Fast Review

How does the author develop the purpose of passage 1?

• by describing the life of an inspiring cook

• by describing how Boston Cooking School began

• by describing the history

• by describing how cooking has changed over time

Tags

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RL.4.7

CCSS.RL.5.7

CCSS.RL.6.9

Read this sentence from paragraph 3 of Passage 1. “While teaching the neighbors’ young daughter to cook, Farmer realized that her instructions to use a ‘pinch’ of this or a ‘lump’ of that were not terribly helpful.” How do the terms “pinch” and “lump” support the claim that recipes rely on attention to detail?

• They prove how rewarding it is to follow cooking recipes.

• They suggest that cooks must be trained at cooking schools.

• They show that cooks must rush to cook food when using a recipe

• They provide examples of measurements that require cooks to guess.

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CCSS.RI.4.8

CCSS.RI.5.8

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RL.4.5

Select two sentences that are important to include in a summary of Passage 1.

• Fannie Farmer was born on March 23 in Massachusetts.

• Fannie Farmer attended Boston Cooking School at the age of 30.

• Fannie Farmer was one of the most important cooks in American history.

• The New York Times wrote an article about the way Fannie Farmer cooked

• The Boston Cooking-School Cook Book was published by Fannie Farmer in the late 1800s.

Tags

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RL.4.7

CCSS.RL.5.7

CCSS.RL.6.9

Select two details from Passage 2 that support the central idea that bread is often overlooked as a food.

• “. . . and as a result, from the first flat cake has come the perfect loaf.” (paragraph 15)

• “The study of bread making is of no slight importance, and deserves more attention than it receives.” (paragraph 15)

• “Considering its great value, it seems unnecessary and wrong to find poor bread on the table . . .” (paragraph 16)

• “Who does not appreciate the loaf produced by the French baker, who has worked months to learn the art of bread making?” (paragraph 16)

• “Bread is made from flour of wheat, or other cereals . . .” (paragraph 17)

Tags

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RL.4.7

CCSS.RL.5.7

CCSS.RL.6.9

“Take pastry flour in the hand; close hand tightly, open, and flour will be in shape, having impression of the lines of the hand, and feeling soft and velvety to touch.” (paragraph 18) What does the word “velvety” in this sentence explain about the flour?

• It is sticky.

• It is stiff.

• It is flexible.

• It is smooth.

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CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.4.3

CCSS.RI.5.3

In Passage 2, how does the structure of paragraph 18 affect the meaning of the passage?

• The chronological structure lists the steps to prepare flour for baking bread

• The cause-and-effect structure demonstrates why baked bread uses yeast to rise.

• The compare-and-contrast structure explains which flour to use when baking bread.

• The problem-and-solution structure tells how to bake a loaf of bread from a set of ingredients

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.3.5

CCSS.RI.7.5

How are Passage 1 and Passage 2 similar?

• Both passages come from one of Fannie Farmer’s cookbooks.

• Both passages describe important events in Fannie Farmer’s career..

• Both passages show that Fannie Farmer was passionate about food.

• Both passages explain how Fannie Farmer prepared food to help people.

Tags

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RL.4.7

CCSS.RL.5.7

CCSS.RL.6.9