6 Grade - SharpSchool

6th Grade Home Learning Packet

5 Weeks of Work

Please stay in touch with your teacher about your work on this packet. You don’t have to return this, but

the teacher will check in with you often. You will receive a Pass or Fail grade at the end of the year.

Continuous Learning Plan Elementary School 5 Week Plan

April 13-May 15, 2020 Grade 6

Teacher: Boylan, Martinez, Omangay

Email: [email protected]

Grade Level: 6th

Instructional & Virtual Office Hours: 12:30-1:30 (M/W/F) 8:30-9:30 (T/Th)

Phone Number: 505-927-1630

Daily Engagement Time: 90 minutes daily

Learning Plan Overview On March 27, 2020 the New Mexico Public Education Department (NMPED) announced that schools will shift to a learn-at-home model as they will remain closed for the rest of the academic year. Schools will not be required to make up the missed instructional days between March 16 and April 3, but for the remaining weeks of the school year to be waived, districts must develop both technology-based and non-technology-based Continuous Learning Plans (CLP) to include 5 weeks of remote learning. Students and families are encouraged to utilize digital resources; however, given limited access to technology and/or reliable internet service, students may opt to participate off-line and will be provided with the resources they need. Paper-based assignments will be completed by students, but will not be submitted for traditional grading; instead teachers will assess student’s completion of activities through weekly check ins and parents will submit the “Extended Learning Parent Verification” form electronically to teachers during the final week of remote learning, due May 11-15. Students will receive a “PASS or FAIL” grade dependent on their participation. EPS will also support all continuous learning options with either digital or phone-in support as necessary. Teachers will do their best to ensure that regardless of the remote learning option selected by the family, all students will have the resources they need to meet learning targets. Teachers will be following NMPED recommended daily engagement timing for continuous learning during the 5 week learning model.

Recommended Daily Engagement Time Grade Band Time Pre-K 30 minutes Grades K-1 45 minutes Grades 2-3 60 minutes Grades 4-6 90 minutes Grades 7-12 30 minutes per class

(max 3.5 hours per day) We look forward to supporting families and students in continuing their remote learning during this unprecedented time. Attached you will find Critical Learning Goals and Activities for English Language Arts/Literacy, Mathematics and Science & Social Studies. Additional learning supports related to Arts, Physical Education, Bilingual Education & English Language Development, as well additional grade appropriate interventions for ELA and Math can be found on our district website at: www.k12espanola.org.

http://www.k12espanola.org/

Continuous Learning Plan Grade 6

English Language Arts / Literacy

Critical Learning Goals & Weekly Activities • Analyzing how chapters of a book, scenes of a play, or stanzas of a poem fit into the overall structure of the piece

and contribute to the development of ideas or themes • Gaining knowledge from materials that make extensive use of elaborate diagrams and data to convey information

and illustrate concepts • Evaluating the argument and specific claims in written materials or a speech, and distinguishing claims that are

supported by reasons and evidence from claims that are not • Presenting claims and findings to others orally, sequencing ideas logically, and accentuating main ideas or themes • Writing arguments that provide clear reasons and relevant evidence, using credible sources • Writing brief reports that examine a topic, have a clear focus, and include relevant facts, details, and quotations • Conducting short research projects to answer a question, drawing on several sources and sharpening the focus

based on the research findings • Reviewing and paraphrasing key ideas and multiple perspectives of a speaker • Recognizing variations from standard English in his or her own and others’ writing and speaking, and using this

knowledge to improve language use • Determining the correct meaning of a word based on the context in which it is used (e.g., the rest of the sentence or

paragraph; a word’s position or function in a sentence)

Wk Paper Based Learning Activities Digital Learning Activities 1 Lesson from Edgenuity.com typed out verbatim

by Mrs. Omangay. Students are expected to read and answer questions. If students are struggling they have email and phone numbers of 6th grade teachers to obtain assistance.

Students are expected to work on Expectations for Edgenuity are for students to

Edgenuity.com 6th grade lessons *Students will log on to Edgenuity.com *Students have their log-on credentials. *Each lesson will continue from where the student left off *Students are asked to spend two hours per day- five days a week. They should be on each course subject (ELA, Math, Science, Social Studies)at a minimum of half an hour per day. *Teachers are able to monitor student work and progress. An email is available on Edgenuity for teachers to reach out to students about their progress or for students to ask questions. *Each Edgenuity lesson has video instruction and practice work, assignments, review, and quizz.


answer questions and/or write essays for the particular lesson.


Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email. Wonders: * Unit 3.1 Your Turn Packet (pdf attached)- Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.

--

Unit 3.1 Spelling Packet (pdf attached) - Spelling words are word with vowel teams. Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.

Unit 3.1 Grammar Packet (pdf attached) the packet targets action verbs and objects. Students will have an instruction piece and are asked to do activities to show their understanding as how to use action verbs and objects.


2 Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email. Wonders: Unit 3.2 “Your Turn” packet: -Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.

Unit 3.2 Spelling packet- Spelling words are r-controlled words. Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.


Unit 3.2 Grammar packet- the packet targets verb tenses. Students will have an instruction piece and are asked to do activities to show their understanding as how to use the verbs in each tense.


