Sixth Grade Language Bundle Preview - Splash! Publications

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On behalf of Splash! Publications, we would like to welcome you to our Sixth Grade Common Core Language Bundle, a program that includes everything you need to teach the 6th Grade Common Core Language Standards.

What’s Included This Bundle includes our Sixth Grade Language Unit, Sixth Grade Daily Language Practice & Assessments, 13 Full color Language Content Posters, and 17 Full color “I Can” Language Posters.

Sixth Grade Language Interactive Notebook Unit Our Sixth Grade Language Unit is packed with 8 complete content rich lessons with Interactive Notebook assignments aligned with the Common Core Standards. The attached Table of Contents, Lesson Plans, and sample pages clearly outline the Common Core alignment and everything that is included in our Sixth Grade Language Unit.

Sixth Grade Daily Language Practice & AssessmentsThe Sixth Grade Daily Language Practice & Assessments features FOUR Common Core Language Practice Cards and ONE Core Test for EACH of the 17 Common Core Language Standards. This gives you Daily Language Practice for the SAME Common Core Language Standard Monday-Thursday with a test on Friday. That’s 17 weeks of Common Core Language Practice!

The attached Table of Contents, Record Sheets, and sample pages clearly outline the Common Core alignment and everything that is included in our Sixth Grade Daily Language Practice & Assessments.

(CC.6.RI.1, CC.6.RI.4, CC.6.RI.10).

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Sixth Grade Content PostersWe’ve included 13 full color Sixth Grade Language Content Posters ready for you to print, laminate, and hang in your classroom. The Content Posters go hand-in-hand with the 8 lessons in the Sixth Grade Language Unit so students will have a visual reminder of the content being taught. Samples of the Content Posters are attached.

Sixth Grade “I Can” PostersWe’ve included 17 full color Sixth Grade “I Can” Language Posters with example sentences ready for you to print, laminate, and hang in your classroom. The “I Can” Posters go hand-in-hand with the Sixth Grade Daily Language Practice & Assessments. Samples of the “I Can” Posters are attached.

The CopyrightText Copyright © 2016 by SPLASH! Publications, Glendale AzIllustration Copyright © 2016 by SPLASH! Publications, Glendale AzAll rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors. Pages in the Sixth Grade Language Unit, Sixth Grade Daily Language Practice & Assessments, Sixth Grade Language Content Posters, and Sixth Grade “I Can” Language Posters may be reproduced by the original purchaser only for use in the original purchaser’s classroom and may not be sold or used for purposes other than those specifi cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ITEM 9781935255666

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Sixth Grade Language Unit

Pronouns Poster (color version in separate fi le) .............................1

Refl exive Pronouns Poster (color version in separate fi le) ..............2

Intensive Pronouns Poster (color version in separate fi le) .............3

Pronouns Lesson .....................................................................4

Core Practice – Subjective, Objective, Possessive Pronouns ...........7

Core Practice – Refl exive and Intensive Pronouns ........................9

Pronouns Journal Page .............................................................11

Pronoun Organizer ................................................................. 13

Pronouns/Antecedents Poster (color version in separate fi le) ...... 17

Pronouns and Antecedents Lesson ........................................... 18

Core Practice – Shifts in Pronoun Number and Person ................. 22

Core Practice – Vague Pronouns and Ambiguous Antecedents ....... 24

Pronouns and Antecedents Journal Page .................................... 25

Pronouns and Antecedents Flip Book ......................................... 27

Standard English Poster (color version in separate fi le) ................ 33

Restrictive Elements Poster (color version in separate fi le) .......... 34

Nonrestrictive Elements Poster (color version in separate fi le) ..... 35

Standard English Lesson ........................................................ 36

Core Practice – Standard English Variations ............................... 41

Core Practice – Punctuate Restrictive/Nonrestrictive Elements ...... 43

Core Practice – Varying Sentence Patterns ................................. 45

Standard English Journal Page ................................................. 47

Restrictive and Nonrestrictive Organizer .................................... 49

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Sixth Grade Language Unit (continued)

Context Clues Poster (color version in separate fi le) .....................54

Context Clues Lesson ..............................................................55

Core Practice – Context Clues ..................................................58

Core Practice – Context Clues in Sentences/Paragraphs ...............60

Context Clues Journal Page ......................................................62

Context Clues Pull-Out Organizer ............................................. 64

Prefi xes and Suffi xes Poster (color version in separate fi le) ......... 71

Prefi xes and Suffi xes Lesson ................................................... 72

Core Practice – Greek and Latin Prefi xes, Suffi xes, Roots ............. 75

Prefi xes and Suffi xes Journal Page ............................................ 78

Accordion Organizer ............................................................... 80

Reference Tools Poster (color version in separate fi le) ................. 91

Reference Tools Lesson .......................................................... 92

Core Practice – Traditional and Online Reference Tools ................ 96

Core Practice – Sentence Context and Dictionaries ...................... 98

Reference Tools Journal Page ..................................................100

Cootie Catchers ....................................................................102

Two-Pocket Organizer ............................................................107

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Sixth Grade Language Unit (continued)

Figurative Language Poster (color version in separate fi le) .......... 111

Figurative Language Lesson .................................................... 112

Core Practice – Similes, Metaphors, Personifi cation .................... 115

Figurative Language Journal Page ............................................. 117

Figurative Language Flaps ....................................................... 119

Myth Booklet – Theseus and the Minotaur.................................. 127

Analogies Poster (color version on CD) ....................................... 135

Denotations/Connotations Poster (color version in separate fi le) . 136

Word Relationships Lesson ..................................................... 137

Core Practice – Analogies ........................................................ 141

Core Practice – Denotations and Connotations ............................ 142

Core Practice – Building Vocabulary .......................................... 143

Word Relationships Journal Page .............................................. 144

Analogy Organizer .................................................................. 146

Answers ................................................................................. 149

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1. After reading about Pronouns (pps. 4-6), students will: • complete Core Practice for subjective, objective, and possessive pronouns. (pps. 7-8) • complete Core Practice for refl exive and intensive pronouns. (pps. 9-10) • use the lesson to complete a Pronouns Journal Page to glue into their Language notebooks. (pps. 11-12) • create an interactive Pronoun Organizer to glue into their Language notebooks. (pps. 13-16)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.1a, CC.6.L.1b

2. After reading about Pronouns and Antecedents (pps. 18-21), students will: • complete Core Practice for inappropriate shifts in pronoun number and person. (pps. 22-23) • complete Core Practice for vague pronouns with unclear and ambiguous antecedents. (pg. 24) • use the lesson to complete a Pronouns and Antecedents Journal Page to glue into their Language notebooks. (pps. 25-26) • create an interactive Pronouns and Antecedents Flip Book to glue into their Language notebooks. (pps. 27-32)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.1c, CC.6.L.1d

3. After reading about Standard English (pps. 36-40), students will: • complete Core Practice for standard English variations. (pps. 41-42) • complete Core Practice for punctuating restrictive and nonrestrictive elements. (pps. 43-44) • complete Core Practice for varying sentence patterns for meaning, reader/listener interest, and style. (pps. 45-46) • use the lesson to complete a Standard English Journal Page to glue into their Language notebooks. (pps. 47-48) • create an interactive Restrictive and Nonrestrictive Organizer to glue into their Language notebooks. (pps. 49-53)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.2a, CC.6.L.3a

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4. After reading about Context Clues (pps. 55-57), students will: • complete Core Practice for using context clues to fi gure out the meaning of a word or phrase. (pps. 58-59) • complete Core Practice for using the overall meaning of a sentence or paragraph to fi gure out the meaning of a word or phrase. (pps. 60-61) • use the lesson to complete a Context Clues Journal Page to glue into their Language notebooks. (pps. 62-63) • create an interactive Context Clues Pull-Out Organizer to glue into their Language notebooks. (pps. 64-70)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.4a

