This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map and timeline to answer when questions. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains monarch butterflies migrate to Mexico in fall and return in spring. The map shows arrows for routes and the timeline shows seasons. The text tells us fall migration south, while the map and timeline show arrows to Mexico in fall. Together, they help us understand when butterflies fly to Mexico. Choice B is correct because it uses information from BOTH the text and the map and timeline. The text describes fall migration and the timeline shows the seasonal timing with arrows. This answer demonstrates understanding by combining information from both sources. Choice A is incorrect because it gets the order wrong - the timeline shows spring is for returning north, not going to Mexico. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says in fall to Mexico. Now let me look at the timeline. It shows fall arrows south. Together, this tells me when.' Model going back and forth between text and illustration. Create graphic organizers: 'What I learned from TEXT | What I learned from ILLUSTRATION | What I know from BOTH.' Practice with everyday examples (recipes with pictures, instruction manuals with diagrams, news articles with photos). Teach specific illustration skills: reading map keys/legends, following arrows in diagrams, reading labels, interpreting photo captions, understanding timelines. Watch for: Students who skip illustrations, only read text OR only look at pictures, can't integrate information from both sources, or don't understand what different illustration types show. Explicitly teach that illustrations are not just decorations - they provide important information that works with the text.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map to answer where questions. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains the Pilgrims' journey from England across the Atlantic to Plymouth Rock in Massachusetts. The map shows the route across the ocean to the landing spot. The text tells us they landed at Plymouth Rock, while the map shows its location in Massachusetts. Together, they help us understand where the Pilgrims landed. Choice A is correct because it uses information from BOTH the text and the map. The text mentions Plymouth Rock and the map shows specifically its location in Massachusetts. This answer demonstrates understanding by combining information from both sources. Choice B is incorrect because it misreads the map - it actually shows the route ending in North America, not England. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says landed at Plymouth Rock. Now let me look at the map. It shows the spot in Massachusetts. Together, this tells me the location.' Model going back and forth between text and illustration. Create graphic organizers: 'What I learned from TEXT | What I learned from ILLUSTRATION | What I know from BOTH.' Practice with everyday examples (recipes with pictures, instruction manuals with diagrams, news articles with photos). Teach specific illustration skills: reading map keys/legends, following arrows in diagrams, reading labels, interpreting photo captions, understanding timelines. Watch for: Students who skip illustrations, only read text OR only look at pictures, can't integrate information from both sources, or don't understand what different illustration types show. Explicitly teach that illustrations are not just decorations - they provide important information that works with the text.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the town map to answer where questions. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains locations like the school on Main Street between library and park, and fire station across from grocery. The town map shows these places visually. The text tells us the school's position, while the map shows it between library and park on Main Street. Together, they help us understand where the school is located. Choice A is correct because it uses information from BOTH the text and the town map. The text mentions between library and park and the map shows specifically on Main Street. This answer demonstrates understanding by combining information from both sources. Choice B is incorrect because this only uses information from the text about the fire station - it doesn't include the specific school location shown in the map. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says between library and park. Now let me look at the map. It shows on Main Street. Together, this tells me the location.' Model going back and forth between text and illustration. Create graphic organizers: 'What I learned from TEXT | What I learned from ILLUSTRATION | What I know from BOTH.' Practice with everyday examples (recipes with pictures, instruction manuals with diagrams, news articles with photos). Teach specific illustration skills: reading map keys/legends, following arrows in diagrams, reading labels, interpreting photo captions, understanding timelines. Watch for: Students who skip illustrations, only read text OR only look at pictures, can't integrate information from both sources, or don't understand what different illustration types show. Explicitly teach that illustrations are not just decorations - they provide important information that works with the text.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map to answer where questions. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains the locations of town buildings, noting the school is on Main Street between the library and the park. The map shows Main Street with library, school, and park in a row. The text tells us the relative positions, while the map shows the visual layout. Together, they help us understand where buildings are located in the town. Choice B is correct because it uses information from BOTH the text and the map. The text mentions the school between the library and park on Main Street, and the map shows them in a row on that street. This answer demonstrates understanding by combining information from both sources. Choice A is incorrect because this only looks at the map without understanding the context provided in the text - the fire station is elsewhere, not next to the school. