Get Ready: Solar Eclipse

Which statement likely explains why the author does not share the thesis of this article in the first two paragraphs?

• She first describes the differences between solar and lunar eclipses

• She first explains why the information is newsworthy or relevant at the present time.

• She first hooks her readers with an interesting introduction about an upcoming solar eclipse

• She first provides readers all the facts and supporting evidence about total solar eclipses.

Tags

CCSS.RI. 9-10.6

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.8.6

CCSS.RL.9-10.6

The author begins paragraph 2 with the remark, “Not that the event wasn’t memorable” to —

• build suspense by suggesting that the event actually was not memorable

• create a more formal tone

• transition with an ironic understatement

• describe the history of the solar eclipse

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Read this information from paragraph 2.

. . day turning into night, the temperature dropping, the wind stirring, crickets chirping too early.

The author provides these pertinent characteristics to help readers understand —

• that the last total solar eclipse was memorable for the author

• . that it is safer to watch a total solar eclipse indirectly than in person

• the multi-sensory experience of a total solar eclipse

• the extreme popularity of the last total solar eclipse in the United States

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Given the title of the article and the other text features, what can the reader predict the “Develop Your Sense of an Occasion” section will be about?

• . The section likely will explain how to watch an upcoming solar eclipse because the title of the article mentions that another solar eclipse is near, and the timeline supports that information.

• The section likely will explain how to stay safe while watching a solar eclipse because the title of the article includes “Get Ready,” and the last section gives tips on how to watch a solar eclipse safely.

• The section likely will explain what happened during the months that the solar eclipses in the timeline occurred because the title of the first feature suggests that they happen only during special months.

• The section likely will explain what makes solar eclipses special because the title of the article says, “Get Ready,” the first feature suggests they are rare, and the title of the timeline says they are “Notable.”

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

Read this dictionary entry for the word corona and the sentence containing it in paragraph 7.

corona \kuh-roh-nee\n the hot, outermost layer of the sun's atmosphere that is seen as a faint halo around the edge of the sun during a total solar eclipse.

Which of the following explains why the sun’s corona becomes visible when the sun appears to be covered by the moon?

• . The moon covers the disk of the sun, but it doesn’t block the sun’s outside halo.

• The corona is magnified by the light of the moon, so it flares out from behind.

• . The corona is hotter than the moon, so it sends out heat waves from behind it.

• The moon reflects the heat of the corona outward when it is blocking the sun.

Tags

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4

Why does the author use different organizing patterns for the two main sections of the article?

• The cause-and-effect pattern in the first section helps readers understand how our knowledge of solar eclipses developed, and the compare-andcontrast pattern in the second section emphasizes safe and unsafe ways to watch solar eclipses.

• The problem-and-solution pattern in the first section emphasizes that we can easily predict solar eclipses today, and the chronological pattern in the second section outlines a procedure for following safety instructions for watching solar eclipses.

• The chronological pattern in the first section helps readers understand how our ability to predict solar eclipses developed, and the problem-and-solution pattern in the second section emphasizes the potential dangers in and safety precautions for witnessing a solar eclipse.

• The compare-and-contrast pattern in the first section shows how little we knew about solar eclipses, and the cause-and-effect pattern in the second section emphasizes the potential consequences of not taking safety precautions when witnessing a solar eclipse.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

What is the author’s purpose for including print and graphic elements?

• To illustrate the difficulty of predicting a solar eclipse and the importance of having information at hand.

• To portray how the sun, moon, and Earth can be aligned to make solar eclipses happen.

• H. To complicate the discussion of predicting solar eclipses by showing times when they do not occur

• To highlight only what is happening in outer space, not what people are seeing on Earth.

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5