5. After reading about Prefi xes and Suffi xes (pps. 72-74), students will: • complete Core Practice for using Greek and Latin prefi xes, suffi xes, and roots as clues to meanings of words. (pps. 75-77) • use the lesson to complete a Prefi xes and Suffi xes Journal Page to glue into their Language notebooks. (pps. 78-79) • create an interactive Accordion Organizer to glue into their Language notebooks. (pps. 80-90)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.4b

6. After reading about Reference Tools (pps. 92-95), students will: • complete Core Practice for using traditional and online reference materials. (pps. 96-97) • complete Core Practice for determining the meaning of a word or phrase by using sentence context and a dictionary. (pps. 98-99) • use the lesson to complete a Reference Tools Journal Page to glue into their Language notebooks. (pps. 100-101) • create two interactive Cootie Catchers. (pps. 102-106) • create a Two-Pocket Organizer to glue into their Language notebooks and stores their Cootie Catchers. (pps. 107-110)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.4c, CC.6.L.4d

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7. After reading about Figurative Language (pps. 112-114), students will: • complete Core Practice for interpreting similes, metaphors, and personifi cation in context. (pps. 115-116) • use the lesson to complete a Figurative Language Journal Page to glue into their Language notebooks. (pps. 117-118) • create interactive Figurative Language Flaps to glue into their Language notebooks. (pps. 119-126) • use Figurative Language Flaps to fi nish and glue into their Language notebooks a Greek myth titled Theseus and the Minotaur. (pps. 127-134)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.5a

8. After reading about Word Relationships (pps. 137-140), students will: • complete Core Practice for using cause to effect, object to function, and part to whole analogies to better understand words. (pg. 141) • complete Core Practice for denotations and connotations. (pg. 142) • complete Core Practice for building vocabulary. (pg. 143) • use the lesson to complete a Word Relationships Journal Page to glue into their Language notebooks. (pps. 144-145) • create an interactive Analogy Organizer to glue into their Language notebooks. (pps. 146-148)

Standard Alignment: CC.6.RI.1, CC.6.RI.4, CC.6.RI.10, CC.6.L.5b, CC.6.L.5c, CC.6.L.6Pre

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able of T Contents

Sixth Grade Daily Language Practice

Conventions of Standard English

Subjective, Objective, Possessive Pronoun Cards: CC.6.L.1a ............. 1

Subjective, Objective, Possessive Pronoun Test .................................... 5

Refl exive and Intensive Pronoun Cards: CC.6.L.1b ............................ 6

Refl exive and Intensive Pronoun Test ................................................. 10

Shifts in Pronoun Number and Person Cards: CC.6.L.1c ................... 11

Shifts in Pronoun Number and Person Test .......................................... 15

Vague Pronouns/Ambiguous Antecedents Cards: CC.6.L.1d ............. 16

Vague Pronouns/Ambiguous Antecedents Test ..................................... 20

Variations from Standard English Cards: CC.6.L.1e .......................... 21

Variations from Standard English Test ................................................ 25

Punctuation (Commas, Dashes, Parentheses) Cards: CC.6.L.2a ........ 26

Punctuation (Commas, Dashes, Parentheses) Test ............................... 30

Spelling Cards: CC.6.L.2b ................................................................. 31

Spelling Test ................................................................................... 35

Knowledge of Language Varying Sentence Patterns Cards: CC.6.L.3a .................................... 36

Varying Sentence Patterns Test ......................................................... 40

Maintain Consistency in Style and Tone Cards: CC.6.L.3b ................. 41

Maintain Consistency in Style and Tone Test........................................ 45

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able of T Contents

Sixth Grade Daily Language Practice Vocabulary Acquisition and Use

Context Clues Cards: CC.6.L.4a ........................................................ 46

Context Clues Test .......................................................................... 50

Prefi xes and Suffi xes Practice Cards: CC.6.L.4b ............................... 51

Prefi xes and Suffi xes Test ................................................................. 55

Reference Use Cards: CC.6.L.4c ....................................................... 56

Reference Use Test .......................................................................... 60

Sentence Context and Dictionary Cards: CC.6.L.4d ........................... 61

Sentence Context and Dictionary Test ................................................ 65

Figures of Speech Cards: CC.6.L.5a .................................................. 66

Figures of Speech Test ..................................................................... 70

Word Relationship Cards: CC.6.L.5b ................................................. 71

Word Relationship Test ..................................................................... 75

Denotations and Connotations Cards: CC.6.L.5c ............................... 76

Denotations and Connotations Test .................................................... 80

Academic and Domain-Specifi c Vocabulary Cards: CC.6.L.6 .............. 81

Academic and Domain-Specifi c Vocabulary Test ................................... 85

Answer Pages and Grading Rubrics .................................................. 86

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Core Standard Day 1 Day 2 Day 3 Day 4 Test

CC.L.1a I can use subjective,objective, and possessive pronounsproperly

CC.L.1b I can use reflexive andintensive pronouns

CC.L.1e I can recognize variations from standard English in my own and others’ writing and speaking

CC.L.2a I can use punctuationlike commas, parentheses, and dashes to set off nonrestrictive/ parenthetical elements

Conventions of Standard English

ecordR Sheet

Name

CC.L.1c I can recognize and correctinappropriate shifts in pronounnumber and person

CC.L.1d I can recognize and correct vague pronouns with unclearand ambiguous antecedents

CC.L.2b I can spell grade-appropriatewords correctly, consulting referencesas needed

CC.L.3a I can vary sentence patternsfor meaning, reader/listener interest,and style

Knowledge of LanguageCore Standard Day 1 Day 2 Day 3 Day 4 Test

CC.L.3b I can maintain consistencyin style and tone

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12


Den

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14


6.L.1c Hernando Cortés’s parents wanted their child to become a lawyer. His father knew, however, that his child wanted to become an explorer. If you had known Hernando Cortés, you would not have been surprised by his decision to quit school, leave home, and start exploring.

I can recognize

and correct

inappropriate

shifts in pronoun

number and person.

15


I can interpret

similes,

metaphors, and

personifi cation

in context.

6.L.5a Nefertiti, whose cat always sat as still as a statue, attained the power and status of a pharaoh. Her long hair was a fl owing golden river, but Egypt’s customs required her to tuck it under a hat. Still, she was so beautiful that the camera loved her.

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16


A pronoun must agree in number (singular or plural) and person (fi rst, second, or third person) with its antecedent, or the noun that it is replacing or referring to. This is known as pronoun-antecedent agreement. Becoming an intelligent speaker and well-rounded writer involves learning to make corrections when pronouns and antecedents disagree in number and person.

Pronoun Antecedents An antecedent usually appears before the pronoun that is taking its place. Hernando Cortés was a Spanish explorer who wanted to live his dream of searching for gold and conquering new land. In this example, the antecedent Hernando Cortés appears before the possessive pronoun his. Sometimes the antecedent appears after the pronoun taking its place. Although he was only 18, Hernando Cortés left home and joined the Spanish military. In this sentence, the antecedent Hernando Cortés appears after the personal pronoun he.

Pronoun and Antecedent Agreement Pronouns and antecedents must agree. If the antecedent is a singular noun, the pronoun replacing it must also be singular. Singular pronouns are I, you, he, she, it, me, him, and her. In 1519, Hernando Cortés sailed to the Gulf of Mexico where he planned to build an empire. Notice that in this sentence, the antecedent, Hernando Cortés, is singular. The pronoun taking Hernando Cortés’s place, he, must also be singular. If the antecedent is a plural noun, the pronoun replacing it must also be plural. Plural pronouns are we, you, they, us, and them. Unfortunately, the Aztec people lived along the Gulf of Mexico. They stood in Hernando Cortés’s way of building his own empire. In this example, people is a plural antecedent. It must be replaced with the plural pronoun, they.

AZTEC EMPIRE

GULF OF MEXICO

17


ore racticeCName

PConventions of Standard English

6.L.1d I can recognize and correct vague pronouns with unclear and ambiguous antecedents.

