Reading Informational Text — Chapter Practice, Grade 6

Read nonfiction like a detective: find the central idea and the details that build it, notice how a text is organized, figure out why the author wrote it, and back up what you say with evidence from the page.

Problem 1

The central idea of an informational text is best described as…
  1. The main point the whole text builds and supports
  2. The author's personal opinion of the reader
  3. The first word of the title
  4. One small fact that appears a single time
Answer and explanation

The main point the whole text builds and supports

The central idea is the overall main point the whole piece builds and supports, not a single detail or the title.

Problem 2

Which of these is a central idea rather than just a topic?
  1. A book about volcanoes
  2. Volcanoes can create new land as well as destroy it
  3. The word 'eruption'
  4. Volcanoes
Answer and explanation

Volcanoes can create new land as well as destroy it

A topic is just a word or phrase ('volcanoes'); a central idea makes an actual point about that topic.

Problem 3

Which of these is a supporting detail rather than a central idea?
  1. People should protect bees.
  2. Honeybees are important to farms in many ways.
  3. One study found a single bee colony can pollinate millions of flowers in a day.
  4. Bees matter.
Answer and explanation

One study found a single bee colony can pollinate millions of flowers in a day.

The specific study and number is a detail used as evidence for the broader central idea about why bees matter.

Problem 4

Read: "Deserts may look empty, but they are full of life. Many desert animals sleep in cool burrows during the day and hunt at night. Cactus plants store water in their thick stems to survive months without rain. Some desert lizards can even go their whole lives without drinking, getting all the water they need from their food." State the central idea in one full sentence.
Answer and explanation

Deserts are not really empty — they are full of living things that have special ways to survive with very little water.

Problem 5

Explain the difference between a text's topic and its central idea, and why mixing them up can lead to a weak summary.
Answer and explanation

A topic is just what the text is about in a word or two, while the central idea is the actual point the text makes about that topic. If you mix them up, your summary might name the subject ('this is about wolves') without ever explaining the point the author was making about it, so it fails to capture what the text was really saying.

Problem 6

Read this original passage and identify (1) the central idea and (2) two supporting details.
Answer and explanation

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 7

State the central idea and explain the example’s role.
Answer and explanation

The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions.

The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 8

Identify the precise error and write a corrected explanation.
Answer and explanation

The numbers illustrate a labeled hypothetical account; the central explanation concerns different water pathways. Retain that explanation and identify the numbers as a model rather than a universal measurement.

The numbers illustrate a labeled hypothetical account; the central explanation concerns different water pathways. Retain that explanation and identify the numbers as a model rather than a universal measurement.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 9

Compare the reasoning in the two cases. What method transfers, and which source detail must be checked again?
Answer and explanation

In the first case, Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. In the changed case, The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

In the first case, Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. In the changed case, The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 10

Explain how two relevant details support the model’s conclusion. Name the actual words or actions rather than writing “the text says.”
Answer and explanation

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 11

Write a fair alternative or a meaningful limitation to this conclusion, then explain which evidence would test it.
Answer and explanation

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 12

A student copies the conclusion without giving any evidence. Add a supporting detail and the missing reasoning.
Answer and explanation

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 13

Use the linked local reading to write one developed paragraph applying this unit. Cite a chapter, paragraph or distinctive brief phrase.
Answer and explanation

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 14

Revise a sentence from your response so its meaning and scope are more precise. Show both versions and explain the change.
Answer and explanation

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 15

Explain this method to a younger learner with one example and one warning about an error.
Answer and explanation

A topic names a subject; a central idea states what the text explains about that subject. Read the full selection, identify its question and distinguish a main claim from an illustrative example. An objective summary attributes disputed claims to their source without adding the summarizer’s approval. Use an example from the supplied case and explain the limit in ordinary language.

A topic names a subject; a central idea states what the text explains about that subject. Read the full selection, identify its question and distinguish a main claim from an illustrative example. An objective summary attributes disputed claims to their source without adding the summarizer’s approval. Use an example from the supplied case and explain the limit in ordinary language.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 16

A text that says 'First, plant the seed. Next, water it every day. Finally, watch it sprout' uses which structure?
  1. Compare and contrast
  2. Problem and solution
  3. Cause and effect
  4. Sequence
Answer and explanation

Sequence

The signal words 'first, next, finally' show steps in time order, which is sequence structure.

