Let's Practice It! Gr6 SE€¦ · Home Activity Your child reviewed using clue words to determine a...

DVD•168 Family Times

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Week 1 HatchetA boy’s plane crashes deep in the wilderness. To survive, he must learn to make fire with a hatchet.

Week 2 When Marian SangMarian Anderson was an African American singer who didn’t let prejudice stop her from reaching for her goals.

Week 3 Learning to SwimKyoko isn’t sure that she can swim very well until she and her mother swim too far and must swim to safety.

Week 4 Juan Verdades: The Man Who Couldn’t Tell a LieJuan Verdades cannot tell a lie, even when the girl he loves talks him into stealing for her.

Week 5 Morning TrafficThings get out of hand when David’s father loses his concert ticket. Everyone chips in to help but it almost ruins David’s time with his friend Joanna.

ActivityThink of the obstacles the characters face in these stories. For each story, draw a picture showing an obstacle the character must face. Use the pictures to help you explain the stories to a family member.

In Unit 3, you learned and used many skills while reading the stories and selections. • Sequence is the order in which things

happen in a story. • Togeneralize is to make a broad

statement or rule that applies to several examples.

• Whenyoudraw a conclusion, you form a reasonable opinion about something you have read.

ActivityWorkwithafamilymemberandwriteallof the things you have done today. Then cut the paper so each event is on a separate piece of paper. Put the events in the order in which they happened. Then make a generalization or draw a conclusion about your day.

Selection Summaries

Comprehension Skills Review

Unit 3 Interactive Review

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Family Times DVD•169

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Unusual Spellings Some words have unusual letter combinations at the beginning, middle, or end of a word that are difficult to spell. For example, the -ique in the words unique and antique sounds like “eek.”

Multisyllabic Words Dividing multisyllabic words, or words with many syllables, into smaller parts makes spelling easier. The word disagreement, for example, is much easier to spell when you break it down into its parts: dis-, agree, and -ment.

Using just enough letters Pronouncing a word correctly and picturing how it looks can help you avoid writing too many or too few letters. Some words can be very tricky. For example, people often make the mistake of spelling the word pastime with two ts because it sounds like the two words past and time.

Compound Words Joining two smaller words to make a new word forms a compound word. Masterpiece and cell phone are both examples of compound words.

Homophones Homophones are words that sound alike but have different spellings and different meanings. The words patience and patients, for example, sound the same but are spelled differently and have different meanings.

Word Endings -ed and -ing Adding a word ending such as -ed or -ing changes a word’s meaning. Activity As you read, look for and circle words that end in -ed or -ing. Discuss how the endings change the meanings of the words.

Suffixes -ic, -ous, -ation A suffix is added to the end of a word to create a new word. Activity Brainstorm a list of words that use the suffixes -ic (pertaining to), -ous (full of), and -ation (act or process of). Determine the words’ meanings.

Synonyms A synonym has a similar meaning to another word. Activity As you read, make a list of unfamiliar words in the first column of a T-chart. Use a thesaurus to find synonyms to fill in the chart.

Prefixes re- and dis- A prefix is added to the beginning of a word to create a new word.Activity Brainstorm a list of words with the prefixes re- (again; back) or dis- (to remove; not). Write down the words’ meanings next to them.

Antonyms An antonym is a word with the opposite meaning of another word. Activity As you read, keep a list of words you do not know. Use a thesaurus to find antonyms for the words.

Unit Vocabulary Skills Unit Spelling Rules

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Home Activity Your child reviewed using clue words to determine a sequence of events. With your child, list the sequence of events for getting ready for bed each night.

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DVD•170 Comprehension

Unit 3 Week 1 Interactive Review Unit 3 Week 1 Interactive Review

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Sequence

• Sequence is the order in which events happen. Clue words such as next, then, and yesterday help to indicate the sequence in which events occur.

• Someeventsinastoryhappensimultaneously.Cluewordssuchasmeanwhile and at the same time signal simultaneous events.

Practice Read the following passage. Then answer the questions.

