- What problem and solution does the passage describe?
Answer: Students lacked easy access to books, so the school created a mobile library cart.
The passage says the nearest library was far away and many families could not get there, so students could not easily reach books. To fix this, the school started a mobile library cart that visited classrooms each week. That makes 'students lacked easy access to books, so the school created a mobile library cart' the best match for the problem and solution.
The choice about students having too many books is wrong because the passage says students had trouble finding books, not too many. The choice about a crowded library is wrong because the passage never says the library was crowded, and reading quickly was not the solution. The choice about families building a new library mixes up cause and effect: sharing stories was a happy result at the end, not the problem, and no one built a new library. Only the first choice names the real problem and the real solution described in the text.
- What is the overall structure of this passage?
Answer: Comparison/Contrast
The passage compares deserts and rainforests by explaining how they differ, which makes the structure comparison and contrast. The passage does not explain causes or effects of any single event. The passage does not present a problem needing a solution. The passage does not describe events happening in a time order.
- What problem and solution does the passage describe?
Answer: Problem: too much trash; Solution: recycle and compost to reduce landfill waste.
The passage tells you the problem right away: towns have too much trash, and it fills up landfills fast. Then it names two fixes—recycling paper, metal, and plastic, and composting food scraps into soil. The choice that says the problem is too much trash and the solution is to recycle and compost to reduce landfill waste matches the passage exactly. The choice about building more landfills names the right problem but the wrong fix; the passage never suggests adding landfills, only cutting down on waste. The choice saying landfills fill up too slowly is backward—the passage says they fill up quickly, so sending more trash there would make the problem worse. The choice saying towns are too clean is also backward, because the passage lists staying clean as a good result, not a problem, and it recommends recycling and composting instead of stopping them.
- What is the overall structure of this passage?
Answer: It describes the development of airplanes in the order the changes happened, from earliest to most recent.
The passage tells about airplanes changing from the earliest flight to the way people fly now, moving from what happened first to what happened last. That order-by-time plan makes describing the changes in the order they happened the best answer. The choice about a difficulty being solved does not fit, because the passage never names a problem with flying or shows engineers fixing it. The choice about one change causing the next does not fit, because the passage only lists what came after each event in time; it does not say an earlier change made a later one happen. The choice about setting two kinds of aircraft side by side does not fit, because the passage follows one story of airplanes over time instead of comparing two things to show how they are alike and different.
- How is this passage organized?
Answer: It explains what caused something and what effects resulted.
This passage shows a chain of causes and effects, starting with little rain and ending with higher food prices. It is not a list of steps to follow, since the events happen because of each other rather than being instructions. It does not compare two different things, since it only follows one chain of events. It does not present a solution, since the passage never offers a way to fix the higher food prices.
- Read the passage. An invasive species can become a problem when it is moved to a new place. Since it has few predators there, its population can grow quickly. As a result, it may use up food and space that native species need. Therefore, native plants and animals may become harder to find. Which text structure does this passage mainly use?
Answer: Cause and Effect
This question tests identifying text structures in informational texts (CCSS.RI.4.5), specifically recognizing cause and effect structure. The passage uses cause and effect structure, which explains what happened and why. Signal words like 'since,' 'as a result,' and 'therefore' indicate this structure, and the information is organized to link causes like lack of predators to effects on native species. Choice B is correct because it accurately identifies the primary structure as cause and effect, and the passage primarily explains why invasive species impact ecosystems. Choice D is incorrect because it identifies the wrong structure type as problem and solution, naming a secondary aspect without actual solutions provided; this error occurs when students identify a minor structure instead of the primary one. To help students recognize text structures: Teach the four main informational structures—(1) Chronology/Sequence: events in time order (signal words: first, next, then, after, before, finally); (2) Comparison/Contrast: similarities and differences (signal words: similar, different, both, unlike, however, while); (3) Cause and Effect: what happened and why (signal words: because, so, as a result, therefore, since, causes, leads to); (4) Problem and Solution: issue and resolution (signal words: problem, solution, solve, question, answer). Create anchor charts with signal words for each structure. Practice by having students identify structure, then find signal words and explain how information is organized. Watch for: confusing content (what text is about) with structure (how text is organized), identifying minor structure instead of primary one, seeing one signal word and assuming structure without checking overall organization.
