving the name of the ship and their number on the cargo list. Then the newcomers took a ferry to the Ellis Island station.

In the Baggage Room

(5) At Ellis Island, immigrants were instructed to place their baggage in a pile to spare them from having to drag it through the station during the arrival process. However, some immigrants refused. They feared their baggage- everything they had brought to the new country - would be lost or stolen.

(6) With or without their suitcases, immigrants formed a line and walked up the broad stairs to the Registry Room. As they walked, doctors and inspectors checked them again for illness or other medical problems. Doctors looked at each person's scalp, face, neck, hands, and way of walking. Doctors asked people to remove their hats and unbutton their high collars. This way, doctors could check for problems more easily. Some immigrants found the exam embarrassing. Whenever doctors saw a problem, they took chalk and wrote a code on the person's clothing.

(7) Other doctors checked each person for signs of contagious illness. Some illnesses were so feared that anyone who had them was sent back to the ship immediately. But most illnesses could be treated. The sick were taken to dorms where they stayed until they were will again. Men stayed in one dorm, women in another. It was possible for an entire family to be turned away when one member was ill, especially if the person was a child.

(8) Immigrants also took an intelligence test as they slowly moved up the stairs. This was not easy for some. The questions were in English, and not all immigrants spoke the language well. If they were over fourteen years of age, immigrants were asked to read a short text in their home language.

(9) By the time they reached the top of the stairs, immigrants had passed the first tests.

In the Registry Room

(10) Now immigrants faced legal test to their entry into the United States. Translators helped them understand the questions. Inspectors asked, "Do you have a job waiting for you?" If the answer was "No," the immigrant might be turned away.

(11) Immigrants often had letters from family already in the United States. They might have rail tickets to their new homes. These papers helped greatly. Most people passed the legal test in just a few minutes. They gladly gathered their belongings and took the ferry to New York City.

(12) But some immigrants did not pass the legal test. They had to face more questions. Any woman traveling on her own had to have a family member or sponsor waiting for her. Otherwise, she was sent home. Sadly, now and then, a wife came with her children, only to find her husband could not claim her. When this happened, she had to take her children back to her home country.

(13) The Ellis Island experience was scary for some immigrants. Coming to a new nation was risky. Still, most made it through the station in a day. During the 1920s, immigrants were required to pass all the test before leaving their home port. This saved travelers from getting to America to only have to turn around and make a long and expensive trip back home.

(14) Ellis island closed in 1954. It is now a museum and a monument to the immigrants who chose to become Americans.

Which summary most accurately describes the use of Ellis Island?

Making Burgers Bigger

Many Americans love to eat hamburgers. Fast food places have burgers of all sizes. Burger King has the Whopper. Wendy's has the Classic Triple. The largest burgers are not just at fast food diners. Restaurants have now joined the challenge to make the biggest burgers.

Last week, the Bear Barrel Belly Buster burger was made. A restaurant made the Belly Buster. Before this, the biggest burger weighed about 12 pounds. The Belly Buster weights 15 pounds! That is more than your backpack weighs!

What goes into such a big burger? The Belly Buster was 10.5 pounds of ground beef. It has 25 cheese slices. It uses two onions and three tomatoes. It uses a whole head of lettuce. It also has one and half cups of ketchup, mustard, mayonnaise, relish, and peppers. It takes two hands just to life the burger. That is without the sauces! Most people need forks, knives, and bibs to eat it. No one has been able to eat the whole thing. People are still trying to create an even bigger burger!

What is this passage mostly about?

Making Burgers Bigger

Many Americans love to eat hamburgers. Fast food places have burgers of all sizes. Burger King has the Whopper. Wendy's has the Classic Triple. The largest burgers are not just at fast food diners. Restaurants have now joined the challenge to make the biggest burgers.

Last week, the Bear Barrel Belly Buster burger was made. A restaurant made the Belly Buster. Before this, the biggest burger weighed about 12 pounds. The Belly Buster weights 15 pounds! That is more than your backpack weighs!

What goes into such a big burger? The Belly Buster was 10.5 pounds of ground beef. It has 25 cheese slices. It uses two onions and three tomatoes. It uses a whole head of lettuce. It also has one and half cups of ketchup, mustard, mayonnaise, relish, and peppers. It takes two hands just to life the burger. That is without the sauces! Most people need forks, knives, and bibs to eat it. No one has been able to eat the whole thing. People are still trying to create an even bigger burger!

Which statement supports the idea that restaurants are now making bigger burgers?

