Created by Gay Miller - Book Units Teacher · Figurative Language Organizer ~ Three Flaps Flip 180...
24
Created by Gay Miller
Transcript of Created by Gay Miller - Book Units Teacher · Figurative Language Organizer ~ Three Flaps Flip 180...
~ Page 1 © Gay Miller ~
Created by Gay Miller
~ Page 2 © Gay Miller ~
Thank you for downloading this
sample of Tuck Everlasting Book
Unit. Other products in this series
may be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic
organizers for an interactive notebook
covering vocabulary, comprehension
questions, Constructed Response
writing, and skill practice. I hope your
students enjoy a book study using the
engaging method of using interactive
notebooks.
Classics ~ Fantasy
Interest Level ~ Grades 5 - 8
Grade level Equivalent: 5.9
Lexile Measure®: 770L
~ Page 3 © Gay Miller ~
Table of Contents
Materials Needed for Creating the Foldable Graphic Organizers 5
Lesson Plans at a Glance 6
Vocabulary 7
Teacher Information 8
Vocabulary List 11
Vocabulary Bookmarks 14
Vocabulary Word Cards 16
Vocabulary Practice Booklet 19
Vocabulary Test 38
Comprehension and Writing 40
Constructive Writing Questions/Alignment to the Common Core State Standards 41
Prologue – Chapter 3 Comprehension
Prologue ~ Foreshadowing 49
Prologue & Chapter 1 ~ Symbolism 51
Chapter 2 ~ Foreshadowing 53
Point of View 55
Chapters 4-7 Comprehension 58
Chapter 4 ~ Character Analysis 60
Chapters 5-6 ~ Summarizing 62
Chapter 7 ~ Cause & Effect 64
Chapters 8-11 Comprehension 66
Chapter 8 ~ Comparing Characters 68
Chapter 9 ~ Comparing Settings 70
Chapter 10 ~ Comparing Homes 72
Chapters 12-15 Comprehension 74
Chapter 12 ~ Symbolism & Summarizing 76
Chapter 14 ~ Dialect 78
Comparing Families 80
Chapters 16-19 Comprehension 82
Chapter 17 ~ Mood 84
Chapter 19 ~ Problem and Solution Chain 86
Chapters 20-23 Comprehension 88
Figurative Language 90
Chapters 19-22 ~Timeline of Events 94
Chapters 24-Epilogue Comprehension 96
~ Page 4 © Gay Miller ~
To Althea, from Prison Poem 98
Course of Action 99
Immortal Life ~ Pros and Cons 101
Character Change Winnie 102
Setting 106
Figurative Language 108
Theme 112
Plot Development 114
Who Said It? 118
Comparing the Book to the Movie 120
Skill Practice 121
Teacher Information 122
Prefix and Suffix Fan Organizers 126
Suffix –ly & -y Spelling rules Graphic Organizers and Mini Posters 138
Prefix/Suffix Game – Black Out 148
Root Words Organizers 159
Root Words - Loop Game 166
Figurative Language Response Cards 173
Figurative Language Organizer ~ Three Flaps Flip 180
Adages from Tuck Everlasting 190
Proverb BINGO 193
Context Clues Organizer ~ Six Door Flip 228
Context Clues Activities 232
Games to Use with the Task Cards 236
Parenthetical Elements & Restrictive versus Nonrestrictive Flap Organizers 250
Punctuation Rules Organizer ~ Cards with Rules and Storage Pocket 258
Punctuation Activity 267
Parts of Speech [Verbs] Organizer ~ 3 Flaps Flip 272
Irregular Verb Chart 276
Verb Tense ~ Scoot 278
Synonym/Antonym Organizer ~ 2 Flaps Flip 286
Homonym Organizer ~ 2 Flaps Flip 290
Analogy Jeopardy 294
Credits 303
~ Page 5 © Gay Miller ~
Read Vocabulary Vocabulary Practice Book
Constructed Response Question Skill Practice
Prologue – Chapter 3
tangent
melancholy
Page 1 >Prologue ~ Foreshadowing >Prologue & Chapter 1 ~ Symbolism
>Chapter 2 ~ Foreshadowing >Point of View
Prefixes Organizers sur- de-
Suffix Organizers –ly –y -ive
Chapters 4-7 retort
galling
Page 2 >Chapter 4 ~ Character Analysis
>Chapters 5-6 ~ Summarizing >Chapter 7 ~ Cause & Effect
Prefix and Suffix
Black Out
Chapters 8-11 submission
disarray
Page 3 Page 4
[Review]
>Chapter 8 ~ Comparing Characters >Chapter 9 ~ Comparing Settings
>Chapter 10 ~ Comparing Homes
Root Word Organizers
sents sens vit viv bio Root Word Loop Game
Chapters 12-15 barbarian
illiterate
Page 5 >Chapter 12 ~ Symbolism &
Summarizing >Chapter 14 ~ Dialect >Comparing Families
Figurative
