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Students identify signal words such as “for instance,” “for example,” “another,” and sequencing cues, then circle signal words, underline the main idea, and mark key details. The passage “Roller Coasters” explains ride features, the boarding and safety process, the chain lift and steep drop, engineering and computer controls, and how rides end. 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Signal words for description texts include for instance, for example, such as, to illustrate, another, to begin with, first, second, third and also.  \nCircle the signal words, underline the main idea and use a squiggly line to mark the most important details.  \nRoller Coasters  \nThere seem to be two groups of people: those who love roller coasters and those who hate them! Roller coasters are exciting rides that send people speeding along tracks built high above the ground. They feature hills, sharp turns and fast drops that are specially designed to create feelings of thrill and excitement in riders. While roller coasters may look frightening, they are carefully built and tested to keep riders safe.  \nWhen people arrive at the beginning of the line for a roller coaster, they first climb into small cars that look a little like a train. Once riders are seated, they lower the safety bar. These bars are then checked by the ride operators. Once everyone is safely secured, the cars move forward and slowly start to climb the tallest hill of the ride. Most roller coasters use a chain lift system that pulls the cars up the big hill one click at a time. As the cars climb higher and higher, some riders may get nervous. Others might look out and enjoy the view!  \nNext comes the most thrilling part of the ride. Once the train reaches the top of the hill, it usually rushes down a very steep drop. Gravity helps pull the train down, and it can gain speed very quickly! Some roller coasters, for example, are able to reach speeds of more than 60 miles per hour! This is when you hear lots of riders scream. Once the cars are moving quickly at the bottom of the hill, they continue to move around curves, through tunnels, over hills and even through some upside-down loops! Riders will feel rushes of wind and (hopefully) excitement as the cars continue to move quickly along the track.  \nThe engineering that keeps riders safe is a very important part of the ride. Engineers have carefully designed the track so the cars stay on the rails. As the cars move along the tracks, special wheels keep the cars attached. These wheels grip the tracks from different directions so the cars move safely. For instance, some wheels are designed to hold the cars in place, while others are designed to help guide the cars along  \nloops and drops. Modern roller coasters also have computer systems and sensors that help control each group of cars and keep them spaced safely apart.  \nAt the end of the ride, the cars begin to slow down. The cars will usually roll back into the station where the riders first boarded. The safety bars will lift up once the ride has completely stopped, and the riders are able to step out. If you watch riders walk away from a roller coaster ride, they are usually laughing and chatting about their experience. A new group of riders then climbs aboard to take their place and start the cycle all over again.  \n1. Fill out the graphic organizer below. Write what the text was mostly about in the center and some of the most important details in the surrounding circles.  \n2. What detail did you find most interesting and why?  \n\n|  |\n| --- |\n|  |\n\nAnswers  \n1. Fill out the graphic organizer below. Write what the text was mostly  \nabout in the center and some of the most important details in the surrounding circles.  \nCenter Circle:  \nAnswers can vary slightly but should say that the passage explains how roller coasters work and how riders move through the ride.  \nOuter Circles:  \nDetails that students pick out will vary but must be taken from the text.  \n2. What detail did you find most interesting and why?  \nThe detail students select will vary but should ","cbCaiefxKlyttvN6","https://ap.wps.com/l/cbCaiefxKlyttvN6","pdf",106642,"English","# Grade 5 Reading Worksheet\n## Text Structure: Description\n## Signal Words and Annotation Task\n## Reading Passage: Roller Coasters\n## Graphic Organizer Task\n## Personal Response Question\n## Answer Key","[{\"question\":\"What is a “description” text structure in this worksheet?\",\"answer\":\"A description text structure explains one subject in great detail, helping readers understand specific features and important details.\"},{\"question\":\"Which signal words should students look for to identify the description text structure?\",\"answer\":\"Signal words include “for instance,” “for example,” “such as,” “to illustrate,” “another,” and also beginning and sequence cues like “first,” “second,” and “third.”\"},{\"question\":\"What do students do after reading the “Roller Coasters” passage?\",\"answer\":\"Students fill out a graphic organizer by writing the main idea in the center and placing key supporting details in surrounding circles, then answer what detail they found most interesting and why.\"}]","Grade 5 Reading Worksheet - Description Text Structure - Roller Coasters | PDF",1791792161]