3 Students are expected to complete packets that

have been distributed. Teachers are available to assist students in need by phone and email. *Scholastic News: Read for comprehension & fluency. -Highlight text evidence to support your answer in text. -“Coronavirus Update” “Fight for Women’s Rights, Are We Ready for Driverless Cars?”, “Take the Shamrock Challenge”: -Answer questions text.


*Science Spin- “Cat Allergy Cure” -Read for comprehension and fluency -Objective: Understand how scientist planned and carried out an investigation to see how a special cat food could prevent an allergic reaction in people. -Crosscutting concept: Cause and Effect, Variation in traits:

- *Wonders: Read for comprehension and fluency - Unit 3.3 Your Turn Packet- Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.

- Unit 3.3 Spelling Packet- Spelling words are words with vowel teams. Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.


-Unit 3.3 Grammar Packet- Students will have an instruction piece and are asked to do activities to show their understanding as how to use action verbs and objects.

4 *Scholastic News: Read for comprehension & fluency. -Highlight text evidence to support your answer in text. * Stolen Gold” (conquerors from Spain battled the Aztecs for their land and treasure) “Making Major”- League History (baseball) “Count Me In”- Government Census “Were You Fooled?”– Broom Challenge

*Wonders: Unit 3.4 Spelling Packet- Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.


Unit 3.4 Grammar Packet- Students will have an instruction piece and are asked to do activities to show their understanding.

Your Turn Packet- Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.

5 *Scholastic News: Read for comprehension & fluency. -Highlight text evidence to support your answer in text.

*Science Spin” - Read for comprehension & fluency. -Highlight text evidence to support your answer in text.


*Wonders: Spelling Packet- Students are expected to spell words correctly as they answer questions or fill-in-the blank activities using given words. Students are expected to understand what each word means. The packet includes a portion where students must write a short passage using the spelling words correctly.

Grammar Packet - Students will have an instruction piece and are asked to do activities to show their understanding.


Your Turn Packet - Students write sentences using given vocabulary words. They write to improve given passages. The packet includes diagrams for students to use to answer questions. Students read passages and answer questions that have to do with realistic fiction. Students read for comprehension and fluency.


Mathematics

Critical Learning Goals & Weekly Activities • Understanding ratios and rates, and solving problems involving proportional relationships (e.g., if it took 7 hours to

mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?)

• Dividing fractions and solving related word problems (e.g., how wide is a rectangular strip of land with length 3 ⁄4 mile and area 1 ⁄2 square mile?)

• Using positive and negative numbers together to describe quantities; understanding the ordering and absolute values of positive and negative numbers

• Working with variables and expressions by generalizing the way numbers work (e.g., when adding numbers, the order doesn’t matter, so x + y = y + x; likewise, properties of addition and multiplication can be used to rewrite 24x + 18y as 6(4x + 3y), or y + y + y as 3y)

• Understanding the process of solving simple equations • Writing equations to solve word problems and describe relationships between quantities (e.g., the distance D

traveled by a train in time T might be expressed by an equation D = 85T, where D is in miles and T is in hours) • Reasoning about relationships between shapes to determine area, surface area, and volume

Wk

Paper Based Learning Digital Learning Alternative

1 Students are expected to complete packets that have been distributed. Teachers are available to assist students in need by phone and email.

Worksheet hand-outs for each standard

Edgenuity.com 6th grade lessons *Students will log on to Edgenuity.com *Students have their log-on credentials. *Each lesson will continue from where the student left off *Students are asked to spend two hours per day- five days a week. They should be on each course subject (ELA, Math, Science, Social Studies)at a minimum of half an hour per day. *Teachers are able to monitor student work and progress. An email is available on Edgenuity for teachers to reach out to students about their progress or for students to ask questions. *Each Edgenuity lesson has video instruction and practice work, assignments, review, and quiz.




have been distributed. Teachers are available to assist students in need by phone and email.




have been distributed. Teachers are available to assist students in need by phone and email.












Science & Social Studies

Critical Learning Goals & Weekly Activities • World Geography – Social Studies/Country Geography • Ancient Civilization: Mespotamia, Fertile Crescent, Sumerian cities and states, The First Empires, Judiaism • Stars & Galaxies • Solar System • Planets • Gravity & Motion • Scholastic News • Science Spin

Wk Paper Based Learning Digital Learning Alternative 1 Students are expected to complete packets that

have been distributed. Teachers are available to assist students in need by phone and email. World Geography hand-out Country Geography hand-out Timeline – hand- out Mesopotamia –hand- out Galaxies – hand-out

Edgenuity.com 6th grade lessons *Students will log on to Edgenuity.com *Students have their log-on credentials. *Each lesson will continue from where the student left off *Students are asked to spend two hours per day- five days a week. They should be on each course subject (ELA, Math, Science, Social Studies)at a minimum of half an hour per day. *Teachers are able to monitor student work and progress. An email is available on Edgenuity for teachers to reach out to students about their progress or for students to ask questions. *Each Edgenuity lesson has video instruction and practice work, assignments, review, and quiz.



have been distributed. Teachers are available to assist students in need by phone and email. Stars hand-outs Galaxy Worksheet Galaxy Hand-out Fertile Crescent hand-out



have been distributed. Teachers are available to assist students in need by phone and email. Scholastic News: Science: “Coronavirus Update” Social Studies: “Fight for Women’s Rights, Are We Ready for Driverless Cars?”, “Take the Shamrock Challenge” Science Spin: “Cat Allergy Cure”



have been distributed. Teachers are available to assist students in need by phone and email. Scholastic News: Social Studies: “Stolen Gold” (conquerors from Spain battled the Aztecs for their land and treasure) “Making Major”- League History (baseball) “Count Me In”- Government Census Science: “Were You Fooled?”– Broom Challenge


5 Scholastic News:

Social Studies: “Earth Day: Then and Now” Science: “Can Kids Save the Planet” (Protect the Planet) “What a Waste” (Students at a school are cutting down on food waste) “Earth Day” “Turning Trash into Art” “Is it Ok to Swim with Manatees?”