Language Organizer Proverb BINGO
Chapters 16-19 alien
fleeting
Page 6 >Chapter 17 ~ Mood >Chapter 19 ~ Problem and Solution
Chain
Context Clues Organizer &
Activities
Chapters 20-23 gingerly
prostrate
Page 7 >Figurative Language >Chapters 19-22 ~Timeline of Events >Course of Action
>Immoral Life ~ Pros and Cons
Punctuation Rules Organizers & Activity
Chapters 24 - Epilogue
ebb
imposing
Page 8 Page 9 [Review]
> Character Change Winnie >Setting >Figurative Language
>Theme >Plot Development
Part of Speech (Perfect Verb Tenses) Organizers
& Scoot Activity
Vocabulary Test
Page 12 >Who Said It? >Comparing the Book to the Movie
Synonym/Antonym Organizer & Homonym
Organizer
Note: Pages 10-11 may be completed at any time as they are
a review of suffixes.
Analogy Jeopardy [using synonyms, antonyms, and homonyms]
~ Page 6 © Gay Miller ~
Prologue & Chapters 1 - 3
tangent (noun) a completely different line of thought or action; digression, departure Chapter 1 - It wandered along in curves and easy angles, swayed off and up in a
pleasant tangent to the top of a small hill, ambled down again between fringes of bee-hung clover, and then cut sidewise across a meadow.
melancholy (adj) - a feeling of absorbed sadness, typically with no obvious cause; sorrowful, unhappy, mournful, gloomy, forlorn, glum, heavy-hearted, miserable, dismal
Chapter 2 - He was still asleep, and the melancholy creases that folded his daytime
face were smoothed and slack.
Chapter 9 - For Tuck's head tilted to one side, his eyes went soft, and the gentlest smile in the world displaced the melancholy creases of his cheeks.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿
Chapters 4 - 7
retort (verb) - say something in answer to a remark or accusation, typically in a sharp, angry, or wittily incisive manner; reply, respond, counter
Chapter 4 - The man on the other side of the fence bowed slightly. "Good evening, madam," he said. "How delightful to see you looking so fit."
"And why shouldn't I be fit?" she retorted, peering at him through the fading light.
galling (adj) - annoying; humiliating, irritating, infuriating, maddening, provoking,
exasperating, troublesome, bothersome
Chapter 5 - The characters in the stories she read always seemed to go off without a thought or care, but in real life—well, the world was a dangerous place. People were always telling her so. And she would not be able to manage without protection. They
were always telling her that, too. No one ever said precisely what it was that she would not be able to manage. But she did not need to ask. Her own imagination supplied the
horrors. Still, it was galling, this having to admit she was afraid.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿
(0)_(0)
(-----)
_ /_____\ _
/ \/ | | \/ \
|_\__|___|__/_|
/|\ /|\ /|\ /|\
o o oo o o o oo o o
~ Page 7 © Gay Miller ~
~ Page 8 © Gay Miller ~
This section contains practice with the Common Core State Standards Literature
Standards. On the following pages, you will find charts which show how each question is
aligned to the Common Core State Standards.
In this section, you will find graphic organizers which help students plan a writing
response. Each graphic organizer is followed by the same organizer with possible
answers completed to use as an answer key. Note that with these types of questions
there may be a variety of correct answers. The answer keys are to be used only as a
guide.
Instructions
1. Print the graphic organizers.
2. So the pages will fit into interactive notebooks, trim the four edges. [I usually do
this before class using the paper cutter. A class set may be trimmed down in just
a matter of seconds.
3. Have students complete the organizer.
4. Glue the organizer pages to the left side of their interactive notebooks.
5. On the right side of the notebooks, have students use the information from the
organizer to write out a response in paragraph form.
