Describe Connections Between Text Elements
Help Questions
1st Grade Reading › Describe Connections Between Text Elements
Read the text. First, Mia puts a letter in the mailbox. Next, the mail carrier takes the letter away. Then, the letter goes to the post office. Finally, the letter arrives at Grandma’s house. What happens AFTER Mia puts the letter in the mailbox?
The letter arrives at Grandma’s house.
The mail carrier takes the letter away.
Mia writes the letter with a pencil.
Explanation
This tests sequence of events. The text says 'Next, the mail carrier takes the letter away.' This happens right after Mia puts it in the mailbox.
Read the text. First, Mia puts bread in the toaster. Next, the toaster makes the bread warm and brown. Then, Mia spreads butter on the toast. Finally, she eats the toast at breakfast. What does Mia do NEXT after the bread gets warm?
She spreads butter on the toast.
She washes the toaster in the sink.
She puts bread in the toaster.
She eats the toast at breakfast.
Explanation
This question tests CCSS.RI.1.3: describing the connection between two individuals, events, ideas, or pieces of information in a text. Students must identify and explain the relationship between two elements. Connections show how two things relate to each other. Types of connections: SEQUENCE (what happens first, then, next), CAUSE AND EFFECT (one thing makes another thing happen), COMPARISON (how things are same or different), PURPOSE (why something is done), PROBLEM AND SOLUTION (problem and how it's fixed). In this text, the connection is SEQUENCE. The two elements are the bread getting warm and brown and Mia spreading butter on the toast, and they connect because spreading butter happens next after the bread is warmed. Choice C is correct because it accurately describes the connection between the bread getting warm and what follows. The text states 'Next, the toaster makes the bread warm and brown. Then, Mia spreads butter on the toast' which shows the sequence of events. This is a sequence relationship. Choice B is incorrect because it reverses the order and describes an earlier step instead of what happens next. Students choosing this may have not understood the sequence. To help students: Identify the two elements in the text first. Then look for CONNECTING WORDS (first/next, because/so, same/different, both, to, for). Ask: What is the relationship? (What happens first then next? What causes what? How are they the same or different? Why is something done? What's the problem and solution?). Practice: Text says 'First plant seeds. Next water them.' Connection = sequence (time order). Text says 'Sun makes water warm.' Connection = cause (sun) and effect (warm water). Text says 'Frogs have smooth skin. Toads have bumpy skin.' Connection = difference (comparison). Watch for: Students who state one element without connecting to the other, students who reverse cause and effect, students who can't identify the type of connection (sequence vs cause/effect vs comparison).
Read the text. A bike and a scooter both have wheels. A bike has pedals you push with your feet. A scooter has a deck you stand on. Both a bike and a scooter can take you places. What is DIFFERENT about a bike and a scooter?
Both have wheels.
Both can take you places.
A bike has pedals, but a scooter has a deck.
Explanation
This tests comparing differences. A bike has pedals but a scooter has a deck. These are different parts.
Read the text. First, Zoe mixes flour and water in a bowl. Next, she stirs until it looks smooth. Then, she pours the batter into a pan. Finally, she bakes it in the oven. What does Zoe do NEXT after she mixes flour and water?
She bakes it in the oven.
She stirs until it looks smooth.
She pours the batter into a pan.
Explanation
This tests sequence of events. After mixing, the text says 'Next, she stirs until it looks smooth.' That's what happens next.
Read the text. A helmet is worn on your head. People wear a helmet to protect their head. A seat belt is worn in a car. People use a seat belt to stay safe, too. Why do people wear a helmet?
To protect their head.
To stay warm in the snow.
To make the car go faster.
Explanation
This tests finding information. The text says 'People wear a helmet to protect their head.' That's the reason why.
Read the text. The wind blows hard outside. The wind makes the tree branches move. Moving branches can drop sticks on the ground. That is why we stay away from big trees. What makes the branches move?
Sticks on the ground make the wind.
The wind blows hard outside.
The tree moves because it is sleeping.
The branches move because we stay away.
