OwlSheets
More Bike Lanes, Better Connections? worksheet preview

Worksheet

More Bike Lanes, Better Connections?

Analyze how an article about town bike lanes develops a central idea, connects supporting ideas, and supports an objective summary.

Grade 8ELAInteractive · Printable

Aligned toRI.8.2

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students identify a central idea and analyze how supporting ideas develop and connect to it.
  • Students distinguish essential ideas from minor details when writing an objective summary.

How to use

Have students read and annotate the article independently. Discuss the evidence pairs before students write and revise an objective summary.

Curriculum

Common Core standard covered

RI.8.2

Find the central idea, analyze how it develops and connects to supporting ideas, and write an objective summary.

Preview

OwlSheets.com

Name Date

More Bike Lanes, Better Connections?

Trace an argument’s central idea and write an objective summary.

Read and Trace the Ideas

Read the article. Choose the best answers and underline evidence as directed.

More Bike Lanes, Better Connections?

1A town can add a stripe beside a road and announce a new bike lane. Yet the stripe may end before the grocery store, leaving riders to merge into traffic at the busiest intersection. Residents then debate whether the lane was worth building. The more useful question is what that lane allows people to reach. Towns considering additional lanes should look beyond the amount of pavement they mark.

2Start with the trips people already make. Schools, workplaces, shops, and recreation centers are destinations, not isolated dots on a map. A connected route can make cycling a practical choice for reaching several everyday destinations. A lane that stops short of those places offers less help, even if riding along that particular stretch feels comfortable. Planning should therefore begin with connections rather than with whichever road is easiest to repaint.

3Connections alone, however, do not settle the question of whether people will use a route. Some riders are comfortable beside moving vehicles; others hesitate, especially where drivers turn across their path. Separating bicycle space from vehicle space can reduce certain conflicts, but intersections still require careful design. Clear crossings and attention to turning traffic matter because a route is only as useful as its difficult sections allow. Adding mileage without addressing those sections can leave the original barrier in place.

4Road space also serves people who are not cycling. A proposed lane may affect a delivery area, a bus stop, or access for a person with limited mobility. Town planners should work with these users to preserve needed access while improving bicycle routes. That might mean relocating a loading space or changing how a crossing operates. These adjustments deserve attention early, rather than being treated as problems to solve after construction.

5Because maps cannot reveal every problem, towns can test some proposed designs before making permanent changes. Temporary barriers and markings allow planners to observe how people move through a redesigned street. Counts of riders, observations of turning conflicts, and feedback about access can reveal different parts of the result. A trial should lead to revisions when the evidence shows a weakness. A pleasant-looking layout is not enough if it creates confusion at a crossing.

6The next proposal should be judged by more than the length of its colored line on a map. Can residents reach useful destinations? Can different street users move through the route without losing needed access? Do observations support keeping the design or changing it? Expanding bicycle routes makes the strongest case when those questions guide where lanes go and how they work.

1.
Which statement best expresses the article’s central idea?
  • A. Towns should expand bicycle routes through connected, carefully designed projects that are tested and adjusted.
  • B. Towns should prioritize repainting convenient roads before planning routes to everyday destinations.
  • C. Towns should judge bicycle projects chiefly by the total distance of the lanes they add.
  • D. Towns should use temporary bicycle routes mainly to gather residents’ opinions about street appearance.
2.
Which detail best supports the central idea by showing how towns can improve a design after testing it?
  • A. “Schools, workplaces, shops, and recreation centers are destinations, not isolated dots on a map.”
  • B. “A trial should lead to revisions when the evidence shows a weakness.”
  • C. “A proposed lane may affect a delivery area, a bus stop, or access for a person with limited mobility.”
  • D. “Some riders are comfortable beside moving vehicles; others hesitate, especially where drivers turn across their path.”
3.
How does paragraph 2 develop the idea introduced in paragraph 1?
  • A. It explains why towns should begin with roads that require the least repainting.
  • B. It establishes that comfortable individual road sections should determine the route.
  • C. It shifts the focus from the usefulness of lanes to the appearance of destinations.
  • D. It explains that a lane’s usefulness depends on links to places people visit.
4.
In paragraph 2, underline the sentence that directly explains the practical benefit of connecting destinations.

