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Which Feature Would Help? is a free printable Grade 5 English worksheet on choosing the text feature that would answer a question fastest, aligned to Common Core standard RI.5.7. 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 18 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.

Which Feature Would Help?

RI.5.7

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. How would a table help a reader of this report?
  2. 2. What would a photograph accompanying this report most usefully show?
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. How would a graph help a reader of this text?
  2. 2. What would a map for this text most usefully show?

LessonPrint · RI.5.7 · Set 18 · free to copy for classroom use

Answer key — Which Feature Would Help?

Set 18. Prints on its own sheet.

  1. 1.1. It could set the five closures since 1975 against their dates and job losses. 2. The mill gates on the Friday, with the 214 leaving.
  2. 2.1. It could show textile employment falling from 1965 to 1990 against national employment. 2. Which towns held the mills, to make the concentration argument visible.

Last reviewed 2026-09-05. Aligned to RI.5.7 of the Common Core State Standards for English language arts.