Rewrite the conversation below replacing the vague pronouns in italics with clear antecedents.

“Mom, may I go study at Julia’s house?” asked Helena.

“I think that will be okay,” she replied, “why do you need to go there?”

“We have a report about the Aztec Empire due on Monday,” she explained.

“Who else is going to be there?” asked her mother.

“Her parents are going to be home all evening,” she answered.

“Okay, since they will be home, you may go,” she said.

“Thanks! I’ll call her right now!” she said enthusiastically.

“Hi Julia,” she said, “she said I can come study since they will be there.”

“Perfect!” she replied, “that should give us plenty of time to fi nish it.”

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

18


A pronoun must agree in number

and person with its antecedent. If

the antecedent is a singular noun,

the pronoun replacing it must also

be _________________________ .

Singular pronouns are I, you, he,

she, ___________ , ___________ ,

____________ , and __________ .

If the antecedent is a plural noun,

the pronoun replacing it must also be ________________ . Plural pronouns

are we, you, ____________ , ________________ , and ________________ .

A shift in pronoun number occurs when _______________________________

_________________________________________ . A parent should help their

children stay safe. Rewrite this sentence correcting the shift in pronoun number.

_______________________________________________________________ .

A shift in pronoun person occurs when ________________________________

_________________________________________ . I don’t like ice skating

because you get cold. Rewrite this sentence correcting the shift in pronoun

person. ________________________________________________________ .

Vague pronoun references can be confusing. When using pronouns, it must be

clear which pronoun refers back to the _______________________________ .

When Lily saw Miranda, she smiled at the puppy she was carrying. Rewrite this

sentence correcting the vague pronoun usages. ________________________

__________________________________________ . In my neighborhood,

they close the stores at midnight. Rewrite this sentence correcting the vague

pronoun usage. __________________________________________________ .

An antecedent is the noun being

referred to or replaced with a

pronoun. A pronoun must agree

in number (singular or plural)

and person (fi rst, second, or

third person) with its antecedent.

19


Part IIFollow the directions below and on the next page to create and glue two Pronouns and Antecedents Flip Books securely onto the next two blank pages of your Language notebook.

1. Cut each Pronouns and Antecedents Flip Book Template along all bold lines and fold along the dotted line. Use a coloring pencil to add color to the outside edge of the Template.

2. Glue one Template onto the blank page across from your Journal Page. Glue the other Template on the next blank page of your notebook.

?[XWX

^W\

JWM

0W]

NLNM

NW]\

5URY

KXXT

?[XWX^

W\ JWM

0W]NLNM

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20


Choosing Punctuation for Effect Punctuation is necessary for readers to clearly understand your writing. End punctuation, such as periods, question marks, and exclamation points tells readers when to stop, if a question is being asked, and whether or not to be surprised. Commas let readers know when to pause in a sentence. Quotation marks signal that someone is speaking. Colons, semicolons, hyphens, apostrophes, and underlining must all follow the rules of punctuation. Punctuation can also be used for effect to show emotion or create a desired tone.

Restrictive Elements Restrictive elements are groups of words that give important information about a noun. Restrictive elements are necessary to the meaning of the sentence. The relative pronouns who, whom, whose, and that are commonly used to signal that a restrictive element is on its way. Because they are important to the meaning of the sentence, restrictive elements are not set apart from the rest of the sentence by commas or other types of punctuation. Cleopatra was the woman who was Egypt’s queen for almost three decades. In this example, the words who was Egypt’s queen for almost three decades describe the noun woman. These words are essential to the meaning of the sentence. They distinguish this woman from other women named Cleopatra. Therefore, no punctuation is necessary to set this information off from the rest of the sentence. The painting that features Cleopatra with a cobra hangs in the museum. In this sentence, the phrase that features Cleopatra with a cobra are restrictive elements because they give important information about a specifi c painting. This restrictive element is necessary to the meaning of the sentence, so again, no punctuation is used to set it apart from the rest of the sentence.

Cleopatra

21


Using Consistent Style and Tone The style and tone of your writing and speaking should match your purpose for communicating. The more you know about your topic, the easier it will be to get your message across to those reading or listening. While it’s important to use varying sentence types and lengths, sentences that use words to simply fi ll the page don’t add anything to the message. Filler words keep readers and listeners from completely understanding what’s being

said. Almost all of the people in the Senate usually thought that Julius Caesar’s growing power was worrisome for everyone. This example uses many words that simply take up space and fi ll the page. The Senate worried about Julius Caesar’s growing power. Avoid using words and phrases that mean the same thing. They ordered Caesar to return and go back to Rome without his army or his soldiers. In this sentence, to return and go back mean the same thing. The words his army or his soldiers also mean the same thing. Eliminating words and phrases that mean the same thing keeps the style and tone of the message consistent. They ordered Caesar to return to Rome without his army. Remember, varying sentence patterns makes your

message more interesting. More importantly, using short sentences establishes a choppy writing style. Caesar disobeyed the Senate’s orders. In 49 B.C., he took his army and crossed the Rubicon River. This decision led to a civil war. A civil war is a battle between two groups in the same country. These four choppy sentences could be combined into two sentences with better fl ow. Caesar disobeyed the Senate’s order and in 49 B.C., he and his army crossed the Rubicon River. This decision led to a civil war, which is a battle between two groups in the same country.

Julius Caesar

22


ore racticeCName

P

Read the passage about Cleopatra. Then, follow the directions to vary the sentence patterns of the passage for meaning, interest, and style.

Cleopatra VII Philopator was born in 69 B.C. She was born in Alexandria, Egypt. The name Cleopatra means “glory of the father.” Her father was King Ptolemy XII. King Ptolemy died in 51 B.C. Eighteen year old Cleopatra and her ten year old brother Ptolemy XIII took control of the throne. It was custom for members of the Ptolemaic dynasty to marry within their own family. This preserved the family’s bloodline. Cleopatra married Ptolemy XIII. The two shared the throne. Cleopatra made it clear that she did not intend to share power with him. She dropped Ptolemy’s name from offi cial documents. She put her face on coins. She tried to take sole possession of the throne. Ptolemy XIII fought back. He forced Cleopatra out of Egypt. This started a civil war. During a battle, Ptolemy XIII drowned in the Nile River. Cleopatra married another brother, Ptolemy XIV. Historians believe that she had Ptolemy XIV murdered for trying to make Cleopatra’s son a co-ruler. In 41 B.C., Cleopatra ordered the execution of her sister, Arsinoe. Cleopatra considered her sister a threat to her power.

Rewrite this passage using each of the four sentence types at least once (declarative, exclamatory, interrogative, imperative). Use at least one compound and one complex sentence. Attach an additional sheet of paper if you need more space. Use proper capitalization, punctuation, spelling, and grammar.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Knowledge of Language 6.L.3a I can vary sentence patterns for meaning, reader/listener interest, and style.

23


1. Cut out the Restrictive and Nonrestrictive Organizer pattern, two Labels, one Title, and twelve Sentence Strips along the dark bold lines.

2. Fold the Organizer pattern along all the dotted lines so that the boxes are on the inside and the blank spaces are on the outside.

3. Use coloring pencils to add color to the Title. Glue the Title on the bottom flap of the Organizer pattern.

Color behind the bottom flap as well.

4. Add color to the two Labels and glue them in their proper places on the outside of the Organizer pattern.

Part IIFollow the directions below and on the next page to create and glue a Restrictive and Nonrestrictive Organizer securely onto the blank page on the right side of your Language notebook.

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24


It is estimated that by sixth grade, most children will understand about 50,000 words. That’s a pretty extensive vocabulary! At this point, most new words that you learn will probably come from adding prefi xes and suffi xes to root words. You might be surprised to learn that many of the prefi xes, suffi xes, and root words in our English language can be traced back to Greek and Latin words.