Problem 17

"Because the pond froze solid, the ducks flew south to find open water." This is an example of…
  1. Cause and effect structure
  2. Description structure
  3. Compare and contrast structure
  4. Sequence structure
Answer and explanation

Cause and effect structure

The signal word 'because' links a cause (the pond froze) to an effect (the ducks flew south).

Problem 18

An article describes how a school's hallways became dangerously crowded, then explains a new one-way walking rule that fixed it. Which structure is this?
  1. Description
  2. Problem and solution
  3. Compare and contrast
  4. Sequence
Answer and explanation

Problem and solution

Presenting an issue (crowded hallways) and then a fix (a one-way rule) is a problem-solution structure.

Problem 19

List two signal words or phrases that would hint a text is using cause-and-effect structure.
Answer and explanation

Examples include 'because,' 'so,' 'as a result,' 'therefore,' 'since,' or 'leads to.'

Problem 20

Explain how organizing a text as compare-and-contrast can help a reader who is trying to decide between two choices.
Answer and explanation

A compare-and-contrast structure lines up two choices side by side and shows how they are alike and different on specific points, so a reader can weigh the strengths and weaknesses of each one directly instead of having to gather scattered facts and organize the comparison themselves.

Problem 21

Identify the text structure of this original passage and point to the signal words that prove it.
Answer and explanation

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes.

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 22

Compare how the structures serve different purposes.
Answer and explanation

A follows a process through pathways; B uses a comparison to inspect differences between surfaces. Both can explain water movement, but the same category must be used on both sides of B’s comparison.

A follows a process through pathways; B uses a comparison to inspect differences between surfaces. Both can explain water movement, but the same category must be used on both sides of B’s comparison.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 23

Identify the precise error and write a corrected explanation.
Answer and explanation

A signal word indicates a proposed relationship, not proof of its truth. Identify the stated cause, the process connecting it to the effect and the evidence, then compare an alternative.

A signal word indicates a proposed relationship, not proof of its truth. Identify the stated cause, the process connecting it to the effect and the evidence, then compare an alternative.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 24

Compare the reasoning in the two cases. What method transfers, and which source detail must be checked again?
Answer and explanation

In the first case, Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. In the changed case, A follows a process through pathways; B uses a comparison to inspect differences between surfaces. Both can explain water movement, but the same category must be used on both sides of B’s comparison. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

In the first case, Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. In the changed case, A follows a process through pathways; B uses a comparison to inspect differences between surfaces. Both can explain water movement, but the same category must be used on both sides of B’s comparison. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 25

Explain how two relevant details support the model’s conclusion. Name the actual words or actions rather than writing “the text says.”
Answer and explanation

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes.

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 26

Write a fair alternative or a meaningful limitation to this conclusion, then explain which evidence would test it.
Answer and explanation

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 27

A student copies the conclusion without giving any evidence. Add a supporting detail and the missing reasoning.
Answer and explanation

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 28

Use the linked local reading to write one developed paragraph applying this unit. Cite a chapter, paragraph or distinctive brief phrase.
Answer and explanation

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 29

Revise a sentence from your response so its meaning and scope are more precise. Show both versions and explain the change.
Answer and explanation

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 30

Explain this method to a younger learner with one example and one warning about an error.
Answer and explanation

A topic names a subject; a central idea states what the text explains about that subject. Read the full selection, identify its question and distinguish a main claim from an illustrative example. An objective summary attributes disputed claims to their source without adding the summarizer’s approval. Use an example from the supplied case and explain the limit in ordinary language.

A topic names a subject; a central idea states what the text explains about that subject. Read the full selection, identify its question and distinguish a main claim from an illustrative example. An objective summary attributes disputed claims to their source without adding the summarizer’s approval. Use an example from the supplied case and explain the limit in ordinary language.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 31

An editorial arguing that your town should build a new skate park is written mainly to…
  1. Describe the weather
  2. Inform
  3. Persuade
  4. Entertain
Answer and explanation

Persuade

An editorial arguing for a specific action is meant to persuade readers to agree with that position.

Problem 32

An article titled "How Bees Make Honey" that walks readers step by step through the process is written mainly to…
  1. Argue that bees are the best insect
  2. Persuade readers to buy honey
  3. Entertain with jokes
  4. Explain how something works
Answer and explanation

Explain how something works

Walking a reader through how a process works, step by step, is writing to explain.

Problem 33

Which phrase most likely reveals a biased point of view rather than a neutral, informative tone?
  1. This reckless, foolish rule will hurt every family in town.
  2. The meeting is scheduled for Tuesday.
  3. The new park opened in June.
  4. The vote passed 5 to 2.
Answer and explanation

This reckless, foolish rule will hurt every family in town.

