Standard 11: Analyze how a particular sentence fits into the overall structure of an informational text and contributes to the development of the ideas.

What does the underlined sentence do for the paragraph below?

Migration is the movement of a group of animals from one location to another. Animals migrate for several reasons. One reason animals move is for food. Locusts, for instance, will travel from one food source to another. They will exhaust one food supply and move to the next. Another reason animals migrate is because of weather. Deer will remain in higher elevations throughout the warmer summer months. When freezing temperatures and snowfall arrive, they relocate to lower elevations. A third reason many animals migrate is for breeding. Salmon, for example, swim upstream to get to gravel beds that are more suitable for their eggs when it is time. There are many reasons for an animal to relocate, and all of them are related to survival.

• It lets readers know the main idea.

• It introduces a key idea.

• It provides evidence/elaboration for a key idea.

• It restates the main idea for closure.

Tags

CCSS.RI.5.2

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.5.1

CCSS.RL.6.1

What does the underlined sentence do for the paragraph below?

Migration is the movement of a group of animals from one location to another. Animals migrate for several reasons. One reason animals move is for food. Locusts, for instance, will travel from one food source to another. They will exhaust one food supply and move to the next. Another reason animals migrate is because of weather. Deer will remain in higher elevations throughout the warmer summer months. When freezing temperatures and snowfall arrive, they relocate to lower elevations. A third reason many animals migrate is for breeding. Salmon, for example, swim upstream to get to gravel beds that are more suitable for their eggs when it is time. There are many reasons for an animal to relocate, and all of them are related to survival.

• It lets readers know the main idea.

• It introduces a key idea.

• It provides evidence/elaboration for a key idea.

• It restates the main idea for closure.

Tags

CCSS.RI.5.2

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RI.8.2

CCSS.RL.8.2

What does the underlined sentence do for the paragraph below?

Migration is the movement of a group of animals from one location to another. Animals migrate for several reasons. One reason animals move is for food. Locusts, for instance, will travel from one food source to another. They will exhaust one food supply and move to the next. Another reason animals migrate is because of weather. Deer will remain in higher elevations throughout the warmer summer months. When freezing temperatures and snowfall arrive, they relocate to lower elevations. A third reason many animals migrate is for breeding. Salmon, for example, swim upstream to get to gravel beds that are more suitable for their eggs when it is time. There are many reasons for an animal to relocate, and all of them are related to survival.

• It lets readers know the main idea.

• It introduces a key idea.

• It provides evidence/elaboration for a key idea.

• It restates the main idea for closure.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.8.1

CCSS.RI.8.2

CCSS.RL.6.1

What do the underlined sentences do for the paragraph below?

Migration is the movement of a group of animals from one location to another. Animals migrate for several reasons. One reason animals move is for food. Locusts, for instance, will travel from one food source to another. They will exhaust one food supply and move to the next. Another reason animals migrate is because of weather. Deer will remain in higher elevations throughout the warmer summer months. When freezing temperatures and snowfall arrive, they relocate to lower elevations. A third reason many animals migrate is for breeding. Salmon, for example, swim upstream to get to gravel beds that are more suitable for their eggs when it is time. There are many reasons for an animal to relocate, and all of them are related to survival.

• It lets the readers know the main idea.

• It introduces a key idea.

• It provides evidence/elaboration for a key idea.

• It restates the main idea for closure.

Tags

CCSS.RI.5.2

CCSS.RL.6.2

CCSS.RL.5.2

CCSS.RI.6.2

CCSS.RL.8.1

What does the underlined sentences do for the paragraph below?

Migration is the movement of a group of animals from one location to another. Animals migrate for several reasons. One reason animals move is for food. Locusts, for instance, will travel from one food source to another. They will exhaust one food supply and move to the next. Another reason animals migrate is because of weather. Deer will remain in higher elevations throughout the warmer summer months. When freezing temperatures and snowfall arrive, they relocate to lower elevations. A third reason many animals migrate is for breeding. Salmon, for example, swim upstream to get to gravel beds that are more suitable for their eggs when it is time. There are many reasons for an animal to relocate, and all of them are related to survival.

• It lets readers know the main idea.

• It introduces a key idea.

• It provides evidence/elaboration for one of the key ideas.

• It restates the main idea for closure.

Tags

CCSS.RI.5.2

CCSS.RL.6.2

CCSS.RI.7.2

CCSS.RL.5.1

CCSS.RL.6.1

What do the underlined sentences do for the paragraph below?

Migration is the movement of a group of animals from one location to another. Animals migrate for several reasons. One reason animals move is for food. Locusts, for instance, will travel from one food source to another. They will exhaust one food supply and move to the next. Another reason animals migrate is because of weather. Deer will remain in higher elevations throughout the warmer summer months. When freezing temperatures and snowfall arrive, they relocate to lower elevations. A third reason many animals migrate is for breeding. Salmon, for example, swim upstream to get to gravel beds that are more suitable for their eggs when it is time. There are many reasons for an animal to relocate, and all of them are related to survival.

