Multiple Genres: Analyzing Informational Text For Controlling Ideas And Supporting Evidence (TEKS.ELA.6.8.D.i)

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Texas 6th Grade ELA › Multiple Genres: Analyzing Informational Text For Controlling Ideas And Supporting Evidence (TEKS.ELA.6.8.D.i)

Questions 1 - 8
1

At first, our middle school's courtyard was a patch of hard dirt. Three years later, rows of herbs, beans, and flowers turn that space into a living classroom. In science, students test soil, track pollinators, and graph plant growth. In math, they compare bed dimensions and calculate weekly harvest weights. Even language arts classes visit to write procedural texts and reflective journals. The garden also supports health: students who taste snap peas they helped grow are more willing to try new vegetables in the cafeteria. Teachers report calmer moods after classes spend ten minutes weeding or watering. Families volunteer on Saturday workdays, meeting neighbors they had only waved to before. The harvest goes to a small share table, where anyone can take what they need. While a garden cannot solve every challenge a school faces, it offers hands-on experiences, encourages healthier choices, and builds community ties that make learning feel meaningful and shared.

What is the controlling idea of the passage?

Tomatoes ripen faster in warm weather.

A school garden functions as a living classroom that strengthens learning, health, and community.

Fifth graders measured soil pH last spring.

The garden will replace cafeteria lunches this year.

Explanation

B is correct because the passage argues that the garden serves as a living classroom that boosts learning, health, and community. Extension: Highlight two details that support this idea (e.g., students test soil and track growth; families volunteer and share harvest). Scaffold: Use a graphic organizer—Main Idea → Supporting Detail 1 → Supporting Detail 2. Enrichment: Compare this text with a different informational article and explain how each controlling idea is supported by evidence.

2

Typing a question into a search bar can deliver millions of results in less than a second, but speed is not the same as reliability. Strong researchers slow down to ask who created the information, why they made it, and how they know what they claim. An article with a named author, current publication date, and links to original data is usually more dependable than a page with no author and broken references. Checking an organization's "About" page, comparing facts across two or three sources, and looking for evidence such as studies or expert interviews helps you avoid misleading posts. Even the web address can offer clues: an academic site may host peer-reviewed reports, while a personal blog might share opinion. Taking these steps does not waste time; it saves it, because you will not need to redo a project built on shaky sources. Careful evaluation leads to clearer notes, stronger arguments, and trustworthy conclusions.

What is the controlling idea of the passage?

Some websites end with .org.

Using colorful charts makes facts more convincing.

A search engine lists results in less than a second.

Evaluating who wrote information, when it was published, and how it is supported makes research more reliable.

Explanation

D is correct because the passage argues that careful source evaluation improves the reliability of research. Extension: Highlight two supporting details (e.g., check author/date/links; compare facts across multiple sources). Scaffold: Use a graphic organizer—Main Idea → Supporting Detail 1 → Supporting Detail 2. Enrichment: Compare this text with an article that promotes quick searching; explain how their controlling ideas and evidence differ.

3

On a hot day, the difference between a treeless block and a shaded street can feel dramatic. Urban trees cast wide canopies that cool sidewalks and building walls, lowering neighborhood temperatures during heat waves. Their leaves trap some air pollution, and their roots help absorb rainwater, reducing flood risk after sudden storms. Studies link more tree cover to lower energy bills, because homes need less air conditioning, and to better health outcomes, such as fewer heat-related illnesses. City foresters who map tree gaps often find that the hottest areas also have the fewest trees. Planting young trees is only the first step; watering them during their first summers, protecting their roots from heavy traffic, and pruning branches safely help them survive to provide shade for decades. While trees cannot fix every city problem, investing in them is a practical way to cool streets, support health, and make public spaces more welcoming.

What is the controlling idea of the passage?

Planting and protecting city trees helps cool neighborhoods and supports public health.

One block had fewer trees than a nearby park.

Tree roots can sometimes lift sidewalks.

A single storm destroyed several trees on one street.

Explanation

A is correct because the passage's central thesis is that investing in city trees cools neighborhoods and benefits public health. Extension: Highlight two details that support this idea (e.g., lower temperatures; reduced flood risk or lower energy bills). Scaffold: Use a graphic organizer—Main Idea → Supporting Detail 1 → Supporting Detail 2. Enrichment: Compare with a text arguing for a different cooling strategy (e.g., reflective roofs) and analyze how each controlling idea is supported.

4

Disposable plastic water bottles are convenient for a few minutes, but they leave a long trail of waste. Carrying a reusable bottle offers a simple alternative that helps both the planet and your budget. One student who refilled a thirty-two-ounce bottle twice a day kept about 300 disposable bottles out of the trash in a year. Many campuses now have refill stations that chill and filter water, making it easy to top off between classes. Over twelve months, buying single-use drinks can cost far more than filling from a fountain. Reusable bottles also make hydration a habit; when water is within reach, people tend to sip throughout the day and feel more alert. Metal and sturdy plastic options last for years if washed regularly. While a reusable bottle will not eliminate all plastic, choosing to refill most days reduces waste, saves money, and sets a visible example others can follow.

What is the controlling idea of the passage?

Stainless steel bottles sometimes dent.

A local shop sells bottles in many colors.

Carrying a reusable water bottle reduces plastic waste and saves money over time.

Everyone should ban all plastic immediately.

Explanation

C is correct because the passage's main point is that using a reusable bottle cuts plastic waste and saves money. Extension: Highlight two supporting details (e.g., 300 bottles kept out of trash; refill stations make refilling easy; single-use costs more over time). Scaffold: Use a graphic organizer—Main Idea → Supporting Detail 1 → Supporting Detail 2. Enrichment: Compare with a text promoting recycling programs; explain how each controlling idea is supported by different evidence.

