In this part of the story, a sudden change interrupts a recess game: The sky turned gray, and a cold wind pushed across the playground. Sofia's jump rope slapped the ground once, then went still in her hands. "Did you hear that thunder?" she asked, looking toward the trees. Chen tucked the rope handles into his pocket and pointed at the dark clouds. "We should head inside now," he said. Sofia nodded and jogged toward the door, glancing back to make sure the younger kids were coming too. How does the writer develop the change unfolding in the scene?
- By telling the reader, "Sofia was scared," without showing what she does.
- By using weather details and dialogue to show the characters noticing the change and deciding what to do. (correct answer)
- By explaining the rules of recess to the reader in a paragraph.
- By listing every game the class could play outside.
Explanation: This question tests CCSS.W.4.3.b (Use dialogue and description to develop experiences and events or show the responses of characters to situations). Dialogue and description DEVELOP events when they SHOW (not tell): (1) Dialogue reveals character responses to situations through what characters say (word choice reflects feelings, personalities, perspectives), or (2) Description shows experiences and responses through specific actions, reactions, behaviors, facial expressions (not "he was excited" but what he does/says that shows excitement). In this passage, the writer shows the weather change through description (sky turning gray, cold wind pushing) and characters' responses through both action and dialogue: Sofia's jump rope going still shows her stopping due to concern, her question about thunder reveals awareness of danger, Chen's action of tucking rope handles and pointing at clouds while suggesting going inside shows his protective response, Sofia's glancing back at younger kids shows her responsibility. Choice B is correct because it identifies how weather details establish the changing situation while dialogue reveals characters noticing the change ("Did you hear that thunder?") and deciding what to do ("We should head inside now"), with actions supporting their responses. Choice A represents confuses telling with showing which happens when students expect emotions to be directly stated rather than shown through dialogue and actions. Teaching strategy: Help students see how environmental description (gray sky, cold wind) combined with character dialogue ("Did you hear that thunder?") and actions (rope going still, glancing back at younger kids) work together to show how characters notice and respond to danger without stating "Sofia was scared" or "Chen was responsible."