Comprehension Skills: Making Connections To Personal Experiences Other Texts And Society (TEKS.ELA.6.5.E)

Help Questions

Texas 6th Grade ELA › Comprehension Skills: Making Connections To Personal Experiences Other Texts And Society (TEKS.ELA.6.5.E)

Questions 1 - 8
1

The rain finally stopped, but the creek had already jumped its banks and spilled muddy water across our street. On Saturday morning, Mr. Lopez knocked on doors with a yellow notepad, making a list of what people needed: bleach, gloves, plastic bags, and a plan. My older brother and I pulled ruined carpet to the curb while Mrs. Bui handed out cold water. By noon, someone set up a grill in the cul-de-sac, and the smell of sizzling fajitas and corn made the work feel lighter. We didn't know everyone's names before the storm, but by sunset we knew who had a shop vac, who could fix a fence, and who told the best jokes. When the trash trucks arrived the next week, the piles were smaller because we had hauled so much ourselves. The flood took a lot from our block, but it also gave us a new habit: checking on each other, not just when it rains, but every ordinary day.

Which connection best relates the passage to Texas experiences or broader ideas?

Like Texas neighborhoods after Gulf Coast hurricanes, this shows neighbors organizing cleanups and sharing food to recover together.

This reminds me that Texas has deserts and mountains.

The passage proves that everyone likes fajitas.

I connect it to my favorite video game about building houses.

Explanation

Correct: A makes a meaningful text-to-community connection by relating the passage's neighborly cleanup to how many Texas communities respond after Gulf Coast hurricanes or floods. The other options are vague or off-topic. Extension: Write 3–4 sentences connecting the text to your own family traditions, community involvement, or a Texas historical event you've studied (e.g., a local flood or hurricane response). Scaffold: Use starters—"This reminds me of when my community…," "Like in Texas history…," "In my family, we…," "Our town once…." Enrichment: Compare how students from urban Houston, rural Panhandle towns, and coastal communities might connect differently to post-storm recovery.

2

Every December, my grandmother spreads a clean vinyl tablecloth over the kitchen island and announces it's time. The pot of simmering meat and chilies fogs the windows, and my cousins drift in like we're pulled by the same spicy smell. Abuela shows us how to spread masa in a thin, gentle layer, how to fold the husk so the filling won't spill, and how to stack each tamal standing up like little soldiers. We talk about the year—who learned to drive, who started a new job, who finally beat the trumpet solo—and we laugh when the first batch comes out crooked. No one minds. By evening, the freezer is full, and so are we. Before we leave, Abuela hands each family a bag and a blessing: "Share these with a neighbor." The tradition takes all day, but it feels like time we're saving for the future, wrapping memories we can warm up whenever we need comfort.

Which connection best relates the passage to Texas experiences or broader ideas?

This connects to my dog's birthday party.

It reminds me of shopping malls in Dallas.

Like many Texas families who host tamaladas around the holidays, the tradition brings generations together to share stories and skills.

Texas is large, so there are many highways.

Explanation

Correct: C makes a strong text-to-Texas connection by linking the family tamalada to a common Texas tradition that blends culture, food, and community. The other choices are irrelevant or overly vague. Extension: Write 3–4 sentences connecting the passage to your own family tradition or a community celebration in Texas you've learned about. Scaffold: "This reminds me of when my family…," "In our community, we celebrate…," "Like in Texas history, people gathered to…." Enrichment: Discuss how students from the Rio Grande Valley, San Antonio, or the Panhandle might connect differently to this tradition based on local cultures.

3

When I moved halfway through the year, the hallways felt like a maze where everyone else already knew the exits. At lunch, I sat near the end of a table and listened more than I spoke. Then a flyer about the robotics club changed everything. I didn't know much about coding, but I knew how to tinker. The first meeting, our robot wouldn't turn left, and neither would our conversation. But after an hour of trial and error, Camila asked if I wanted to drive. My hands shook as I guided the bot through a taped maze. It bumped a cone, then straightened, then crossed the line. Everyone cheered like we'd won a championship. By the next week, I could name the sensors, and my teammates could pronounce my last name. The maze didn't shrink; I just learned the path. I still get lost sometimes, but now I know who to ask, and I know I can practice until the robot—and I—can make the turn.