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says [quote]. Now let me look at the diagram. It shows [observation]. Together, this tells me [conclusion].' Model going back and forth between text and illustration. Create graphic organizers: 'What I learned from TEXT | What I learned from ILLUSTRATION | What I know from BOTH.' Practice with everyday examples (recipes with pictures, instruction manuals with diagrams, news articles with photos). Teach specific illustration skills: reading map keys/legends, following arrows in diagrams, reading labels, interpreting photo captions, understanding timelines. Watch for: Students who skip illustrations, only read text OR only look at pictures, can't integrate information from both sources, or don't understand what different illustration types show. Explicitly teach that illustrations are not just decorations - they provide important information that works with the text.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map to answer where the school is located. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains that the school is on Main Street between the library and the park. The map shows the layout of the town with streets and buildings labeled. The text tells us 'The school is on Main Street between the library and the park,' while the map would show the exact position of the school between these two landmarks on Main Street. Together, they help us understand the precise location of the school. Choice B is correct because it uses information from BOTH the text and the map. The text states 'The school is on Main Street between the library and the park,' and the map would show this exact location. This answer demonstrates understanding by combining the descriptive information from the text with the visual representation on the map. Choice C is incorrect because this confuses locations - the text doesn't mention the school being next to the fire station on Oak Street. The text clearly states the school is between the library and park on Main Street, not near the fire station. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says the school is on Main Street between the library and park. Now let me look at the map. It shows Main Street with the school between the library and park. Together, this tells me exactly where the school is.' Model going back and forth between text and illustration.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map to answer how the map shows fall migration direction. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains that monarch butterflies fly south to Mexico in fall and return north in spring. The map shows migration routes with arrows indicating direction. The text tells us 'In fall, they fly south to Mexico,' while the map would show arrows pointing from Canada and the U.S. southward to Mexico. Together, they help us understand how the map represents the fall migration direction. Choice B is correct because it uses information from BOTH the text and the map. The text states 'In fall, they fly south to Mexico' from Canada and the United States, and the map would show arrows pointing from Canada and the U.S. to Mexico, representing this southward fall migration. This answer demonstrates understanding by combining information from both sources. Choice A is incorrect because this reverses the direction - the text clearly states that in fall, butterflies fly TO Mexico, not FROM Mexico. The arrows should point south to Mexico in fall, not north from Mexico. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says in fall they fly south to Mexico. Now let me look at the map. The arrows point from Canada and U.S. down to Mexico. Together, this shows the fall migration direction.' Model going back and forth between text and illustration.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map to answer where the Mayflower landed. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains that the Pilgrims sailed from England to North America on the Mayflower and landed at Plymouth Rock in what is now Massachusetts. The map shows the journey across the Atlantic Ocean with the route and landing location marked. The text tells us 'They landed at Plymouth Rock in what is now Massachusetts,' while the map would show the specific location of Plymouth Rock on the coast of Massachusetts. Together, they help us understand exactly where the Mayflower landed. Choice C is correct because it uses information from BOTH the text and the map. The text mentions 'They landed at Plymouth Rock in what is now Massachusetts,' and the map would show Plymouth Rock's location in Massachusetts. This answer demonstrates understanding by combining information from both sources. Choice A is incorrect because this only uses part of the information - England was where they started, not where they landed. The text clearly states they sailed FROM England and landed at Plymouth Rock in Massachusetts. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says they landed at Plymouth Rock in Massachusetts. Now let me look at the map. It shows Plymouth Rock on the coast of Massachusetts. Together, this tells me exactly where they landed.' Model going back and forth between text and illustration.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map and timeline to answer when questions. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains monarch butterflies' migration south to Mexico in fall and north in spring. The map shows arrows going south to Mexico, and the timeline labels fall and spring. The text tells us the seasons, while the map and timeline show the direction and timing visually. Together, they help us understand when the migration happens. Choice B is correct because it uses information from BOTH the text and the map and timeline. The text describes flying to Mexico in fall, and the timeline shows fall as the time for southward migration. This answer demonstrates understanding by combining information from both sources. Choice A is incorrect because this gets the timing wrong - the timeline shows winter after fall migration, not as the time they fly south. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says [quote]. Now let me look at the diagram. It shows [observation]. Together, this tells me [conclusion].' Model going back and forth between text and illustration. Create graphic organizers: 'What I learned from TEXT | What I learned from ILLUSTRATION | What I know from BOTH.' Practice with everyday examples (recipes with pictures, instruction manuals with diagrams, news articles with photos). Teach specific illustration skills: reading map keys/legends, following arrows in diagrams, reading labels, interpreting photo captions, understanding timelines. Watch for: Students who skip illustrations, only read text OR only look at pictures, can't integrate information from both sources, or don't understand what different illustration types show. Explicitly teach that illustrations are not just decorations - they provide important information that works with the text.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the map to answer where questions. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains the Pilgrims' journey from England to North America, landing at Plymouth Rock in Massachusetts after 66 days. The map shows a dotted line from England across the Atlantic to Massachusetts. The text tells us the destination details, while the map shows the route and landing point visually. Together, they help us understand where the events occurred. Choice B is correct because it uses information from BOTH the text and the map. The text mentions landing at Plymouth Rock in Massachusetts, and the map shows the dotted line ending specifically at Massachusetts. This answer demonstrates understanding by combining information from both sources. Choice A is incorrect because this only uses partial information from the text - it doesn't include the specific landing location shown in the map, as they started in England but landed elsewhere. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says [quote]. Now let me look at the diagram. It shows [observation]. Together, this tells me [conclusion].' Model going back and forth between text and illustration. Create graphic organizers: 'What I learned from TEXT | What I learned from ILLUSTRATION | What I know from BOTH.' Practice with everyday examples (recipes with pictures, instruction manuals with diagrams, news articles with photos). Teach specific illustration skills: reading map keys/legends, following arrows in diagrams, reading labels, interpreting photo captions, understanding timelines. Watch for: Students who skip illustrations, only read text OR only look at pictures, can't integrate information from both sources, or don't understand what different illustration types show. Explicitly teach that illustrations are not just decorations - they provide important information that works with the text.

This question tests using illustrations and text together to demonstrate understanding (CCSS.RI.3.7: Use information gained from illustrations such as maps, photographs, and diagrams and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur). Students must combine information from both the text and the voyage map to answer how questions. Good readers use both words and pictures to understand a text. Illustrations like maps, photographs, diagrams, and charts provide information that may not be in the text alone. Together, text and illustrations answer important questions: WHERE (location from maps, labeled photos), WHEN (time/sequence from timelines, diagrams with stages, dated photos), WHY (reasons/causes from text explanations + visuals showing effects), HOW (processes from text descriptions + diagrams showing steps). Students should look at BOTH the text and the illustration to get complete information. In this passage, the text explains the Pilgrims sailed on the Mayflower across the Atlantic. The voyage map shows a dotted line from England across the ocean to Massachusetts. The text tells us they sailed by ship, while the map shows the ocean route. Together, they help us understand how the Pilgrims traveled. Choice A is correct because it uses information from BOTH the text and the voyage map. The text describes sailing on the Mayflower and the map illustrates the ship route across the Atlantic with a dotted line. This answer demonstrates understanding by combining information from both sources. Choice B is incorrect because this misreads the map - it actually shows an ocean crossing, not a train tunnel. To help students: Teach explicit strategy for using text + illustrations: (1) Read the text carefully, (2) Study the illustration closely, (3) Think about what each tells you, (4) Combine information from both to answer questions. Practice with different illustration types - maps show WHERE (locations, routes), diagrams show HOW (processes, how things work), timelines show WHEN (sequence, order), photos show WHAT things look like (features, real examples), charts organize information visually. Use think-aloud: 'The text says sailed on Mayflower. Now let me look at the map. It shows dotted line across ocean. Together, this tells me how they traveled.' Model going back and forth between text and illustration. Create graphic organizers: 'What I learned from TEXT | What I learned from ILLUSTRATION | What I know from BOTH.' Practice with everyday examples (recipes with pictures, instruction manuals with diagrams, news articles with photos). Teach specific illustration skills: reading map keys/legends, following arrows in diagrams, reading labels, interpreting photo captions, understanding timelines. Watch for: Students who skip illustrations, only read text OR only look at pictures, can't integrate information from both sources, or don't understand what different illustration types show. Explicitly teach that illustrations are not just decorations - they provide important information that works with the text.