Supporting Evidence
Help Questions
ISEE Lower Level: Reading Comprehension › Supporting Evidence
Read the passage.
In 1922, archaeologist Howard Carter searched for a tomb in the Valley of the Kings in Egypt. Many people believed the tomb had already been lost. Carter kept working because he thought one ruler’s tomb remained hidden. He asked his team to clear a new area near old stone huts.
On November 4, 1922, workers found steps leading down into the ground. Carter sent a message to his sponsor, Lord Carnarvon, to come quickly. When Carnarvon arrived, they opened a doorway and saw a sealed entrance. Carter wrote that he could see “wonderful things” inside.
The team carefully recorded what they found. They listed objects and drew where each item lay in the room. This careful work helped protect the discovery and helped other scientists study it later. The tomb became one of the most famous finds in archaeology.
Which detail from the passage confirms the statement that Carter’s team worked carefully?
They listed objects and drew where each item lay in the room.
Workers found steps leading down into the ground on November 4, 1922.
The tomb became one of the most famous finds in archaeology.
Carter asked his team to clear a new area near old stone huts.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'They listed objects and drew where each item lay in the room' and 'This careful work helped protect the discovery' illustrate the type of supportive evidence students should identify. The correct choice, B, is correct because it directly substantiates the statement by demonstrating meticulous recording and documentation methods. A common distractor, A, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about careful work. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
A class wanted to learn whether music helped students focus during quiet work time. Their teacher asked them to try two different days. On Day One, the room stayed silent. On Day Two, soft music played at a low volume.
The teacher timed how long it took the class to finish the same type of math page. On the silent day, the average time was 18 minutes. On the music day, the average time was 15 minutes. The teacher also counted how many times students asked for directions: 12 times on Day One and 7 times on Day Two.
The class discussed the results. Some students said the music helped them stay calm. Others said silence worked better for them. The teacher concluded that soft music helped many students, but not everyone.
According to the passage, which fact best illustrates improved focus with music?
Some students said the music helped them stay calm.
Others said silence worked better for them.
The average time was 15 minutes on the music day.
The room stayed silent on Day One.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'The average time was 15 minutes on the music day' and 'On the silent day, the average time was 18 minutes' illustrate the type of supportive evidence students should identify. The correct choice, B, is correct because it directly substantiates the statement by demonstrating faster completion times with music, indicating better focus. A common distractor, A, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about improved focus. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
A scientist named Dr. Lee studied why some plants grew faster under certain lights. She noticed that a classroom plant near a sunny window grew taller than one under a lamp. She wondered if the color of light mattered. She made a hypothesis: plants grow best under blue light because it helps leaves make food.
Dr. Lee set up an experiment with three identical bean plants. She kept the soil, water, and temperature the same for all three. Plant A grew under a blue bulb, Plant B under a red bulb, and Plant C under a white bulb. She measured each plant every seven days.
After 21 days, Plant A grew 18 centimeters, Plant B grew 11 centimeters, and Plant C grew 14 centimeters. Plant A also had the most leaves, with nine, while Plant B had six and Plant C had seven. Dr. Lee repeated the test one more time and saw similar results. She concluded that blue light helped these plants grow the most.
Which detail from the passage confirms the statement that Dr. Lee collected data carefully?
She wondered if the color of light mattered.
She concluded that blue light helped these plants grow the most.
She measured each plant every seven days.
Plant C grew under a white bulb.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'She measured each plant every seven days' and 'Dr. Lee repeated the test one more time and saw similar results' illustrate the type of supportive evidence students should identify. The correct choice, B, is correct because it directly substantiates the statement by demonstrating the systematic and regular data collection method used. A common distractor, A, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about careful data collection. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
Elena planned to build a birdhouse with her older brother, Marco. Elena wanted to paint it bright red, but Marco said, “Let’s think about what the birds need.” Elena noticed their backyard got very hot in the afternoon. She also saw that squirrels often climbed the fence near the big oak tree.
Marco suggested placing the birdhouse on a pole away from the fence. Elena agreed and said, “That might keep squirrels from reaching it.” They also chose a light tan paint instead of red. Marco explained that a lighter color might stay cooler in the sun.
After they finished, they watched from the window. A small bird visited the entrance and hopped onto the roof. Elena whispered, “I’m glad we planned this.” Marco smiled and said the best projects start with careful thinking.