Which connection best relates the passage to Texas experiences or broader ideas?

This passage is about space, so I think of stars.

It connects to Texas students preparing for UIL robotics or STEM nights, where teamwork and persistence lead to confidence.

It makes me hungry for cafeteria pizza.

It shows that pencils are important.

Explanation

Correct: B is a meaningful text-to-community/Texas connection, linking the narrator's growth to common Texas experiences like UIL or school STEM events that build teamwork and confidence. The other choices are vague or irrelevant. Extension: Write 3–4 sentences connecting this story to a challenge you faced or a Texas event you studied where practice led to success. Scaffold: "At first I… but then…," "Like in Texas history… people kept trying until…," "In my school/community, I learned…." Enrichment: Compare how students in a large urban district, a small rural district, or a border community might connect differently to clubs and resources.

4

In late summer, our town posted new watering rules on the city website: odd-numbered houses on Wednesdays, even-numbered on Thursdays, no sprinklers after sunrise. The grass in our yard had faded to the color of cardboard, and the creek behind the park was just a ribbon of stones. Instead of complaining, our science teacher challenged us to help. We met on Saturdays to build a community garden behind the library, choosing plants that didn't mind heat: purple sage, lantana, prickly pear, and a patch of herbs. We painted rain barrels, set up drip hoses, and mulched until our arms ached. Kids brought buckets to catch the condensation from window units at home. It wasn't flashy, but by October the garden was alive with bees, and the library posted a sign asking visitors not to pick the tomatoes until they were red. Water still mattered more than ever, but so did the lesson: when a place is thirsty, you can learn to care for it together.

Which connection best relates the passage to Texas experiences or broader ideas?

I connect this to snowstorms in Alaska.

This reminds me of a beach vacation.

People everywhere need water.

Like Texas communities during drought years, the passage shows neighbors planting natives, using rain barrels, and following watering limits to protect resources.

Explanation

Correct: D makes a strong text-to-Texas/societal connection by relating the garden project to Texas drought responses and water-wise practices. The other choices are vague or unrelated. Extension: Write 3–4 sentences connecting this passage to a conservation effort in your family, school, or a Texas historical drought you studied. Scaffold: "This reminds me of when my community…," "Like in Texas history during drought, people…," "In my family, we save water by…." Enrichment: Compare connections from students in Central Texas (hill country drought), West Texas (semiarid farms), and coastal areas (hurricane vs. drought challenges).

5

On the first cold Saturday in December, our apartment smells like cumin and warm corn. Abuela ties on her floral apron, and everyone claims a station at the kitchen table: my cousin spreads masa, my brother spoons in the shredded chicken, and I fold the corn husks just right. We call it the tamalada, and it lasts all day. Between batches, Abuela tells stories—of when she learned from her mother, of winters when the oven kept the whole house warm, of neighbors who traded a dozen tamales for a pan of sweet rolls. When the pot finally hisses, we wait, laughing, over mugs of cinnamon cocoa. Later, we deliver paper plates to the families upstairs and to Mr. Reyes, who lost his wife last spring. He smiles at the first bite, and Abuela squeezes my shoulder. "Food is a bridge," she says. I think she means more than dinner; she means we're part of something wider, a thread of hands passing warmth forward.

Which connection best relates the passage to Texas experiences or broader ideas?

It makes me think of a science fair volcano because both are made in a kitchen.

People everywhere eat food, so the passage is about eating.

This connects to tamaladas in many Texas cities, like families in San Antonio and the Rio Grande Valley gathering in December to make tamales together and share with neighbors.

It makes me think of astronauts eating space food.

Explanation

C is best because it makes a specific text-to-community and text-to-Texas connection: tamaladas are a shared tradition in many Texas communities, linking family, food, and neighborly giving like in the passage. The other options are vague or unrelated.