Shari and Makayla were glad to be back from their hike. The part at the end

where they had to walk through the stream had left their shoes and socks soaked. Now that they were back at the campsite, they would have to build a fire to warm themselves. While Shari built a fire pit

with rocks, Makayla collected dry wood to build the fire. Makayla then arranged the wood in a cone. Next Shari made a spark with two stones to start the fire. Finally, Makayla and Shari could sit by the fire and warm their wet shoes and socks.

1. List the sequence clue words from the story.

2. What events happened simultaneously?

3. Why was it necessary for the story’s sequence to happen the way it did?

4. If the story continued, what events might happen next?

On Your Own Use what you know about sequence as you read “The Rock Wall.” Keep a list of sequence clue words that you encounter.

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Home Activity Your child used word structure to determine the correct meaning of words that end in -ed and -ing. Choose an article from the newspaper. With your child, look for words that end in -ed and -ing and determine the meaning of the words.

Unit 3 Week 1 Interactive Review

Vocabulary DVD•171

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Word Endings -ed, -ing

• Anending is a letter or letters added to the end of a base word. The endings -ed and -ing can be added to words to change their meanings.

Words to Know

hatchetignitepainstakingquillsregisteredsmolderedstiffened

Practice Read the following sentences. Fill in the blanks using the Words to Know. Then use what you know about word endings to determine whether the underlined word describes an action that is ongoing or is a verb in the past tense.

1. Julie hiked the last steps up the side of the hill and used a

to cut a few branches from a nearby plant.

a. ongoing b. past

2. By using two stones to create a spark, Julie was able to the small bundle

of branches and watched as the small flame .

a. ongoing b. past

3. Julie and then began shaking when she heard something and imagined a

porcupine with its sticking straight up.

a. ongoing b. past

4. Julie smiled when it that the noise she heard in the distance was a boat.

a. ongoing b. past

On Your Own As you read “The Rock Wall,” look for words that end in -ed and -ing. Use your knowledge of word structure to determine the tense and meaning of the words.

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Home Activity Your child reviewed identifying generalizations. With your child, make a generalization about a family member. Be sure to support the generalization with facts.

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Generalize

• Sometimesauthorsgeneralize, or make a broad statement or rule, that applies to many examples. Clue words such as most, all, sometimes, always, usually, generally, seldom, and never can help to identify generalizations.

• Generalizationssupportedbyfactsandlogicarecalledvalidgeneralizations.Faultygeneralizations are not always supported by facts.

Practice Read the passage. Then complete the graphic organizer and answer the questions.

Everyone wanted to hear Lisanne sing. She had a beautiful voice. The choir director wanted to hear her sing. Church members wanted to hear her sing. Her voice made them smile.

Other churches came to hear her perform.

Statement Generalization? How do you know?

Everyone wanted to hear Lisanne sing.

1. 2.

3. Is the generalization faulty or valid? Why?

4. What facts and examples support the generalization?

On Your Own As you read “The Mountain Climber,” try to make a generalization about Erik Weihenmayer.

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Home Activity Your child used word structure to determine the correct meaning of words that end in -ic, -ous, and -ation. Choose a short story to read aloud. Have your child listen for words that end in -ic, -ous, and -ation and determine the meaning of the words.



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Suffixes -ic, -ous, -ation

• Asuffix is a word part added to the end of a base word that changes its meaning, the way it is used in a sentence, and sometimes how it is spelled.

• Thesuffix-icaddsthemeaning“associatedwith.”Thesuffix -ous addsthemeaning“fullof.”Thesuffix-ation adds the meaning “the state of being.”

• Knowingthemeaningofasuffixmayhelpyoufigureoutthe meaning of an unfamiliar word.

Practice Read the following sentences. Fill in the blanks using the Words to Know. Then choose the correct meaning for the underlined word.

