Develop Topic With Relevant Information
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6th Grade Writing › Develop Topic With Relevant Information
Read the passage: During the Montgomery Bus Boycott, many Black residents of Montgomery, Alabama refused to ride city buses to protest unfair segregation laws. The boycott began in December 1955 and lasted 381 days. People organized carpools, walked to work, and raised money for gas and repairs. According to historian Jo Ann Robinson, “The leaflets spread the news faster than anyone expected.” Rosa Parks enjoyed sewing and often made clothes for her family. Which information should be removed because it does not support the topic of the Montgomery Bus Boycott?
People organized carpools, walked to work, and raised money for gas and repairs.
According to historian Jo Ann Robinson, “The leaflets spread the news faster than anyone expected.”
The boycott began in December 1955 and lasted 381 days.
Rosa Parks enjoyed sewing and often made clothes for her family.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about Rosa Parks' hobbies is related to Rosa Parks generally but doesn't develop a topic specifically about the Montgomery Bus BOYCOTT. The passage's topic is the Montgomery Bus Boycott. The information includes Black residents refusing to ride buses, protesting segregation laws, boycott duration of 381 days starting December 1955, organizing carpools and walking, fundraising for gas/repairs, Jo Ann Robinson's quotation about leaflets, and Rosa Parks' sewing hobby. The correct answer (D) recognizes that "Rosa Parks enjoyed sewing and often made clothes for her family" should be removed because while it's about Rosa Parks (a key figure), it doesn't develop the boycott topic - her personal hobbies don't explain the protest's organization, impact, or methods. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to people involved. Options A provides specific timeline facts, B describes boycott methods, and C offers expert testimony about boycott communication - all directly developing how the boycott worked. Students sometimes think any information about key figures is relevant, but relevance requires connection to the specific historical event being discussed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (Rosa Parks/civil rights) vs SPECIFIC TOPIC (Montgomery Bus Boycott). Ask: Does this information help readers understand how the boycott was organized and carried out?
Read the passage: Honeybees communicate the location of food using a “waggle dance.” This dance is a set of movements that shows direction and distance to a nectar source. For example, a bee may waggle longer to signal that flowers are farther away. In addition, the angle of the dance can point toward the sun’s position. Honey is often used to sweeten tea and baked goods. Which information should be removed because it does not develop the topic of honeybee communication?
Honey is often used to sweeten tea and baked goods.
The angle of the dance can point toward the sun’s position.
The waggle dance shows direction and distance to a nectar source.
A bee may waggle longer to signal that flowers are farther away.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about honey uses is related to bees generally but doesn't develop a topic specifically about honeybee COMMUNICATION. The passage's topic is honeybee communication. The information includes waggle dance for communicating food location, dance showing direction and distance, longer waggle for farther flowers, dance angle indicating sun position, and honey sweetening uses. The correct answer (A) recognizes that "Honey is often used to sweeten tea and baked goods" should be removed because while it's about a bee product, it doesn't develop the communication topic - honey's culinary uses have nothing to do with how bees communicate. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to bees generally. Options B explains what the dance communicates, C provides specific distance signaling example, and D describes directional communication method - all directly explaining how bees share information. Students sometimes think any information about bees or bee products is relevant, but relevance requires connection to the communication process. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (honeybees) vs SPECIFIC TOPIC (honeybee communication). Ask: Does this information explain how bees share information with each other?
Read the passage: Electricity in a circuit needs a complete path to flow. A circuit includes a power source, like a battery, and a conductor, like a metal wire. If the switch is open, the path breaks and the light bulb turns off. For example, a flashlight works when its switch closes the circuit and lets current move through the bulb. Some light bulbs come in different colors for holiday decorations. Which information should be removed because it does not develop the topic of how circuits work?
Some light bulbs come in different colors for holiday decorations.
Electricity in a circuit needs a complete path to flow.
If the switch is open, the path breaks and the light bulb turns off.
For example, a flashlight works when its switch closes the circuit and lets current move through the bulb.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is how circuits work. The information includes basic principle (complete path needed), components (power source, conductor), switch function (opening breaks path), example (flashlight operation), and decorative bulbs (different colors for holidays). The correct answer C "Some light bulbs come in different colors for holiday decorations" should be removed because while it mentions light bulbs (which can be part of circuits), the decorative color aspect has nothing to do with how circuits function - it doesn't explain electrical flow, circuit components, or operation. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A states the fundamental principle of circuits, B explains how switches control circuits, and D provides concrete example of circuit operation - all directly developing how circuits work. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (light bulbs/electricity) vs SPECIFIC TOPIC (how circuits work). Decorative features of components don't explain circuit function - focus on information about electrical flow and circuit operation.
Read the passage: Cultural traditions help groups share beliefs and history. In Mexico, many families celebrate Día de los Muertos by building altars with photos, candles, and marigolds. The tradition honors loved ones who have died and usually takes place on November 1 and 2. For example, people may place favorite foods on the altar as an offering. Some towns also have soccer teams that practice after school. Which detail is least relevant to developing the topic of Día de los Muertos traditions?