See the following page for two different writing
options for the organizers.
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards (insert specific content area if you are using only one)
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
Copyright Date: 2010
This product does not claim endorsement or association with the creators of the CCSS
~ Page 9 © Gay Miller ~
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in complete
sentences. Glue the organizer to the left side of the notebook page. On the right side on
the notebook, students use the notes to write the details in paragraph form.
Option 2
Students complete the
organizer by writing
complete sentences.
~ Page 10 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
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Prologue ~ Foreshadowing
Prologue & Chapter 1 ~ Symbolism
Chapter 2 ~ Foreshadowing
Point of View
Chapter 4 ~ Character Analysis
Chapters 5-6 ~ Summarizing
Chapter 7 ~ Cause & Effect
Chapter 8 ~ Comparing Characters
Chapter 9 ~ Comparing Settings
Chapter 10 ~ Comparing Homes
Chapter 12 ~ Symbolism & Summarizing
Chapter 14 ~ Dialect
Comparing Families
Chapter 17 ~ Mood
Chapter 19 ~ Problem and Solution Chain
Figurative Language
Chapters 19-22 ~Timeline of Events
Course of Action
Immoral Life ~ Pros and Cons
Character Change Winnie
Setting
Figurative Language
Theme
Plot Development
Who Said It?
Comparing the Book to the Movie
5th Grade
~ Page 11 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
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Prologue ~ Foreshadowing
Prologue & Chapter 1 ~ Symbolism
Chapter 2 ~ Foreshadowing
Point of View
Chapter 4 ~ Character Analysis
Chapters 5-6 ~ Summarizing
Chapter 7 ~ Cause & Effect
Chapter 8 ~ Comparing Characters
Chapter 9 ~ Comparing Settings
Chapter 10 ~ Comparing Homes
Chapter 12 ~ Symbolism & Summarizing
Chapter 14 ~ Dialect
Comparing Families
Chapter 17 ~ Mood
Chapter 19 ~ Problem and Solution Chain
Figurative Language
Chapters 19-22 ~Timeline of Events
Course of Action
Immoral Life ~ Pros and Cons
Character Change Winnie
Setting
Figurative Language
Theme
Plot Development
Who Said It?
Comparing the Book to the Movie
6th Grade
~ Page 12 © Gay Miller ~
CCSS.E
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Prologue ~ Foreshadowing
Prologue & Chapter 1 ~ Symbolism
Chapter 2 ~ Foreshadowing
Point of View
Chapter 4 ~ Character Analysis
Chapters 5-6 ~ Summarizing
Chapter 7 ~ Cause & Effect
Chapter 8 ~ Comparing Characters
Chapter 9 ~ Comparing Settings
Chapter 10 ~ Comparing Homes
Chapter 12 ~ Symbolism & Summarizing
Chapter 14 ~ Dialect
Comparing Families
Chapter 17 ~ Mood
Chapter 19 ~ Problem and Solution Chain
Figurative Language
Chapters 19-22 ~Timeline of Events
Course of Action
Immoral Life ~ Pros and Cons
Character Change Winnie
Setting
Figurative Language
Theme
Plot Development
Who Said It?
Comparing the Book to the Movie
7th Grade
~ Page 13 © Gay Miller ~
Tuck Everlasting ~ Prologue - Chapter 3
1. A good title for Chapter 1 could be ---.
a. Touch-Me-Not
b. The Cottage by the Wood c. Cow Path d. The Village of Treegap
2. From which point of view is Tuck Everlasting
written? a. first-person point of view – The author tells
the story through the eyes of the protagonist, Winnie Foster.
b. third-person limited point of view - The
narrator follows Winnie and only reveals her thoughts.
c. second person point of view - The author describes events as if they are happening to you. The reader is a participant in the action
of this story. d. third-person omniscient - The narrator is all
knowing and sees all action. The thoughts of more than one character are revealed.
3. What conclusion can the reader make after
reading the Prologue through Chapter 3?
a. Tuck will go with Mae to meet the boys. b. The stranger is looking for Mae.
c. Mae is going to meet up with Winnie. d. A stranger is going to come to the Foster’s
home in Chapter 4.
