Compare Overall Structure of Two Texts
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5th Grade Reading › Compare Overall Structure of Two Texts
Read the two texts.
Text 1: A School Garden Challenge (Problem and Solution)
The problem was that students wanted fresher vegetables in the cafeteria, but the school had no garden space ready to use. The soil behind the gym was hard and full of rocks, and there was no plan for watering plants.
To solve this, the solution involved building raised garden beds with new soil. Parents donated wood, and the science club measured and assembled the beds. The school also added a rain barrel, so the garden could collect water during storms. As a result, students could water plants even when it did not rain for several days.
By the end of the semester, the garden produced lettuce, herbs, and cherry tomatoes. The cafeteria used some of the harvest in salads, and students learned how plants grow.
Text 2: Two Ways to Grow Plants (Compare and Contrast)
Both raised-bed gardens and container gardens can help people grow food in small spaces. Similarly, each method can use fresh soil to help plants start strong. However, raised beds usually hold more soil and can grow larger plants, such as peppers.
In contrast, containers are easier to move if the weather changes. Unlike raised beds, containers may dry out faster because they have less soil. On the other hand, containers can fit on a porch or near a sunny window.
Which statement best compares how information is organized in the two texts?
Text 1 is organized by headings, while Text 2 is organized by bold words.
Text 1 explains a problem and how it was solved, while Text 2 compares similarities and differences.
Text 1 and Text 2 both present events in time order from first to last.
Text 1 compares two gardening methods, while Text 2 explains causes and effects of gardening.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses problem and solution structure which is organized by presenting a challenge and then explaining how it was resolved. Signal words include 'The problem was,' 'To solve this,' 'the solution involved,' and 'As a result.' Text 2 uses compare and contrast structure which is organized by examining similarities and differences between two gardening methods. Signal words include 'Both,' 'Similarly,' 'However,' 'In contrast,' 'Unlike,' and 'On the other hand.' Choice A is correct because it accurately identifies both organizational patterns: Text 1 presents the problem of wanting fresh vegetables with no garden space and then details the solution of building raised beds, while Text 2 compares and contrasts raised-bed gardens with container gardens. This shows understanding that the same topic can be presented using different structural frameworks. Choice C represents content vs. structure confusion. Students who select this may be focusing on what the texts say about gardening rather than recognizing how the information is organized. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about school gardens') rather than structure ('Text 1 shows a problem and solution'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: A Timeline of the Modern Olympic Games (Time Order)
First, in 1896, the first modern Olympic Games were held in Athens, Greece. Next, more countries joined, and the Games were held in different cities. Then, in 1924, the first Winter Olympics took place in Chamonix, France.
Later, the Olympics added new sports as interests changed. For example, basketball became an Olympic sport in 1936. Finally, in more recent decades, the Olympics have included sports like snowboarding and skateboarding to match modern athletes.
Text 2: Why the Olympics Matter (Cause and Effect)
Because athletes from many nations compete together, the Olympics can build understanding between cultures. As a result, viewers learn about other countries’ traditions and languages. Therefore, the Games can encourage respect and friendship.
Since athletes train for years, their stories can inspire people to set goals. This led to more youth sports programs in some communities. Consequently, the Olympics can influence sports, education, and even tourism in the host city.
Which statement best compares how information is organized in the two texts?
Both texts are organized as problem and solution about hosting the Games.
Text 1 is organized in time order, while Text 2 uses cause and effect to explain reasons and results.
Text 1 describes Olympic sports in categories, while Text 2 lists events in time order.
Text 1 and Text 2 are organized by comparing two different competitions.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses chronological/time order structure which is organized by sequence of events in Olympic history. Signal words include 'First,' 'Next,' 'Then,' 'Later,' 'Finally,' and specific dates (1896, 1924, 1936). Text 2 uses cause and effect structure which is organized by explaining reasons why Olympics matter and their results. Signal words include 'Because,' 'As a result,' 'Therefore,' 'Since,' 'This led to,' and 'Consequently.' Choice B is correct because it accurately identifies both organizational patterns: Text 1 presents a timeline of Olympic development from 1896 to recent decades, while Text 2 explains causes (athletes compete together, athletes train for years) and effects (builds cultural understanding, inspires youth sports programs). This shows understanding that the same topic can be presented using different structural frameworks. Choice A represents reversed structures error. Students who select this may see dates in Text 1 and not recognize them as time order indicators, or may confuse the cause-effect signal words in Text 2. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about the Olympics') rather than structure ('Text 1 shows events in time order'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: Building the First U.S. Transcontinental Railroad (Time Order)
First, in 1862, the U.S. government passed the Pacific Railway Act to support a railroad across the country. Next, in 1863, two companies began building from opposite directions. The Union Pacific started in Omaha, Nebraska, and the Central Pacific started in Sacramento, California.