Root Words A root is a base used to form new words. Think of a root word as the foundation of a new word, much like the foundation of a building. A building starts with a thick slab of concrete. As new fl oors are added, the structure gets bigger and stronger. Building new words can be done in much the same way. Start with a strong root word that you can already defi ne. Then, add prefi xes and suffi xes to make the word bigger and stronger.

Latin Root Meaning MeaningGreek Root

ject

spect

aud

scrib

duc

throw

view, look

hear, listen

write

lead, bring

bio

mon

fus

therm

geo

life

single, one

pour

heat

earth

Examples

inject, reject

inspectspectator

audible

inscription

conducteducator

Examples

biology

monarchymonolith

infuse

thermalthermometer

geologistsgeography

25


ore racticeCName

PVocabulary Acquisition and Use

6.L.4b I can use common grade-appropriate Greek and Latin prefi xes, suffi xes, and roots as clues to the meanings of words.

Read the passage below and complete the assignment that follows.

Egyptian pyramids were huge stone structures built as tombs, or burial places for pharaohs. The fi rst pyramid was built for Pharaoh Zoser, who ruled around 2780 B.C. It was designed by Imhotep, the fi rst architect in history to be known by name. Many of the fi rst Egyptian pyramids had hieroglyphics inscribed on the walls to describe the stupendous achievements of the rulers. The pyramids used copious amounts of Egypt’s resources. Entire cliffs of stone were cut into blocks to make the monuments. Later rulers demanded pyramids of their own. These requests were met with dubious replies about the onerous strain that building pyramids put on Egypt’s people and economy. Today, visitors can tour the defunct pyramids of Giza.

ic – having to do withoner – burdendub – doubtstup – be amazedtect – builder or craftsman

scribe – to writearchi – chief or directorde – reduce, removeous/ious – full ofglyph – writing

hiero – sacred or priestly

funct – perform, function in – upon, within

copi – plentiful

Greek/Latin Prefi xes, Suffi xes, and Root Words

Use the meanings of the prefi xes, suffi xes, and root words, as well as thecontext clues in the passage to defi ne each of the words below:

1. architect __________________________ 2. hieroglyphics __________________________

3. inscribed __________________________ 4. stupendous __________________________

5. copious __________________________

6. dubious __________________________

7. onerous __________________________

8. defunct __________________________

26


Part IIFollow the directions below and on the next two pages to prepare and glue a prefi x, suffi x, and root word Accordion Organizer into your Language notebook.

1. Use coloring pencils to color each of the Heading Title strips a different color.

Cut out all six of the Heading Title strips and the three Accordion Organizer pages along the bold lines.

2. Glue one Heading Title strip in its proper space on each of the Accordion Organizer pages.

3. Cut out each of the 36 prefix, suffix, root, and word cards along the bold lines.

LAT I N ROOTS : j e c t , s p e c t , a u dLAT I N ROOTS : j e c t , s p e c t , a u d

GREEK ROOTS : b i o , m on , t h e rmGREEK ROOTS : b i o , m on , t h e rm

LAT I N PREF I XE S : im - , d e - , s em i -LAT I N PREF I XE S : im - , d e - , s em i -

GREEK PREF I XE S : n e c r o - , p a r a - , d i a -GREEK PREF I XE S : n e c r o - , p a r a - , d i a -

L AT I N S U F F I XE S : - o u s , - a n c e , - t i o nLAT I N S U F F I XE S : - o u s , - a n c e , - t i o n

GREEK SU F F I XE S : - o l o g y, - i c , - c r a tGREEK SU F F I XE S : - o l o g y, - i c , - c r a t

7NJMRWP ]R]UN\

A

1.

2.

3.

1.

2.

3.

A

LAT I N ROOTS : j e c t , s p e c t , a u d

LAT I N ROOTS : j e c t , s p e c t , a u d

spectator

de–

para–

fascination

–tion

immoral

brilliance

ject

spect

aud

monbiosphere

semi–

autocrat

dia-

semicircle

necrosis

thermostat

Y[NORaN\ \^OORaN\ JWM [XX] LJ[M\, ,

GREEK ROOTS : b i o , m on , t h e rmGREEK ROOTS : b i o , m on , t h e rm

LAT I N PREF I XE S : im - , d e - , s em i -LAT I N PREF I XE S : im - , d e - , s em i -

GREEK PREF I XE S : n e c r o - , p a r a - , d i a -GREEK PREF I XE S : n e c r o - , p a r a - , d i a -

L AT I N S U F F I XE S : - o u s , - a n c e , - t i o nLAT I N S U F F I XE S : - o u s , - a n c e , - t i o n

GREEK SU F F I XE S : - o l o g y, - i c , - c r a tGREEK SU F F I XE S : - o l o g y, - i c , - c r a t

spectator

autocrat

dia-

de-

necrosis

–tion

para–

semi-

semicircle

thermostat

mon

aud

Fold each card along the dotted line so that it makes a booklet with the words on the outside.

spectator

27


6. Glue the completed Context Clues Pull-Out Organizer onto the right side of your notebook, across from your Journal Page. 7. Glue the Title above the Organizer.

5. Squeeze the sides of the Envelope. One at a time, slide in each of the five completed Organizer patterns with the numbered context clues showing, from the lowest number (#1) to the highest number (#5).

4. You will need your five completed Context Clue Organizer patterns to finish assembling the Pull-Out Organizer. Make sure each pattern has been folded in half along the dotted lines so the words are on the outside.

&$ 3NORWR]RXW LU^N\'$ [N\]J]NVNW] LU^N\

($ NaJVYUN LU^N\)$ LJ^\N JWM NOONL]

*$ 2XVYJ[R\XW LU^N\

*$ 2XVYJ[R\XW LU^N\Previ

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28


Reference tools contain factual information that help us learn new words, fi nd out more about the words we already know, and assist us in locating information about interesting topics that we might want to research. Dictionaries, thesauruses, and glossaries are the types of reference tools that a mature writer like yourself should be familiar with in order to take your vocabulary knowledge and writing to “the next level.”

Dictionaries A dictionary is a great place to start when you want more information about a word. Traditional dictionaries, like those in your desk or on the shelf in your classroom, and digital dictionaries found on your computer, tablet, or the Internet, provide entry words, pronunciation keys, parts of speech, defi nitions, and in most cases, sample sentences. When reading, it’s important to keep a traditional or digital dictionary handy to help you pronounce and fi nd the meanings of new words. A dictionary will also help you choose the best defi nition to fi t the context, or meaning, for the sentences you are writing.

Hieroglyphics

hie•ro•glyph•ics (hi ruh glihf’ ihks ) noun 1. a form of writing, especially used in ancient Egypt, in which pictures or symbols are used to represent objects, concepts, or sounds; The Egyptian system of hieroglyphics used about 800 picture-signs that stood for objects or sounds. 2. writing that is difficult to understand or unreadable. Matthew’s hand writing was so difficult to read that his friends often teased him about using hieroglyphics.

entry wordpronounciation key

part of speechfirst definition

sample sentence 1second definitionsample sentence 2

29


ore racticeCName

P

Read the passage below. Then use the context of the passage and the dictionary page above to write the meaning of each word in italics.

Martín was in a panic as he irrigated his mother’s prize rose bushes. His favorite music icon, Beastie LaBlanc, was going to be in concert that evening, but Martín had a Greek mythology report due the next day. He needed to institute a plan to fi nish his report so he could go to the concert. Martín began reading about Greek mythology, but he suddenly felt inundated with information. He quickly realized that he should have started his report days ago! How could he write a full report in such little time without sounding completely illiterate about Greek mythology? If Martín didn’t study his subject well, he would end up copying most of the information. His teacher would most certainly impeach his credibility. He did not want to be dishonest. In the end, Martín skipped the concert and did the right thing by writing a report he could be proud of.