4. Why does Winnie talk to the toad?
a. She likes toads. b. She doesn’t have any friends or siblings to talk
to. c. She talks to the toad in an act of rebellion
against her mother who wants her to act like a lady.
d. She considers the toad her pet.
5. Select the correct answer in each set of
brackets.
Chapter 1 contains [descriptions, dialogue
between characters]. The road leading to
Treegap is described using [similes,
personification, idioms]. Winnie and her family
feel [fascinated, indifferent] about the woods.
Because the woods look ordinary, people have
not found [the mysterious tree, the squirrels and
birds, a mattress of leaves] that the narrator
thinks is important.
6. Which sentence does not belong?
(A) Mae gets out of bed and starts dressing. (B)
She is going to meet her two sons who she hasn’t seen for ten years. (C) Tuck just wants to sleep.
(D) Mae remembers that she must stay out of sight on her journey. (E) Mae thinks that even if
someone does see her, they won’t remember her because they never have before.
a. Sentence B b. Sentence C
c. Sentence D d. Sentence E
7. Which question does the reader NOT know the answer to after reading the first three chapters of Tuck Everlasting?
a. Why do the Tucks live far away from other people?
b. Why is Mae excited to see her sons? c. How is Winnie treated by her mother and
grandmother?
d. What does Tuck dream about?
8. Which type of conflict is described in Chapter 3? Winnie vs. ---
a. Person vs. Self b. Person vs. Supernatural
c. Person vs. Nature d. Person vs. Society
~ Page 14 © Gay Miller ~
Tuck Everlasting ~ Prologue - Chapter 3 (Answer Key)
1. A good title for Chapter 1 could be ---.
a. Touch-Me-Not
b. The Cottage by the Wood c. Cow Path d. The Village of Treegap
2. From which point of view is Tuck Everlasting
written? a. first-person point of view – The author tells
the story through the eyes of the protagonist, Winnie Foster.
b. third-person limited point of view - The
narrator follows Winnie and only reveals her thoughts.
c. second person point of view -The author describes events as if they are happening to you. The reader is a participant in the action
of this story. d. third-person omniscient - The narrator is all
knowing and sees all action. The thoughts of more than one character are revealed.
3. What conclusion can the reader make after
reading the Prologue through Chapter 3?
a. Tuck will go with Mae to meet the boys. b. The stranger is looking for Mae.
c. Mae is going to meet up with Winnie. d. A stranger is going to come to the Foster’s
home in Chapter 4.
4. Why does Winnie talk to the toad?
a. She likes toads. b. She doesn’t have any friends or siblings to talk
to. c. She talks to the toad in an act of rebellion
against her mother who wants her to act like a lady.
d. She considers the toad her pet.
5. Select the correct answer in each set of
brackets.
Chapter 1 contains [descriptions, dialogue
between characters]. The road leading to
Treegap is described using [similes,
personification, idioms]. Winnie and her family
feel [fascinated, indifferent] about the woods.
Because the woods look ordinary, people have
not found [the mysterious tree, the squirrels and
birds, a mattress of leaves] that the narrator
thinks is important.
6. Which sentence does not belong?
(A) Mae gets out of bed and starts dressing. (B)
She is going to meet her two sons who she hasn’t seen for ten years. (C) Tuck just wants to sleep.
(D) Mae remembers that she must stay out of sight on her journey. (E) Mae thinks that even if
someone does see her, they won’t remember her because they never have before.
a. Sentence B b. Sentence C
c. Sentence D d. Sentence E
7. Which question does the reader NOT know the answer to after reading the first three chapters of Tuck Everlasting?
a. Why do the Tucks live far away from other people?
b. Why is Mae excited to see her sons? c. How is Winnie treated by her mother and
grandmother?
d. What does Tuck dream about?
8. Which type of conflict is described in Chapter 3? Winnie vs. ---
a. Person vs. Self b. Person vs. Supernatural
c. Person vs. Nature d. Person vs. Society
Winnie is struggling with whether or not she should
run away.
~ Page 15 © Gay Miller ~
Prologue & Chapter 1 ~ Symbolism
Explain how the metaphor that represents a year
and the metaphor for the wood are alike.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
What is at the center of the wood? _____________
_____________
_____________
The author compares people learning about the spring to _____________
_____________
_____________
_____________
_____________
Why is this part of the year at the top
of the Ferris wheel?
