This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about Ruby Bridges and her historic role in school integration. It provides information including when she was born (1954), her age when she attended the school (six years old), and the year this happened. The question asks when Ruby Bridges attended the all-white school. To answer this question, students need to find the specific year mentioned in the text. Choice B is correct because the passage explicitly provides this date. The text says 'This happened in 1960.' This sentence directly answers the question about when she attended the all-white school. Choice A is incorrect because 1954 is when Ruby was born, not when she attended the school - the text clearly states she was born in 1954 but attended the school in 1960. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks when Ruby attended the all-white school. Let me go back to the text and look for information about when this happened. The text says This happened in 1960. That's my evidence, so my answer is: in 1960.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud. Watch for students who confuse different dates in the text - help them distinguish between when Ruby was born versus when the event happened.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about the Statue of Liberty. It provides information including its location, when it was given to the United States, and what it represents. The question asks where the Statue of Liberty is located. To answer this question, students need to find the location stated in the text. Choice A is correct because the passage explicitly states this location. The text says 'The Statue of Liberty stands on Liberty Island in New York Harbor.' This sentence directly answers the question about where the statue is located - on Liberty Island in New York Harbor. Choice B is incorrect because the Grand Canyon is not mentioned in the passage - checking the text, we see it clearly states the statue is on Liberty Island in New York Harbor, not in the Grand Canyon. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks where the Statue of Liberty is located. Let me go back to the text and look for location information. The first sentence says The Statue of Liberty stands on Liberty Island in New York Harbor. That's my evidence, so my answer is: on Liberty Island in New York Harbor.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud. Teach students that 'where' questions ask for places or locations.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about sea otters. It provides information including that they have very thick fur, use rocks as tools to crack open shellfish, and eat about 25% of their body weight each day. The question asks where sea otters live. To answer this question, students need to find the location mentioned in the text. Choice A is correct because it directly matches the text evidence. The passage explicitly states in the first sentence: 'Sea otters live in the Pacific Ocean along the coast.' This information directly answers the question by specifying the habitat of sea otters. Choice B is incorrect because this information does not appear in the passage - checking the text, we see the passage says they live in the Pacific Ocean along the coast, not in rivers deep inside forests. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks where sea otters live. Let me go back to the text and look for information about where they live. The first sentence says Sea otters live in the Pacific Ocean along the coast. That's my evidence, so my answer is: in the Pacific Ocean along the coast.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud. Use question words explicitly: Who asks about people/animals, What asks about things/actions, When asks about time, Where asks about place, Why asks about reasons, How asks about methods. Teach students to avoid using prior knowledge - the answer must be in THIS text. Create 'text detective' activities where students find clues (evidence) in the text. Use sticky notes to mark where answers are found. Practice both asking AND answering questions about texts. Watch for: Students who answer from prior knowledge instead of text, can't locate information in passage, make inferences when question asks for explicit information, or give vague answers without specific text evidence. Provide frequent practice with diverse informational texts and various question types.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about the Great Wall of China. It provides information including its location (northern China), its length (more than 13,000 miles), and its purpose. The question asks why the Great Wall was built. To answer this question, students need to find the reason stated in the text. Choice A is correct because the passage explicitly states this purpose. The text says 'It was built over many centuries to protect China from invaders.' This sentence directly answers the question about why the wall was built - to protect China from invaders. Choice B is incorrect because this information does not appear in the passage - checking the text, we see nothing about ships or oceans, only that it was built for protection from invaders. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks why the Great Wall was built. Let me go back to the text and look for information about why it was built. The second sentence says It was built over many centuries to protect China from invaders. That's my evidence, so my answer is: to protect China from invaders.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud. Teach students to look for purpose words like 'to' which often signal reasons.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about sunflowers. It provides information including their name origin, movement, and seed count. The question asks how many seeds one sunflower head can contain. To answer this question, students need to find the number mentioned in the text. Choice B is correct because it matches the text evidence. The passage explicitly states that each sunflower head can contain up to 2,000 seeds. The text says 'Each sunflower head can contain up to 2,000 seeds.' This information directly answers the question by providing the specific amount. Choice C is incorrect because the text actually says up to 2,000 seeds, not up to 20,000. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks where sea otters live. Let me go back to the text and look for information about where they live. The first sentence says Sea otters live in the Pacific Ocean along the coast. That's my evidence, so my answer is: in the Pacific Ocean along the coast.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud. Use question words explicitly: Who asks about people/animals, What asks about things/actions, When asks about time, Where asks about place, Why asks about reasons, How asks about methods. Teach students to avoid using prior knowledge - the answer must be in THIS text. Create 'text detective' activities where students find clues (evidence) in the text. Use sticky notes to mark where answers are found. Practice both asking AND answering questions about texts. Watch for: Students who answer from prior knowledge instead of text, can't locate information in passage, make inferences when question asks for explicit information, or give vague answers without specific text evidence. Provide frequent practice with diverse informational texts and various question types.