• It lets readers know the main idea.

• It introduces a key idea.

• It provides evidence/elaboration for a key idea.

• It restates the main idea for closure.

Tags

CCSS.RL.6.2

CCSS.RL.5.2

CCSS.RI.6.2

CCSS.RI.8.2

CCSS.RL.5.1

What do the underlined sentences do for the paragraph below?

Learning how to handle chemicals safely and properly in a science lab is an important skill. You can learn this skill in five steps. First, wear proper eye protection and protective clothing such as aprons or lab coats. The reason you do this is to protect your eyes and skin from hazardous chemicals that could spill or splash. Second, you must consider every chemical dangerous. This is important because every chemical should be handled with caution using proper safety measures. Next, remember never to taste, touch, or smell any chemical or inhale fumes unless specifically told to do so by the teacher. Follow laboratory protocols exactly, and use only the chemicals and amounts that are required. As a final step, clean up and discard chemicals only as instructed by the teacher. This will ensure that chemicals are stored or disposed of properly and safely. Now that you know how to handle chemicals properly in a science lab, you will be able to do this safely and easily if such a need arises.

• It lets readers know the main idea.

• It introduces a key idea.

• It provides elaboration/evidence for a key idea.

• It restates the main idea for closure.

Tags

CCSS.RI.5.2

CCSS.RL.6.2

CCSS.RL.5.2

CCSS.RI.7.2

CCSS.RL.7.2

What does the underlined sentence do for the paragraph below?

Learning how to handle chemicals safely and properly in a science lab is an important skill. You can learn this skill in five steps. First, wear proper eye protection and protective clothing such as aprons or lab coats. The reason you do this is to protect your eyes and skin from hazardous chemicals that could spill or splash. Second, you must consider every chemical dangerous. This is important because every chemical should be handled with caution using proper safety measures. Next, remember never to taste, touch, or smell any chemical or inhale fumes unless specifically told to do so by the teacher. Follow laboratory protocols exactly, and use only the chemicals and amounts that are required. As a final step, clean up and discard chemicals only as instructed by the teacher. This will ensure that chemicals are stored or disposed of properly and safely. Now that you know how to handle chemicals properly in a science lab, you will be able to do this safely and easily if such a need arises.

• It lets readers know the main idea.

• It introduces a key idea.

• It provides evidence/elaboration for a key idea.

• It restates the main idea for closure.

Tags

CCSS.RL.6.2

CCSS.RL.5.2

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.7.1

What does the underlined sentence do for the paragraph below?

Learning how to handle chemicals safely and properly in a science lab is an important skill. You can learn this skill in five steps. First, wear proper eye protection and protective clothing such as aprons or lab coats. The reason you do this is to protect your eyes and skin from hazardous chemicals that could spill or splash. Second, you must consider every chemical dangerous. This is important because every chemical should be handled with caution using proper safety measures. Next, remember never to taste, touch, or smell any chemical or inhale fumes unless specifically told to do so by the teacher. Follow laboratory protocols exactly, and use only the chemicals and amounts that are required. As a final step, clean up and discard chemicals only as instructed by the teacher. This will ensure that chemicals are stored or disposed of properly and safely. Now that you know how to handle chemicals properly in a science lab, you will be able to do this safely and easily if such a need arises.

• Lets the reader know the main idea

• Introduces a key idea

• Provides evidence/elaboration for a key idea

• Restates the main idea for closure

Tags

CCSS.RI.5.2

CCSS.RL.5.2

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.7.1

What does the underlined sentence do for the paragraph below?

Learning how to handle chemicals safely and properly in a science lab is an important skill. You can learn this skill in five steps. First, wear proper eye protection and protective clothing such as aprons or lab coats. The reason you do this is to protect your eyes and skin from hazardous chemicals that could spill or splash. Second, you must consider every chemical dangerous. This is important because every chemical should be handled with caution using proper safety measures. Next, remember never to taste, touch, or smell any chemical or inhale fumes unless specifically told to do so by the teacher. Follow laboratory protocols exactly, and use only the chemicals and amounts that are required. As a final step, clean up and discard chemicals only as instructed by the teacher. This will ensure that chemicals are stored or disposed of properly and safely. Now that you know how to handle chemicals properly in a science lab, you will be able to do this safely and easily if such a need arises.

• Lets readers know the main idea

• Introduces a key idea

• Provides evidence/elaboration for a key idea

• Restates the main idea for closure.

Tags

CCSS.RI.5.2

CCSS.RL.6.2

CCSS.RI.7.2

CCSS.RL.8.1

CCSS.RI.8.2