Loaded words like 'reckless' and 'foolish' signal a strong personal opinion, not neutral reporting.

Problem 34

Read: "The new bike-share program is a fantastic idea that will finally get our lazy town moving." Identify the author's purpose and point of view, and name one word that reveals the point of view.
Answer and explanation

Purpose: to persuade readers to support the bike-share program. Point of view: strongly in favor. Revealing words include 'fantastic,' 'finally,' or 'lazy,' which show the author's positive opinion of the program (and negative view of the town's current habits) rather than neutral reporting.

Problem 35

Can a single text have more than one purpose at the same time? Explain with an example.
Answer and explanation

Yes — for example, a funny article about saving water might entertain readers with jokes while also informing them of real water-saving tips. Usually one purpose still leads, but a text can serve more than one at once.

Problem 36

Read this original passage and determine the author's purpose and point of view, and explain how the point of view is conveyed.
Answer and explanation

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students.

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 37

Distinguish purposes and what each source establishes.
Answer and explanation

The organizer advocates and reports a small group’s preference. The supervisor raises a staffing constraint. The record reports use on two trial days; it does not directly establish learning gains or whole-school preference.

The organizer advocates and reports a small group’s preference. The supervisor raises a staffing constraint. The record reports use on two trial days; it does not directly establish learning gains or whole-school preference.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 38

Identify the precise error and write a corrected explanation.
Answer and explanation

A persuasive source can use numbers, accurately or inaccurately. Identify the audience and proposed response, then evaluate the number’s group, method and relevance separately from purpose.

A persuasive source can use numbers, accurately or inaccurately. Identify the audience and proposed response, then evaluate the number’s group, method and relevance separately from purpose.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 39

Compare the reasoning in the two cases. What method transfers, and which source detail must be checked again?
Answer and explanation

In the first case, Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. In the changed case, The organizer advocates and reports a small group’s preference. The supervisor raises a staffing constraint. The record reports use on two trial days; it does not directly establish learning gains or whole-school preference. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

In the first case, Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. In the changed case, The organizer advocates and reports a small group’s preference. The supervisor raises a staffing constraint. The record reports use on two trial days; it does not directly establish learning gains or whole-school preference. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 40

Explain how two relevant details support the model’s conclusion. Name the actual words or actions rather than writing “the text says.”
Answer and explanation

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students.

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 41

Write a fair alternative or a meaningful limitation to this conclusion, then explain which evidence would test it.
Answer and explanation

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 42

A student copies the conclusion without giving any evidence. Add a supporting detail and the missing reasoning.
Answer and explanation

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 43

Use the linked local reading to write one developed paragraph applying this unit. Cite a chapter, paragraph or distinctive brief phrase.
Answer and explanation

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 44

Revise a sentence from your response so its meaning and scope are more precise. Show both versions and explain the change.
Answer and explanation

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 45

Explain this method to a younger learner with one example and one warning about an error.
Answer and explanation

First make a literal account: who acts, what changes and who tells it. An inference goes beyond an explicit statement but must be supported by a specific action or phrase. A narrator’s opinion is evidence about that voice; it is not automatically the author’s opinion or an objective fact about a group. Use an example from the supplied case and explain the limit in ordinary language.

First make a literal account: who acts, what changes and who tells it. An inference goes beyond an explicit statement but must be supported by a specific action or phrase. A narrator’s opinion is evidence about that voice; it is not automatically the author’s opinion or an objective fact about a group. Use an example from the supplied case and explain the limit in ordinary language.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 46

Compare Rowan’s and Dev’s questions. Use each stated profile and a phrase from each excerpt. Explain one influence of place or work and one conclusion that the evidence cannot establish.
Answer and explanation

Rowan’s storm-drain role supports the focus on short-interval routes and doorways. Dev’s dry-period garden work supports the emphasis on storage and later availability. Neither excerpt proves that all people in the same region think alike or that either writer never considers the other concern.

Rowan’s storm-drain role supports the focus on short-interval routes and doorways. Dev’s dry-period garden work supports the emphasis on storage and later availability. Neither excerpt proves that all people in the same region think alike or that either writer never considers the other concern.

Response criteria

  • Answer the specified question accurately.
  • Use a relevant detail or demonstrate the requested language choice.
  • Explain the reasoning and keep an appropriate scope.