Some towns also have soccer teams that practice after school.
The tradition honors loved ones who have died and usually takes place on November 1 and 2.
For example, people may place favorite foods on the altar as an offering.
In Mexico, many families celebrate Día de los Muertos by building altars with photos, candles, and marigolds.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is Día de los Muertos traditions. The information includes ritual practices (building altars with specific items), purpose (honoring deceased loved ones), timing (November 1-2), specific offerings (favorite foods), and town activities (soccer teams). The correct answer C "Some towns also have soccer teams that practice after school" is least relevant because while it mentions towns (where the celebration occurs), soccer teams have nothing to do with Día de los Muertos traditions - it doesn't explain the celebration's practices, meaning, or customs. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A describes specific ritual practices, B explains purpose and timing, and D provides example of offerings - all directly developing understanding of this cultural tradition. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (Mexican towns/culture) vs SPECIFIC TOPIC (Día de los Muertos traditions). Just because something happens in the same location doesn't make it relevant to the specific cultural practice being discussed.
Read the passage: Renewable energy comes from sources that naturally refill, like sunlight and wind. Solar panels change light energy into electrical energy for homes and schools. In 2023, solar power produced about 5% of U.S. electricity, and the share is growing. For example, a school may use rooftop panels to lower monthly bills. Some people collect model airplanes as a hobby. Which information should be removed because it does not develop the topic of renewable energy?
Renewable energy comes from sources that naturally refill, like sunlight and wind.
Solar panels change light energy into electrical energy for homes and schools.
For example, a school may use rooftop panels to lower monthly bills.
Some people collect model airplanes as a hobby.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is renewable energy. The information includes definition (sources that naturally refill), examples (sunlight, wind), solar panel function (converting light to electricity), statistics (5% of U.S. electricity), practical application (schools saving money), and model airplanes (hobby). The correct answer C "Some people collect model airplanes as a hobby" should be removed because collecting model airplanes has absolutely no connection to renewable energy - it doesn't explain what renewable energy is, how it works, or its applications. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A defines renewable energy, B explains how solar panels work, and D provides a concrete example of renewable energy use - all directly developing the renewable energy topic. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. When information seems completely unrelated (like model airplanes to renewable energy), it's a clear sign of irrelevance. Practice asking "How does this help readers understand renewable energy better?" If there's no logical connection, remove it.
Read the passage: Sea turtles migrate long distances to nest. For example, loggerheads swim hundreds of miles back to the same beach. Scientists call this movement migration, meaning animals travel seasonally between places. A turtle may follow Earth’s magnetic field like a map, according to marine biologists. The largest loggerhead ever recorded weighed over 1,000 pounds. Which sentence should be removed because it does not develop the topic of sea turtle migration?
Scientists call this movement migration, meaning animals travel seasonally between places.
For example, loggerheads swim hundreds of miles back to the same beach.
A turtle may follow Earth’s magnetic field like a map, according to marine biologists.
The largest loggerhead ever recorded weighed over 1,000 pounds.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is sea turtle migration. The information includes migration distances (hundreds of miles), navigation behavior (returning to same beach), definition of migration (animals travel seasonally between places), navigation method (following Earth's magnetic field), and turtle weight (1,000 pounds). The correct answer B identifies that "The largest loggerhead ever recorded weighed over 1,000 pounds" should be removed because while it's about loggerhead turtles, it doesn't develop the migration topic - weight has nothing to do with how, why, or where turtles migrate. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A provides a specific example of migration behavior (swimming to same beach), C defines the key term "migration," and D explains how turtles navigate during migration - all directly developing the migration topic. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (sea turtles) vs SPECIFIC TOPIC (sea turtle migration). Ask: Does this information develop [migration] or does it just relate to [sea turtles]? For each piece of information, ask "How does this help readers understand sea turtle migration better?" If answer is vague or "it's interesting," information may not be relevant.
Read the passage: The Montgomery Bus Boycott was a protest against segregated seating on buses. It began in December 1955 and lasted 381 days. Many people walked or carpooled instead of riding, which reduced bus company profits. According to historian Taylor Branch, the boycott showed “the power of ordinary people working together.” Rosa Parks enjoyed sewing and making clothes as a hobby. Which detail should be removed because it is less relevant to developing the topic of the bus boycott?
Many people walked or carpooled instead of riding, which reduced bus company profits.
Rosa Parks enjoyed sewing and making clothes as a hobby.
According to historian Taylor Branch, the boycott showed “the power of ordinary people working together.”