Continuous Learning Parent Verification

Directions: Please complete, sign and return this form to your child’s teacher No Later than May 15, 2020. Please scan or photograph this page and email to your child’s teacher. DO NOT SEND HARDCOPIES TO SCHOOL.

As the parent/guardian of ___________________________ (insert student name),

I verify that they have completed their 5-week extended learning plan activities as

assigned to address their Literacy, Mathematics, Science/Social Studies and Family

Engagement Activities to support Physical Fitness, Health & Wellness and Fine

Arts.

My child has completed the activities via (Please check one):

Paper Based Instruction ONLY

Online Instruction ONLY

Paper & Online Instruction (COMBINATION).

I understand that completion will result in a “Pass/Complete” grade for the 4th quarter for the respective subjects.

Student Name: Grade:

Date of Birth: Teacher:

Parent/Guardian Name (Print):

Signature: Date:

ELA

© Edgenuity, Inc. 1

Warm-Up Growing Up: Narrative Voice in The Jungle Book

Words to Know

Write the letter of the definition next to the matching word as you work through the lesson. You may use the glossary to help you.

characterization A. the character or voice that tells a story in a narrative text

B. to decide something based on evidence

C. all-knowing

D. who is telling the story and how it is told

E. restricted

F. the way a character is presented and developed

point of view

determine

narrator

limited

omniscient

Lesson Goals

Read “Mowgli’s Brothers” from The Jungle Bookby Rudyard Kipling.

Understand the role

as storyteller.

of a

point of view.

Explore

Examine how pointof view helps readersunderstand

.

WK2

Lesson Question

?


Warm-Up Growing Up: Narrative Voice in The Jungle Book

The Jungle Book

• Was written in

• Is set in the jungles of

• Is about a boy who is raised by a family of

• Has been adapted into movies, TV shows, and other media

• Makes a statement on cultural differences of its time

• Expresses a strong about laws and rules


Growing Up: Narrative Voice in The Jungle Book

Heroism and Growing Up

Growing upGrowing up

Taking

Admitting Handling

Making

The Role of a Narrator

A narrator is the character or voice that tells a story.

A narrator:

• provides information about the .

• tells the of the story.

2Slide

4

InstructionPart 1


InstructionPart 1


4Slide

6

Comparing the Author and the Narrator

Author: Narrator:

• Is a real person who writes a story

• Chooses how the story will be told

• the characters,

setting, and plot

• Writes for a specific

• Is an character or

voice who tells a story

• Can be a in the story

• Shares thoughts and of the characters

• Tells the story for a specific purpose

Purpose for Telling a Story

As you read a story, ask yourself:

• Who might be this story?

• What does the narrator want

me to ?

• is he or she telling me

all this?

The narrator is likely . Her role as narrator gives the reader

an understanding of what Julia is like and what a mother’s job is like.

Julia giggled with delight, then

smashed her fists against her high

chair tray and screamed. I knew I

was lucky to have such a free-spirited

child, but I couldn’t help but wonder

when she would become more able to

control herself.



InstructionPart 1

8

10

Slide

Rudyard Kipling (1865–1936)

• Was born in to a British family

• Was sent to live with a foster family in England at age five

• Went to school in and the United States

• Set many of his later stories in India

Narrative Point of View

Narrative point of view describes is telling a story and the story is being told.

person: person: person:

When I got to school, I realized that I had forgotten about today’s quiz.

When you got to school, you realized that you had forgotten about today’s quiz.

When Tarek got to school, he realized that he had forgotten about today’s quiz.


InstructionPart 1


Slide

Limited and Omniscient Narration

There are two types of point of view.

point of view point of view

• The narrator knows the thoughts

and feelings of just or a

few characters in the story.

• The narrator knows the thoughts

and feelings of of the

characters in the story.

12

Identifying Narration Clues

• Is the narrator a in the story?

• Does the narrator know the thoughts and feelings of only one character?

• Does the narrator

the thoughts and feelings of every character?

The narrator also reveals the thoughts and feelings of all three characters.

This means that the story is written from a -person, omniscient

.

When the school bell rang, Jesse, Lana, and

Oscar sprang to their feet.

“It’s time!” said Lana excitedly. Her heart

nearly skipped a beat.

Jesse suddenly felt relieved. “I thought

we’d never make it,” he said.

Oscar wished his friends luck, but secretly

he hoped that he would be the one to get the

leading role.



InstructionPart 2

Characterization

Characterization is the way a character is presented and in a story.

Characterization

descriptionthoughts

Character’s Othercharacters’thoughts

Slide

2

5 Characterization from Different Points of View

A story’s narrative can affect characterization.

