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Whooping Cranes Feature Article — Reading Comprehension — Answers

Answer sheet with model answers and success criteria for the 9th Grade reading comprehension comprehension exercise.

Success TutoringWorksheetsAnswer sheet9th Grade · English · Reading Comprehension

Whooping Cranes Feature Article — Reading Comprehension — Answers

Part A: Literal comprehension

1.Where do whooping cranes spend the winter, and where do they nest?[1 mark]

Answer: They spend the winter on the Texas coast (at and around Aransas National Wildlife Refuge) and nest in Wood Buffalo National Park in northern Canada.

2.How do young cranes learn the migration route?[1 mark]

Answer: By flying it with their parents.

3.About how many whooping cranes were counted in the wild Texas flock in the winter of 1941?[1 mark]
  1. Aabout 5
  2. Babout 15
  3. Cabout 150
  4. Dabout 500

Answer: about 15

“only about fifteen whooping cranes were counted.”

4.Give two causes of the whooping crane's decline.[1 mark]

Answer: Hunters shot them, and settlers drained and plowed the wetlands where they nested and fed.

5.Why was finding the nesting area in 1954 important?[1 mark]

Answer: It allowed biologists to understand and protect both ends of the cranes' journey, not just the wintering grounds.

Part B: Analysis

6.What is the central idea of the article? Write it in one or two sentences.[2 marks]

Answer: The whooping crane recovered from about fifteen birds to around 500 because of decades of patient conservation work, but it is still endangered and its story shows that saving a species takes long-term commitment.

7.Why does the writer repeat “Fifteen birds.” as a sentence on its own? What effect does this have?[2 marks]

Answer: The short fragment slows the reader down and emphasizes how shockingly few birds were left. It makes the danger of extinction feel real before the writer explains the recovery.

8.Explain why the cranes' biology made their recovery “especially slow.”[2 marks]

Answer: They do not breed until they are several years old, and a pair usually raises only one chick a year, so the population can grow only a little each year.

9.Explain two reasons the writer gives for why the whooping crane is “not out of danger.”[2 marks]

Answer: Any two: the wild Texas–Canada flock depends on one wintering area and one nesting area, so a single disaster could do great harm; cranes can collide with power lines during migration; drought can reduce the blue crabs and fresh water they depend on.

10.Which best describes the structure of the article?[1 mark]
  1. Aa scene-setting opening, followed by the problem, the recovery, ongoing threats and a reflective conclusion
  2. Ba list of instructions for visiting the refuge
  3. Can argument with two equal sides
  4. Da diary written by a biologist

Answer: a scene-setting opening, followed by the problem, the recovery, ongoing threats and a reflective conclusion

The headings move from the opening scene through decline, recovery and threats to a reflection on why it matters.

11.The writer says it is “more useful” to see the story “as proof of something” than as a happy ending. What does the writer think it proves?[2 marks]

Answer: That a species can be saved, even from the edge of extinction, if people decide it is worth saving and keep up the work over a long time.

Part C: Vocabulary and craft

12.The title says the cranes came “back from the brink.” This phrase means they...[1 mark]
  1. Areturned from a long migration
  2. Brecovered after coming very close to disaster (extinction)
  3. Cwere moved to a new refuge
  4. Dlearned a new song

Answer: recovered after coming very close to disaster (extinction)

The brink is the edge, here the edge of extinction.

13.“a loud, bugling cry.” Bugling suggests the sound is...[1 mark]
  1. Asoft and quiet
  2. Bloud and trumpet-like
  3. Chigh and squeaky
  4. Dshort and sharp

Answer: loud and trumpet-like

A bugle is a brass instrument like a trumpet.

14.Explain how the opening paragraph draws the reader in. Refer to at least one detail.[2 marks]

Answer: It places the reader in the scene (“Stand on an observation platform”) and builds suspense (“you may see one”) before naming the bird. Vivid details such as the “red crown and black wingtips” and the crane stabbing at the mud for a blue crab help the reader picture it.

Part D: Extended response

15.What does the story of the whooping crane show about what it takes to save an endangered species? Write an explanatory response of 200–250 words. Use at least three pieces of evidence from the article.[6 marks]

Model answer: The story of the whooping crane shows that saving an endangered species takes protection, knowledge and, above all, patience. By 1941, hunting and the draining of wetlands had reduced the wild Texas flock to “only about fifteen” birds. The first step in their recovery was protection: the Aransas National Wildlife Refuge, created in 1937, protected their wintering grounds, and laws protected the birds from hunting. Knowledge was just as important. When the nesting area was found in Wood Buffalo National Park in 1954, biologists could protect “both ends of the journey,” and careful winter counts let them track the flock's progress. However, the most important ingredient was time. Because cranes do not breed until they are several years old and usually raise only one chick a year, growth came slowly, “a few birds one year, a few more the next.” It took more than eighty years to reach around 500 birds. Even now, the species is still endangered because it depends on one wintering area and one nesting area. The crane's story proves that recovery is possible, but only when people make a long-term commitment and keep working long after the first success.

Success criteria:

  • Clear controlling idea that answers the question
  • At least three accurate pieces of evidence from the article
  • Explains how each piece of evidence supports the controlling idea
  • Logical organization with transitions and a conclusion
  • Formal, precise language; correct grammar and punctuation
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Marking tips

  • Give credit for correct method even when the final answer slips — the working shows where the thinking went right.
  • For open-ended tasks, use the success criteria as a checklist rather than looking for one "right" answer.
  • Celebrate what went well first, then pick one thing to work on next.