- Which text structure does this passage mainly use?
Answer: Problem and Solution
The passage describes an issue, storm water washing dirt and oil into rivers, and then explains ways to help fix it, like rain gardens and permeable pavement, so it uses a problem and solution structure. It does not compare two things, since only one issue is being discussed. It is not a sequence, since the events are not described as ordered steps. It is not cause and effect, since the passage focuses on ways to help rather than one thing causing another.
- What does the author compare in this passage?
Answer: Glaciers and icebergs
Glaciers and icebergs is correct because the whole passage compares these two types of ice. The second choice only covers glaciers, leaving out icebergs entirely. The third choice only covers icebergs, leaving out glaciers. The last choice is too general and does not name the two specific things the author actually compares.
- Which text structure does this passage mainly use?
Answer: Cause and Effect
Choice C is correct because the passage shows one thing leading to another: dark surfaces cause more heat, and less shade causes less cooling, which causes more air conditioning use. Choice A is wrong because the passage does not compare two different things side by side. Choice B is wrong because the passage does not describe steps happening in time order. Choice D is wrong because the passage never proposes a solution; it only explains why cities get hotter.
- Which text structure does this passage mainly use?
Answer: Chronology/Sequence
The passage describes water moving step by step from rain to groundwater to an aquifer to wells, which is a sequence of events over time. It is not describing a cause creating an effect on its own, a problem being solved, or two things being compared. Only Chronology/Sequence matches how the passage is organized.
- Which text structure does this passage mainly use?
Answer: Comparison/Contrast
This passage compares desert plants and rainforest plants by describing how each survives differently, which makes it a comparison and contrast structure. Chronology is wrong because there is no sequence of events or steps. Cause and effect is wrong because the passage does not explain what causes something to happen. Problem and solution is wrong because no problem needing a fix is presented.
- This passage uses words like since, as a result, because, and therefore. What text structure do these words signal?
Answer: Cause and effect
Words like since, as a result, because, and therefore connect a cause to what happens next, so they signal a cause-and-effect structure. Sequence words describe the order of events, compare-and-contrast words point out similarities and differences, and problem-and-solution words identify an issue and its fix, none of which match how these words are used here.
- What is the overall structure of this passage?
Answer: Problem and Solution
Problem and Solution is correct because the passage describes a difficulty the garden faced and then explains the steps volunteers took to fix it. Cause and Effect is close, but the passage focuses on people choosing solutions, not just one event causing another. Chronology/Sequence is wrong because the passage is not mainly organized by time order. Comparison/Contrast is wrong because the passage does not compare two different things.
- How is this passage organized?
Answer: It explains a difficulty and describes ways to fix it.
The correct answer is C because the passage describes flooding as a difficulty and then gives two ideas to help fix it. Choice A is wrong because the passage never compares different storms. Choice B is wrong because the passage is not organized as a sequence of events over time. Choice D is wrong because the passage is about fixing flooding, not a step by step guide to planting.
- Which text structure does this passage mainly use?
Answer: Cause and Effect
The passage explains how rough or smooth surfaces cause more or less friction, which then causes the skateboard to slow down or roll farther, showing cause and effect. Chronology would show events happening in a time order, which this passage does not do. Comparison and contrast would only point out similarities and differences without explaining causes, which this passage goes beyond. Problem and solution would name a specific problem and a fix, which is not how this passage is organized.
- Read the passage.
A bill can become a law through several steps in the United States. First, a member of Congress introduces the bill. Next, a committee studies it and may suggest changes. Then, the full House or Senate debates and votes on the bill. After that, the bill goes to the other chamber to be discussed and voted on. Finally, if both chambers agree, the president may sign it into law.
Which words from the passage signal the text structure?