1. Max’s mom loved wearing clothes and going to the

to hear glorious music.

a. full of glory b. something that glows

2. Max was when he learned about the horrific

many African American musicians endured.

a. small amount b. associated with something horrifying

3. Max got over his irritation about watching the recital on Friday night. He thought it was very

because of the costumes and make-up.

a. fun b. the state of being irritated

4. Max felt but nervous to meet the singer at this important and

occasion.

a. confident about what might happen b. full of nerves

5. After Max heard the singer’s , he completed an for

a school with a specialization in music.

a. the state of being specialized b. having to do with something special

On Your Own As you read “The Mountain Climber,” look for words that end in -ic, -ous, and -ation. Use your knowledge of word structure to determine the meaning of the words.

Words to Know

applicationdramaticenragedformalmomentousoperaprejudiceprivilegedrecital

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Sequence

• Sequence is the order in which things happen. Clue words such as next, then, and yesterday can indicate the sequence in which events occur.

• Someeventsinastoryhappensimultaneously.Cluewordssuchaswhile and at the same time signalsimultaneousevents.

Practice Look at the pictures and read the captions. Then answer the questions.

ThefirstthingmybrotherandIdidthismorningwasnotice Dad waxing the car.

We watched for a while. Then we asked if we could help. Dad showed us how to use the rag to wax the car.

While we tried it ourselves, Dadwatchedustomakesure we understood what to do.

Finally,Dadthoughtwehadit. He went inside to help Mom,andwestayedoutsideto finish waxing the car.

1. List the sequence clue words in the captions.

2. What is the last thing that happens?

3. Why did the author use the clue word while?

4. What is another simultaneous event that could have happened?

On Your Own Look for sequence clue words as you read “The Mountain Climber.”

Home Activity Yourchildreviewedusingcluewordstodetermineasequenceofevents.Withyourchild,listthesequenceofeventsforgettingreadyforschooleachmorning.

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Home Activity Your child used synonyms to find the meanings of unfamiliar words. With your child, read a passage from a favorite book. Select a word from each sentence and identify a synonym for that word.



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Synonyms

• Sometimesanauthorwillprovidesynonyms to help you figure out the meaning of unknown words. A synonym is a word that has the same or almost the same meaning as another word. Words such as like, also, and or point to synonyms.

Words to Know

customaryemphasizedfranticstunned treaded

Practice Read the following sentences. Fill in the blanks using the Words to Know. Then circle the word or phrase in the sentence that is a synonym for the word you wrote.

1. It was for Allen’s family to eat a small breakfast and then have a big

traditional lunch.

2. Allen’s cousins were and worried when they could not find him on the

beach.

3. Although he’d never been very good at swimming in place, Allen water

for several minutes until his family could help him swim to the beach.

4. Allen’s surprised face showed that he was to see his family clapping for

him at the shoreline.

5. Allen’s aunt the importance of water safety and stressed to Allen that he

should take lessons before swimming in the ocean again.

On Your Own As you read “The Mountain Climber,” use a thesaurus to find synonyms of words that you do not know.

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Home Activity Your child reviewed making generalizations. Discuss with your child a generalization you can make about a famous musician. Support the generalization with facts.

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Generalize

• Sometimesauthorsgeneralize, or make a broad statement or rule, that applies to many examples. Clue words such as most, all, sometimes, always, usually, generally, seldom, and never can help to identify generalizations.

• Generalizationssupportedbyfactsandlogicarecalledvalidgeneralizations.Faultygeneralizations are not always supported by facts.

Practice Read the passage. Then complete the graphic organizer and answer the questions.

Most of the events in Saaju’s life were unexpected. When he was 10 years, old he lost his sight. But going blind did not stop Saaju from learning to play the piano. By the age of

12, he was playing concerts in Mumbai, his home city. At 15, he was playing concerts in cities all across India. And soon after, he was playing throughout Europe. At the young age of 20, Saaju had become one of the world’s greatest pianists.

Statement Generalization? How do you know?

Most of the events in Saaju’s life were unexpected.

1. 2.

3. Is the generalization faulty or valid? How do you know?

4. What details support the generalization?

On Your Own Use what you know about generalizations as you read “The Rock Wall.”

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Home Activity Your child reviewed prefixes. Work together to create a list of words with the prefixes re- and dis-. Discuss the meanings of the words.