1. irrigated ______________________________________________________

2. icon _________________________________________________________

3. institute ______________________________________________________

4. inundated _____________________________________________________

5. illiterate ______________________________________________________

6. impeach ______________________________________________________

Vocabulary Acquisition and Use 6.L.4d I can determine the meaning of a word or phrase by using sentence context and a dictionary.

icon/irrigate

i•con (ahy’ kon) n. 1. a symbol that stands for something else 2. a person or thing that is honored or idolized

il•lit•er•ate (ih lit’ er it) adj. 1. unable to read or write 2. showing a lack of culture, especially in literature and language

im•peach (im peech’) v. 1. to accuse a government official of wrongdoing2. to challenge the truthfulness of someone’s actions

in•sti•tute (in‘ sti toot) v. to set up, establish, or organizen. an organization for carrying on a particularwork, such as scientific, literary, or educational instruction

in•un•date (in‘ uhn deyt) v. 1. to flood with water2. to overwhelm with information

ir•ri•gate (ir’ ih geyt) v. 1. to supply water in order to grow crops2. to wash a wound with water or other liquid

30


Part IIFollow the directions below and on the next page to make two Reference Tools Cootie Catchers.

3. Cut out the Cootie Catcher along the outside bold lines.

4. With your completed Cootie Catcher laying face-down, fold over the lower left-hand corner up to the upper right hand corner of the Cootie Catcher as shown.

6. Unfold the Cootie Catcher. Keeping the Cootie Catcher face-down, fold over the lower right-hand corner up to the center fold of the Cootie Catcher as shown.

1. Answer each of the eight questions on Cootie Catcher Pattern #1. Use proper capitalization, spelling, punctuation, and grammar in each of your answers.

2. Use coloring pencils to color each of the four areas on the Cootie Catcher pattern a different color.

Math book is –

The 5th word in the

glossary of my definitions in

context is –

The type ofreference that provides

It’s definition is – To find guide words, I

would use –

The type of reference

that lists page numbers

as part of its definitiions

is –

a dictionary is –

The differencebetween athesaurus and

synonym is –

The type of

referenceused to find a

The 10th w

ord in th

e

glossary of m

y Science

book is... It’s

definition is

–

I am m

ore likely to

use –

beca

use –

Whichtype of

reference provides

definitions in context? thesaurus

Would you

use an online or

traditional dictionary

to find guide words?

dictionary

Which

type of reference

lists page numbers

as part of its definitions?

Which

type of reference

would you use to find

a synonym for a word?

reference tools What is t

he

difference

betwee

n a

thesaurus a

nd a dict

ionary?

What is t

he

10th word in the

glossary

of your S

cience

book? W

hat is i

ts defi

nition?

glossary

What is th

e

5th word in the

glossary

of your M

ath

book? W

hat is it

s defi

nition?

Are you

more like

ly to

use an

online or

traditio

nal dicti

onary? W

hy?

5. Unfold the Cootie Catcher. Again, with the Cootie Catcher laying face-down, fold over the lower right-hand corner up to the upper left-hand corner of the Cootie Catcher as shown.

31


5. Color and cut out the two Pocket Labels.

6. Glue the two Pocket Labels onto the front of the Two-Pocket Organizer as shown.

7. Place a Cootie Catcher in each of the two pockets for safe keeping.

8. Glue the Two-Pocket Organizer onto the right side of your Language notebook, across from your Journal Page.

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Figurative language is a collection of fi gures of speech that gives special effects to ordinary words and phrases. In all kinds of literature, writers strive to use details that appeal to a reader’s senses. Creating pictures with words is known as imagery. If descriptive words and phrases help you form a vivid picture in your mind as you read, then the author has done a great job using imagery. In addition to imagery, writers use similes, metaphors, and personifi cation. Learning to use these fi gures of speech will elevate your writing to new levels that go beyond the dictionary’s meaning of words and phrases.

Similes A simile is a fi gure of speech that makes a comparison using the words like or as. Instead of simply saying Queen Nefertiti was beautiful, a simile makes a comparison that sounds far more exciting. Queen Nefertiti was as beautiful as a rainbow after the storm. Now, you have an image in your mind of just how beautiful Queen Nefertiti actually was. During her reign as queen, Nefertiti angered the citizens and priests of Egypt by forcing them to close their temples and worship only one god, known as Monotheism. This is an example of a complete sentence, but it doesn’t give a very clear picture of how angry Egyptians were when they were forced to convert, or change, to Monotheism. During Queen Nefertiti’s reign, Egyptian citizens and priests erupted like fl ames from a burning building at the thought of closing their temples and converting to Monotheism. In this example, simply using the word like to compare Egyptians to fl ames erupting from a burning building paints a clear picture of the depth of their anger.

Queen Nefertiti

33


ore racticeCName

P

Read the passage below. Then answer the questions that follow. (1) On Tuesday, Mr. Fillmore assigned our fi nal ancient history reports. (2) My stomach dropped like a roller coaster when he told us that we only had a week to fi nish our projects. (3) My brain did fl ip fl ops trying to decide which ancient history topic I would choose. (4) I fi nally decided on Queen Nefertiti because her power was a lighthouse in a sea of men. (5) Before I could begin my research, I had to organize my desk because it was a disaster area. (6) As soon as I began writing, my thoughts fl owed as quickly as a babbling stream after a storm. (7) Finishing this project by next week might not be so diffi cult after all!

1. Which fi gure of speech, if any, is in sentence 1?

a. simile b. metaphor c. personifi cation d. No fi gure of speech

2. Which fi gure of speech, if any, is in Sentence 2?

a. simile b. metaphor c. personifi cation d. No fi gure of speech

3. What is being personifi ed in Sentence 3? _______________________________

Which human quality or trait is being given to this object? ___________________ _________________________________________________________________

4. Underline the fi gure of speech in sentence 4. Describe the meaning of this fi gure of speech:

_________________________________________________________________

5. Which two sentences contain similes? _________________________________

6. Underline the fi gure of speech in sentence 5. Describe the meaning of this fi gure of speech:

_________________________________________________________

7. Add a simile to sentence 7. Rewrite the new sentence below:

_________________________________________________________________

Vocabulary Acquisition and Use 6.L.5a I can interpret fi gures of speech (similes, metaphors, personifi cation) in context.

34


In this activity, you will create Figurative Language Flaps that display examples of similes, metaphors, and personifi cation.

Directions: 1. Choose the next three blank pages in your Language notebook.

2. Follow the directions below and on the next page to create and glue six Figurative Language Flaps into your Language notebook.

6. Arrange six Simile Flaps, one in front of the other with one Simile Title Flap at the very back. Open up the Title Flap so it can cover all the Simile Flaps .

1. Cut out each Figurative Language Flaps Title along the bold lines. Fold along the dotted lines so that the Title is on the outside and the blank space is on the inside.

2. Use coloring pencils to color each of the three types of figurative language (similes, metaphors, and personification) a different color.

3. Cut out each Figurative Language Flaps pattern along the bold lines. Fold along the dotted lines so that the figuruative language example is on the outside and the blank space is on the inside.

4. Read each Figurative Language Flap. Place the twelve Simile Flaps in one pile, the ten Metaphor Flaps in a second pile, and the eight Personification Flaps in a third pile.

5. Use coloring pencils to color each Figurative Language Flap the same color as its Title. For example, if you colored the Simile Title red, color each Simile Flap red as well.

like a fragile flower

35


Part IIFollow the directions below to assemble and glue your Theseus and the Minotaur Myth Booklet onto the next blank page of your Language notebook.

1. Draw and color a picture in the blank rectangle on each page to represent the scene on the page. Cut out each of your four completed Theseus and the Minotaur pages along the dark solid lines, including the rectangle with the picture you have drawn.

2. Fold each page along the dotted line so the flap covers the right side of each page.

3. Glue the rectangle with the picture on top of the folded flap as shown.

4. Fold each page in half as shown.

5. Organize the pages with page 1 in the front, followed by pages 2, 3, and 4. Stand the pages side by side and glue them together to form a book.

7. The last page of your Myth Booklet should be blank. Use it to glue the completed Booklet onto the next blank page of your notebook.