Answer: first, next, then, after that, finally
This question tests identifying text structures in informational texts (CCSS.RI.4.5), specifically recognizing chronology/sequence structure. The passage uses chronology/sequence structure, which shows events in time order. Signal words like 'first, next, then, after that, finally' indicate this structure, and the sentences follow time order by outlining the steps a bill takes to become law. Choice A is correct because it accurately identifies the signal words for chronology; the passage primarily uses these to organize the legislative process sequentially. Choice C is incorrect because it lists cause and effect words, which misinterprets the time-based organization as causal links; this error occurs when students see one signal word and assume structure without checking overall organization. To help students recognize text structures: Teach the four main informational structures—(1) Chronology/Sequence: events in time order (signal words: first, next, then, after, before, finally); (2) Comparison/Contrast: similarities and differences (signal words: similar, different, both, unlike, however, while); (3) Cause and Effect: what happened and why (signal words: because, so, as a result, therefore, since, causes, leads to); (4) Problem and Solution: issue and resolution (signal words: problem, solution, solve, question, answer). Create anchor charts with signal words for each structure; practice by having students identify structure, then find signal words and explain how information is organized; watch for confusing content (what text is about) with structure (how text is organized), identifying minor structure instead of primary one, or seeing one signal word and assuming structure without checking overall organization.
- How is this passage organized?
Answer: It presents a problem and describes tools built to solve it.
The passage begins with a problem: long ago, sailors could not find their spot on the open ocean. Then it describes two tools, the compass and the sextant, that were built to solve that problem. That is why the best answer is that it presents a problem and describes tools built to solve it. The choice about comparing two tools to show how they are alike and different is wrong because the passage describes each tool separately and never tells how they are alike or different. The choice about listing events in the order they happened is wrong because the passage does not walk through a sequence of moments in time; it explains a problem and its solutions. The choice about describing a place and how sailors moved through it is wrong because the passage focuses on tools sailors used, not on describing the ocean itself as a setting.
- Which text structure does this passage mainly use?
Answer: Comparison and contrast, because it shows how solids, liquids, and gases are alike and different
The passage uses comparison and contrast because it shows how solids, liquids, and gases are alike and different. It tells how a solid and a liquid have different shapes, how both have volume, and how a gas acts differently. The chronology or sequence choice is wrong because the passage does not tell steps or events in time order; nothing happens first, next, or last. The problem and solution choice is wrong because the passage never names a problem or gives a way to fix it. The cause and effect choice is wrong because the passage does not explain what makes each kind of matter act the way it does; it only describes how they differ. Look for the answer that shows likenesses and differences.
- Read the passage. In 1804, Meriwether Lewis and William Clark began exploring the Louisiana Purchase. During the first months, they traveled up the Missouri River and mapped the land. Later, they crossed the Rocky Mountains with help from local guides. Then, in 1805, they reached the Pacific Ocean near present-day Oregon. Finally, they returned east in 1806 and shared their maps and notes. This passage is organized to show what?
Answer: Events in time order during an exploration
This question tests identifying text structures in informational texts (CCSS.RI.4.5), specifically recognizing chronology/sequence structure. The passage uses chronology/sequence structure, which shows events in time order. Signal words like 'in 1804, during the first months, later, then in 1805, finally' indicate this structure, and the sentences follow the timeline of Lewis and Clark's expedition from start to return. Choice A is correct because it accurately identifies the organization as events in time order during an exploration, and the passage primarily lists key events in the sequence they occurred. Choice B is incorrect because it identifies comparison/contrast between explorers, which isn't the focus; this error occurs when students confuse the topic of explorers with structural comparison or misread names as contrasts. To help students recognize text structures: Teach the four main informational structures—(1) Chronology/Sequence: events in time order (signal words: first, next, then, after, before, finally); (2) Comparison/Contrast: similarities and differences (signal words: similar, different, both, unlike, however, while); (3) Cause and Effect: what happened and why (signal words: because, so, as a result, therefore, since, causes, leads to); (4) Problem and Solution: issue and resolution (signal words: problem, solution, solve, question, answer). Create anchor charts with signal words for each structure; practice by having students identify structure, then find signal words and explain how information is organized; watch for confusing content (what text is about) with structure (how text is organized), identifying minor structure instead of primary one, or seeing one signal word and assuming structure without checking overall organization.
- What is the text structure of this passage?
Answer: Chronology/Sequence
The passage describes steps that happen in order, one after another, which is a sequence structure. Comparison and contrast structures point out similarities and differences, which this passage does not do. Cause and effect focuses on why something happens, not on the order of steps. Problem and solution describes a problem and how it gets fixed, which does not match this passage about the water cycle.