Then, during the next several years, workers laid track across plains, deserts, and mountains. After that, crews built bridges and tunnels to cross rivers and rocky areas. Finally, on May 10, 1869, the two lines met at Promontory Summit, Utah. The famous “golden spike” marked the moment the railroad became one long line.
Text 2: Why the Railroad Changed Travel (Cause and Effect)
Because the railroad connected the East and West, people and goods could move faster than before. As a result, a trip that once took months by wagon could take about a week by train. Therefore, more families decided to travel and settle in new places.
Since trains carried large loads, farmers and businesses could ship products farther away. This led to growing towns near train stations. Consequently, the railroad also increased trade between regions, so people could buy items from other parts of the country more easily.
How is the structure of Text 1 different from the structure of Text 2?
Text 1 is organized by cause and effect, while Text 2 is organized in time order.
Both Text 1 and Text 2 compare and contrast two different railroads.
Text 1 is organized in time order, while Text 2 explains reasons and results using cause and effect.
Text 1 is mostly the author’s opinion, while Text 2 is mostly a list of facts.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses chronological/time order structure which is organized by sequence of events over time. Signal words include 'First,' 'Next,' 'Then,' 'After that,' 'Finally,' and specific dates (1862, 1863, 1869). Text 2 uses cause and effect structure which is organized by reasons and their results. Signal words include 'Because,' 'As a result,' 'Therefore,' 'Since,' 'led to,' and 'Consequently.' Choice B is correct because it accurately identifies both organizational patterns: Text 1 follows chronological order showing the railroad's construction from start to finish, and Text 2 explains the causes and effects of the completed railroad on travel and trade. This shows understanding that the same topic can be presented using different structural frameworks. Choice A represents reversed structures error. Students who select this may be confusing the signal words or not recognizing that dates and sequence words indicate time order, not cause and effect. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about building the railroad') rather than structure ('Text 1 shows events in time order'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: Cleaning Up a Local Pond (Problem and Solution)
The problem was that a neighborhood pond had too much trash and cloudy water. Plastic bottles floated near the shore, and algae grew quickly. People worried that ducks and fish would not have a healthy habitat.
To solve this, volunteers organized monthly cleanup days. The solution also included placing trash bins near walking paths, so litter had fewer places to end up. In addition, the town planted native plants along the edge of the pond. These plants helped hold soil in place and reduced muddy runoff.
After several months, the water looked clearer, and fewer pieces of trash appeared.
Text 2: Two Ways Communities Protect Water (Compare and Contrast)
Both pond cleanups and stream restoration projects can improve water quality. Similarly, each effort often uses volunteers and local leaders. However, pond cleanups focus on removing litter and keeping shorelines neat.
In contrast, stream restoration usually changes the stream’s shape to slow water down. Unlike a simple cleanup, restoration may add rocks and logs to create habitats. On the other hand, cleanups can start quickly and cost less money.
Which statement best describes this difference in structure between Text 1 and Text 2?
Text 1 is organized as compare and contrast, while Text 2 is organized as problem and solution.
Text 1 is organized as problem and solution, while Text 2 is organized as compare and contrast.
Both texts are organized by cause and effect from reasons to results.
Text 1 is organized by the author’s purpose to persuade, while Text 2 is to entertain.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses problem and solution structure which is organized by presenting a challenge and then explaining how it was resolved. Signal words include 'The problem was,' 'To solve this,' 'The solution also included,' and 'After several months' (showing results). Text 2 uses compare and contrast structure which is organized by examining similarities and differences between two water protection methods. Signal words include 'Both,' 'Similarly,' 'However,' 'In contrast,' 'Unlike,' and 'On the other hand.' Choice B is correct because it accurately identifies both organizational patterns: Text 1 presents the problem of a polluted pond and details the solution through cleanup efforts, while Text 2 compares and contrasts pond cleanups with stream restoration projects. This shows understanding that the same topic can be presented using different structural frameworks. Choice A represents reversed structures error. Students who select this may be confusing which text uses which organizational pattern, possibly focusing on content rather than structure. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about cleaning a pond') rather than structure ('Text 1 shows a problem and solution'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: Solar Power and Wind Power (Compare and Contrast)
Both solar panels and wind turbines make electricity without burning fuel. Similarly, they can reduce air pollution because they do not release smoke. However, solar panels work best in sunny places, while wind turbines work best where winds are steady.
