Organizational Patterns
Flashcard
•
English
•
3rd Grade
•
Practice Problem
•
Hard
Standards-aligned
Kimberly Baker
FREE Resource
Student preview

12 questions
Show all answers
1.
FLASHCARD QUESTION
Front
Why is it important not to feed bears?
Back
Cause and effect: Feeding bears makes them comfortable around humans, leading to property damage, injury, or their destruction.
Tags
3.9D.iii
2.
FLASHCARD QUESTION
Front
Two bears who call the continental United States home are the Black bear and the Grizzly bear. Both are omnivores that feed on plants and animals. Both species are solitary animals, living alone most of the time. There are, however, many differences between the two species. The Grizzly bear is usually larger, growing to 8 feet and weighing 800 pounds. The black bear grows to 5-6 feet tall and weighs between 200 and 600 pound. Grizzly bears are always brown, whereas black bears can be black, brown, and even (rarely) white. When winter arrives, Grizzlies hibernate, while black bears go into a dormant state. Options: description, cause and effect, sequence, compare and contrast
Back
compare and contrast
Tags
3.9D.iii
3.
FLASHCARD QUESTION
Front
What is the text structure of the passage about hiking in the mountains? Options: problem/solution, compare/contrast, description, sequence.
Back
Problem/Solution
Tags
3.9D.iii
4.
FLASHCARD QUESTION
Front
Classify the passage about the Grand Canyon.
Back
Sequence
Tags
3.9D.iii
5.
FLASHCARD QUESTION
Front
What is the text structure used to explain the formation of the Grand Canyon? Options: cause/effect, problem/solution, description, sequence.
Back
Cause/effect.
Tags
3.9D.iii
6.
FLASHCARD QUESTION
Front
What is the relationship between Bryce Canyon and the Grand Canyon based on their differences and similarities?
Back
Compare/contrast
Tags
3.9D.iii
7.
FLASHCARD QUESTION
Front
What is the text structure of the passage about the negative effects of eating fried foods? Options: cause/effect, problem/solution, description, compare/contrast.
Back
cause/effect
Tags
3.9D.iii
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