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about Ruby Bridges and her historic role in school integration. It provides information including when she was born, her attendance at an all-white school, and how she got there safely. The question asks how Ruby got to school safely. To answer this question, students need to find information about her transportation or protection. Choice B is correct because the passage explicitly states who helped her. The text says 'Ruby had to be escorted by federal marshals because some people protested.' This information directly answers the question about how she got to school safely. Choice A is incorrect because the text doesn't mention a teacher or bus - it specifically states federal marshals escorted her. To help students: Teach the importance of reading every word carefully - 'escorted by federal marshals' tells us exactly who helped her. Practice questions about different aspects of the same story to show how each answer must come from specific text evidence. Have students create question-and-answer pairs using only information from the text. Remind students that even if they know about Ruby Bridges from other sources, they must use only THIS text to answer.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about earthquakes and how they work. It provides information including what causes earthquakes (rocks breaking and shifting), key terms (focus and epicenter), and how scientists measure them. The question asks what tool scientists use to measure earthquakes. To answer this question, students need to find the specific instrument mentioned in the text. Choice B is correct because the passage explicitly names this tool. The text says 'Scientists use seismographs to measure earthquake strength.' This sentence directly answers the question about what tool is used to measure earthquakes. Choice A is incorrect because thermometers are not mentioned in the passage - while students might know thermometers measure temperature, the text specifically states that seismographs measure earthquakes. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks what tool scientists use to measure earthquakes. Let me go back to the text and look for information about measuring earthquakes. The last sentence says Scientists use seismographs to measure earthquake strength. That's my evidence, so my answer is: seismographs.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about sunflowers. It provides information including their height, seed production, and historical use. The question asks what the movement is called when sunflowers face the sun. To answer this question, students need to find the term defined in the text. Choice C is correct because it corresponds to the text evidence. The passage explicitly states that this movement is called heliotropism. The text says 'This movement is called heliotropism.' This information directly answers the question by naming the movement. Choice A is incorrect because while this might be true about other topics, it is not stated in this passage as the term for sunflowers facing the sun. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks where sea otters live. Let me go back to the text and look for information about where they live. The first sentence says Sea otters live in the Pacific Ocean along the coast. That's my evidence, so my answer is: in the Pacific Ocean along the coast.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud. Use question words explicitly: Who asks about people/animals, What asks about things/actions, When asks about time, Where asks about place, Why asks about reasons, How asks about methods. Teach students to avoid using prior knowledge - the answer must be in THIS text. Create 'text detective' activities where students find clues (evidence) in the text. Use sticky notes to mark where answers are found. Practice both asking AND answering questions about texts. Watch for: Students who answer from prior knowledge instead of text, can't locate information in passage, make inferences when question asks for explicit information, or give vague answers without specific text evidence. Provide frequent practice with diverse informational texts and various question types.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about Ruby Bridges. It provides information including that she was born in 1954, became the first African American child to attend an all-white school in Louisiana, and showed great courage. The question asks when Ruby Bridges attended the all-white school. To answer this question, students need to find the year stated in the text for this event. Choice B is correct because it matches the text evidence. The passage explicitly states: 'This happened in 1960.' This information directly answers the question by providing the specific year of the event. Choice A is incorrect because the text actually says she was born in 1954, not that she attended school that year. To help students: Explicitly teach the process of answering questions with text evidence: (1) Underline or highlight key words in question, (2) Skim passage looking for those key words or related information, (3) Read that section carefully, (4) Use information from text to answer, (5) Check answer against text to make sure it matches. Model think-aloud: 'The question asks where sea otters live. Let me go back to the text and look for information about where they live. The first sentence says Sea otters live in the Pacific Ocean along the coast. That's my evidence, so my answer is: in the Pacific Ocean along the coast.' Practice finding text evidence by asking students to show where the answer is - have them point to the sentence, underline it, or read it aloud. Use question words explicitly: Who asks about people/animals, What asks about things/actions, When asks about time, Where asks about place, Why asks about reasons, How asks about methods. Teach students to avoid using prior knowledge - the answer must be in THIS text. Create 'text detective' activities where students find clues (evidence) in the text. Use sticky notes to mark where answers are found. Practice both asking AND answering questions about texts. Watch for: Students who answer from prior knowledge instead of text, can't locate information in passage, make inferences when question asks for explicit information, or give vague answers without specific text evidence. Provide frequent practice with diverse informational texts and various question types.

This question tests asking and answering questions using text evidence (CCSS.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers). Students must find information directly stated in the passage and use it to answer questions. When answering questions about a text, students should refer explicitly to the text - this means going back to the passage and finding the exact information that answers the question. Good readers: (1) Read the question carefully, (2) Go back to the text, (3) Find the sentence(s) with the answer, (4) Use that information to answer, (5) Check that their answer matches what the text says. Questions often ask Who, What, When, Where, Why, or How. The answer must come from the TEXT, not from what students already know about the topic. If asked for evidence, students should be able to point to or quote the specific sentence that supports their answer. This passage is about the Great Wall of China. It provides information including its location, purpose, length, and current use. The question asks why the Great Wall was built. To answer this question, students need to find the reason stated in the text. Choice A is correct because the passage explicitly states the purpose. The text says 'It was built over many centuries to protect China from invaders.' This information directly answers the question about why it was built. Choice B is incorrect because carrying water to farms is not mentioned in the passage - the text specifically states it was built for protection, not irrigation. To help students: Model think-aloud: 'The question asks why the Great Wall was built. Let me look for words like built, purpose, or reason. I see: It was built over many centuries to protect China from invaders. That tells me the reason - to protect China from invaders.' Teach students to look for signal words that indicate purpose or reason (to, because, for, in order to). Practice identifying different types of information in texts: who, what, when, where, why, and how.