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 and their characteristics. It provides information including their height (up to 12 feet), why they got their name, and how many seeds they produce. The question asks what the movement is called when sunflowers turn to face the sun. To answer this question, students need to find the specific term given in the text. Choice C is correct because the passage explicitly provides this term. The text says 'This movement is called heliotropism.' This sentence directly answers the question about what the movement is called. Choice A is incorrect because hibernation is not mentioned in the passage - while students might know hibernation is when animals sleep through winter, the text specifically states the movement is called heliotropism. 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 the movement is called when sunflowers turn to face the sun. Let me go back to the text and look for information about this movement. The third sentence says This movement is called heliotropism. That's my evidence, so my answer is: heliotropism.' 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. Help students recognize when texts define terms using phrases like 'is called' or 'this is known as.'

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 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 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 lightning and thunder. It provides information including how lightning forms, what thunder is, and why we see lightning before hearing thunder. The question asks why we see lightning before we hear thunder. To answer this question, students need to find the explanation given in the text. Choice C is correct because the passage explicitly states the reason. The text says 'Light travels faster than sound, so we see lightning before we hear thunder.' This information directly answers the question about why we see lightning first. Choice D is incorrect because it contradicts the text - the passage explains that thunder is the sound lightning makes, so lightning happens first, not after thunder. To help students: Focus on cause-and-effect relationships in texts. Look for signal words like 'because,' 'so,' 'therefore,' and 'since.' Have students practice restating cause-and-effect relationships from the text in their own words while keeping the meaning accurate.

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, earthquake terminology like focus and epicenter, and how scientists measure them. The question asks what the epicenter is. To answer this question, students need to find the definition provided in the text. Choice C is correct because the passage explicitly defines this term. The text says 'The spot on Earth's surface directly above the focus is the epicenter.' This information directly answers the question by providing the definition. Choice B is incorrect because this is the definition of the focus, not the epicenter - the text clearly distinguishes between these two terms. To help students: Create vocabulary cards with terms and definitions from texts. Practice matching terms to their definitions using only text evidence. Teach students to look for definition clues like 'is,' 'is called,' or explanations that follow technical terms. Use color-coding to highlight terms and their definitions in texts.

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 sunflowers. It provides information including that they can grow up to 12 feet high, produce up to 2,000 seeds per head, and were grown by Native Americans for food. The question asks what the movement of turning to face the sun is called. To answer this question, students need to find the term used in the text for this movement. Choice C is correct because it corresponds to the text evidence. The passage explicitly states: 'This movement is called heliotropism.' This information directly answers the question by naming the specific term. Choice A is incorrect because while this might be true about some animals, it is not stated in this passage about sunflowers; the text describes heliotropism, not hibernation. 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 her birth year and place, the year she attended the school, why she needed escorts, and her courage. The question asks when Ruby Bridges attended the all-white school (a 'when' question about time). To answer this question, students need to locate the specific year mentioned in the text for that event. Choice B is correct because it matches the text evidence. The passage explicitly states: 'In 1960, when she was six, she became the first African American child to attend an all-white elementary school in Louisiana.' This information directly answers the question by providing the exact year. Choice A is incorrect because the text actually says she was born in 1954, not that she attended school then; it specifies 1960 for attending the school. 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 school. Let me go back to the text and look for the year. The second sentence says In 1960, she became the first... 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. 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.