Nonfiction Text Features Quiz

Ava, Hannah, and Lily are studying about Ecosystems in their science class. What would be the purpose of a graph in their book about Ecosystems?

• To identify the topic of the text

• To explain what an image is about

• To give extra facts about Ecosystems

• To organize and compare information about Ecosystems in a visual way

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

Elijah, William, and Evelyn are working on a project about the Amazon Rainforest. They found a field guide cover related to their project. What information can they expect to find on this field guide cover?

• Names of species in the Amazon Rainforest and their population numbers

• Definitions of some terms related to the Amazon Rainforest

• Name of the Amazon Rainforest, researcher, illustrator, and publisher

• Names of certain parts of a photograph or illustration of the Amazon Rainforest

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

Aria, Liam, and Sophia are planning a field trip to explore different ecosystems. They have a book on ecosystems in North America. What information does the table of contents in their book provide?

• It tells them on what pages they can find information about specific ecosystems

• It tells them what terms are important or can be found in the glossary

• It shows them what a specific ecosystem looks like (taken with a camera)

• It tells them what the bookwill be about

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

Aria, Mason, and Evelyn are on a field trip to a nature reserve. They are given a field guide to ecosystems. What would be the purpose of an index in their field guide?

• To identify the main ecosystem of the nature reserve

• To explain how an ecosystem in the nature reserve functions in a visual way

• To show what a particular ecosystem in the nature reserve looks like

• To tell what pages they can find information about specific ecosystems in the nature reserve

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

During a school project, Nora, David, and Michael are studying the ecosystem of a local forest. What does the glossary in their book provide?

• Names of certain species or elements in the forest ecosystem diagram

• Definitions of some ecological terms found in their study

• What terms are important or can be found in the glossary

• To organize and compare data in a visual way

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

Mason, Maya, and Emma are studying the tundra. What is the purpose of the headings in their book on the tundra?

• To identify the topic of the book on the tundra

• To give visuals of the tundra

• To divide the textbook about the tundra into sections and explain what the sections will be about

• To highlight key terms about the tundra

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

Nora, Priya, and Scarlett are on a field trip to a marshland and are using a book to help them understand what they are seeing. What do photographs in their book, Guide to Marshlands show?

• What specific aspects of this ecosystem look like (taken with a camera)

• Where marshlands are on a map

• How marshland animals and plants are part of the food chain

• What the important words are to know about marshlands

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5

Anika, Isla, and Ava are studying about savannahs. Their teacher points to a fact box/side bar in the book. What could be the purpose of this fact box/side bar?

• To identify the topic of the text

• To explain how an savannahs work in a visual way

• To give interesting facts or extra information about savannahs

• To show where savannahs are located around the world

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.K.5