Tackling Text Complexity: Moving Up Levels of Nonfiction Grade 5
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by Abby Bordonaro
| 4 Questions
Note from the author:
Grade 5 Unit 2 Preassessment
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1. Summarize “Roars, Snorts and . . . Infrasounds?”

When summarizing, remember to:
•write about more than one main idea
•include carefully selected details to support each main idea
•keep your summary brief
•write about the ideas in the text, not your own opinions.

Main Idea(s) and Supporting Details/Summary
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2. In lines 8–11 below from “Hurricane Hunters: Flying Right into the Storm,” the author uses a craft technique. “A hurricane flight is often more than just a bumpy ride. It can be a slam bang, stomach churning, spine jarring, heaving, yawing, pounding nightmare of a ride with pilots struggling at the controls and meteorologists straining to read their instruments,” said meteorologist Al Peterlin. Explain the craft technique(s) the author used and why the author may have used this technique(s). Also, if the author had made different craft choices, how would that have affected the text?

When analyzing author’s craft, remember to:
•identify craft technique(s) the author used
•write about the writerly goal(s) the author seems to have been aiming toward
•use academic language
•elaborate on how these technique(s) support the author’s goals, writing at least a few sentences
•as part of the above, write about how the text would have been different if the author had made different craft choices.

Analyzing Author’s Craft
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3. In the text “Roars, Snorts, and . . . Infrasounds?,” what is the relationship between scientists studying infrasounds and scientists saving the elephants? Describe the relationship and your ideas about it.

When inferring about relationships within a text, remember to:

•write about the major relationships between subtopics or ideas
•include your own ideas about interactions between ideas or key concepts
•use academic vocabulary.

Inferring within Text/Cohesion
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4. Compare and contrast the two texts.

When comparing and contrasting, remember to:

•write about how the information in one text was somewhat different (and somewhat the same) as the information in the other text
•compare and contrast the texts (or parts of texts) in terms of perspective, craft, and/or structure
•think about which author is on which side of the disagreement (when texts contradict each other), and try to figure out why the two authors might each say something different.

Comparing and Contrasting
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