RI 8.5 Practice

Imagine Sophia, James, and Liam are in a book club. They are trying to understand a novel they just read. Sophia suggests they should analyze the structure of the text. What does Sophia mean by this?

• She means they should examine the organization and components of the text

• She means they should count the number of words in the text

• She means they should analyze the punctuation used in the text

• She means they should identify the author's favorite color

Tags

CCSS.RI.6.10

CCSS.RL.6.10

CCSS.RL.7.10

CCSS.RL.8.10

CCSS.RI.8.10

Emma, Maya, and Luna are having a debate on how to compare and contrast texts on the same topic. Can you help them out?

• Emma suggests ignoring the content and only focusing on the length of the texts.

• Maya thinks comparing the font style and color used in the texts is the way to go.

• Luna proposes randomly selecting one text and assuming it represents all texts on the topic.

• Or, should they identify similarities and differences in their content, structure, and perspective?

Tags

CCSS.RI.6.7

CCSS.RI.7.7

CCSS.RL.6.9

CCSS.RL.8.7

CCSS.RI.8.7

Evelyn, Aiden, and William are having a debate about the concept of claims and evidence in a text. Can you help them understand it better? What exactly are claims and evidence in a text? Could you provide an example?

• Claims are like the fictional stories created by the author, and evidence is like the personal opinions of the author.

• Claims are like predictions made by the author, and evidence is like the weather forecast for the next week.

• Claims are like quotes from famous people, and evidence is like the author's personal beliefs.

• Claims are like statements made by the author, and evidence is the supporting information or data that backs up those claims. For example, in an article about climate change, the claim may be that human activity is causing global warming, and the evidence could include data on rising temperatures and carbon dioxide levels.

Tags

CCSS.RI.6.8

CCSS.RI.6.1

CCSS.SL.6.3

CCSS.W.6.1B

CCSS.W.6.9A

Imagine you're in a debate club with Olivia, Hannah, and Kai. Can you help them distinguish between fact and opinion in a text? Give them an example.

• Yes, I can help them

• I'm not sure

• Maybe, I need to think about it

• No, I can't help them

Tags

CCSS.RL.11-12.6

Hannah, Abigail, and Nora are having a debate. They are trying to figure out why they analyze the structure of a text in their English class. Can you help them?

• Is it to count the number of words in the text?

• Or is it to understand the organization, main ideas, and supporting details of the text?

• Maybe it's to memorize the text word for word?

• Or could it be to analyze the font and color of the text?

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Imagine Benjamin, Michael, and David are on a quest to find a hidden treasure. They stumble upon an ancient text that holds the key to their treasure. How should they identify the claims and evidence in the text?

• Should they guess randomly?

• Should they analyze the text for statements that make a claim and then look for supporting evidence or examples that back up those claims?

• Should they ignore the text completely?

• Should they ask someone else to do it?

Tags

CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RI.8.8

CCSS.RL.6.1

Imagine William and Aria are having a friendly debate. They are comparing and contrasting texts on the same topic. Can you guess what they might be discussing?

• Comparing two recipes for different desserts

• Benjamin joining them to analyze two scientific research papers on unrelated topics

• Discussing two news articles about climate change from different sources

• Contrasting two historical novels set in different time periods

Tags

CCSS.RI.6.7

CCSS.RI.7.7

CCSS.RL.6.9

CCSS.RL.8.7

CCSS.RL.7.7

Mia, Nora, and Ava are having a debate. They are trying to understand why it's important to distinguish between fact and opinion in a text. Can you help them out?

• To make the text more interesting

• To hide the author's bias

• To understand the credibility of the information and make informed decisions.

• To confuse the reader

Tags

CCSS.RL.11-12.6

Charlotte, Grace, and Jackson are having a debate! They're trying to figure out the best ways to analyze the structure of a text. Can you help them out?

• Identifying the main idea, examining the organization of the text, and looking for patterns in the language and writing style

• Looking for hidden messages in the text

• Counting the number of words in the text

• Analyzing the font and color of the text

Tags

CCSS.RI.6.10

CCSS.RL.6.10

CCSS.RL.7.10

CCSS.RL.8.10

CCSS.RI.7.10

Imagine Scarlett, James, and Luna are in a detective club. They come across a mysterious text and need to identify the claims and evidence within it. How should they go about this?

• They should skim through the text and make assumptions about the claims and evidence

• They should carefully read the text to identify main arguments and find supporting information within the text.

• They should ask someone else to identify the claims and evidence for them

• They should ignore the text and make up claims and evidence

Tags

CCSS.RI.6.8

CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RI.7.1