Underline the words that help the reader understand that Father Wolf is protective.

-person narration:

• The narrator describes what happens.

• Father Wolf seems .

-person narration:

• Father Wolf describes what happens.

• Father Wolf seems protective.

“He has no right!” Father Wolf began

angrily. “By the Law of the Jungle he has

no right to change his quarters without

fair warning. He will frighten every head

of game within ten miles; and I – I have

to kill for two, these days.”

–“Mowgli’s Brothers,” The Jungle Book, Rudyard Kipling


Summary

? Lesson Question


? Lesson Question

How does narrative point of view help you connect to characters in a story?

Answer

Use this space to write any questions or thoughts about this lesson.


Warm-Up Sensory Language in The Jungle Book

Words to Know

Fill in this table as you work through the lesson. You may also use the glossary to help you.

descriptionan account of something, especially something that presents a

to a person who reads or hears it

imagerylanguage that suggests how someone or something

, sounds, feels, smells, or tastes

WK2

Lesson Question

?

Lesson Goals

Read“Mowgli’s

Brothers” fromThe Jungle Book .

to

Understand how

encourages

experience a story.

readers to use their

Visualize

in a text. Explore how imageryhelps an author makea story more

and fun to read.


Warm-Up Sensory Language in The Jungle Book

Words to Know

sensory language

words and phrases that require use of one or more of the five

to better understand and

visualize to form a mental of something

WK2


Sensory Language in The Jungle Book

Imagery

Imagery is that suggests how someone or something looks,

sounds, feels, , or tastes.

2Slide

InstructionPart 1

Sensory Language: Sight, Hearing, and Touch

Authors use sensory language to create .

The pencils were placed in a circle of bright colors.

The clanging alarm rings in my ear each morning.

The damp soil crumbled between my fingers.

Sensory Language: Smell and Taste

Authors also use sensory words to describe smells and tastes.

The sweet aroma of floral perfume filled the air.

The juicy orange had a sweet and bold flavor.

4



8Slide

Visualizing

When you visualize, you use imagery in the text to create a picture of what’s happening or what’s being described.

Visualization involves:

• thinking about what’s happening.

• noticing the details.

• that you are part of the action.

InstructionPart 1

Visualizing to Understand Text

Underline the words in the passage that help create a picture in the reader’s mind.

The pickup truck pulled up to the driveway. Dust and dirt seemed to billow in the air around

the flatbed. The truck suddenly stopped rumbling and became perfectly still. Papa’s seat

creaked, and the door rattled open. I saw his cowboy boots jump to the ground beneath the

open door. He’s here, I thought. Finally!



10Slide

Visualizing to Make Sense of Imagery

Visualizing imagery in the text can help a reader what is not

stated .

directly directly

The orange I ate tasted good. The juicy pulp dripped through my fingers as the refreshing tang coated my mouth with sweet citrus flavor.

InstructionPart 1

Recapping “Mowgli’s Brothers” from The Jungle Book

• Father and Mother Wolf wake up for the day and hear Tabaqui the jackal at their cave entrance.

• They learn that Shere Khan, a jungle tiger, has changed his ground.

• Shere Khan goes after some at their camp and burns himself in their fire.

• Father Wolf runs out to see why Shere Khan is yelling, and jumps at a noise

in the .

• The is coming from a human child who shows no fear of Father

Wolf.

• Father Wolf takes the child to his cave, and the child settles in with the wolf cubs.

12



2Slide

Roles of Sensory Language

Sensory language makes writing more and the reader.

language language

Shere Khan stood in the entrance of the cave.

The moonlight was blocked out of the mouth of the cave, for Shere Khan’s great square head and shoulders

were into the entrance.

–“Mowgli’s Brothers,”The Jungle Book,

Rudyard Kipling

Purposes of Imagery

Imagery adds meaning to the text by:

• giving detailed of what the characters look like.

• providing details about the setting.

• showing how the characters toward one another.

InstructionPart 2

4



4Slide

Identifying Meaning in Imagery

Underline the words in the passage that describe Shere Khan’s reaction to burning his feet.

Shere Khan had jumped at a wood-cutter’s camp-fire, as Father Wolf had said, and was

furious from the pain of his burned feet. But Father Wolf knew that the mouth of the cave was

too narrow for a tiger to come in by. Even where he was, Shere Khan’s shoulders and fore

paws were cramped for want of room, as a man’s would be if he tried to fight in a barrel.

–“Mowgli’s Brothers,” The Jungle Book,Rudyard Kipling

InstructionPart 2


Summary

? Lesson Question


Answer

Use this space to write any questions or thoughts about this lesson.

How does sensory language help you picture what’s happening in a story?

Cumulative Exam Questions

GROWING UP: Narrative Voice in The Jungle Book

Question 1 Question ID: b423dbd0-d43b-11e2-b2c9-bc764e043e0c Points Possible: 1 Objective: Analyze how point of view contributes to characterization

Read the following excerpt from The Jungle Book by Rudyard Kipling.

Now, Tabaqui knew as well as any one else that there is nothing so unlucky as to compliment children to

their faces; and it pleased him to see Mother and Father Wolf look uncomfortable.

Tabaqui sat still, rejoicing in the mischief that he had made.

