At recess, as my classmates talk of days ahead,
i stare at kindergartners rushing to the swing-set—
like multicolored waves in an untamed ocean.

cresting over the rubber tire swing, one boy stops
to let a little girl go first. her smile sings and,
to everyone watching, is catching.

the dark wet pavement reminds me spring looms,
when kids and flowers bloom all over
the playground. soon

these kids will be like us—looking forward
to junior high and more.
for now, they curl around each moment,
as i watch from the shore.

which vivid word choice does the author use to describe the kindergarten students?
a) classmates
b) these kids
c) wet pavement
d) multicolored waves

Read the passage from sugar changed the world. sugar is a taste we all want, a taste we all crave. people throughout the planet everywhere have been willing to do anything, anything at all, to get that touch of sweetness. we even know exactly how thrilling it was to taste sugar for the first time. when the lewis and clark expedition met up with the shoshone, who had little previous contact with old world products, sacagawea gave a tiny piece of sugar to a chief. he loved it, saying it was "the best thing he had ever tasted." sugar created a hunger, a need, which swept from one corner of the world to another, bringing the most terrible misery and destruction, but then, too, the most inspiring ideas of liberty. sugar changed the world. we begin that story with a man who could never know enough. how does the conclusion of the prologue support the authors’ purpose? select two options. it introduces the topic that will be addressed next. it provides information about the authors. it states why the topic is relevant to readers. it cites sources the authors used in the text. it explains how the authors came to study the subject.