In contrast, solar panels are usually installed on rooftops or in flat fields. Wind turbines are taller and need open space so the blades can spin safely. Unlike solar panels, turbines can make noise, so they are often placed farther from homes.
Text 2: How Wind Turbines Developed (Time Order)
First, people used windmills hundreds of years ago to pump water and grind grain. Next, in the late 1800s, inventors began building wind machines that could make small amounts of electricity. Then, during the 1970s, many countries invested in wind power because oil prices rose.
Finally, in the 1990s and 2000s, engineers designed larger blades and stronger towers. As a result, modern turbines can produce much more electricity than early wind machines.
What is the main difference in how Text 1 and Text 2 present information?
Text 1 uses time order, while Text 2 uses compare and contrast.
Text 1 tells a story with characters, while Text 2 gives only opinions.
Text 1 uses compare and contrast, while Text 2 uses time order to show development.
Both texts are organized as problem and solution.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses compare and contrast structure which is organized by examining similarities and differences between solar and wind power. Signal words include 'Both,' 'Similarly,' 'However,' 'In contrast,' and 'Unlike.' Text 2 uses chronological/time order structure which is organized by sequence of events showing wind turbine development over time. Signal words include 'First,' 'Next,' 'Then,' 'Finally,' and time references like 'hundreds of years ago,' 'late 1800s,' '1970s,' and '1990s and 2000s.' Choice B is correct because it accurately identifies both organizational patterns: Text 1 compares and contrasts two types of renewable energy, while Text 2 traces the historical development of wind turbines in chronological order. This shows understanding that the same topic can be presented using different structural frameworks. Choice A represents reversed structures error. Students who select this may be confusing the signal words or not recognizing that comparison words indicate compare/contrast structure, not time order. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about renewable energy') rather than structure ('Text 1 compares two energy sources'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: The Dust Bowl and Farming (Time Order)
First, in the early 1930s, parts of the Great Plains had very little rain. Next, strong winds began to blow across dry fields. Then, the topsoil lifted into the air, creating huge dust storms.
During 1934 and 1935, storms became more common, and many farms struggled. After that, the government and farmers tried new methods, such as planting grasses to hold soil. Finally, by the late 1930s, better farming practices and changing weather helped reduce the worst dust storms.
Text 2: What Caused the Dust Storms? (Cause and Effect)
Because many farmers had plowed up native grasses, the soil had fewer roots to hold it down. As a result, when drought arrived, the ground dried out quickly. Therefore, strong winds could pick up the loose soil and carry it far away.
Since dust storms damaged crops, families earned less money. This led to people leaving farms to look for work elsewhere. Consequently, communities had to find new ways to protect land, so the soil would not blow away again.
Text 1 uses time order to organize ideas. How does Text 2's structure differ?
Text 2 presents a problem and solution about building new towns.
Text 2 uses time order to list events from first to last.
Text 2 uses cause and effect to explain reasons and results.
Text 2 compares and contrasts two different weather events.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses chronological/time order structure which is organized by sequence of events during the Dust Bowl. Signal words include 'First,' 'Next,' 'Then,' 'During 1934 and 1935,' 'After that,' and 'Finally.' Text 2 uses cause and effect structure which is organized by explaining reasons for dust storms and their results. Signal words include 'Because,' 'As a result,' 'Therefore,' 'Since,' 'This led to,' and 'Consequently.' Choice A is correct because it accurately identifies that Text 2 uses cause and effect to explain reasons (plowed up grasses, drought) and results (dust storms, people leaving farms). This shows understanding that the same topic can be presented using different structural frameworks. Choice B represents structure type confusion. Students who select this may see dates in Text 1 and assume Text 2 must also be time order, not recognizing the cause-effect signal words. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 2 is about dust storms') rather than structure ('Text 2 shows causes and effects'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: From Idea to Launch: A Weather Satellite (Time Order)
First, scientists studied storms and noticed that pictures from space could help. Next, engineers designed satellites with cameras and sensors to measure clouds and temperature. Then, teams tested the equipment on the ground to make sure it worked.