How does the narrator characterize Tabaqui in this excerpt?

A. by using physical description B. by using characters’ dialogue C. by sharing the character’s inner thoughts D. by sharing other characters’ inner thought

Question 2 Question ID: bd986d2a-d43b-11e2-91af-bc764e043e0c Points Possible: 1 Objective: Analyze how point of view contributes to characterization

Read the following excerpt from The Jungle Book by Rudyard Kipling.

"How little! How naked, and—how bold!" said Mother Wolf, softly. The baby was pushing his way between

the cubs to get close to the warm hide. "Ahai! He is taking his meal with the others. And so this is a man's

cub. Now, was there ever a wolf that could boast of a man's cub among her children?"

"I have heard now and again of such a thing, but never in our pack or in my time," said Father Wolf. "He is

altogether without hair, and I could kill him with a touch of my foot. But see, he looks up and is not afraid."

In this excerpt, how does the narrator characterize the wolves as caring individuals?

A. by giving physical descriptions of the wolves

B. by showing the wolves’ inner thoughts

C. by showing how other characters feel about the wolves

D. by revealing the dialogue between the two wolves

https://r15.core.learn.edgenuity.com/ContentViewers/Emissary/OpenEmissaryLink?a=http%3A%2F%2Fmedia.edgenuity.com%2Fcontentengine%2Fcommon%2F%2Fpassages%2F2013_Courses%2FELA6%2FELA6_U8_L1_junglebook.html

https://r15.core.learn.edgenuity.com/ContentViewers/Emissary/OpenEmissaryLink?a=http%3A%2F%2Fmedia.edgenuity.com%2Fcontentengine%2Fcommon%2F%2Fpassages%2F2013_Courses%2FELA6%2FELA6_U8_L1_junglebook.html

Question 3 Question ID: 4608a988-eb1e-11e2-bbd1-bc764e043e0c Points Possible: 1 Passage Group ID: 510cbd66-4aa4-47eb-b6b5-9913923d4ad9 Objective: Explore narrative point of view

Read this excerpt from "The Piñata."

I got up from my place at the bucket and grabbed two empty milk jugs from the hundreds that were lined

up in neat rows. I handed them to him. The paste cracked and flaked on my arms and hands from the

heat of the garage. The old man pulled a small pocket knife from his back pocket. He cut open the jugs

and taped the balloons to them to make a piñata form. He looked at me once more, and I knew what to

do next. I returned to the bucket full of paste and handed him strip after sticky strip.

What is the narrative point of view in this excerpt?

A. first person B. second person C. third-person limited D. third-person omniscient

https://r15.core.learn.edgenuity.com/ContentViewers/Emissary/OpenEmissaryLink?a=http%3A%2F%2Fmedia.edgenuity.com%2Fcontentengine%2Fcommon%2F%2Fpassages%2F2013_Courses%2FELA6%2FELA6_U8_P1_ThePinata.html

Name

56 Grammar • Grade 6 • Unit 3 • Week 2

Grammar: Verb Tenses

A. Write the past tense of each verb.

1. climb

2. pretend

3. examine

4. pick

5. charge

B. Write the future tense of each verb.

6. excuse

7. travel

8. watch

9. disagree

10. paint

• The present tense of a verb tells what a subject is doing now.

• The past tense tells what has already happened. It is usually formed by

adding -d or -ed to the base form of the verb.

• The future tense tells what is going to happen. It is usually formed by

adding the helping verb will to the base form of the verb.

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Grammar • Grade 6 • Unit 3 • Week 2 57

Grammar: Subject-Verb Agreement

Rewrite each sentence using the correct present tense form of the verb

in parentheses.

1. A hiker (walk, walks) along trails that are not very steep.

2. Rock climbers (choose, chooses) steeper slopes.

3. Smooth rocks (require, requires) special climbing techniques.

4. A rock climber (need, needs) special equipment to ascend a mountain.

5. Steel spikes (help, helps) the climber reach the top.

• Verbs must agree with their subjects in number: A singular subject

requires a singular verb, and a plural subject requires a plural verb.

• Present tense verbs with a single subject add -s to the base.

• Present tense verbs with a plural subject do not add -s.

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Rewrite the sentences. Use the correct verb in parentheses so that the subjects

and verbs agree.

1. The football team (practice, practices) every day after school.

2. The players and coaches (meet, meets) on the fi eld.

3. Reese (carry, carries) equipment from the gym.

4. Shoulder pads and helmets (protect, protects) the players.

5. The team (drink, drinks) water during and after practice.

• A verb may have more than one subject. More than one subject for the

same verb is called a compound subject. Treat a compound subject like

a plural subject and do not add -s to the verb.

• A collective noun is considered singular if it names the group as a

whole. It is considered plural if it refers to the group’s members acting

as individuals.

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Grammar: Proofread

Proofread the sentences for mistakes. Put brackets [ ] around incorrect verb

tenses. Rewrite the sentences correctly.

1. elephants lives in herds

2. female elephants and calves travels together.

3. Typically, a strong female elephant lead the herd

4. the herd move from place to place looking for food

5. elephants eats leaves, grass, fruit, and other foods from plants

• The present tense of a verb tells what a subject is doing now. The past

tense tells what has already happened. Add -d or -ed to most verbs to

show past tense. The future tense tells what is going to happen. Add

the helping verb will to show future tense.