6. Color and cut out one of the two Booklet Covers along the bold lines and glue it to the blank space on the front of the book.

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Learning new vocabulary is a life long process. No matter how many new words you learn each year, you will never run out of words to learn. You have already studied about the context clues in sentences and paragraphs that give hints to the meanings of new words. Understanding how words are related also helps build vocabulary knowledge. Learning about analogies, denotations, and connotations will help you to better understand the relationships between words that will ultimately lead to building a bigger vocabulary.

Analogies An analogy compares and describes the relationships between words. There are many different types of analogies. Some analogies use cause to effect, object to function, or part to whole comparisons to illustrate relationships between words.

Cause to Effect Analogies In a cause to effect analogy, the fi rst word in the pair describes a condition or action, while second word describes an outcome or effect to the condition or action. Virus is to illness as fl ood is to destruction. In the fi rst word pair of this analogy, virus is the condition. The outcome of a virus is an illness. In order for the analogy to be effective, the second pair must also start with a condition and end with an outcome. The condition in the second pair is a fl ood and the outcome of a fl ood is destruction. Listening is to hearing as spinning is to dizzy. This cause and effect analogy describes an action and the effect of that action. In the fi rst word pair, listening is the action. The effect of listening is hearing something. The fi rst word of the second pair must also start with an action and end with an effect of the action. The second word pair begins with the action of spinning. The effect of spinning in this analogy is becoming dizzy.

37


ore racticeCName

P

Read the sentences below. Then use the chart to list the denotation (dictionary defi nition), context clues from the sentence, and knowledge that you already have about each word in italics. Finally, decide whether each word in italics has a negative or positive connotation.

1. Abigail remained neutral during the conversation, offering honest input but refusing to take sides on the issue.

2. The candidate for president seemed indifferent to the needs of the voters, not really caring one way or the other how they felt.

Write one sentence using the word independent and another sentence using the word unconnected. Use the denotation, context clues, and your knowledge of each word to make it clear that one of the words has a positive connotation and one of the words has a negative connotation. Use proper capitalization, spelling, grammar, and punctuation.

1. _______________________________________________________________

_______________________________________________________________

2. _______________________________________________________________

_______________________________________________________________

Vocabulary Acquisition and Use 6.L.5c I can decide if words with similar denotations (defi nitions) have negative or positive connotations.

Word

Denotation

Context Clues

Your Knowledge

Connotation

(from the sentence)

(about the word)

(dictionary definition based on context)

neutral indifferent

38


Understanding how words are

related helps build vocabulary

knowledge. An analogy describes

the relationship between ________ .

In a cause and effect analogy, the

fi rst word in the pair describes a

____________________ or action,

while the second word describes an

____________________ or effect

to the condition or action. In an object to function analogy, the fi rst word in the

pair describes an ____________________ ,while the second word in the pair

describes _______________________________________________________ .

In a part to whole analogy, the fi rst word in the pair describes a ___________ ,

while the second word in the pair describes the _________________________

made up of those parts. Knife is to cutting as pen is to writing is an example of

a ______________________________________________________ analogy.

Heat is to scald as cold is to frostbite is an example of a __________________

_____________________________________________ analogy. Denotations

are _________________________________________ . Connotations are

the _____________________________ and _________________________

ideas or feelings associated with a word. Two words with similar denotations can

have very different _________________________ . Based on the denotation,

_________________________________________ , and your prior knowledge,

one word can bring about positive feelings while the other word can elicit

_________________________________________ emotions.

Understanding how words are

related through analogies,

denotations, and connotations

helps build vocabulary

knowledge.

39


Part IIFollow the directions below to create and glue an Analogy Organizer into your Language notebook.

1. Cut out the Analogy Organizer pattern, the Title, the Analogies, and the Answer strips along all bold lines.

3. Fold the Analogy Organizer along the dotted lines so that the lines are on the inside.

4. Glue the 16 Analogies that you colored onto the front side of each folded flap on the Analogy Organizer .

7. Glue the completed Analogy Organizer onto the right side of your Language notebook, across from your Journal Page. Color and glue the Title above the Organizer.

5. Fold back each flap. Find the Answer strip that completes the Analogy. Color the Answer strip the same color that you colored the Analogy. Glue the Answer strip on the front of the flap in the space provided. Be careful, there are more Answer strips than you will need.

6. On the line next to the Answer strip, write the type of Analogy used: cause to effect, object to function, part to whole.

2. Read each Analogy. Use coloring pencils to color all of the cause to effect analogies one color, object to funtion analogies another color, and part to whole analogies another color.Pre

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40


Name

ractice Card 3LanguageP

Conventions of Standard English 6.L.1b I can use refl exive and intensive pronouns.

Decide whether the pronoun in italics is a refl exive or intensive pronoun. Put an R next to the sentences with a refl exive pronoun. Put an I next to the sentences with an intensive pronoun.

1. ________ Rhonda and Raul will be writing Pizarro’s biography by themselves.

2. ________ They learned that Pizarro himself was a very dangerous man.

3. ________ I myself feel very fortunate that I never knew Pizarro personally.

4. ________ Do you think he saw himself the way history sees him?

5. _______ Pace yourselves so you can fi nish on time!

Write a sentence correctly using the refl exive pronoun itself. Use proper capitalization, punctuation, grammar, and spelling.

__________________________________________________________

__________________________________________________________

Write sentence correctly using the intensive pronoun yourselves. Use proper capitalization, punctuation, grammar, and spelling.

__________________________________________________________

__________________________________________________________

41



Name

Conventions of Standard English 6.L.1c I can recognize and correct inappropriate shifts in pronoun number and person.

Put an A next to the sentences with appropriate shifts in pronoun number and person. Put an I next to the sentences with inappropriate shifts in pronoun number and person.

1. ________ If an Aztec farmer wanted to plant crops, they prepared the soil.

2. ________ Many chopped down trees. Then, he planted crops in the clearing.

3. ________ Others dug canals to irrigate their crops of corn and potatoes.

4. ________ If they followed the rules of farming, you had food for the winter.

Go back to each sentence above that you marked with an I. Without changing the meaning of the sentence, make changes to the pronoun in italics so that there is an appropriate shift in pronoun number and person.

Read the short passage below and circle the pronouns that will give the passage the appropriate shifts in pronoun number and person.

At the top of the paper, each student must write (his, their) fi rst and last name. Students who do not follow directions will have (his, their) papers thrown in the trash can. Teachers can not be responsible for searching through (her, their) stacks of papers to fi nd out which student did not put (his, their) name on (his, their) paper! Everyone who follows these directions will have (his, their)paper graded and returned to (him, them) by Friday afternoon to take home to(his, their) parents. Does anyone have questions for (his, their) teacher?

42


Name


Conventions of Standard English 6.L.1d I can recognize and correct vague pronouns with unclear and ambiguous antecedents.

Rewrite the conversation below replacing the vague pronouns in italics with clear antecedents.

“Todd and I are going to see the Great Sphinx at the museum,” announced Freddy.

“Why are you taking him?” inquired Jill.

“He’s my best friend! Who else would I take there?” he asked.

“You could take me,” she hinted.

“You hate museums,” he shot back, “and you think that is boring.”

“I could learn to love them and that,” she teased.

“I still think he is the best choice to take there,” he said.

“I agree,” she sighed, “you can take me to the movies next week!”

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

__________________________________________________________

__________________________________________________________

43


Name

ractice TestLanguageP

Conventions of Standard English 6.L.2a I can use punctuation like commas, parentheses, and dashes to set off nonrestrictive/parenthetical elements.

Decide whether the elements in italics are restrictive or nonrestrictive elements. Put an R next to the sentences that contain restrictive elements. Put an N next to the sentences that contain nonrestrictive elements.

1. ________ Julius Caesar, born in Rome in 100 B.C., was an ambitious young man who served in the army.

2. ________ In 58 B.C., he was elected consul of Rome which was a high government offi ce.