Hibernation

Animals have many ways to deal with cold weather. Humans use heaters in the homes and wear jackets. Birds fly south to find warmer winter weather. Some animals dig in and wait for spring. To protect themselves, they go into a kind of sleep. That sleep is called hibernation. It keeps the animals from starving in the winter.

One animal that hibernates is the bear. During the winter, the bear goes into a cave to sleep. While it sleeps, the bear's breathing and heartbeat slow down. This lets the bear save energy. The bear can go without food for the whole hibernation. The bear does not grow during hibernation. When spring comes, the bear wakes up and goes on with its normal life.

What is this passage mostly about?

Hibernation

Animals have many ways to deal with cold weather. Humans use heaters in the homes and wear jackets. Birds fly south to find warmer winter weather. Some animals dig in and wait for spring. To protect themselves, they go into a kind of sleep. That sleep is called hibernation. It keeps the animals from starving in the winter.

One animal that hibernates is the bear. During the winter, the bear goes into a cave to sleep. While it sleeps, the bear's breathing and heartbeat slow down. This lets the bear save energy. The bear can go without food for the whole hibernation. The bear does not grow during hibernation. When spring comes, the bear wakes up and goes on with its normal life.

Which statement best supports the main idea of the passage?

Are Touch Devices Worth the Cost?

(1) Electronic touch devices are expensive. I see at least two big problems that should be solved before we spend school money on this. Let’s look at these questions before we make a costly decision. First, does the tool really improve learning? Second, what is the cost of the tool?

(2) First, we should examine what the new technology offers that is not already in the classroom. This is a question to ask before testing out any new fad in our schools. Touch pads have software applications, known as “apps,” that teach students math, reading or writing skills. Students can already practice these skills with books, paper flashcards, a white board, and a pad of paper. As a teacher, I have helped hundreds of students study without a touch pad. There is no reason why schools should change a system that has always worked well.

(3) Everybody agrees that touch devices are fun. Students enjoy using them. Students also enjoy watching movies, playing video games, and eating ice cream. That does not mean we should spend the school day watching movies and eating sugary snacks. Instead, teachers should engage students through media that challenge them rather than coddle them. It is true that a few studies show that touch pads engage students for a longer time than traditional pen and paper. But that does not mean that the students learn more. Young people are learning more than just facts and figures in school. They are also learning how to focus their attention, which is an even more important skill. Touch technology gives kids easy, flashy access to facts. It does not teach them how to become interested in their surroundings. Students who use touch devices are likely to forget how to interact with the world around them. They need to get away from technology in order to develop these skills.

(4) Perhaps most importantly, this technology is expensive. A hundred pads of paper cost less than one touch pad. The school must buy both the hardware and the software that runs on it. That is, we have to buy a touch pad and then all the apps for it. Buying touch pads is just the first step down a slippery slope toward spending hundreds and thousands of dollars more on software. Students will want apps for spelling, for foreign languages, for music. The list of things we will need to buy is endless. More importantly, money must be spent training teachers how to use touch pads in the classroom. Teachers must learn how to adapt their lesson plans to suit the new technology. Using a touch pad might be as natural as picking up a pencil, but just because a kid can pick up a pencil does not mean she knows how to spell correctly. Teaching a person how to write well is challenging with or without expensive tools.

(5) Where could we spend the money that is spent on new devices? Perhaps if the schools saved this money, we would be able to fund something infinitely more valuable than tools: teachers. We could hire more teachers and increase their pay and benefits. This would be a much better way to improve our schools. The money could also pay for better lunch programs, or art or music education. I believe that any of these options would be a better investment of our limited school resources.

(6) Reflecting on these big questions makes our conclusion clear. Touch pads are expensive, but that does not mean they are valuable for learning. It is a waste of money to buy these unnecessary tools. Tools alone do not teach. Teachers teach.

Which idea is MOST fully developed in the passage?

Are Touch Devices Worth the Cost?

(1) Electronic touch devices are expensive. I see at least two big problems that should be solved before we spend school money on this. Let’s look at these questions before we make a costly decision. First, does the tool really improve learning? Second, what is the cost of the tool?

(2) First, we should examine what the new technology offers that is not already in the classroom. This is a question to ask before testing out any new fad in our schools. Touch pads have software applications, known as “apps,” that teach students math, reading or writing skills. Students can already practice these skills with books, paper flashcards, a white board, and a pad of paper. As a teacher, I have helped hundreds of students study without a touch pad. There is no reason why schools should change a system that has always worked well.