• A present tense verb must agree with its subject. Present tense verbs

with a single subject add -s to the base. Present tense verbs with a plural

subject do not add -s.

• Treat a compound subject like a plural subject and do not add -s to

the verb.



individually.

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For each sentence, circle the letter of the choice that corrects the sentence.

If there is no error, circle c for correct.

1. Yesterday, the class discuss plans for the school’s fi eld day.

a. Yesterday, the class discussed plans for the school’s fi eld day.

b. Yesterday, the class discusses plans for the school’s fi eld day.

c. correct

2. Later today, they will decide on the games.

a. Later today, they decided on the games.

b. Later today, they decides on the games.

c. correct

3. Right now, the students likes several ideas.

a. Right now, the students like several ideas.

b. Right now, the students liked several ideas.

c. correct

4. For example, Hannah and Michael wants a sack race.

a. For example, Hannah and Michael will wanted a sack race.

b. For example, Hannah and Michael want a sack race.

c. correct

5. Ava support an obstacle course and a parachute game.

a. Ava will supports an obstacle course and a parachute game.

b. Ava supports an obstacle course and a parachute game.

c. correct

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4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Instruction

https://r15.core.learn.edgenuity.com/Educator/TandR/Transcript.aspx?keystr=b1fd264c-ae96-11e2-97b4-bc764e043e0c&title=Growing+Up%253a+Narrative+Voice+in+%253ci%253eThe+Jungle+Book… 1/4

Section 100:00:0000:00:00 TEACHER: We are working towards answering this lesson question-- "How does narrative point of view help you connect to

characters in a story?" You've learned more about the Jungle Book and the rules that govern the animals that live in Kipling'simaginary forest world, as seen in this image. In this part lesson, you will first look at the concept of growing up by thinking aboutaspects of a person's life

00:00:22 that mark a transfer from childhood to adulthood. Before you begin to read The Jungle Book, you will explore the role of a narratorin a story and determine the purpose of this literary device. You will also learn to recognize how the narrator uses point of view anduses it in the story.

Section 200:00:0000:00:00 TEACHER: In Unit 8, you are introduced to the unit theme of growing up. There's no one way to define the idea of growing up. It

could mean many different things to many different people. While people grow up physically, the idea of growing up is morereflective of a person's behavior and their outlook on life.

00:00:19 For many people, growing up involves meeting a challenge or difficult situation head-on. Let's use this graphic organizer on thescreen to review some of the watershed moments in a person's life that mark a transition from childhood to adulthood. One of thosetransitions is admitting mistakes and taking responsibility for your own actions. It also includes making decisions, especially those

00:00:45 that involve not only your own life, but the lives of others. And finally comes a time when you handle problems as they come. Theseideas all relate to the idea of heroism. Heroism is often the moment that truly defines a hero and comes when a person recognizesthat he or she is not a child anymore and is in fact a responsible part of a larger community.

00:01:12 Mowgli, the main character in The Jungle Book, is forced to grow up in a world quite unlike the one that he was born into. As youread the story, continue to think about how Mowgli must find his own way. Next, you'll continue thinking about what it means togrow up.

Section 400:00:0000:00:00 TEACHER: A narrator is the character or voice that tells a story. A narrator provides information about the characters. It's through

the narrator's descriptions that we learned where the characters live, how old they are, what they like and dislike, and so on. Thenarrator also tells the events of the story, such as

00:00:20 the problem that needs to be solved. Next, you'll compare a story's narrator to its author. Let's differentiate between an author and anarrator. First, we'll begin with the author. The author is a real person who writes the story. The events come from the author's mindor from his imagination. The author chooses how the story will be told.

00:00:43 Will the narrator be a character in the story, or maybe, an unknown voice? The author also determines the characters, settings, andplot within the story. And finally the author writes for a specific purpose. An author might write a story to teach readers a lesson, toinform them about a specific time period in history, or simply to make the reader laugh.

00:01:06 Now, let's take a look at the narrator. The narrator is an imagined character or voice who tells the story and has been created by the



author. The narrator can be a character in the story or can be an unrelated voice that describes events as they happen. The narratorcan share thoughts and feelings of characters in the story.

00:01:28 And finally, the narrator tells the story for a specific purpose. This purpose may not necessarily be the same purpose as that of theauthor. To determine the narrator's purpose for telling the story, it is often necessary to think about who the narrator is and why he orshe decided to tell the story. Next, you'll be thinking more about the differences between

00:01:50 an author and narrator.

Section 600:00:0000:00:00 TEACHER: A narrator tells a story for a specific purpose or a reason. To determine that purpose, it's necessary to read a story

carefully and think about the narrator's role in the story. As you read a story, ask yourself a few questions. One of those questionsmight be, who might be telling the story? Who is the narrator?

00:00:20 Is he or she a character in the story or an unidentified storyteller? Another question you might ask yourself is, what does the narratorwant me to know? Think about the details the narrator provides along with details that he or she hints at. And finally, why is he orshe telling me all of this? What does the narrator want me, the reader, to understand?

00:00:44 Let's use this passage on the screen to model determining the narrator's purpose in telling a story. "Julia giggled with delight, thensmashed her fists against her high chair tray and screamed. I knew I was lucky to have such a free-spirited child, but I couldn't helpbut wonder when she would become more able to control herself." Now ask yourself, who might be telling this story?