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Prefixes re- and dis-

• Aprefix is added to the beginning of a word to change its meaning. The prefix re- means “again” or “back.” The prefix dis- means “to remove” or “the opposite of.”

Practice Read the following sentences. Fill in the blanks using the Words to Know. Then determine the meanings of the underlined words using your knowledge of prefixes.

1. Adrianna was in a hurry, so she walked

to the office to ask Mrs. Beans’s to hang

posters for the frozen yogurt sale. She was displeased when she

found that Mrs. Beans was not in the principal’s office.

a. happy b. not happy

2. When she finally tracked Mrs. Beans down, Adrianna went up to her before she could disappear

again and showed her the posters.

a. make invisible b. become visible again

3. With a look on her face, Mrs. Beans told Adrianna that she would have to

re-create the posters. “You can have the sale,” she said, “but you can’t offer all-you-can-eat yogurt

for a dollar—the whole school will get sick!”

a. tear down b. make again

4. When the sale ended, there were so many coins that Adrianna had to recount all the money twice

to make sure she had it right.

a. count again b. clean

5. As the volunteers replaced tables in the cafeteria, Adrianna climbed onto a chair and announced

that they had been able to their goal. She the

chair, wondering how to the volunteers for their hard work.

a. put back in place b. repairing

On Your Own As you read “The Rock Wall,” look for the words with the prefixes re- and dis-.

Words to Know

confidentlydismounteddistressedflourish fulfillpermissionrepayvigorously

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Home Activity Your child reviewed drawing conclusions. With your child read an article about an athlete who overcame a physical disability. Then have your child draw a conclusion about something in the article.

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Draw Conclusions

• Whenyoudraw a conclusion, you form opinions or make decisions about what you have read. Your conclusions should be reasonable and make sense.

• Yourconclusionsshouldbebasedondetailsandfactsfromthereadingaswellasyourownexperiences.

Practice Read the passage. Then answer the following questions.

Zach was breathing hard as he turned the corner of the racetrack. He pumped his arms to make himself move faster. He thought of the finish line in front of him. He thought of the

months of physical therapy and learning to race in a wheelchair. Mostly he thought of how the medal would feel around his neck. No one was going to beat him. This was his race to win. He smiled and cheered loudly as he crossed the finish line in first place!

1. What conclusion can you draw about Zach?

2. What details and facts from the passage support your conclusion?

3. What is another conclusion you could draw about Zach’s personality? Which details helped you draw that conclusion?

On Your Own Use what you know about drawing conclusions as you read “The Rock Wall.”

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Home Activity Your child used antonyms to determine the meanings of unfamiliar words. Take turns saying a word and having the other person name an antonym.



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Antonyms

• Antonyms are words with opposite meanings. Writers may include an antonym as a context clue, which can help you determine a word’s meaning.

Practice Read the following sentences. Fill in the blanks using the Words to Know. Then provide an antonym for each underlined word using your knowledge of prefixes.

1. Eduardo carefully looked under the sofa for the missing

from his chess set.

2. He then anxiously went into the kitchen and began around.

3. After several minutes, he decided that he didn’t have the patience to

through each of the disorderly drawers and cabinets.

4. Without the missing chess piece, he could not his game, so he grabbed

the control and tuned in to an exhilarating basketball game.

5. The channel had atrocious , so he turned to a different channel that was

broadcasting the same game.

On Your Own As you read “The Rock Wall,” keep a list of unfamiliar words. Use a thesaurus to find each word’s antonyms and determine the meanings of the unfamiliar words.

Words to Know

pawnreceptionremoteresumerummage rustlingsimultaneous

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DVD•180 “The Rock Wall”

Name Unit 3 Week 6 Interactive Review

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Antonyms Circle the word massive in paragraph 1. Look for and underline an antonym to help you find the meaning of massive. What does the word massive mean?

Word Endings Look for words with the word ending -ed in paragraph 7. Circle the words and write them below.

Draw Conclusions Reread paragraph 7. What conclusion can you draw about how Michael feels?

