ELA PRE-TEST

1

Mei rushed eagerly into her lab. She was deeply absorbed in a new solar energy product she was researching—but just then, her supervisor, Ali, came in, followed by someone new.

2

“Mei, I’d like to introduce you to Jack,” said Ali.

3

“Greetings, the Mei. I am the Jack.”

4

Ali chuckled. “It may take a while for Jack to get the language correct; after all, he is an android, and his language still needs some tweaking. However, he has shown excellent ability in the field of solar research—so, Mei, meet your new partner!”

5

Mei’s heart sank. Does Ali think I can’t do this work on my own, that I need some robotic creature that calls me “the Mei”? she wondered. But before she could express her thoughts, Ali slipped out, leaving Mei standing in front of “the Jack.”

6

Mei gave an annoyed sigh, spun around, and hurried to her desk. I don’t care what this new partner can say or do, she fumed. Ali may not have confidence in me, but he’s wrong. He’s acting as if my product is a fragile house made of straw, but with all the work I’ve put into it, it’s a solid house made of brick! I don’t need this silly android!

7

Mei dove diligently into today’s task of determining how to get a group of people to test her new product: a solar device that transfers energy directly to people. She had tried for weeks to send information beams about the product to people’s minds, but most people blocked them.

8

Jack walked over and quickly scanned her desk, which was filled with prototypes and screens. “I perceive that you are attempting to transmit information beams to human brains—a process in which I may be of some assistance.”

9

As Mei glanced up at him resentfully, Jack continued, “With my AI, I have conducted millions of information-beam transfers at my previous lab, and their data shows that I am successful with this.”

10

“Really?” replied Mei sarcastically. “Well, if you’re so smart, Einstein, why don’t you give it your best try?”

11

Fifteen minutes after Mei described to Jack exactly what she required, Jack was able to send out successful information beams that would have taken Mei weeks to complete. Within a half an hour, Mei had a large group of people willing to test the procedure further.

12

“I can’t believe you were able to do this!” exclaimed Mei.

13

“I sense appreciation,” commented Jack, and Mei smiled.

14

As they continued to work together, Mei grew more accustomed to Jack and his odd android mannerisms. Having an android as a lab partner was like raising a child: Jack was constantly offering amazing ideas, and he often said foolish things. Ultimately, however, they worked well together.

15

Once Mei completed the sample research with her product, she was very pleased with the results.

16

“I sense satisfaction,” said Jack.

17

“Actually,” said Mei, “I feel grateful—for you and your persistent help.” Jack and Mei smiled at each other and then resumed their work.

1

Even as this school year continues, teacher teams across the country are thinking about what school should be like next year. A key discussion point is whether to hold school online or in person in the classroom. E-learning programs are readily available, and they offer benefits for some students. Nevertheless, the classroom is the ideal setting for learning because it offers better instruction and interaction.

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One can argue against distance learning by noting technical challenges, such as ensuring reliable internet connections and access to laptops and printers. But these are practical problems that funding can solve. More important reasons why students should experience in-class instruction have to do with things that money cannot buy.

3

The first reason for in-person learning is direct instruction. Face-to-face instruction matters for at least two reasons: feedback and encouragement. Experienced teachers can more easily identify students who are struggling with their work, who are not paying attention, or who need encouragement. The teachers can then move quickly to support individual students or to involve the class. Teachers can also provide feedback in a one-on-one setting within the classroom. Offering feedback like this is hard to do in an online setting, with students appearing in class only as a group of faces on a screen.

4

The second reason that even the best e-learning programs cannot match classroom time is student interaction. Studies show that students learn better in rich social environments. This is especially important for younger students. In class, students work together. They experience social interaction, which keeps minds alert. They enjoy quick breaks from work, in the hallway between classes or at lunch, that refresh their attention and build relationships. Online learning cannot offer the diverse interactions found in a room full of students. No chat room or display of emojis can substitute for these interactions, which promote better mental health and, therefore, support learning.

5

This is not to say that e-learning is never a wise choice. For example, students recovering from illness or injury at home can work online to keep up with their studies and to interact in a limited way with classmates. Students in rural school settings can benefit as well. Smaller schools that serve less populated areas often do not offer advanced classes such as Calculus II. Having access to such classes online broadens rural students’ learning opportunities. Additionally, some older students need to balance work and school. For them, distance learning can make the difference between finishing high school and quitting without a diploma.

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However, for most students, in-class instruction is the better option. The social aspects of learning with classmates and the direct interactions with teachers create a supportive environment for learning. Most students do better in this environment than at home with a laptop and headphones. At home, encouragement to keep working on a challenging assignment tends to be less effective, despite parents’ good intentions. The best mix of instruction and interaction happens at school, so keep young people where they need to be—in their classrooms.

1

My favorite hobby is birding but some people call it bird-watching. Birding is the act of watching birds. But it involves watching them outside, where they live. Birders often try to identify the birds they see. They even count how many different types of birds they observe during a year. Are you wondering where to begin to start birding? Don’t worry! Getting started is quite simple.

2

Although a person can start birding simply by going outside and looking for birds, being an active birder takes a bit more work. A person also needs some tools or equipment. Certain tools can be used to find birds, see birds, and even document the birds that were seen. One key piece of equipment is a pair of binoculars. Binoculars help birders see birds from far away. With binoculars, seeing birds that are nesting high in trees becomes an easy task.

3

Cameras with powerful lenses can be better than binoculars. You can use the camera to zoom in on birds that are far away. In fact, some birders carry a camera instead of binoculars. A camera also allows birders to take pictures. Birders can review the pictures later to confirm which types of birds they have seen. They can share the pictures with other birders to celebrate a special bird they found. They can also share the pictures to have other birders help them identify an unknown type of bird.

4

Another useful tool is a birding app. Birding apps are used as a way for birders to identify birds. To use an app to identify a bird, birders can simply enter characteristics of a bird they see. The app will then provide likely options for the type of bird.

5

Birding is a way to enjoy nature at its finest. Many people enjoy birding because it gets them outside. Also, a person does not need much knowledge equipment or experience to get started. All that a person needs is motivation and maybe a pair of binoculars. So, get yourself those binoculars, go outside, and start birding today!