___________________________________________________________________________
___
What is at the top of the Ferris wheel? _____________
_____________
_____________
The prologue and Chapter 1 contain some important concepts that all center on a circle. Answer the questions to help
explain these concepts.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text
when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
~ Page 16 © Gay Miller ~
Prologue & Chapter 1 ~ Symbolism (Answer Key)
Explain how the metaphor that represents a year
and the metaphor for the wood are alike.
People learning of the tree with its spring is
compared to the Earth trembling on its axis.
The year is compared to a revolving Ferris wheel.
The spring is located in the center of the woods.
All of these metaphors refer to objects that have
centers where other objects cycle around them.
What is at the center of the wood? the spring
The author compares people learning about the spring to
the Earth trembling on its
axis.
Why is this part of the year at the top of the Ferris wheel?
What is at the top of the Ferris wheel?
August
The prologue and Chapter 1 contain some important concepts that all center on a circle. Answer the questions to help
explain these concepts.
August is at the top of the Ferris wheel because
during August people may do things they are sorry
for later.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text
when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
~ Page 17 © Gay Miller ~
Constructed Response – Comparing Families
Compare the Foster family to the Tuck family.
Fosters
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Tucks
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_________________
CCSS.ELA-
Literacy.RL.5.3 Compare
and contrast two or more
characters, settings, or
events in a story or
drama, drawing on
specific details in the text
(e.g., how characters
interact).
CCSS.ELA-
Literacy.RL.6.3 Describe
how a particular story’s
or drama’s plot unfolds
in a series of episodes as
well as how the
characters respond or
change as the plot
moves toward a
resolution.
CCSS.ELA-
Literacy.RL.7.3
Analyze how particular
elements of a story or
drama interact (e.g.,
how setting shapes the
characters or plot).
~ Page 18 © Gay Miller ~
Constructed Response – Comparing Families (Answer Key)
Compare the Foster family to the Tuck family.
Fosters
mother, father, grandmother, and
1 daughter
neat and tidy home
formal meals immaculate dress
Winnie feels trapped by her family's rules.
Tucks
mother, father, and 2 sons
pleasantly messy home
casual meals strange clothing
immortal - easy going
CCSS.ELA-
Literacy.RL.5.3 Compare
and contrast two or
more characters,
settings, or events in a
story or drama, drawing
on specific details in the
text (e.g., how
characters interact).
CCSS.ELA-
Literacy.RL.6.3 Describe
how a particular story’s
or drama’s plot unfolds
in a series of episodes
as well as how the
characters respond or
change as the plot
moves toward a
resolution.
CCSS.ELA-
Literacy.RL.7.3 Analyze
how particular elements
of a story or drama
interact (e.g., how
setting shapes the
characters or plot).
~ Page 19 © Gay Miller ~
In this Book Unit Interactive Notebook Series [Note: This series is set up differently
from my products that simply say Book Units.] each unit will have seven sets of skill practice. Each practice will include one or more graphic organizers and an activity. The activities will not be worksheets as most of us have plenty of those, but will instead be a
hands-on type of activity. Here is how it works:
Each unit will focus on two prefixes and two suffixes. Both graphic organizers and a practice activity will be provided. The affixes selected will be
different for each unit, so that nothing repeats.
Each unit will focus on two Greek or Latin root words. Graphic organizers as
well as a practice activity will be included.
3) Each unit will practice with one or more of the following: figurative language, sound devices, idioms, proverbs, and/or adages. Each unit will include a set
of response cards, graphic organizers, and practice activity. Activities will be based on the writing style of the book’s author.
Each unit from this series will contain practice using context clues. Two types of organizers will be provides with this skill; one explaining many types of context
clues -- definition, synonym, antonym, example, cause/effect, comparison, lists/series description, etc. plus a graphic organizer which focuses on just one type of context clue.
Cards containing multiple choice questions will be provided based on the book with a selection of game activities to use with the cards. The cards will change
for each unit; however the games will remain the same. [Note: This only refers to the context clues game activities. Activities for the other skills will change
from unit to unit.]
5) Each unit will contain an organizer going over rules and a practice activity with a punctuation skill.
6) Each unit will contain practice with one part of speech.
7) Each unit will contain practice with synonyms, antonyms, homographs, and/or analogies.
