This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving what information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks what butterflies drink. The passage explicitly states that butterflies drink nectar, which is sweet juice from flowers. This is found in the beginning of the passage where the text says 'Butterflies drink nectar, which is sweet juice from flowers.' Choice A is correct because it matches this information exactly from the text. Choice B is a common error where students mix up this detail with general knowledge about other animals, like what baby mammals drink. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHAT question needs action or fact answer, not location answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHAT, so I need to find an action or fact in the text.' 'The question asks WHY, so I need to find a reason.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know butterflies eat leaves" when text says nectar). Students who skim and miss details. Students who confuse two subjects in same passage (passage about butterflies and plants, confuses which drinks what). Students who answer based on question type but wrong detail (WHAT question: student gives fact from passage but for wrong subject). Students who don't match answer format to question (question asks WHAT DRINK, student says WHERE LIVE). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving where information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks where the mail carrier works. The passage explicitly states that the mail carrier works in neighborhoods and at the post office. This is found in the beginning of the passage where the text says 'The mail carrier works in neighborhoods and at the post office.' Choice B is correct because it matches this information exactly from the text. Choice A is a common error where students confuse this topic with a different community helper in the passage or from prior knowledge, like firefighters at a station. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHERE question needs location answer, not action answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHERE, so I need to find a place/location in the text.' 'The question asks WHY, so I need to find a reason.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know mail carriers drive buses" when text says neighborhoods). Students who skim and miss details. Students who confuse two subjects in same passage. Students who answer based on question type but wrong detail (WHERE question: student gives location from passage but for wrong subject). Students who don't match answer format to question (question asks WHERE WORKS, student says WHAT DOES). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving why information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks why rain falls from clouds. The passage explicitly states that the drops join together, and when they get heavy, they fall. This is found in the middle of the passage where the text says 'The drops join together, and when they get heavy, they fall.' Choice A is correct because it matches this information exactly from the text. Choice B is a common error where students apply a misconception about weather, confusing heat with the cooling process mentioned earlier. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHY question needs reason answer, not time answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHY, so I need to find a reason in the text.' 'The question asks HOW, so I need to find a method.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know rain falls when it's cold" when text says heavy drops). Students who skim and miss details. Students who confuse two subjects in same passage (passage about rain and clouds, confuses formation with falling). Students who answer based on question type but wrong detail (WHY question: student gives reason from passage but for wrong process). Students who don't match answer format to question (question asks WHY FALLS, student says WHEN FALLS). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving how information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks how waves move. The passage explicitly states that waves move because wind pushes the water on the surface. This is found in the middle of the passage where the text says 'Waves move because wind pushes the water on the surface.' Choice C is correct because it matches this information exactly from the text. Choice B is a common error where students confuse this process with a different weather event like snow or ice formation. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (HOW question needs method answer, not reason answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks HOW, so I need to find a process in the text.' 'The question asks WHY, so I need to find a reason.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know waves move from fish" when text says wind). Students who skim and miss details. Students who confuse two subjects in same passage (passage about ocean and animals, confuses waves with animal movement). Students who answer based on question type but wrong detail (HOW question: student gives method from passage but for wrong topic). Students who don't match answer format to question (question asks HOW MOVE, student says WHY SPECIAL). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving when information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks when many families recycle. The passage explicitly states that many families recycle every week on a set day. This is found in the beginning of the passage where the text says 'Many families recycle every week on a set day.' Choice A is correct because it matches this information exactly from the text. Choice B is a common error where students mix up this detail with seasonal activities from prior knowledge, like winter recycling myths. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHEN question needs time answer, not location answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHEN, so I need to find a time in the text.' 'The question asks WHERE, so I need to find a location.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know recycling is only in winter" when text says every week). Students who skim and miss details. Students who confuse two subjects in same passage (passage about recycling steps, confuses when with how). Students who answer based on question type but wrong detail (WHEN question: student gives time from passage but for wrong activity). Students who don't match answer format to question (question asks WHEN RECYCLE, student says WHY IMPORTANT). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving when information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks when George Washington lived. The passage explicitly states that he lived long ago, in the 1700s. This is found in the beginning of the passage where the text says 'He lived long ago, in the 1700s.' Choice A is correct because it matches this information exactly from the text. Choice D is a common error where students mix up historical times with prehistoric eras from other knowledge. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHEN question needs time answer, not place answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHEN, so I need to find a time period in the text.' 'The question asks WHO, so I need to find a person.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know he lived with dinosaurs" when text says 1700s). Students who skim and miss details. Students who confuse two subjects in same passage (passage about Washington and war, confuses when with where). Students who answer based on question type but wrong detail (WHEN question: student gives time from passage but for wrong event). Students who don't match answer format to question (question asks WHEN LIVED, student says WHAT DID). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving why information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks why desert plants are special. The passage explicitly states that desert plants are special because they must save water. This is found in the middle of the passage where the text says 'Desert plants are special because they must save water.' Choice A is correct because it matches this information exactly from the text. Choice B is a common error where students confuse the habitat with a different environment like oceans from prior knowledge. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHY question needs reason answer, not fact answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHY, so I need to find a reason in the text.' 'The question asks WHAT, so I need to find a fact.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know they live in water" when text says save water). Students who skim and miss details. Students who confuse two subjects in same passage (passage about deserts and plants, confuses why with where). Students who answer based on question type but wrong detail (WHY question: student gives reason from passage but for wrong feature). Students who don't match answer format to question (question asks WHY SPECIAL, student says HOW SURVIVE). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving who information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks who puts out fires. The passage explicitly states that firefighters put out fires and help people stay safe. This is found in the beginning of the passage where the text says 'Firefighters put out fires and help people stay safe.' Choice A is correct because it matches this information exactly from the text. Choice B is a common error where students confuse this community helper with another one that works in a building, like librarians in a library. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHO question needs person answer, not action answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHO, so I need to find a person in the text.' 'The question asks WHAT, so I need to find an action.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know bus drivers put out fires" when text says firefighters). Students who skim and miss details. Students who confuse two subjects in same passage (passage about firefighters and equipment, confuses who with what). Students who answer based on question type but wrong detail (WHO question: student gives person from passage but wrong role). Students who don't match answer format to question (question asks WHO PUTS OUT, student says WHERE WORK). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving what information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks what metal magnets attract. The passage explicitly states that magnets attract iron, which is a kind of metal. This is found in the middle of the passage where the text says 'Magnets attract iron, which is a kind of metal.' Choice B is correct because it matches this information exactly from the text. Choice A is a common error where students remember general knowledge about valuable metals instead of the passage information. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (WHAT question needs fact answer, not location answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHAT, so I need to find a fact in the text.' 'The question asks WHERE, so I need to find a location.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know magnets attract gold" when text says iron). Students who skim and miss details. Students who confuse two subjects in same passage (passage about magnets and metals, confuses attract with not attract). Students who answer based on question type but wrong detail (WHAT question: student gives metal from passage but wrong one). Students who don't match answer format to question (question asks WHAT ATTRACT, student says HOW WORKS). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.

This question tests 2nd grade ability to ask and answer questions about key details in informational text (CCSS.RI.2.1), specifically retrieving how information explicitly stated in nonfiction passages. Reading informational (nonfiction) text requires finding and understanding key facts and details. Who, what, where, when, why, and how questions help students identify important information: WHO identifies people, animals, or things; WHAT tells actions, descriptions, or facts; WHERE tells location; WHEN tells time; WHY tells reasons or purposes; HOW tells manner, method, or process. In informational text, these details are usually stated directly, so students must locate and retrieve them accurately. In this passage, the question asks how raindrops form in clouds. The passage explicitly states that when the air cools, tiny drops of water form in the clouds. This is found in the beginning of the passage where the text says 'When the air cools, tiny drops of water form in the clouds.' Choice B is correct because it matches this information exactly from the text. Choice A is a common error where students apply a misconception about weather, confusing rain with snow or ice based on prior knowledge instead of the passage's description of cooling air forming drops. This happens because 2nd graders are learning to distinguish between WHAT THE TEXT SAYS and what they already know, to match question type to information type (HOW question needs process answer, not action answer), and to read carefully to find exact information. To help students locate key details in informational text: Before reading, preview question types: 'We'll look for WHO, WHAT, WHERE, WHEN, WHY, HOW.' During reading, have students highlight or underline different types of information in different colors: WHO (yellow), WHAT (blue), WHERE (green), WHEN (orange), WHY (pink), HOW (purple). After reading, practice asking and answering all six question types about the passage. Teach question-answer relationships: 'The question asks WHERE, so I need to find a place/location in the text.' 'The question asks WHY, so I need to find a reason.' Use graphic organizers: Create chart with WHO, WHAT, WHERE, WHEN, WHY, HOW as headers; students fill in from text. Model looking back in text: 'I don't remember, so I'll reread to find where it says...' Teach signal words that often appear before answers: WHERE (in, at, on), WHEN (during, in, every, at), WHY (because, to, so, since), HOW (by, using, with, through). Practice with varied informational texts (science, social studies, how-to) so students recognize these question types across subjects. Watch for common pitfalls: Students who use prior knowledge instead of text ("I know rain comes from ice" when text says tiny drops from cooling air). Students who skim and miss details. Students who confuse two subjects in same passage (passage about rain formation and effects, confuses how forms with why important). Students who answer based on question type but wrong detail (HOW question: student gives how plants use rain instead of how drops form). Students who don't match answer format to question (question asks HOW FORM, student says WHERE FALLS). Teach checking strategy: Read question. Find answer in text. Read answer choice. Check: Does this match what the text says? Does this answer THIS question? If answer not obvious, eliminate wrong answers first. Encourage annotating: Students can underline answer in text, then find matching answer choice.