Unit 1 Review - Taking Action

chronological order has to do with?

• time

• Comparing and contrasting

• problem and soultion.

• description.

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Which or the following are examples of Chronological Order?

There are 2 to chose

• timeline

• Venn diagram.

• recipe

• dictionary.

• Action movie.

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Which of these contain information in Chronological Order?

• newspaper

• address book

• a map of the states

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

If you're going to tell someone about your week, does it make sense to use Chronological Order?

• TRUE

• FALSE

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

John gave a surprise party for Kenny. John had the party at his house. All of their friends came to the party. Kenny was very surprised when he opened the door. 
What happened first in the passage?

• All their friends came
• Kenny opened the door. 
• John gave a surprise party for Kenny. 
• Kenny was surprised. 

Tags

CCSS.RI.6.3

CCSS.RI.7.3

CCSS.RI.8.3

CCSS.RI.9-10.3

CCSS.RL.5.3

It was spring. Cathy decided to plant seeds in her garden. First, she planted the seeds. Then, she watered them everyday. Soon the seeds grew into beautiful flowers. 

What happened right before she watered the plants? 

• She decided to start a garden. 
• It was spring. 
• The seeds grew into flowers. 
• She planted seeds. 

Tags

CCSS.RI.6.3

CCSS.RI.7.3

CCSS.RI.8.3

CCSS.RI.9-10.3

CCSS.RL.5.3

Jill makes a smoothie for breakfast every morning. First, she puts some milk in the blender. Next, she adds a banana and some frozen berries. Then she turns on the blender until it is smooth. After that, she pours it into a big cup. After she drinks her smoothie, she puts her cup in the dishwasher.
What does Jill add to her smoothie first?

• Banana
• Milk
• Berries
• Juice

Tags

CCSS.RI.6.3

CCSS.RI.6.5

CCSS.RI.7.3

CCSS.RI.7.5

CCSS.RI.8.3

Jerry went fishing with his father. They left early in the morning. When they got to the lake, Jerry put a worm on his fishing hook. He threw the hook into the water. Jerry was so excited that he caught the biggest fish. 
What happened right after they got to the lake?

• Jerry put a worm on his hook. 
• Jerry and his father went fishing. 
• Jerry threw the hook into the water. 
• Jerry caught the biggest fish. 

Tags

CCSS.RI.6.3

CCSS.RI.7.3

CCSS.RI.8.3

CCSS.RI.9-10.3

CCSS.RL.5.3

What are supporting details?

• Pieces of information that an author uses to develop the main idea and teach the reader about the topic

• The focus of an informational text; what the author wants the reader to learn or know

• Statistics that communicate important data to the reader

• The overall topic or focus of an informational text

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Most of the other foods we think of as "nuts" are not really nuts at all. Peanuts, for example, usually have two seeds and break open easily. They are technically a legume because they grow in a pod. This is the same family of plants that produce their fruit (often beans) in a pod. Peanuts have more in common with snow peas than actual nuts.

Which supporting detail BEST supports the main idea that peanuts are not really nuts?

• They are technically a legume because they grow in a pod.

• Most of the other foods we think of as "nuts" are not really nuts at all.

• This is the same family of plants that produce their fruit (often beans) in a pod.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.1

CCSS.RL.7.1

CCSS.RL.7.2