PLEA HEL READ THE PASSAGE THEN ANSWER THE QUESTIONS

Last year, Ms. Perry, who taught fifth grade in Minneapolis, had read about the need for volunteers at a rural school in Africa. She applied and was accepted. Now it was summer break, and she was in Uganda. She was staying with Mr. Omara, a teacher at the school, and his family. When Mr. Omara showed her the school, she could not believe how many students were packed into the classroom. Students were seated on benches behind long tables and on the floor. She guessed there were ninety to a hundred students in one classroom! Ms. Perry worked with a small group of students as they practiced writing and speaking English. From her conversations with them, she learned about their lives. Ritah, Joseph, and Winnie got up at 5 a. m. and walked half a mile each way to collect water from the well before they walked to school. At night, they did their homework by candlelight. During her month in Africa, Ms. Perry learned that not only did schools need pens and paper, but books. Five students in a class shared one textbook. Mr. Omara explained that textbooks had to match the curriculum and be bought in Uganda. However, many storybooks in English were needed for reading practice. When Ms. Perry returned to Minneapolis, her class of 25 students looked small. She told them about the school she had visited. After she finished, Jackson said, “The students need supplies and books, so we should collect these and send them to the school.”That’s a great idea for a project,” Victoria said. “How can we get started? Ms. Perry said, “Remember, we will need money for shipping expenses. If everyone lists their ideas for the project, we will talk about your ideas on Friday.” On Friday, everyone was eager to share ideas. Eva had found a Web site that listed books needed in Uganda. Ms. Perry suggested they focus on fiction, or storybooks about made-up people and events. It would help students practice their skills in reading English. Logan pointed out that drop-off boxes for books could be placed in the front hall of the school and in the cafeteria. Everyone would see them there during lunchtime. Molly suggested publicity, saying they could make posters to get their information to the public. Ian’s idea was to collect books from families and neighbors and sell them in the shopping mall one weekend to make money. Molly drew a poster decorated with colorful books. It said, “Bring your books to Parkside School for our book drive. From November 1 through November 15, we are collecting books to send to a school in Uganda. We need picture books and especially the books listed below.” She printed the titles of the recommended books.
At the bottom, it said, “We are selling used books for adult readers to pay for our shipping charges. Stop by Vernon Mall on November 13 or 14. You may see a book you want to buy, or you can donate a book for us to sell.”
Ms. Perry’s students agreed that this was going to be a fun project!

This question has two parts. First, answer part A. Then, answer part B.

Part A
How is the setting for collecting children’s books different from the setting for selling used books?

A.
One is inside and the other is outside.

B.
One is in a school and the other is in a mall.

C.
One is in a home and the other is in a school.

D.
One is in Minneapolis and the other is in Uganda.

Part B
Which sentence from the passage helps to show how the settings are different?

A.
“We need picture books and especially the books listed below.”

B.
“She printed the titles of the recommended books.”

C.
“At the bottom, it said, ‘We are selling used books for adult readers to pay for our shipping charges.”

D.
“Stop by Vernon Mall on November 13 or 14.”