00:01:10 In the story about Julia, we can tell from reading it that the narrator is likely Julia's mother. You can also ask yourself again, whatdoes the narrator want me to know and why is he or she telling me this? Her role as narrator gives the reader an understanding ofwhat Julia is like and what a mother's job is like. And that answers to these two questions. Next, you'll answer a question aboutdetermining a narrator's

00:01:35 role in a story.

Section 800:00:0000:00:00 TEACHER: Please allow me to introduce you to the author, Rudyard Kipling. He was born in India to a British family. He was sent

to live with a foster family in England at the age of five. He went to school in England and the United States. And many of his laterstories were set in India.

Section 900:00:0000:00:00 TEACHER: We are working towards answering this lesson question-- "how does narrative point of view help you connect to

characters in a story?" Remember that a narrator's job is to be the storyteller and help the reader understand the characters and theevents in the story. The narrator's job is different from the author's job of writing the story, and the two may have very

00:00:20 different purposes. Now that you have explored the role of the narrator, you'll learn more about narration of a story and how it ispresented through the narrator's point of view. As you will learn, when you begin reading this story, a family of wolves plays a big



role in the story's action. How might the narration in the story share the thoughts and feelings of the wolves with the reader?00:00:44

Section 1000:00:0000:00:00 TEACHER: Narrative point of view descries who is telling a story and how the story is being told. Let's take a look at some of the

different types of point of view, and we'll start with first person. "When I got to school, I realized that I had forgotten about today'squiz." The narrator is a character in the story. The narrator uses a first person pronoun, such as I, and

00:00:24 the narrator can also use "me" to refer to himself or herself. The narrator can only share with readers what he or she knows about theactions and thoughts of the other characters. Now, let's take a look at the second person point of view. "When you got to school, yourealized that you had forgotten about today's quiz." The narrator addresses the

00:00:46 reader using the second person pronoun of "you." This gives the impression that the reader is a character in the story. Second personnarration is not commonly used in narratives. It is often used for informational text or in poetry. And let's take a look at third personpoint of view now. "When Tarek got to school, he realized that he had forgotten about today's quiz." Here, the narrator is an outsidevoice

00:01:15 or observer that tells the story to the readers. The narrator may use pronouns such as "he," "she," or "they" to refer to the charactersin the story. The narrator can use the first person pronouns, but they must be quoted in dialogue. Next, you'll think more about thecharacteristics of different points of view.

Section 1200:00:0000:00:01 TEACHER: There are two types of third person point of view, limited point of view and omniscient point of view. Let's begin with

limited point of view first. This is when the narrator knows the thoughts and the feelings of just one or a few characters in the story.To learn the thoughts and feelings of the other characters, the reader must rely on dialogue that tells what those characters say.

00:00:25 In omniscient point of view, the narrator knows the thoughts and feelings of all the characters in the story. The narrator can tellreaders anything they need to know about any of the characters. Dialogue is not necessary, although, it is usually included. Now, Iwill model looking for clues that point to either limited or omniscient point of view.

00:00:46 To determine the type of narration in a story, you can look for clues in the text that will help you answer these questions-- "is thenarrator a character in the story? Does the narrator refer to himself or herself in the first person?" If so, the narration is in first personpoint of view. "Does the narrator know the thoughts and feelings of only

00:01:08 one character?" If so, the narration is in third person, limited point of view. And finally, you can ask yourself, does the narrator revealthe thoughts and feelings of every character? If so, the narration is in the third person, omniscient point of view. I'll use this passageon the screen to model how to identify the type of narration that is being used.

00:01:33 "When the school bell rang, Jesse, Lana, and Oscar sprang to their feet. 'It's time!' said Lana excitedly. Her heart nearly skipped abeat. Jesse suddenly felt relieved. 'I thought we'd never make it,' he said. Oscar wished his friends luck, but secretly he hoped hewould be the one to get the leading role."

00:01:51 In the passage, the narrator is not a character in the story. The narrator uses the pronoun "their," "her," and "he," the pronouns, thosethree, to what is happening in the story. The narrator also reveals the thoughts and feelings of all three characters. This means that the



story is written from third person, omniscient viewpoint.00:02:15 Next, you'll analyze narrative clues.

4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Summary

https://r15.core.learn.edgenuity.com/Educator/TandR/Transcript.aspx?keystr=16163c18-ae97-11e2-af81-bc764e043e0c&title=Growing+Up%253a+Narrative+Voice+in+%253ci%253eThe+Jungle+Book… 1/1

Section 100:00:0000:00:00 TEACHER: Remember that we are working towards answering this lesson question-- "how does narrative point of view help you

connect to characters in a story?" In this lesson, you read a part of "Mowgli's Brothers," a story from Rudyard Kipling's The JungleBook, and the setting of that story is similar to the image that you see on the screen. Remember that you've learned about the role ofthe narrator

00:00:22 and about the importance of narrative point of view and how it affects characterization. Next, we'll do a quick review and a quicksummary.