5

On a once-empty corner lot, a group of neighbors turned hard-packed soil into a community garden. While each raised bed grows different vegetables, the garden's purpose stretches beyond produce. Volunteers coordinate composting, teach simple planting lessons to younger kids, and set up benches where elders share recipes and stories. Families save a little money by harvesting lettuce and herbs, but they also gain chances to learn how food is grown and to meet people they might not otherwise know. Last summer, the team started a rain barrel system to conserve water and posted a schedule so daily tasks are shared. The garden hosts monthly swap days for seeds and tools, and a harvest table invites anyone to take what they need. By turning an unused space into a shared project, the garden makes the block feel safer and friendlier. The row of sunflowers is colorful, but the strongest growth happens in the community itself.

What is the controlling idea of the passage?

Community gardens strengthen neighborhoods by providing food, learning opportunities, and social connection.

One garden doubled its tomato harvest last summer.

Volunteers must water the plants on a daily schedule.

Cities should convert every vacant lot into a garden.

Explanation

The passage argues that the community garden's biggest impact is strengthening the neighborhood through fresh food, learning, and connection. Extension: Highlight two details that support this controlling idea, such as the rain barrel system and shared schedule that build teamwork, and the benches and lessons that bring generations together. Scaffold (graphic organizer): Main idea → Supporting detail 1 → Supporting detail 2. Enrichment: Compare this passage with an informational text about a different community project (for example, a neighborhood mural) and explain how each text's controlling idea shapes the details the author includes.

6

Earth's surface is not a single solid shell; it is divided into large plates that slowly move. Where plates meet, their motion can lock and suddenly slip, releasing energy as earthquakes. While scientists cannot predict the exact moment a quake will strike, they can map faults, estimate likely shaking, and design building codes that lower the chance of serious damage. In one coastal region, schools practice drop-cover-hold-on drills twice a year, and new bridges are bolted with flexible joints that can sway without collapsing. Emergency kits with water, flashlights, and radios help families stay safe until help arrives. Mountain ranges and ocean trenches are dramatic signs of plate motion, but the most important message for communities is preparation. When leaders use hazard maps to guide where and how to build, fewer people are injured and recovery is faster. Understanding how plates move does more than explain landforms; it gives communities tools to reduce risk.

What is the controlling idea of the passage?

Mountain ranges and trenches show where plates have moved.

Understanding plate movement helps communities prepare and reduce earthquake risk.

A coastal region holds drills and reinforces bridges.

Scientists can predict the exact time of an earthquake.

Explanation

The central thesis is that knowledge of plate movement leads to preparation that reduces earthquake risk. Extension: Highlight two supporting details, such as using hazard maps for safer building and practicing emergency drills with flexible bridge designs. Scaffold (graphic organizer): Main idea → Supporting detail 1 → Supporting detail 2. Enrichment: Compare this text with an article arguing that resources should focus mainly on disaster recovery; explain how the different controlling ideas shape the authors' evidence.

7

Old phones, broken tablets, and tangled chargers often end up in drawers, but when they are thrown away, they become electronic waste, or e-waste. These items contain valuable metals like copper and gold, along with materials that can harm soil and water if they are not handled correctly. Responsible recycling programs separate parts, safely remove batteries, and recover usable metals so fewer new resources must be mined. Many communities host collection days, and some stores accept small devices for recycling at any time. Wiping personal data before donating or recycling protects privacy, and removing cases or cords can speed up the process. Dumping electronics in the trash may seem easier, yet it simply moves the problem to a landfill. Choosing proper e-waste recycling protects the environment, conserves resources, and turns old gadgets into sources of materials for new products. With simple steps, consumers can keep harmful substances out of the ground and support a cleaner cycle.

What is the controlling idea of the passage?

Collection events make it convenient to drop off devices.

People should throw gadgets into regular trash to save time.

Proper e-waste recycling protects the environment and recovers valuable materials.

Removing cases and cords speeds up the process.

Explanation

The controlling idea is that responsible e-waste recycling protects the environment and recovers useful materials. Extension: Highlight two supporting details, such as programs that safely remove batteries and recover metals, and community collection days that make recycling accessible. Scaffold (graphic organizer): Main idea → Supporting detail 1 → Supporting detail 2. Enrichment: Compare this text with another informational article that emphasizes reducing consumption; explain how each controlling idea leads to different recommendations.

8

Today's libraries are busy learning hubs where librarians do much more than check out books. They teach students how to search effectively, evaluate websites for reliability, and credit sources to avoid plagiarism. In makerspaces, some librarians guide beginners through simple design projects, showing how creativity connects to problem solving. When a class starts a research unit, the librarian may collaborate with teachers to build a list of age-appropriate databases and organize note-taking strategies. Printed books still line the shelves, but librarians also curate e-books and audiobooks so readers can access stories on different devices. During community nights, librarians host workshops on digital privacy and how to spot misleading headlines. The goal in all of these activities is the same: helping people find, understand, and use information responsibly. By combining technology with traditional reading support, modern librarians act as coaches who equip learners with skills they can apply in school and beyond.

What is the controlling idea of the passage?

Some libraries include makerspaces with design projects.

Paper books will disappear from libraries next year.

One student learned to cite sources during a workshop.

Modern librarians guide information literacy and learning, not just book checkout.

Explanation

The central thesis is that modern librarians are educators who teach information skills and support learning beyond checking out books. Extension: Highlight two supporting details, such as lessons on evaluating websites and workshops on digital privacy. Scaffold (graphic organizer): Main idea → Supporting detail 1 → Supporting detail 2. Enrichment: Compare this text with a piece describing libraries mainly as quiet reading rooms; discuss how the different controlling ideas shape the activities each author highlights.