It began in December 1955 and lasted 381 days.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is the Montgomery Bus Boycott. The information includes what it protested (segregated seating), duration (381 days starting December 1955), impact (reduced bus profits), significance (quotation about "power of ordinary people"), and Rosa Parks' hobby (sewing). The correct answer D "Rosa Parks enjoyed sewing and making clothes as a hobby" should be removed because while it's about Rosa Parks (who sparked the boycott), her personal hobbies don't develop understanding of the boycott itself - its causes, methods, or effects. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A provides specific facts about timing and duration, B explains the boycott's economic impact, and C offers expert analysis of its significance - all directly developing the boycott topic. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (Rosa Parks/civil rights) vs SPECIFIC TOPIC (Montgomery Bus Boycott). Ask: Does this information develop [the boycott] or does it just relate to [people involved]? Personal details about participants may be interesting but don't necessarily develop understanding of the historical event itself.
Read the passage: Erosion is the process that moves soil and rock from one place to another. Flowing water can carry sand downstream and slowly carve valleys. Wind can also pick up dry particles and pile them into dunes. In fact, heavy rainstorms often cause more erosion because faster water has more energy. Some beaches have snack stands that sell ice cream in summer. Which sentence is least relevant to developing the topic of erosion?
In fact, heavy rainstorms often cause more erosion because faster water has more energy.
Erosion is the process that moves soil and rock from one place to another.
Flowing water can carry sand downstream and slowly carve valleys.
Some beaches have snack stands that sell ice cream in summer.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is erosion. The information includes definition (process moving soil/rock), water erosion examples (carrying sand, carving valleys), wind erosion (creating dunes), erosion intensity (rainstorms cause more), and beach snack stands (selling ice cream). The correct answer B "Some beaches have snack stands that sell ice cream in summer" is least relevant because while beaches can experience erosion, information about snack stands and ice cream has absolutely nothing to do with the erosion process - it doesn't explain how erosion works, what causes it, or its effects. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A defines erosion, C and D explain how water causes erosion - all directly developing the erosion topic. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (beaches) vs SPECIFIC TOPIC (erosion process). Just because erosion happens at beaches doesn't make all beach information relevant - the information must explain erosion itself.
In the passage about renewable energy, the author writes: Wind turbines change the movement of air into electricity. Modern turbines can be over 80 meters tall, and their blades can be longer than a school bus. Wind farms are often built in open plains or offshore where winds are steady. Some people enjoy flying kites on windy days. Which detail is least relevant to developing the topic of how wind energy is produced?
Wind turbines change the movement of air into electricity.
Wind farms are often built in open plains or offshore where winds are steady.
Some people enjoy flying kites on windy days.
Modern turbines can be over 80 meters tall, and their blades can be longer than a school bus.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about kite flying is related to wind generally but doesn't develop a topic specifically about WIND ENERGY PRODUCTION. The passage's topic is how wind energy is produced. The information includes how turbines convert wind to electricity, turbine specifications (80 meters tall, long blades), ideal locations for wind farms (open plains, offshore with steady winds), and unrelated information about flying kites. The correct answer (C) "Some people enjoy flying kites on windy days" is least relevant because while it mentions wind, it doesn't develop the wind energy production topic - it's about recreational wind use, not energy generation. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Options A, B, and D all directly develop wind energy production: A explains the conversion process, D provides turbine specifications, and B describes optimal placement for energy generation. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (wind) vs SPECIFIC TOPIC (wind energy production). Ask: Does this information develop [wind energy production] or does it just relate to [wind]? Practice evaluation: For each piece of information, ask "How does this help readers understand wind energy production better?" Watch for students who include any wind-related fact without checking if it develops the energy production aspect.
Read the passage about ancient Egyptian pyramids: Pyramids were large stone tombs built for pharaohs, who were rulers of ancient Egypt. Workers dragged heavy blocks using sleds and poured water on sand to reduce friction. The Great Pyramid of Giza was built around 2560 BCE and originally stood about 146 meters tall. Some modern buildings use glass elevators to show city views. Which sentence is least relevant to developing the topic of how pyramids were built?
Some modern buildings use glass elevators to show city views.
Pyramids were large stone tombs built for pharaohs, who were rulers of ancient Egypt.
The Great Pyramid of Giza was built around 2560 BCE and originally stood about 146 meters tall.
Workers dragged heavy blocks using sleds and poured water on sand to reduce friction.
Explanation
This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about modern buildings is unrelated to ancient pyramids and doesn't develop a topic specifically about HOW PYRAMIDS WERE BUILT. The passage's topic is how pyramids were built. The information includes what pyramids were (stone tombs for pharaohs), construction method (dragging blocks on sleds with water to reduce friction), specific example (Great Pyramid specifications), and unrelated information about modern glass elevators. The correct answer (D) "Some modern buildings use glass elevators to show city views" is least relevant because it's about modern buildings, not ancient pyramid construction - it has no connection to the topic of pyramid building methods. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Options A, B, and C all develop pyramid construction: A explains building technique, B provides specific construction date and size, C gives context about what pyramids were. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (buildings/construction) vs SPECIFIC TOPIC (how pyramids were built). Ask: Does this information develop [pyramid construction] or does it just relate to [buildings]? Watch for completely unrelated information that shares only superficial connections (both pyramids and modern buildings are tall structures) but doesn't develop the specific historical topic.