(3) Everybody agrees that touch devices are fun. Students enjoy using them. Students also enjoy watching movies, playing video games, and eating ice cream. That does not mean we should spend the school day watching movies and eating sugary snacks. Instead, teachers should engage students through media that challenge them rather than coddle them. It is true that a few studies show that touch pads engage students for a longer time than traditional pen and paper. But that does not mean that the students learn more. Young people are learning more than just facts and figures in school. They are also learning how to focus their attention, which is an even more important skill. Touch technology gives kids easy, flashy access to facts. It does not teach them how to become interested in their surroundings. Students who use touch devices are likely to forget how to interact with the world around them. They need to get away from technology in order to develop these skills.

(4) Perhaps most importantly, this technology is expensive. A hundred pads of paper cost less than one touch pad. The school must buy both the hardware and the software that runs on it. That is, we have to buy a touch pad and then all the apps for it. Buying touch pads is just the first step down a slippery slope toward spending hundreds and thousands of dollars more on software. Students will want apps for spelling, for foreign languages, for music. The list of things we will need to buy is endless. More importantly, money must be spent training teachers how to use touch pads in the classroom. Teachers must learn how to adapt their lesson plans to suit the new technology. Using a touch pad might be as natural as picking up a pencil, but just because a kid can pick up a pencil does not mean she knows how to spell correctly. Teaching a person how to write well is challenging with or without expensive tools.

(5) Where could we spend the money that is spent on new devices? Perhaps if the schools saved this money, we would be able to fund something infinitely more valuable than tools: teachers. We could hire more teachers and increase their pay and benefits. This would be a much better way to improve our schools. The money could also pay for better lunch programs, or art or music education. I believe that any of these options would be a better investment of our limited school resources.

(6) Reflecting on these big questions makes our conclusion clear. Touch pads are expensive, but that does not mean they are valuable for learning. It is a waste of money to buy these unnecessary tools. Tools alone do not teach. Teachers teach.

What is the main idea of Paragraph 2?

Are Touch Devices Worth the Cost?

(1) Electronic touch devices are expensive. I see at least two big problems that should be solved before we spend school money on this. Let’s look at these questions before we make a costly decision. First, does the tool really improve learning? Second, what is the cost of the tool?

(2) First, we should examine what the new technology offers that is not already in the classroom. This is a question to ask before testing out any new fad in our schools. Touch pads have software applications, known as “apps,” that teach students math, reading or writing skills. Students can already practice these skills with books, paper flashcards, a white board, and a pad of paper. As a teacher, I have helped hundreds of students study without a touch pad. There is no reason why schools should change a system that has always worked well.

(3) Everybody agrees that touch devices are fun. Students enjoy using them. Students also enjoy watching movies, playing video games, and eating ice cream. That does not mean we should spend the school day watching movies and eating sugary snacks. Instead, teachers should engage students through media that challenge them rather than coddle them. It is true that a few studies show that touch pads engage students for a longer time than traditional pen and paper. But that does not mean that the students learn more. Young people are learning more than just facts and figures in school. They are also learning how to focus their attention, which is an even more important skill. Touch technology gives kids easy, flashy access to facts. It does not teach them how to become interested in their surroundings. Students who use touch devices are likely to forget how to interact with the world around them. They need to get away from technology in order to develop these skills.

(4) Perhaps most importantly, this technology is expensive. A hundred pads of paper cost less than one touch pad. The school must buy both the hardware and the software that runs on it. That is, we have to buy a touch pad and then all the apps for it. Buying touch pads is just the first step down a slippery slope toward spending hundreds and thousands of dollars more on software. Students will want apps for spelling, for foreign languages, for music. The list of things we will need to buy is endless. More importantly, money must be spent training teachers how to use touch pads in the classroom. Teachers must learn how to adapt their lesson plans to suit the new technology. Using a touch pad might be as natural as picking up a pencil, but just because a kid can pick up a pencil does not mean she knows how to spell correctly. Teaching a person how to write well is challenging with or without expensive tools.

(5) Where could we spend the money that is spent on new devices? Perhaps if the schools saved this money, we would be able to fund something infinitely more valuable than tools: teachers. We could hire more teachers and increase their pay and benefits. This would be a much better way to improve our schools. The money could also pay for better lunch programs, or art or music education. I believe that any of these options would be a better investment of our limited school resources.

(6) Reflecting on these big questions makes our conclusion clear. Touch pads are expensive, but that does not mean they are valuable for learning. It is a waste of money to buy these unnecessary tools. Tools alone do not teach. Teachers teach.

What is the main idea of Paragraph 3?