Reading Informational Text — Chapter quiz · English 6, Grade 6

Read nonfiction like a detective: find the central idea and the details that build it, notice how a text is organized, figure out why the author wrote it, and back up what you say with evidence from the page.

Problem 1

State the central idea and explain the example’s role.
Answer and explanation

The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions.

The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 2

Read this original passage and identify (1) the central idea and (2) two supporting details. Explain a relevant limit as part of your answer.
Answer and explanation

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.

Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 3

Compare how the structures serve different purposes.
Answer and explanation

A follows a process through pathways; B uses a comparison to inspect differences between surfaces. Both can explain water movement, but the same category must be used on both sides of B’s comparison.

A follows a process through pathways; B uses a comparison to inspect differences between surfaces. Both can explain water movement, but the same category must be used on both sides of B’s comparison.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 4

Identify the text structure of this original passage and point to the signal words that prove it. Explain a relevant limit as part of your answer.
Answer and explanation

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes.

Cause and effect structure — signaled by 'Because,' 'As a result,' and 'then,' which link each event to the result it causes.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 5

Distinguish purposes and what each source establishes.
Answer and explanation

The organizer advocates and reports a small group’s preference. The supervisor raises a staffing constraint. The record reports use on two trial days; it does not directly establish learning gains or whole-school preference.

The organizer advocates and reports a small group’s preference. The supervisor raises a staffing constraint. The record reports use on two trial days; it does not directly establish learning gains or whole-school preference.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 6

Read this original passage and determine the author's purpose and point of view, and explain how the point of view is conveyed. Explain a relevant limit as part of your answer.
Answer and explanation

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students.

Purpose: to persuade readers to oppose cutting school buses. Point of view: strongly against the plan, conveyed through loaded language like 'a huge mistake' and 'plain carelessness,' and by playing down the town's money-saving reason while playing up the harm to students.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 7

Compare Rowan’s and Dev’s questions. Use each stated profile and a phrase from each excerpt. Explain one influence of place or work and one conclusion that the evidence cannot establish.
Answer and explanation

Rowan’s storm-drain role supports the focus on short-interval routes and doorways. Dev’s dry-period garden work supports the emphasis on storage and later availability. Neither excerpt proves that all people in the same region think alike or that either writer never considers the other concern.

Rowan’s storm-drain role supports the focus on short-interval routes and doorways. Dev’s dry-period garden work supports the emphasis on storage and later availability. Neither excerpt proves that all people in the same region think alike or that either writer never considers the other concern.

Response criteria

  • Answer the specified question accurately.
  • Use a relevant detail or demonstrate the requested language choice.
  • Explain the reasoning and keep an appropriate scope.

Problem 8

Use the evidence to revise the claim with source credit.
Answer and explanation

Source A supports a preference among responding club members. Source B rules out claiming a measured achievement result from this trial. Revise to a limited proposal for a trial, citing the local reading-corner packet and its specific source labels.

Source A supports a preference among responding club members. Source B rules out claiming a measured achievement result from this trial. Revise to a limited proposal for a trial, citing the local reading-corner packet and its specific source labels.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 9

Read this original passage. State one explicit fact and one reasonable inference, each supported by a quote. Explain a relevant limit as part of your answer.
Answer and explanation

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.'

Explicit: Priya 'lined up her sharpened pencils in a neat row,' which the text states directly. Inference: she seems nervous or eager about the day, supported by the detail that she 'checked her backpack three times.'

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Browse all courses