After that, the satellite was carried into space on a rocket. Finally, once it reached orbit, it began sending images back to Earth every day. Over time, weather forecasts improved because meteorologists could track storms more accurately.
Text 2: How Weather Satellites Help People (Description)
Weather satellites have several important features. For example, many satellites carry cameras that take pictures of cloud patterns. Other sensors measure heat, water vapor, and even smoke from wildfires.
Satellites also help in different situations. They can warn ships about hurricanes, help pilots avoid dangerous storms, and support farmers planning for rain. These tools give scientists a wide view of weather systems across oceans and continents.
What is the main difference in how Text 1 and Text 2 are organized?
Text 1 is organized in time order, while Text 2 describes features and uses by categories.
Text 1 explains causes and effects, while Text 2 presents a problem and solution.
Both texts compare and contrast two kinds of satellites.
Text 1 and Text 2 both list steps for building a satellite in order.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses chronological/time order structure which is organized by sequence of events in developing a weather satellite. Signal words include 'First,' 'Next,' 'Then,' 'After that,' 'Finally,' and 'Over time.' Text 2 uses description structure which is organized by describing features and uses of weather satellites in categories. Signal words include 'have several important features,' 'For example,' 'Other sensors,' 'also help in different situations,' and descriptive phrases explaining characteristics. Choice A is correct because it accurately identifies both organizational patterns: Text 1 follows the chronological development of a satellite from idea to launch, while Text 2 describes satellite features and uses by categories (features like cameras and sensors, then different uses for ships, pilots, farmers). This shows understanding that the same topic can be presented using different structural frameworks. Choice B represents structure type confusion. Students who select this may not recognize that Text 2 is describing characteristics rather than explaining causes and effects. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about satellites') rather than structure ('Text 1 shows events in time order'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: Why Some Rivers Flood (Cause and Effect)
Because heavy rain can fall faster than the ground can absorb it, water runs into streams and rivers. As a result, the river level rises quickly. If the river rises above its banks, nearby land can flood.
Snowmelt can also cause flooding. When warm weather arrives suddenly, snow and ice melt faster than usual. Therefore, extra water rushes into rivers at the same time. This led to major floods in some regions after rapid spring warmups.
Text 2: Parts of a River System (Description)
A river system has several parts that work together. The headwaters are where a river begins, often in hills or mountains. Small streams join together and form larger channels.
Another feature is the riverbank, which is the land along the river’s edge. The floodplain is the flat area near the river that can hold extra water. For example, wetlands in a floodplain can slow water down and provide homes for animals.
Which best describes how the two texts are structured differently?
Text 1 explains causes and effects, while Text 2 describes features and characteristics.
Both texts are organized in time order from beginning to end.
Both texts compare and contrast two kinds of rivers.
Text 1 describes river parts, while Text 2 explains causes and effects of flooding.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses cause and effect structure which is organized by explaining reasons for flooding and their results. Signal words include 'Because,' 'As a result,' 'When,' 'Therefore,' and 'This led to.' Text 2 uses description structure which is organized by describing different features and characteristics of a river system. Signal words include 'has several parts,' 'Another feature is,' 'For example,' and descriptive phrases explaining what each part is and does. Choice B is correct because it accurately identifies both organizational patterns: Text 1 explains causes (heavy rain, snowmelt) and their effects (flooding), while Text 2 describes the features and characteristics of river system components. This shows understanding that the same topic can be presented using different structural frameworks. Choice A represents reversed structures error. Students who select this may be recognizing the topics correctly but confusing which text uses which structure. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about flooding') rather than structure ('Text 1 shows causes and effects'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: Why Bees Are Important (Cause and Effect)
Because bees move pollen from one flower to another, many plants can make seeds and fruit. As a result, farms can grow foods like apples, cucumbers, and blueberries. Therefore, bees support both wild plants and crops people eat.
Since bees help plants reproduce, more plants can grow in an area. This led to more food and shelter for other animals, such as birds. Consequently, when bee populations drop, ecosystems can be affected in many connected ways.
Text 2: Honeybees and Bumblebees (Compare and Contrast)
Both honeybees and bumblebees are pollinators, and both collect nectar from flowers. Similarly, each type has fuzzy hairs that help pollen stick. However, honeybees often live in large hives with many workers, while bumblebees usually live in smaller groups.