6

In a dry summer, a town can learn to garden differently. The community garden on Elm Street once relied on sprinklers that ran every morning, but drought restrictions changed the routine. Volunteers installed rain barrels under the pavilion roof, and students from the middle school mapped where runoff collected after a storm. Together, they built raised beds filled with mulch and chose plants that thrive with less water—peppers, okra, black-eyed peas, and native flowers that pull in pollinators. The garden posted a schedule: watering only at dawn twice a week, with drip hoses instead of spray. Neighbors who had never spoken now shared mulch, ladybugs, and tips about shade cloth. Harvest days felt like a small festival, with baskets set out for anyone who needed greens. The project was less about perfect tomatoes and more about learning how a community adapts: measure, plan, conserve, share. By fall, the barrels rarely emptied, and the soil held more moisture than before. The garden didn't beat the drought; it learned to live wisely through it.

Which connection best relates the passage to Texas experiences or broader ideas?

This relates to how Texas towns handle drought—using rain barrels, xeriscaping, and early-morning watering schedules while neighbors share resources.

It reminds me that deserts have sand.

It connects to a cooking show about soups.

Plants are green, so this is about nature in general.

Explanation

A is best because it links the passage to real Texas drought responses and community conservation, showing a meaningful text-to-society connection. The other choices are vague or irrelevant to the passage's ideas.

7

We met at the gate before sunrise, backpacks thumping with water bottles and tiny flags. The grass was wet and cold around our ankles, and the rows of headstones stretched farther than the flashlight beams. Mrs. Patel gave each pair a section and a quiet reminder: read the names, place the flag with care, step back, and say thank you. At first I whispered because it felt odd, talking to the air. But after twenty names, the rhythm settled in—press, straighten, salute. When the sun lifted, the cemetery turned into waves of red, white, and blue. We weren't fast; the ground was hard in places, and some markers leaned. My friend Luis traded sections with me when my hands got sore. By midmorning, people had begun to arrive with flowers. One man paused, nodded at us, and touched the flag by his mother's stone. On the walk back to the gate, my legs ached, but I felt bigger somehow, like I had joined a chain of helpers whose work is careful and quiet.

Which connection best relates the passage to Texas experiences or broader ideas?

It reminds me of my favorite video game.

Sometimes people get tired, so I think of sleeping in.

This connects to a story I read about surfing.

This connects to many Texas towns where students, Scouts, and civic groups place flags on veterans' graves for Memorial Day or Veterans Day, showing service, respect, and teamwork.

Explanation

D is best because it ties the service activity in the passage to Texas community traditions of honoring veterans, modeling a strong text-to-community and text-to-Texas connection. The other options are off-topic or too general.

8

Some holidays start in one place and grow outward, carried by people who remember. Juneteenth began in a coastal Texas city when news of emancipation was announced to people who were enslaved, years after the war had begun. Families marked the day with church services, readings, and food in parks, and the tradition spread as people moved to new towns. Today, many communities hold parades, invite elders to share stories, and celebrate music, freedom, and the work still needed to make promises real. The heart of Juneteenth is remembrance with purpose: honoring ancestors while looking forward. At school, you might see art displays of kites and quilts, or a history club hosting a timeline walk. In neighborhoods, barbecues and picnics gather neighbors who might not otherwise meet. Even small symbols—a red ribbon on a wreath, a lantern left glowing—remind people that freedom is a living idea. Learning about Juneteenth isn't just a date on a calendar; it's a way to see how community memory can shape what we do next.

Which connection best relates the passage to Texas experiences or broader ideas?

It reminds me of fireworks on New Year's.

This connects to Juneteenth celebrations that began in Galveston and are now observed across Texas with parades, church gatherings, and community service to honor emancipation.

It reminds me of building a snowman.

Celebrations happen everywhere, so this reminds me that parties are fun.

Explanation

B is best because it directly links the passage to a Texas-origin holiday and shows how communities remember and act, modeling a meaningful text-to-society and text-to-Texas connection. The other choices are vague or unrelated.