Which part of the passage shows that Elena changed her plan based on the environment?
A small bird visited the entrance and hopped onto the roof.
Marco smiled and said the best projects start with careful thinking.
Elena wanted to paint it bright red at first.
They chose a light tan paint instead of red.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'They chose a light tan paint instead of red' and 'Marco explained that a lighter color might stay cooler in the sun' illustrate the type of supportive evidence students should identify. The correct choice, B, is correct because it directly substantiates the statement by demonstrating adaptation to environmental factors like heat. A common distractor, A, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about changing plans based on environment. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
In 1776, a group of leaders met in Philadelphia, Pennsylvania. They wanted to decide how the colonies should respond to British rule. After many discussions, they approved a document called the Declaration of Independence. The document explained why they believed they should govern themselves.
The final version was approved on July 4, 1776. The meeting took place in a building now called Independence Hall. Some leaders worried about the risks of signing their names. Still, they signed because they believed the decision mattered.
News traveled slowly at that time. Riders carried copies to other towns, and people read the words aloud in public squares. In some places, bells rang after the reading. The document later became a symbol of the new nation.
Which sentence from the passage best supports the idea that the decision required courage?
News traveled slowly at that time.
They approved a document called the Declaration of Independence.
Some leaders worried about the risks of signing their names.
Riders carried copies to other towns.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'Some leaders worried about the risks of signing their names' and 'Still, they signed because they believed the decision mattered' illustrate the type of supportive evidence students should identify. The correct choice, C, is correct because it directly substantiates the statement by demonstrating the perceived dangers involved in the decision. A common distractor, A, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about requiring courage. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
In 1905, a city decided to build a new bridge across a wide river. The old ferry took too long, especially in winter. The mayor said the bridge would help workers reach factories faster. Engineers studied the riverbanks and chose a spot near the busiest market.
Construction began in April 1906. Workers drove thick wooden piles into the riverbed and poured concrete around them. By September, the first metal beams rose above the water. A newspaper reported that 300 workers were on the project each day.
The bridge opened on June 2, 1907. On the first week, the city counted 18,000 crossings by foot and wagon. The ferry company reported fewer customers right away. Shops near the bridge stayed open later because more people passed by.
Which sentence from the passage best supports the idea that the bridge changed daily travel?
On the first week, the city counted 18,000 crossings by foot and wagon.
Workers drove thick wooden piles into the riverbed.
Engineers studied the riverbanks and chose a spot near the market.
Construction began in April 1906.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'On the first week, the city counted 18,000 crossings by foot and wagon' and 'The ferry company reported fewer customers right away' illustrate the type of supportive evidence students should identify. The correct choice, B, is correct because it directly substantiates the statement by demonstrating increased usage and impact on travel patterns. A common distractor, A, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about changing daily travel. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
In 1911, a young explorer named Hiram visited the mountains of Peru. He traveled near the city of Cusco and followed a narrow path above the Urubamba River. Local farmers told him about stone walls hidden by thick plants. Hiram listened carefully and asked a guide to lead him.
On July 24, 1911, the group reached a high ridge. They saw steps cut into rock and terraces that once held crops. The guide pointed to buildings made of fitted stones, with no mortar between them. Hiram noticed that the stones still lined up tightly after many years.
Hiram wrote notes and measured several walls. He counted 16 doorways in one long building and sketched the shape of the windows. He also recorded that the site sat more than 7,000 feet above sea level. These facts helped him describe the place clearly to others.
Later, scientists and historians studied the ruins. They learned that the city was likely built in the 1400s. Its location made it hard for strangers to find, which may have protected it. Today, many visitors hike there, but the stonework still shows careful planning.
What evidence from the passage supports the conclusion that the ruins were well built?
The stones still lined up tightly after many years.
Many visitors hike there today to see the site.
The city was likely built in the 1400s.
The group reached a high ridge on July 24, 1911.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'The stones still lined up tightly after many years' and 'The guide pointed to buildings made of fitted stones, with no mortar between them' illustrate the type of supportive evidence students should identify. The correct choice, A, is correct because it directly substantiates the statement by demonstrating the durability and quality of the construction over time. A common distractor, B, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about the ruins being well built. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
In 1804, Meriwether Lewis and William Clark began a journey from St. Louis, Missouri. Their goal was to explore land west of the Mississippi River. They traveled with a group called the Corps of Discovery. The group followed rivers and crossed plains.
