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What Each Text Contributes is a free printable Grade 5 English worksheet on identifying what one text supplies that another does not, aligned to Common Core standard RI.5.9. It prints 2 questions with an answer key on its own sheet of paper, in 25 versions, 23 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 7 of 25 · the same problems every time you open this link.

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Set 1 has all 25 in a single PDF. 23 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.

What Each Text Contributes

RI.5.9

NameDate

Read the text, then answer the questions.

1.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. How does this text's structure differ from the one on canals?
  2. 2. What does this text share with the vaccine text?
2.Read the text, then answer the questions.

What Happened to the Textile Towns

Between 1965 and 1990 the British textile industry lost roughly four fifths of its jobs. Three causes are usually given, and they are not equally weighted. Cost is the one most often cited. Spinning and weaving are labour-intensive, and wages in the countries that took the work were a fraction of British wages. This explains a great deal. Investment matters too. Much British machinery dated from before the war. Where firms did re-equip — and some did — they survived longer, which suggests the cost argument is not the whole story. The third cause is the hardest to see: the industry was concentrated. A car plant closing takes a town's largest employer; a mill closing often took its only one, along with the suppliers and the shops that depended on it. That concentration is why the closures show up in the population figures of particular towns and not in national ones.

  1. 1. What do the personal accounts give that this cannot?
  2. 2. What does this text give that the mill accounts cannot?

LessonPrint · RI.5.9 · Set 7 · free to copy for classroom use

Answer key — What Each Text Contributes

Set 7. Prints on its own sheet.

  1. 1.1. This weighs competing claims; that one narrates a technology being displaced. 2. Both separate what the evidence supports from what people assume.
  2. 2.1. The reasoning of one owner and the cost to one worker who turned down other work. 2. The national pattern — four fifths of jobs, and why the losses show in some towns and not in the country's figures.

Last reviewed 2026-09-05. Aligned to RI.5.9 of the Common Core State Standards for English language arts.