Problem 47

Information that is stated directly in a text, with no guessing needed, is called…
  1. An inference
  2. Explicit information
  3. A summary
  4. A topic
Answer and explanation

Explicit information

Explicit information is stated plainly in the text itself.

Problem 48

A text never says a boy is proud, but he 'held up his report card so his whole family could see it and grinned for the rest of dinner.' Deciding he feels proud is an example of…
  1. A text structure
  2. An explicit statement
  3. An inference
  4. A citation
Answer and explanation

An inference

Since the text doesn't state his pride directly, drawing that conclusion from the clues is an inference.

Problem 49

Which sentence properly cites AND explains evidence, rather than just dropping a quote in?
  1. Tickets were sold.
  2. It doubled, I think.
  3. The text says, 'ticket sales doubled.'
  4. The text says 'ticket sales doubled,' which suggests the new show was very popular.
Answer and explanation

The text says 'ticket sales doubled,' which suggests the new show was very popular.

This option quotes the text AND explains what the quote suggests, connecting it to a point.

Problem 50

Read: "The lights in the bakery were still off at noon, and a small handwritten note was taped to the locked front door." State one explicit fact and one reasonable inference based on the passage.
Answer and explanation

Explicit: the text states directly that 'a small handwritten note was taped to the locked front door.' Inference: the bakery is unexpectedly closed today, supported by the details that the lights were 'still off at noon' and the door was 'locked.'

Problem 51

Explain the difference between simply dropping a quote into your writing and properly using it as evidence. Give a short example.
Answer and explanation

Simply dropping a quote in leaves it sitting there with no explanation, so the reader has to guess why it matters. Properly using it as evidence means presenting the quote and then explaining how it supports your point. For example, instead of just writing 'The text says the streets were empty,' you would write 'The text says the streets were empty, which suggests people had already left town before the storm.'

Problem 52

Read this original passage. State one explicit fact and one reasonable inference, each supported by a quote.
Answer and explanation

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.'

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.'

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 53

Use the evidence to revise the claim with source credit.
Answer and explanation

Source A supports a preference among responding club members. Source B rules out claiming a measured achievement result from this trial. Revise to a limited proposal for a trial, citing the local reading-corner packet and its specific source labels.

Source A supports a preference among responding club members. Source B rules out claiming a measured achievement result from this trial. Revise to a limited proposal for a trial, citing the local reading-corner packet and its specific source labels.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 54

Identify the precise error and write a corrected explanation.
Answer and explanation

The citation does not repair a changed population. Preserve the actual denominator and group:18 of 20 responding club members. Source credit and accurate representation are both necessary.

The citation does not repair a changed population. Preserve the actual denominator and group:18 of 20 responding club members. Source credit and accurate representation are both necessary.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 55

Compare the reasoning in the two cases. What method transfers, and which source detail must be checked again?
Answer and explanation

In the first case, Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' In the changed case, Source A supports a preference among responding club members. Source B rules out claiming a measured achievement result from this trial. Revise to a limited proposal for a trial, citing the local reading-corner packet and its specific source labels. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

In the first case, Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' In the changed case, Source A supports a preference among responding club members. Source B rules out claiming a measured achievement result from this trial. Revise to a limited proposal for a trial, citing the local reading-corner packet and its specific source labels. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 56

Explain how two relevant details support the model’s conclusion. Name the actual words or actions rather than writing “the text says.”
Answer and explanation

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.'

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.'

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 57

Write a fair alternative or a meaningful limitation to this conclusion, then explain which evidence would test it.
Answer and explanation

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 58

A student copies the conclusion without giving any evidence. Add a supporting detail and the missing reasoning.
Answer and explanation

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 59

Use the linked local reading to write one developed paragraph applying this unit. Cite a chapter, paragraph or distinctive brief phrase.
Answer and explanation

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 60

Revise a sentence from your response so its meaning and scope are more precise. Show both versions and explain the change.
Answer and explanation

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.' Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 61

Explain this method to a younger learner with one example and one warning about an error.
Answer and explanation

First make a literal account: who acts, what changes and who tells it. An inference goes beyond an explicit statement but must be supported by a specific action or phrase. A narrator’s opinion is evidence about that voice; it is not automatically the author’s opinion or an objective fact about a group. Use an example from the supplied case and explain the limit in ordinary language.

First make a literal account: who acts, what changes and who tells it. An inference goes beyond an explicit statement but must be supported by a specific action or phrase. A narrator’s opinion is evidence about that voice; it is not automatically the author’s opinion or an objective fact about a group. Use an example from the supplied case and explain the limit in ordinary language.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

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