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Information in Other Forms is a free printable Grade 5 English worksheet on taking meaning from visual and quantitative material, aligned to Common Core standard SL.5.2. It prints 2 questions with an answer key on its own sheet of paper, in 25 versions, 24 of them with different questions, so no two pupils in the class work from the same page. Print it from the browser or download it as a PDF — no account, no email.

Set 4 of 25 · the same problems every time you open this link.

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Set 1 has all 25 in a single PDF. 24 of these 25 sets ask different questions — this skill does not have 25 questions to give. The rest reorder them, so no two pupils have the same paper in front of them.

Information in Other Forms

SL.5.2

NameDate

Read the text, then answer the questions.

1.Read the text, then answer the questions.

The Mill: The Local Paper, June 1980

Whately's Mill closed on Friday with the loss of 214 jobs, the largest single closure in the town since the war. The mill had run since 1868. At its height it employed more than 600. Mr Whately declined to say when he had known the closure was certain. The Chamber of Commerce has called for a public inquiry; the union has called the closure "predictable for two years". The council says a retraining fund will open in September. Four other textile mills within twenty miles have closed since 1975. Nobody the paper spoke to expected the site to be used for textiles again.

  1. 1. Explain the relationship between this closure and the four earlier ones.
  2. 2. What would a photograph accompanying this report most usefully show?
  3. 3. How would a table help a reader of this report?
2.Read the text, then answer the questions.

What Sleep Is For

Sleep is not switching off. Parts of the brain are busier asleep than awake. Two claims are well supported. The first is that sleep consolidates memory: during deep sleep, the day's experiences are replayed and moved from short-term storage into long-term. Interrupt deep sleep and recall of the previous day drops measurably. The second is that sleep clears waste. The spaces between brain cells widen during sleep, and fluid washes through, removing proteins that build up while awake. A third claim — that a particular number of hours suits everybody — is not supported. Need varies with age and between individuals, and self-reported sleep is unreliable. Teenagers are a special case. Their body clocks genuinely shift later at puberty, which is a biological fact rather than a preference, and school start times mostly ignore it.

  1. 1. Explain the relationship between deep sleep and remembering the previous day.
  2. 2. How would subheadings help a reader of this text?
  3. 3. What would a diagram for this text need to show?

LessonPrint · SL.5.2 · Set 4 · free to copy for classroom use

Answer key — Information in Other Forms

Set 4. Prints on its own sheet.

  1. 1.1. The report places Whately's within a regional pattern rather than treating it as a single event. 2. The mill gates on the Friday, with the 214 leaving. 3. It could set the five closures since 1975 against their dates and job losses.
  2. 2.1. Experiences are replayed and moved to long-term storage during deep sleep, so interrupting it reduces recall. 2. Each claim could be named, so a reader could find the memory claim without rereading. 3. The widened spaces between brain cells with fluid moving through them.

Last reviewed 2026-09-05. Aligned to SL.5.2 of the Common Core State Standards for English language arts.