Explanation
This question tests CCSS.RI.1.3: describing the connection between two individuals, events, ideas, or pieces of information in a text. Students must identify and explain the relationship between two elements. Connections show how two things relate to each other. Types of connections: SEQUENCE (what happens first, then, next), CAUSE AND EFFECT (one thing makes another thing happen), COMPARISON (how things are same or different), PURPOSE (why something is done), PROBLEM AND SOLUTION (problem and how it's fixed). In this text, the connection is cause and effect. The two elements are the wind and the branches moving, and they connect because the wind causes the branches to move. Choice A is correct because it accurately describes the connection between the wind and the branches. The text states 'The wind blows hard outside. The wind makes the tree branches move,' which shows how they're connected. This is a cause-effect relationship. Choice B is incorrect because it reverses cause and effect by saying sticks make the wind. Students choosing this may have confused cause with effect. To help students: Identify the two elements in the text first. Then look for CONNECTING WORDS (first/next, because/so, same/different, both, to, for). Ask: What is the relationship? (What happens first then next? What causes what? How are they the same or different? Why is something done? What's the problem and solution?). Practice: Text says 'First plant seeds. Next water them.' Connection = sequence (time order). Text says 'Sun makes water warm.' Connection = cause (sun) and effect (warm water). Text says 'Frogs have smooth skin. Toads have bumpy skin.' Connection = difference (comparison). Watch for: Students who state one element without connecting to the other, students who reverse cause and effect, students who can't identify the type of connection (sequence vs cause/effect vs comparison).
Read the text. Bees visit flowers to collect nectar. They carry the nectar back to the hive. In the hive, bees make nectar into honey. Bees use the honey for food. Why do bees collect nectar from flowers?
To make flowers grow taller.
To turn honey back into nectar.
To make honey for food.
Explanation
This tests cause and effect. Bees collect nectar to make honey. The text says 'Bees use the honey for food.'
Read the text. Birds need food in winter. In winter, it is hard to find seeds. People can help by putting out bird feeders. Then birds have food to eat. How do people help with the winter food problem?
They take away the birds' seeds.
They tell birds to sleep all day.
They put out bird feeders for birds.
They make winter last longer.
Explanation
This question tests CCSS.RI.1.3: describing the connection between two individuals, events, ideas, or pieces of information in a text. Students must identify and explain the relationship between two elements. Connections show how two things relate to each other. Types of connections: SEQUENCE (what happens first, then, next), CAUSE AND EFFECT (one thing makes another thing happen), COMPARISON (how things are same or different), PURPOSE (why something is done), PROBLEM AND SOLUTION (problem and how it's fixed). In this text, the connection is problem and solution. The two elements are the winter food problem for birds and people putting out bird feeders, and they connect because feeders solve the problem of hard-to-find seeds. Choice B is correct because it accurately describes the connection between the food problem and the help provided. The text states 'In winter, it is hard to find seeds. People can help by putting out bird feeders. Then birds have food to eat,' which shows how they're connected. This is a problem-solution relationship. Choice A is incorrect because it gives wrong type of connection by saying people take away seeds, which worsens the problem. Students choosing this may have confused which element is which. To help students: Identify the two elements in the text first. Then look for CONNECTING WORDS (first/next, because/so, same/different, both, to, for). Ask: What is the relationship? (What happens first then next? What causes what? How are they the same or different? Why is something done? What's the problem and solution?). Practice: Text says 'First plant seeds. Next water them.' Connection = sequence (time order). Text says 'Sun makes water warm.' Connection = cause (sun) and effect (warm water). Text says 'Frogs have smooth skin. Toads have bumpy skin.' Connection = difference (comparison). Watch for: Students who state one element without connecting to the other, students who reverse cause and effect, students who can't identify the type of connection (sequence vs cause/effect vs comparison).
Read the text. The nurse helps sick people feel better. The doctor checks people and gives medicine. Both the nurse and the doctor help people at a clinic. How are the nurse and the doctor connected?
Both help people at the clinic.
The nurse makes people sick at the clinic.
The doctor cleans the library books.
Explanation
This tests finding connections. Both the nurse and doctor help people. The text says 'Both... help people at a clinic.'
Read the text. The wind blows hard outside. The wind makes the tree branches move. The moving branches make leaves fall down. That is why leaves cover the ground. Why do leaves cover the ground?
Because the ground is green and soft.
Because leaves make the wind blow hard.
Because the wind makes branches move and leaves fall.
Explanation
This tests cause and effect. The wind makes branches move. Moving branches make leaves fall. That's why leaves cover the ground.