3. ________ Caesar who thought very highly of himself spent many years extending the Roman Empire.

4. ________ The man who gained riches and fame for himself was hated by Roman leaders.

5. ________ It was the government’s fear of Caesar’s power that eventually led to the leader’s death.

Go back to each sentence above that you marked with an N. Use the lines below to rewrite these sentences, properly setting off the nonrestrictive elements. Make sure to use each type of punctuation – commas, parentheses, or dashes – at least once. ________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

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Name

Read the sentences below. Then use the chart to list the denotation (dictionary defi nition), context clues from the sentence, and knowledge that you already have about each word in italics. Finally, decide whether each word in italics has a negative or positive connotation.

1. The stingy man was so selfi sh that he refused to give the food he was going to throw away to the homeless family.

2. My mom is extremely thrifty, scrimping and saving all of her pennies to make sure that we can have a family vacation every year.

On the back of this paper, write one sentence using the word selective and another sentence using the word picky. Use the denotation, context clues, and your knowledge of each word to make sure that one of the words has a positive connotation and one of the words has a negative connotation. Use proper capitalization, spelling, grammar, and punctuation.

Vocabulary Acquisition and Use 6.L.5c I can decide if words with similar denotations (defi nitions) have negative or positive connotations.

Word

Denotation

Context Clues

Your Knowledge

Connotation

(from the sentence)

(about the word)

(dictionary definition based on context)

stingy thrifty

45


Name


Read each analogy below. On the line, write whether the analogy type being used is cause to effect, object to function, or part to whole.

1. Kite is to fl y as elephant is to stampede. ____________________________

2. Overspend is to poor as save is to rich. ______________________________ 3. Sand is to beach as snow is to mountain. ____________________________ 4. Heat is to cooked as cold is to frozen. _______________________________ 5. Pinch is to pain as hug is to comfort. _______________________________ 6. Shovel is to dig as hammer is to build. ______________________________ Complete the second word pair in each analogy by using the analogy typecause to effect, object to function, or part to whole in parentheses.

7. Sniff is to smell as lick is to (cause to effect)

______________________________________________

8. Egg is to hatch as popcorn is to (object to function)

______________________________________________

9. Teeth are to comb as bristles are to (part to whole)

______________________________________________

Finish this object to function analogy:

10. Knife is to cutting as __________________ is to _____________________

Write your own part to whole analogy.

11. (part to whole) _________________________________________________

Vocabulary Acquisition and Use 6.L.5b I can use the relationship between words (cause to eff ect, object to function, part to whole) to better understand the words.

46


Name


Read the passage below. Then answer the questions that follow.

(1) The region of Sumer included a small group of cities in southern Mesopotamia. (2) The Sumerians prized their independence. (3) They enjoyed the freedom of making their own rules and laws without being bothered by others. (4) Sumerians were great inventors. (5) They were the world’s fi rst people to make irrigation systems that brought water from the rivers to their crops. (6) They also made wheeled vehicles, sailboats, and even the world’s fi rst pottery wheels. (7) Their most important invention, however, was writing. (8) Cuneiform (kyoo•NEE•uh•form), made by scratching a wet clay tablet with a sharp reed pen, was one of the earliest writing systems. (9) Cuneiform used symbols known as “picture writing” that used images instead of words to describe things. (10) It took years of studying for a student to become an offi cial writer known as a scribe.

1. Underline the word inventors in Sentence 4. Use the clues in the passage to defi ne inventors.

_________________________________________________________

2. Underline the word irrigation in Sentence 5. Use the clues in the passage to defi ne irrigation.

_________________________________________________________

3. Underline the word symbols in Sentence 9. Use the clues in the passage to defi ne symbols.

_________________________________________________________ 4. Underline the word independence in Sentence 2. Use the clues in the passage to write your own sentence for independence that clearly tells the reader what independence means. Use proper capitalization, punctuation, spelling, and grammar.

_________________________________________________________ _________________________________________________________

Vocabulary Acquisition and Use 6.L.4a I can use context clues (overall meaning of a sentence/paragraph or a word’s position or function in a sentence) to fi gure out the meaning of a word or phrase.

47


Name

ractice TestLanguageP

Based on the context of each sentence and the dictionary defi nitions above, write the part of speech and meaning for each word in italics.

1. “Open the hatch!” demanded the captain, “the plane has landed!”

hatch part of speech: _______ hatch means: ______________________ ___________________________________________________________

2. The initial accident investigation was hampered by false information.

initial part of speech: _______ initial means: _______________________ ___________________________________________________________

hampered part of speech: _______ hampered means: _______________ ___________________________________________________________

3. Please don’t handle the anchor until the ship has safely arrived in the harbor.

handle part of speech: _______ handle means: _____________________ ___________________________________________________________

harbor part of speech: _______ harbor means: _____________________ ___________________________________________________________

Vocabulary Acquisition and Use 6.L.4d I can determine the meaning of a word or phrase by using sentence context and a dictionary.

hamper/initialham•per (ham’ per) v. 1. to hold back2. to interfere withn. a large basket with a cover

han•dle (han’ dl) n. a part of something made to begrasped by the handv. to touch, pick up, or carry with hands

har•bor (hahr’ ber) n. 1. a sheltered port for docking ships2. any place of shelter or safetyv. to hide a criminal

hatch (hach) v. 1. to start life by coming from an egg2. to produce, create, or concoct a plan3. to mark with lines for shading in or engravingn. a door in an aircraft or spacecraft

in•i•tial (ih nish‘ uhl) adj. of or at the beginningn. the first letter of a proper namev. to mark or sign the first letter of one’sfirst name and the first letter of one’slast name Pre

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48


Context Clues Pull-Out Organizer Grading Chart

Rest

atem

ent

Clue

s

Crit

eria

32

10

Scor

e

Tota

l

Exam

ple

Clue

s

Defi

niti

onCl

ues

Pull-

Out

Org

aniz

er A

ssem

bly

Asse

mbl

ed, c

olor

ed, a

nd

glue

d O

rgan

izer

into

no

tebo

ok a

ccor

ding

to

dire

ctio

ns.

Did

n’t a

ttem

pt to

ass

embl

e,co

lor,

or g

lue

Org

aniz

er in

tono

tebo

ok.

Asse

mbl

ed, c

olor

ed, o

r glu

ed

Org

aniz

er in

to n

oteb

ook

acco

rdin

g to

dire

ctio

ns.

Asse

mbl

ed, c

olor

ed, a

nd

glue

d O

rgan

izer

into

no

tebo

ok, b

ut c

lear

ly d

id

not f

ollo

w d

irect

ions

.

Conv

enti

ons

capi

taliz

atio

n, sp

ellin

g,

punc

tuat

ion,

gram

mar

Had

less

than

8 c

onve

ntio

ner

rors

in fi

nish

ed se

nete

nces

.H

ad 8

–12

con

vent

ion

erro

rs

in fi

nish

ed se

nten

ces.

Had

13

–18

conv

entio

n er

rors

in

fini

shed

sent

ence

s.H

ad m

ore

than

18

erro

rs in

fin

ished

sent

ence

s.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te th

eco

rrec

t typ

e of

sent

ence

us

ing

a re

stat

emen

t clu

e.

Did

n’t a

ttem

pt to

writ

e a

defin

ition

for t

he g

iven

wor

dor

writ

e a

sent

ence

usi

ng a

rest

atem

ent c

lue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te a

sent

ence

,bu

t it w

as th

e w

rong

type

or

did

not u

se a

rest

atem

ent c

lue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord

OR

wro

te th

eco

rrec

t typ

e se

nten

ce u

sing

a

rest

atem

ent c

lue.

Caus

e an

d Eff

ect

Clue

s

Com

pari

son

Clue

s

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te th

eco

rrec

t typ

e of

sent

ence

us

ing

a de

finiti

on cl

ue.