~ Page 20 © Gay Miller ~
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.b
CCSS.E
LA-L
itera
cy.L
.5.5
.c
CCSS.E
LA-L
itera
cy.L
.5.6
Prefixes sur- de-
Suffixes –y –ly -ive
Roots vit vis bio
sens sent
Figurative Language Proverbs
Context Clues
Punctuation – Comma,
Dashes, & Parentheses
Part of Speech – Perfect Verb Tenses
Synonyms / Antonyms
/ Homonyms / Analogies
5th
Grade
~ Page 21 © Gay Miller ~
CCSS.E
LA-L
itera
cy.L
.6.1
CCSS.E
LA-L
itera
cy.L
.6.1
.a
CCSS.E
LA-L
itera
cy.L
.6.1
.b
CCSS.E
LA-L
itera
cy.L
.6.1
.c
CCSS.E
LA-L
itera
cy.L
.6.1
.d
CCSS.E
LA-L
itera
cy.L
.6.1
.e
CCSS.E
LA-L
itera
cy.L
.6.2
CCSS.E
LA-L
itera
cy.L
.6.2
.a
CCSS.E
LA-L
itera
cy.L
.6.2
.b
CCSS.E
LA-L
itera
cy.L
.6.3
CCSS.E
LA-L
itera
cy.L
.6.3
.a
CCSS.E
LA-L
itera
cy.L
.6.3
.b
CCSS.E
LA-L
itera
cy.L
.6.4
.a
CCSS.E
LA-L
itera
cy.L
.6.4
.a
CCSS.E
LA-L
itera
cy.L
.6.4
.b
CCSS.E
LA-L
itera
cy.L
.6.4
.c
CCSS.E
LA-L
itera
cy.L
.6.4
.d
CCSS.E
LA-L
itera
cy.L
.6.5
CCSS.E
LA-L
itera
cy.L
.6.5
.a
CCSS.E
LA-L
itera
cy.L
.6.5
.b
CCSS.E
LA-L
itera
cy.L
.6.5
.c
CCSS.E
LA-L
itera
cy.L
.6.6
Prefixes sur- de-
Suffixes –y –ly -ive
Roots vit vis bio
sens sent
Figurative Language
Proverbs
Context Clues
Punctuation – Comma, Dashes, & Parentheses
Part of Speech –
Perfect Verb Tenses
Synonyms / Antonyms / Homonyms / Analogies
6th
Grade
~ Page 22 © Gay Miller ~
CCSS.E
LA-L
itera
cy.L
.7.1
CCSS.E
LA-L
itera
cy.L
.7.1
.a
CCSS.E
LA-L
itera
cy.L
.7.1
.b
CCSS.E
LA-L
itera
cy.L
.7.1
.c
CCSS.E
LA-L
itera
cy.L
.6.1
.d
CCSS.E
LA-L
itera
cy.L
.7.2
CCSS.E
LA-L
itera
cy.L
.7.2
.a
CCSS.E
LA-L
itera
cy.L
.7.2
.b
CCSS.E
LA-L
itera
cy.L
.7.3
CCSS.E
LA-L
itera
cy.L
.7.3
.a
CCSS.E
LA-L
itera
cy.L
.7.4
CCSS.E
LA-L
itera
cy.L
.7.4
.a
CCSS.E
LA-L
itera
cy.L
.7.4
.b
CCSS.E
LA-L
itera
cy.L
.7.4
.c
CCSS.E
LA-L
itera
cy.L
.7.4
.d
CCSS.E
LA-L
itera
cy.L
.7.5
CCSS.E
LA-L
itera
cy.L
.7.5
.a
CCSS.E
LA-L
itera
cy.L
.7.5
.b
CCSS.E
LA-L
itera
cy.L
.7.5
.c
CCSS.E
LA-L
itera
cy.L
.7.6
Prefixes sur- de-
Suffixes –y –ly -ive
Roots vit vis bio
sens sent
Figurative Language
Proverbs
Context Clues
Punctuation – Comma, Dashes, & Parentheses
Part of Speech –
Perfect Verb Tenses
Synonyms / Antonyms /
Homonyms / Analogies
7th
Grade
~ Page 23 © Gay Miller ~
Mini Posters with Rules & Definitions
~ Page 24 © Gay Miller ~
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