Start with the trips people already make.Schools, workplaces, shops, and recreation centers are destinations, not isolated dots on a map.A connected route can make cycling a practical choice for reaching several everyday destinations.A lane that stops short of those places offers less help, even if riding along that particular stretch feels comfortable.Planning should therefore begin with connections rather than with whichever road is easiest to repaint.

5.
How does paragraph 3 connect to paragraph 2?
  • A. It challenges the value of connections by recommending separate, isolated lane sections.
  • B. It narrows the discussion to riders who already feel comfortable beside moving vehicles.
  • C. It replaces destination planning with an explanation of how to collect rider counts.
  • D. It adds that connected routes also need careful treatment of difficult traffic sections.
6.
Which sentence best supports the answer to question 5 by explaining why difficult sections matter to a route’s usefulness?
  • A. “Residents then debate whether the lane was worth building.”
  • B. “Clear crossings and attention to turning traffic matter because a route is only as useful as its difficult sections allow.”
  • C. “Road space also serves people who are not cycling.”
  • D. “Start with the trips people already make.”

Connect and Summarize

Refer to the article. Separate essential ideas from examples, then write an objective summary.

7.
What supporting idea does paragraph 4 add to the article?
  • A. Expanding bicycle routes should also preserve necessary access for other street users.
  • B. Expanding bicycle routes depends mainly on changing the locations of bus stops.
  • C. Expanding bicycle routes requires postponing access decisions until after construction.
  • D. Expanding bicycle routes should begin after delivery areas have been removed.
8.
In paragraph 4, underline the sentence that states how planners should balance bicycle improvements with other users’ access.

Road space also serves people who are not cycling.A proposed lane may affect a delivery area, a bus stop, or access for a person with limited mobility.Town planners should work with these users to preserve needed access while improving bicycle routes.That might mean relocating a loading space or changing how a crossing operates.These adjustments deserve attention early, rather than being treated as problems to solve after construction.

9.
How does paragraph 5 advance the article’s discussion?
  • A. It moves from practical concerns to a comparison of popular street colors.
  • B. It provides a way to check whether proposed solutions actually work.
  • C. It presents rider counts as a replacement for studying access and crossings.
  • D. It recommends completing permanent construction before observing street use.
10.
Which detail best supports the answer to question 9 by explaining what a temporary design enables planners to do?
  • A. “That might mean relocating a loading space or changing how a crossing operates.”
  • B. “A town can add a stripe beside a road and announce a new bike lane.”
  • C. “Temporary barriers and markings allow planners to observe how people move through a redesigned street.”
  • D. “Towns considering additional lanes should look beyond the amount of pavement they mark.”
11.
Which is the best objective summary of the article?
  • A. Towns can create bicycle lanes by repainting roads. Some riders hesitate near vehicles, and lanes can affect deliveries. Temporary markings let planners observe street use. The article lists several questions residents might ask about a proposal.
  • B. Towns should expand bicycle routes because cycling is clearly the best travel choice. Connecting destinations and redesigning crossings will make towns more enjoyable. Temporary trials are an exciting way to convince residents to support these improvements.
  • C. Towns should expand bicycle routes through planning that connects destinations, addresses difficult traffic sections, and preserves needed access. Temporary trials and varied observations can identify problems and guide revisions. Route usefulness matters more than added lane length.
  • D. Towns should test bicycle routes to identify the designs riders like most. Appearance and rider counts can guide permanent construction. Other street users may need adjustments, but the article treats those concerns as separate from route planning.
12.
A draft summary says: “The article explains that towns can relocate loading spaces when adding bike lanes.” What is the main weakness of this summary?
  • A. It treats one possible adjustment as the article’s main message.
  • B. It includes a personal judgment about the quality of loading spaces.
  • C. It includes more supporting ideas than an objective summary needs.
  • D. It describes a street adjustment that the article does not mention.
13.
Write a three- or four-sentence objective summary in your own words. Include the central idea and the major supporting ideas. Leave out personal opinions and minor examples.
14.
Explain how paragraph 6 brings together ideas developed earlier in the article. Connect two of its questions to specific earlier paragraphs, and explain how those connections reinforce the central idea.

Related worksheets