VOL. 10, NO. 16JANUARY 31, 2020

E D I T I O N 5 – 6 D I S T R A C T O R G U I D E

COVER QUIZ DISTRACTOR GUIDE FOR

BANANAS AT RISK J A N U A R Y 31 , 2 0 2 0 ● V O L . 10 ● N O . 16

t i m e f o r k i d s . c o m

E D I T I O N 5 – 6

Find out why the popular fruit is in danger and what’s being done to save it.

GONE BANANAS?

In the 1950s, an outbreak of Panama disease wiped out the popular Gros Michel banana and caused growers to switch to the disease-resistant Cavendish variety. Now a new form of the disease, TR4, threatens the Cavendish, which accounts for 99% of all banana exports.

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Key Ideas and DetailsIdentify Cause and Effect, Identify Main Idea, Read for Detail (RI.1, RI.2, RI.3)

• Q1, Q3, Q4, Q6

Craft and StructureDefine Words and Phrases (RI.4, RI.5, RI.6)

• Q2

Integration of Knowledge and IdeasAnalyze Graphic Features (RI.7, RI.8, RI.9)

• Q5

WritingInformative Writing (W.2)

• Q7

Question Distribution by Standard

Identify Evidence Mini-Lesson (RI.1)

Make sure students understand that answers are expressed in their own words, while evidence comes from the text, in the author’s words. For students who struggle to differentiate between the two, express a fact from the article in your own words. Then have students identify where the author mentions that fact. Students can practice this exercise in a group. One student can state a fact from the text in his or her own words and others will locate that information in the text. Once students have grasped this exercise, ask a text-dependent questions. Have students first answer the question in their own words and then locate the answer in the text. Ask students to put their answer in full sentences and cite the evidence they used. Alternate Question Stems

• According to the article, [insert who, what, where, when, why, or how question]? • Which is true/not true about [insert topic]? • Show where you found the answer to [insert question]. • In which paragraph/section do we learn [insert a fact from the article]?

1. D

2. B

3. A

4. C

5. A

6. D

7. Answers will vary. See page 4.

Cover Quiz Answer Key

1. Identify Cause and Effect (RI.5.3; RI.6.3)Why are bananas at risk of extinction?

A. Too many people rely on the fruit.B. Animals are eating them. C. Most of the fruit grows only in Latin America and the Caribbean.D. They are being infected by disease.

DISTRACTOR ANALYSIS

A. This is true, but this isn’t why the fruit is at risk of extinction.B. There is no evidence in the text to suggest this.C. This is true, but this isn’t why the fruit is at risk of extinction. D. Correct answer: See paragraph 2.

2. Define Words and Phrases (RI.5.4, RI.6.4)What does the word petrified mean, as it is used in paragraph 3?

A. changedB. frightenedC. empatheticD. curious

DISTRACTOR ANALYSIS

A. This meaning does not fit the context.B. Correct answer: People are terrified about what will happen as a result of this disease.C. This meaning does not fit the context.D. This meaning does not fit the context.

3. Identify Main Idea (RI.5.2; RI.6.2)What is the section “When Good Bananas Go Bad” mostly about?

A. why TR4 is such a problemB. proposed solutions to the problemC. the environmental impact of diseased bananasD. why bananas are important

DISTRACTOR ANALYSIS

A. Correct answer: This section describes the negative impact of the disease. B. The section only mentions a proposed solution in the last paragraph. C. There is no evidence in the text to suggest this. D. There is no evidence in the text to suggest this.

© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • January 31, 2020

EDITION 5–6: COVER QUIZ DISTRACTOR GUIDE

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4. Read for Detail (RI.5.1; RI.6.1)Altus Viljoens believes that we should

A. eat apples and strawberries instead of bananas.B. grow bananas in other parts of the world.C. eat different types of bananas.D. create bananas in science labs.

DISTRACTOR ANALYSIS

A. This is what the less-common Manzano banana tastes like. B. There is no evidence in the text to suggest this. C. Correct answer: “Viljoen and other experts say we should diversify the types of bananas we are growing and

eating.”D. There is no evidence in the text to suggest this.

5. Analyze Graphic Features (RI.5.7, RI.6.7)Which photograph best shows the impact of TR4?

A. “Plants in Peril” B. “Best of the Bunch”C. “Lab Work”D. “Ready to Ship”

DISTRACTOR ANALYSIS

A. Correct answer: This photograph shows what happens when a plant is infected with the disease.B. This photograph shows healthy bananas. C. This photograph shows a potential solution to the problem. D. This photograph shows a scene from more than 50 years ago.

6. Read for Detail (RI.5.1; RI.6.1)According to the section “Looking Back,” which is true?

A. Panama disease and TR4 both existed more than 50 years ago.B. The Cavendish was the most popular exported banana before the 1950s.C. The banana industry altered shipping methods after the outbreaks.D. More than one type of Panama disease has attacked banana crops.

DISTRACTOR ANALYSIS

A. Panama disease hit in the 1950s; TR4 is recent.B. The Gros Michel banana was the most popular export. C. There is no evidence in the text to suggest this. D. Correct answer: Panama disease attacked the Gros Michel in the 1950s and TR4 hit the Cavendish crops in

the 1990s.

© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • January 31, 2020

EDITION 5–6: COVER QUIZ DISTRACTOR GUIDE

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© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • January 31, 20204

EDITION 5–6: COVER QUIZ DISTRACTOR GUIDE

7. Informative Writing (W.5.2; W.6.2)Explain why TR4 is a problem worth writing about. Use evidence from the text to support your answer. Response must contain at least two of the following details:

• Impact on millions of people • No easy solution • Historical links

4Exceeds

Expectations

3Meets

Expectations

2Approaching Expectations

1Below

Expectations

0Far Below

Expectations

Teacher’s Comments: M/C /6

OE /4

Open-Ended Grading RubricResponse effectively answers all parts of the question. Response is clear and organized into paragraphs. Response provides a developed explanation and text evidence.

Response mostly answers the question and stays on task.Response is clear and mostly organized. Response is developed and provides an explanation or relevant evidence.

Response answers part, but not all of, the question or may get off task. Response is clear but may not be fully organized.Response may have a partial explanation but no evidence is provided.

Response is minimally aligned to the task. Response is somewhat clear but is not organized. Response has little reasoning or evidence.

Response is not appropriate to the task. Response is unclear and has no organization.Response has no reasoning or evidence.