Reading: RI 7.2-"Reading, Writing And Roasting: Schools Bring Cooking Back Into The Classroom"

Multiple Choice

What is the central idea of paragraphs 1-4?

• A) Ethiopian-style lentils are a popular dish among kids.

• B) Cooking classes help students develop important life and thinking skills.

• C) Home economics classes have always been an important part of schools.

• D) Teachers and principals do not support cooking in schools.

Multiple Choice

Which IS a key detail that supports the central idea above?

• A) “Lots of kids have tried lentils. But what about Ethiopian-style lentils, accompanied by injera bread, couscous, and cucumber salad?”

• B) “Even as home economics classes have been phased out in recent years, some schools are bringing cooking back.”

• C) “Teachers and principals are seeing how the classroom cooking experience helps support critical thinking, collaboration, and problem-solving skills.”

• D) “Fourth graders in Santa Fe, N.M. prepared this lunch feast themselves as part of a nutrition education program called Cooking with Kids.”

Multiple Choice

Which statement SHOULD NOT be included in a summary of paragraphs 1-4 because it isn’t a key detail?

• A) Cooking programs in schools provide more than just culinary skills; they help students develop critical thinking, teamwork, and problem-solving abilities, which are valuable in academic and real-world settings.

• B) Although home economics classes have been removed from many schools, some educators are reintroducing hands-on cooking programs to enhance student learning.

• C) The specific meal that students prepared, which included Ethiopian-style lentils, injera bread, couscous, and cucumber salad, focuses on what they cooked rather than the overall impact of the program.

• D) The research study analyzing the benefits of school-based cooking programs was featured in the Journal of Nutrition Education and Behavior, highlighting the importance of the findings.

Multiple Choice

What is the central idea of paragraphs 5-6?

• A) Cooking classes help students learn geography and math by integrating mapping skills and measurement conversions into lessons.

• B) Students enjoy cooking classes because they get to prepare and eat meals with their classmates.

• C) Beyond learning to cook, students develop academic skills and stronger social connections through collaborative cooking experiences.

• D) Teachers use cooking classes to introduce students to different foods from around the world.

Multiple Choice

Which IS NOT a key detail that supports the central idea above?

• A) Cooking classes allow students to apply geography skills by locating countries on a map

• B) Math concepts, such as doubling recipes and converting measurements, are incorporated into cooking lessons.

• C) Students in cooking classes report improved social interactions and a sense of pride in working together.

• D) Teachers encourage students to bring family recipes to class so they can share their cultural traditions.

Multiple Choice

Which statement SHOULD be included in a summary of paragraphs 5-6 because it is a key detail?

• A) Cooking classes enhance learning by incorporating geography and math skills, such as mapping locations and measuring ingredients.

• B) Students gain cultural exposure by preparing meals from different countries and learning about diverse cuisines.

• C) Teachers extend learning beyond the kitchen by assigning homework to reinforce cooking techniques at home.

• D) Schools enforce cooking education by requiring all students to take cooking classes to build independence.

Multiple Choice

What is the central idea of paragraphs 7-10?

• A) More research is needed to prove that cooking programs improve academic learning, but different organizations are supporting school-based cooking education.

• B) Students enjoy after-school cooking programs because they get to work with volunteer chefs and prepare meals.

• C) Slow Foods USA is the leading organization helping schools build on-site kitchens for cooking programs.

• D) Cooking classes focus mainly on teaching students about the dangers of consuming too much sugar.

Multiple Choice

Which IS NOT a key detail that supports the central idea above?

• A) More research is being done to see if cooking programs help students learn academic subjects.

• B) Slow Foods USA works with schools to create food-related programs using on-site kitchens.

• C) Students in a D.C. program measured the sugar in a Big Gulp, helping them understand the impact of sugary drinks.

• D) Required cooking classes help fight the obesity epidemic.

Multiple Choice

Which statement SHOULD NOT be included in a summary of paragraphs 7-10 because it isn’t a key detail?

• A) Cooking programs are mandatory in all schools across the country to help improve students' understanding of nutrition and academic subjects.

• B) Research is being done to determine whether cooking programs can improve students' academic performance, and in after-school programs.

• C) Slow Foods USA works with schools to create food-related curricula in schools that have kitchens, providing students with hands-on cooking experiences.

• D) After-school cooking classes like "Cooking Matters" are taught by volunteer chefs and are growing in popularity across the nation.