What facts or details from the paragraph helped you draw this conclusion?

Prefixes Look for the word discouraged in the last paragraph. What prefix is in the word discouraged?

What does the word discouraged mean?

The Rock Wall

Michael stared up at the massive rock wall. This was definitely not the tiny wall in the brochure for Double Creek Adventure Camps. What

was he doing here? He didn’t like adventure and he definitely did not like rock walls. In fact, he was terrified of heights! Just the thought of climbing the wall made him dizzy. Why had he listened to Ben and registered for this camp in the first place?

Michael looked over at his best friend Ben. Ben confidently put on his helmet and other equipment. Ben was smiling with excitement. He looked at Michael. “Where’s your helmet?” he asked.

Michael shrugged. “I don’t know. I must have left it in the cabin.”

“Well go get it!” said Ben. “You don’t want to miss the first day of rock wall climbing. This is amazing! I’ll wait for you until you get back with your helmet.”

Michael shook his head. “Don’t do that, Ben. I don’t want you to miss anything because I didn’t remember my helmet. Go ahead and start without me.”

“Are you sure?” asked Ben.

“Of course, I’ll be right back,” said Michael. He sighed with relief after Ben joined the others, but then his heart sank because he knew he was disappointing Ben. Ben had been so excited when he found out Michael was coming to Double Creek. Ben had gone to summer camp there every year since he was eight years old. He was stunned when he met Michael and found out he had never been to camp. Ben had wanted his new best friend to come to camp with him. He had talked about it for months.

Michael walked back to the cabin he shared with Ben and two other boys. He knew right where he had left his helmet. He had deliberately left it out of his backpack this morning before breakfast. He had done it knowing he would have an excuse to leave the rock wall if he was too scared. Michael felt bad about being dishonest, but he didn’t feel like he had a choice. He grabbed a towel and headed toward the lake wondering how he’d be able to avoid the rock wall the next day.

The next morning Michael was staring at the rock wall again feeling discouraged. He was frantic and felt paralyzed. He could not think of one good excuse this morning. Michael started to sweat. He was going to have to fight his fear and climb this huge wall.

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Home Activity Your child read a selection and used comprehension and vocabulary skills from Unit 3. Have your child draw a conclusion about something in the selection and retell the details that led to that conclusion.

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“The Rock Wall” DVD•181

Michael snapped out of his daydream when he noticed Ben approaching with one of the instructors. Ben called out, “Hey, Michael! This is Juan. He has been rock climbing for almost ten years. He is a certified mountain guide. Most of the other instructors have only been climbing for a few years and they aren’t certified. Juan will be a good teacher for you. If he can’t get you up the wall, then no one can!”

“Hi Juan,” Michael said. He was sure Juan could see the fear in his eyes.

Juan smiled. “Okay Michael, let’s get your equipment on and get started. Safety is the most important part of rock climbing, so I will be here the whole time and make sure you know how to use all of your equipment. Just relax and have fun. It doesn’t matter how far you go up the wall. You will get to the top eventually.”

Juan showed Michael all the equipment. Then he helped Michael put it on. Finally he helped Michael with the first few steps on the wall. Juan stayed beside Michael for each painstaking step.

Michael breathed slowly. He took one step at a time and tried not to think about the fact that he was five feet off the ground. Instead, he forced himself to think about all of the safety equipment he had. He didn’t look down. He looked at the wall and his hands. “One step at a time,” he muttered to himself. He could hear Ben cheering below.

“You are doing great Michael. Keep it up! You are almost at the top!”

Michael couldn’t believe it. How had he made it up the wall without screaming or getting dizzy? It was unbelievable. He couldn’t wait to call his parents and tell them about this momentous climb. They would be so proud that Michael had worked to overcome his fear.

After Michael dismounted, Ben ran over. “Wow! That was awesome. I can’t believe it! You made it to the top your first time. It took me three tries to get to the top.”

“That was a lot of fun!” said Michael.

“I knew you’d love it here,” said Ben. “Let’s go for a swim. Race you to the lake!”

Ben and Michael ran as fast as they could to the lake. It would be a great summer at Double Creek for both of them.