In the winter of 1804, they camped near the Mandan villages in what is now North Dakota. They built a fort and stayed for several months. During that time, they met a young woman named Sacagawea, who spoke more than one language. She later traveled with them and helped communicate with other groups.
In 1805, the expedition reached the Rocky Mountains. The steep paths slowed them, and food became harder to find. They traded for horses and looked for a route through the mountains. By late 1805, they reached the Pacific Ocean.
Their journals included maps, plant notes, and descriptions of animals. These writings helped people back east learn about the land. The journey also showed how difficult travel could be across such a large area.
Which sentence from the passage best supports the idea that Sacagawea was useful to the expedition?
She later traveled with them and helped communicate with other groups.
Their journals included maps, plant notes, and descriptions of animals.
They traveled with a group called the Corps of Discovery.
In 1805, the expedition reached the Rocky Mountains.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'She later traveled with them and helped communicate with other groups' and 'They met a young woman named Sacagawea, who spoke more than one language' illustrate the type of supportive evidence students should identify. The correct choice, B, is correct because it directly substantiates the statement by demonstrating her role in communication during the journey. A common distractor, A, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about her usefulness. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
In Japan, many families celebrate a spring tradition called hanami, which means “flower viewing.” People visit parks to see cherry blossoms when the trees bloom. The tradition began long ago, when leaders and poets wrote about the beauty of the flowers. Today, families and friends still gather under the trees.
Hanami often happens in late March or early April, depending on the weather. Some cities post blossom forecasts so people can plan. In one park, workers counted that about 60 percent of the trees bloomed on March 30. Two days later, they reported that almost all the trees were in full bloom.
During hanami, people bring food and sit on blankets. They take photos and sometimes write short poems. Many people stay only an hour, but others remain until sunset. When the petals fall, it reminds visitors that spring changes quickly.
What information in the passage supports the claim that hanami depends on weather?
People bring food and sit on blankets under the trees.
Leaders and poets wrote about the beauty of the flowers.
Some cities post blossom forecasts so people can plan.
Many people stay only an hour, but others remain until sunset.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'Some cities post blossom forecasts so people can plan' and 'Hanami often happens in late March or early April, depending on the weather' illustrate the type of supportive evidence students should identify. The correct choice, A, is correct because it directly substantiates the statement by demonstrating how weather predictions are used for planning the event. A common distractor, B, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about weather dependence. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.
Read the passage.
A student named Cara tried to find out which paper towel brand absorbed the most water. She made a hypothesis that thicker towels would absorb more. Cara cut each brand into equal squares. She used the same size cup to pour water each time.
She placed one square in a shallow tray and poured 30 milliliters of water onto it. After one minute, she lifted the towel and measured the water left in the tray. Brand X left 6 milliliters, Brand Y left 12 milliliters, and Brand Z left 9 milliliters. She repeated the test twice and got nearly the same numbers.
Cara concluded that Brand X absorbed the most water. She wrote her results in a table for her science notebook. Then she shared her method with a classmate so it could be checked. Cara felt confident because her test was fair.
Which detail from the passage confirms the statement that Cara controlled her experiment?
She cut each brand into equal squares.
Brand Y left 12 milliliters in the tray.
She wrote her results in a table for her science notebook.
Cara concluded that Brand X absorbed the most water.
Explanation
This question tests ISEE Lower Level reading comprehension skills, specifically selecting evidence that supports an answer. Understanding how to identify supporting evidence is key to developing critical reading skills. It involves recognizing details that directly relate to the question's assertion. In the passage provided, specific lines such as 'She cut each brand into equal squares' and 'She used the same size cup to pour water each time' illustrate the type of supportive evidence students should identify. The correct choice, A, is correct because it directly substantiates the statement by demonstrating control of variables for fairness. A common distractor, B, fails because it either misinterprets the passage or provides irrelevant information that does not support the claim about controlling the experiment. To help students: Encourage looking for keywords in the question that match phrases in the passage. Practice distinguishing between relevant and irrelevant details. Teach students to verify that the evidence aligns precisely with the statement being evaluated.