Did

n’t a

ttem

pt to

writ

e a

defin

ition

for t

he g

iven

wor

dor

writ

e a

sent

ence

usi

ng a

defin

ition

clue

.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te a

sent

ence

,bu

t it w

as th

e w

rong

type

or

did

not u

se a

defi

nitio

n cl

ue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord

OR

wro

te th

eco

rrec

t typ

e se

nten

ce u

sing

a

defin

ition

clue

.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te th

eco

rrec

t typ

e of

sent

ence

us

ing

an e

xam

ple

clue

.

Did

n’t a

ttem

pt to

writ

e a

defin

ition

for t

he g

iven

wor

dor

writ

e a

sent

ence

usi

ng a

nex

ampl

e cl

ue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te a

sent

ence

,bu

t it w

as th

e w

rong

type

or

did

not u

se a

n ex

ampl

e clu

e.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord

OR

wro

te th

eco

rrec

t typ

e se

nten

ce u

sing

an

exa

mpl

e cl

ue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te th

eco

rrec

t typ

e of

sent

ence

us

ing

a ca

use

and

effec

t clu

e.

Did

n’t a

ttem

pt to

writ

e a

defin

ition

for t

he g

iven

wor

dor

writ

e a

sent

ence

usi

ng a

caus

e an

d eff

ect c

lue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te a

sent

ence

,bu

t it w

as th

e w

rong

type

or

did

not u

se ca

use a

nd eff

ect.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord

OR

wro

te th

eco

rrec

t typ

e se

nten

ce u

sing

a

caus

e an

d eff

ect c

lue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te th

eco

rrec

t typ

e of

sent

ence

us

ing

a co

mpa

rison

clue

.

Did

n’t a

ttem

pt to

writ

e a

defin

ition

for t

he g

iven

wor

dor

writ

e a

sent

ence

usi

ng a

com

paris

on cl

ue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord;

wro

te a

sent

ence

,bu

t it w

as th

e w

rong

type

or

did

not u

se a

com

paris

on cl

ue.

Wro

te a

defi

nitio

n fo

r the

give

n w

ord

OR

wro

te th

eco

rrec

t typ

e se

nten

ce u

sing

a

com

paris

on cl

ue.

49


Standard English Journal Page

By sixth grade, you should be using elements of standard English while identifying and utilizing strategies to improve your own and others’ writing and speaking. Good writers and effective speakers choose their words carefully to clearly describe their chosen topic or idea. choosing the right words can have a powerful effect and help readers and listeners better understand your message. Punctuation is necessary for readers to clearly understand your writing. End punctuation, such as periods, question marks, and exclamation points tells readers when to stop, if a question is being asked, and whether or not to be surprised. Restrictive elements are groups of words that are necessary to the meaning of the sentence. For this reason, restrictive elements are not set off from the rest of the sentence by commas or other types of punctuation. Nonrestrictive elements are groups of words that can be removed without changing the meaning of the sentence. Nonrestrictive elements are set off from the rest of the sentence with commas, dashes, and parentheses. Varying sentence patterns by using a combination of sentence types enhances meaning and makes text more interesting. The style and tone of your writing and speaking should match your purpose for communicating. The more you know about your topic, the easier it will be to get your message across.

Restrictive and Nonrestrictive Organizer

Rome’s civil war (which broke out after Julius Caesar’s untimely death) lasted 14 years before Octavian defeated some ofRome’s most experienced generals.

Marc Antony was the man who becameCleopatra’s husband after Julius Caesarwas stabbed to death by his enemies.

Many believe the snake that bit Cleopatrawas responsible for ending her life.

The position that Julius Caesar was elected to in 59 B.C., was the highest office in theRoman Republic.

Some historians believe that Cleopatra and Julius Caesar, who joined forces to defeat Cleopatra’s brother, were married and had a child together.

Julius Caesar, whose dicatorship was short,made important changes in Roman life.

The family that raised Cleopatra must havevalued education because she grew up speaking multiple languages.

=>=A4BCA82C8E4

Unlike Cleopatra–whose family was wealthy–Julius Caesar grew up in a humble family and joined the military at 18.

A4BCA82C8E4

50


6.L.1c I can recognize and correct inappropriate shifts in pronoun number and person.

1. A2. I Everyone in Cortés’s family wanted to go his or her own way. 3. I Hernando Cortés took the Aztec’s emperor prisoner and demanded that they pay a ransom for his safe return.4. I Very few in our class had their Aztec Empire report fi nished.5. A

See Rubric below for grading sentence.

Core Practice Card

Included and correctly used the given pronouns in a sentence

3 2 1 0Criteria PronounSentence

Score

Total

Conventionscapitalization,punctuation, and grammar

Didn’t attempt to writea sentence

Had no spelling mistakes in the sentenceSpelling

Had more than 4 spelling mistakes in thesentence

Had 1-2 spelling mistakes in the sentence

Had no convention errorsin the sentence

Had 1-2 convention errors in the sentence

Had 3-4 convention errors in the sentence

Had more than 4 convention errors in the sentence

Wrote a sentence but didnot include the given pronouns

Had 3-4 spelling mistakes in the sentence

Included but did not correctlyuse the given pronouns in a sentence

51


Pronoun Organizer

Subjective Pronouns Sentences

Did you know that the Inca ruled oneof the richest empires in the world?

Josef and they learned that the Inca planted corn, cotton, and potatoes.

Saylor and I discovered that most Incas were honored to be chosen for sacrifi ce.

It was a crime to lie or steal in the Inca Empire, punishable by death.

Objective Pronouns Sentences

Remi went with Bo and me to the library to learn more about Francisco Pizarro.

Archaeologists who have studies the Inca culture are still amazed by them.

Will Carter and Bella come to the Inca display with Michael and us?

Francisco Pizarro wanted Bartolomé Ruiz to go with him to the Inca Empire.

Refl exive Pronouns Sentences

Francisco Pizarro prided himself on his knowledge of the Inca Empire.

In 1533, Pizarro fi nally defeated the Inca, claiming Peru for Spain and himself.

Pizarro’s men hid and kept themselvessafe after Pizarro was stabbed to death.

Pizarro and Ruiz tried to enter Equador but were afraid for themselves.

Intensive Pronouns Sentences

The Inca Empire itself was built on the steep slopes of the Andes Mountains.

Would Ruiz himself have tried to travel alone to the Inca Empire?

Frannie herself can’t decide whether to think of Pizarro as a bully or a hero.

Bartolomé Ruiz himself had captured a group of natives from the Inca Empire.

3 2 1 0Criteria OrganizerAssembly

Score

Total

Sentences

Underlined the subjective,objective, reflexive, or intensivepronoun in all 16 sentences; coloredand glued strips in proper places.

SentenceStrips

Followed directions to cut,color, assemble, and glue Organizer into notebook.

Followed directions to cut,color, assemble, OR glue Organizer into notebook.

Cut, assembled, colored, and glued Organizer into notebook, but didn’t followdirections.

Didn’t attempt to cut, color, assemble, or glue Organizer into notebook.

Underlined the subjective, objective, reflexive, or intensive pronoun in 8 or more sentences; colored and glued at least 8 strips in proper places.

Underlined the subjective, objective, reflexive, or intensive pronoun in less than 8 sentences; colored and glued less than 8 strips in proper places.

Didn’t attempt to underline the subjective, objective, reflexive, or intensive pronouns; color or glue any the strips in their proper places.

Wrote one of each type ofsentence; colored and glued strips in their proper places.

Wrote 3 of the requiredsentences; colored and glued strips in their proper places.

Wrote 1-2 of the requiredsentences; colored and glued strips in their proper places.

Didn’t attempt to write anyof the required sentences.

Conventionscapitalization, punctuation,

grammar, and spelling

Had less than 5 conventionerrors in sentences.

Had 5-8 convention errors in sentences.

Had 9-12 convention errors in sentences.

Had more than 12 convention errors in sentences.

Pronoun Organizer Grading Chart

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ew

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