Generalize Reread the first paragraph. What generalization does Ben make? Which clue word helps you identify his generalization?

Sequence In what order did the events on the second day happen?

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DVD•182 “The Mountain Climber”

Name Unit 3 Week 6 Interactive Review

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Suffixes Underline the words in paragraph 1 with the suffix -ic. Write the words and their meanings.

Generalize Reread paragraph 7. What clue word tells you that the paragraph contains a generalization?

What generalization is made?

Synonyms What is the meaning of the word feat in paragraph 7? What synonym helps you identify the meaning?

Sequence Reread the last three paragraphs. List the events in Erik’s life in the order they happened.

The Mountain Climber

Erik Weihenmayer is one of the world’s most famous mountaineers and athletes. He has climbed the Seven Summits—the highest mountains

on each of the world’s seven continents. But Erik isn’t just famous for his dramatic climbs and athletic abilities. He is also famous for overcoming a huge obstacle—Erik is completely blind.

Erik was born in 1968 with an eye disease. This disease made him legally blind. Legally blind means that a person has some sight, but they cannot see clearly. The disease continued to worsen as he grew up and by the time he was thirteen, Erik had lost all of his sight.

However, Erik did not let his blindness stop him from working to fulfill his dreams. He became known for his athletic ability in high school. And in 1987, Erik became the captain of the wrestling team and competed at the National Freestyle Wrestling Championships. Wrestling wasn’t his only accomplishment that year. He also became the first blind person to hike the Inca Trail in Machu Picchu.

Erik went on to earn a college degree and then a master’s degree in education, which helped him get a job as a teacher. His responsibilities as a teacher didn’t stop Erik from vigorously pursuing his other goal of climbing the Seven Summits.

In 1995, Erik became known throughout the world when he climbed his first peak of the Seven Summits: Mount McKinley. At 20,320 feet, Alaska’s Mount McKinley, or Denali, is the highest peak in North America. Many people were inspired by Erik’s determination to not let his blindness stop him from climbing the giant mountain, but Erik was just getting started.

Mount McKinley was only the first of many dramatic climbs that Erik would make. In 1997, he climbed Mount Kilimanjaro, the tallest peak on the African continent. Two years later, he climbed the tallest mountain in South America—Mount Aconcagua in Argentina.

In 2001, Erik accomplished another great feat when he trekked to the top of Mount Everest. At 29,028 feet, it is not only the tallest peak in Asia, but also the highest mountain in the world. Erik is the first person without sight to make this climb. Most people probably would have been satisfied with this achievement, but Erik was not done yet. He still had three mountains to climb before he reached his goal of climbing the Seven Summits.

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Home Activity Your child read a selection and used comprehension and vocabulary skills from Unit 3. Have your child summarize the selection using sequence words and identifying any generalizations.

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“The Mountain Climber” DVD•183

Before completing his goal of climbing the Seven Summits, Erik took some time out to resume his teaching career, but not in a traditional classroom. Erik was invited to a school for blind children in Tibet. The school is called Braille Without Borders. He and his team taught a group of blind students to mountain climb. After months of training, Erik’s team and the group of teenagers attempted to climb Lhaka Ri, a 23,000-foot peak near Mount Everest. They made it to 21,500 feet—higher than any other blind climbing team in history. They proved that people who are blind are courageous and can do amazing things.

In 2008, Eric climbed the last of the Seven Summits, an achievement fewer than 100 people can claim.

In an interview, Erik emphasized the challenges people without sight face. He said, “When you go blind, you wonder what you will be capable of.” Erik has proved what he is capable of. In spite of his blindness, Erik has been able to flourish by working hard to accomplish his goals. He has won numerous awards and recognitions for his achievements in sports as well as his efforts to help others without sight. He has even carried the Olympic torch and written two books. Erik has never let blindness stand in the way of achieving his goals.


Suffixes Underline the word in paragraph 1 with the suffix -ous? Write the word and its meaning.

Sequence In what order did Erik’s experience at Braille Without Borders happen?

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