In contrast, bumblebees can fly in cooler weather because their bodies stay warmer. Unlike bumblebees, honeybees make large amounts of honey that people can harvest. On the other hand, both types are important for healthy gardens and farms.
How is the structure of Text 1 different from the structure of Text 2?
Text 1 is organized as problem and solution, while Text 2 is organized as time order.
Text 1 uses compare and contrast, while Text 2 uses cause and effect.
Text 1 uses cause and effect, while Text 2 uses compare and contrast.
Both texts are organized in time order using dates and years.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses cause and effect structure which is organized by explaining reasons why bees are important and their results. Signal words include 'Because,' 'As a result,' 'Therefore,' 'Since,' 'This led to,' and 'Consequently.' Text 2 uses compare and contrast structure which is organized by examining similarities and differences between honeybees and bumblebees. Signal words include 'Both,' 'Similarly,' 'However,' 'In contrast,' 'Unlike,' and 'On the other hand.' Choice A is correct because it accurately identifies both organizational patterns: Text 1 explains causes (bees move pollen, help plants reproduce) and effects (plants make seeds/fruit, support for ecosystems), while Text 2 compares and contrasts two types of bees. This shows understanding that the same topic can be presented using different structural frameworks. Choice B represents reversed structures error. Students who select this may be confusing which text uses which organizational pattern, not recognizing the cause-effect signal words in Text 1 and comparison words in Text 2. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about bees') rather than structure ('Text 1 shows causes and effects'). Guide them to look beyond WHAT is said to HOW it is organized.
Read the two texts.
Text 1: Cell Phones and Landlines (Compare and Contrast)
Both cell phones and landlines let people talk to someone far away. Similarly, both can be used for emergencies. However, cell phones are portable, while landlines stay in one place.
In contrast, landlines often work during long power outages because they may have their own power source. Unlike landlines, cell phones need to be charged, and service depends on nearby towers. On the other hand, cell phones can also send texts and use apps.
Text 2: Why Cell Phones Became So Popular (Cause and Effect)
Because cell phones became smaller and cheaper over time, more families could afford them. As a result, people started carrying phones everywhere. Therefore, it became easier to call for help or share news quickly.
Since companies built more cell towers, signals reached more towns and highways. This led to better coverage in many places. Consequently, many people chose cell phones instead of landlines.
Which best compares how information is organized in the two texts?
Text 1 uses cause and effect, while Text 2 uses compare and contrast.
Text 1 uses compare and contrast, while Text 2 uses cause and effect.
Text 1 explains a problem and solution, while Text 2 describes phone parts and features.
Both texts are organized in time order using dates and a timeline.
Explanation
This question assesses CCSS.RI.5.5: comparing and contrasting the overall structure of two informational texts. Text 1 uses compare and contrast structure which is organized by examining similarities and differences between cell phones and landlines. Signal words include 'Both,' 'Similarly,' 'However,' 'In contrast,' 'Unlike,' and 'On the other hand.' Text 2 uses cause and effect structure which is organized by explaining reasons for cell phone popularity and their results. Signal words include 'Because,' 'As a result,' 'Therefore,' 'Since,' 'This led to,' and 'Consequently.' Choice B is correct because it accurately identifies both organizational patterns: Text 1 compares and contrasts two types of phones, while Text 2 explains causes (phones became smaller/cheaper, more towers built) and effects (people carried phones everywhere, better coverage). This shows understanding that the same topic can be presented using different structural frameworks. Choice A represents reversed structures error. Students who select this may be confusing which text uses which organizational pattern, not recognizing the comparison signal words in Text 1. To help students identify text structures: teach explicit signal words for each type (Chronological: first, next, then, after, finally, dates; Cause/Effect: because, since, as a result, therefore, led to; Problem/Solution: problem, challenge, solution, to solve; Compare/Contrast: both, however, unlike, similarly; Description: features, characteristics, for example, such as). Have students highlight structure signal words in each text and create graphic organizers matching each structure type. Practice with text pairs where the topic is the same but organization differs—this builds understanding that authors choose structures based on their purpose. Common difficulty: Students often describe content ('Text 1 is about phones') rather than structure ('Text 1 compares two phone types'). Guide them to look beyond WHAT is said to HOW it is organized.