Section 200:00:0000:00:00 TEACHER: Let's use this graphic organizer on the screen to review this lesson's goals. You read "Mowgli's Brothers" from The

Jungle Book by Rudyard Kipling. You should now understand the role of a narrator as a storyteller. You explored narrative point ofview, and finally, you examined how point of view helps readers understand

00:00:20 characters. Using these goals, you may now have a possible answer for the lesson question which is-- "how does narrative point ofview help you connect to characters in a story?" And a possible answer you may have arrived at is "Narrative point of view shapesyour impressions of characters by describing and developing them in specific ways."

00:00:42 Now, The Jungle Book focuses on an animal world and the rules that exist for all who live there. There's a place for each of theanimals, and all animals understand their part. However, this changes when a human, baby boy comes into their lives. Predict howthis might affect the lives of the other animals that you've met so far and of the child you'll get to know

00:01:05 later in the story. How will this child grow up around creatures who are not quite like him? Will he be accepted in both the humanand animal worlds? What difficult decisions will he need to make?

4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Warm-Up

https://r15.core.learn.edgenuity.com/Educator/TandR/Transcript.aspx?keystr=98afa714-ae96-11e2-9fb1-bc764e043e0c&title=Growing+Up%253a+Narrative+Voice+in+%253ci%253eThe+Jungle+Book… 1/2

Section 100:00:0000:00:00 TEACHER: Welcome to the lesson. Here is the question that we'll be answering. How does narrative point of view help you connect

to characters in a story?

Section 200:00:0000:00:00 TEACHER: Let's now take a look at the goals for this lesson. Well, you're going to read "Mowgli's Brothers" from The Jungle Book

by author Rudyard Kipling. Notice that the book is on the top of this graphic organizer because it functions as an umbrella that'sgoing to help you with these other goals listed below. You will also understand the role of a narrator as a storyteller.

00:00:23 You will explore narrative point of view. And finally, you will examine how point of view helps readers understand characters.Before you begin the lesson, let's take a look at the vocabulary words that you should know. There are six words that you need tounderstand. They are "determine," "limited," "characterization," "narrator," "omniscient," and "point of view." Take a moment

00:00:47 to jot these down in your eNotes and look up their definitions. You are just about ready to begin the lesson.

Section 300:00:0000:00:00 TEACHER: The lesson question that you're working towards answering is, "how does narrative point of view help you connect to

characters in a story?" Now you've just seen the lesson goals and the vocabulary words that will help you answer this question.Consider how well you think you could relate to or understand a boy who grew up in the jungle, maybe a jungle as seen in thisphotograph here.

00:00:21 Do you think you would have much in common with him? Would you have any shared feelings, goals, feelings, or experiences? Inthis unit, you'll be reading from The Jungle Book, a collection of stories by Rudyard Kipling. The part of the book that you will readis "Mowgli's Brothers." It tells about a boy named Mowgli who grows up in a jungle in India and is raised by a family of wolves.

00:00:42 As you read, you'll be able to compare Mowgli's life to your own in order to determine whether his experiences growing up is reallyso different from your own. Coming up, you will learn more about Kipling's famous collection of stories.

Section 400:00:0000:00:00 TEACHER: In this lesson, you we will begin reading "Mowgli's Brothers," a story from Rudyard Kipling's classic story, The Jungle

Book. The book was written in 1894, and it is set in the jungles of India. It is near a small village, and Kipling describes the jungle asan exciting, complex, and dangerous place. "Mowgli's Brothers" is about a boy who was raised by a family

00:00:23 of wolves, and in later stories, within The Jungle Book, Mowgli returns to the human world. This story has been adapted intomovies, TV shows, and other media. Although the story was written for children, it contains several statements on the clash ofcultures that existed between the British, who ruled India at the time, and the people native to India.

00:00:47 This story also expresses a strong message about laws and rules. One of the most important themes of the book is the law of thejungle, which dictates the decisions that are made both in the animal world and in the jungle of the human world. Next, you'll be

4/5/2020 Growing Up: Narrative Voice in The Jungle Book - Warm-Up

https://r15.core.learn.edgenuity.com/Educator/TandR/Transcript.aspx?keystr=98afa714-ae96-11e2-9fb1-bc764e043e0c&title=Growing+Up%253a+Narrative+Voice+in+%253ci%253eThe+Jungle+Book… 2/2

thinking more about the laws of the jungle in The Jungle Book.00:01:06

Name

Phonics/Spelling • Grade 6 • Unit 3 • Week 1 61

Spelling: Vowel Team Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper

along the dotted line.

Use the blanks to

write each word as it

is read aloud. When

you fi nish the test,

unfold the paper.

Use the list at the

right to correct any

spelling mistakes.

Review Words

Challenge Words

1. guaranteed

2. creatures

3. poisonous

4. appointment

5. exploit

6. earthbound

7. streamline

8. wealthy

9. healthy

10. shoulder

11. straighten

12. moisten

13. pedigree

14. volunteer

15. impeach

16. spoilage

17. treasures

18. toughest

19. ceiling

20. equality

21. valuable

22. survival

23. bicycle

24. maintained

25. weightlessness

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Name

62 Phonics/Spelling • Grade 6 • Unit 3 • Week 1


guaranteed exploit healthy pedigree treasures

creatures earthbound shoulder volunteer toughest

poisonous streamline straighten impeach ceiling

appointment wealthy moisten spoilage equality

Fill in the missing letters of each word to form a spelling word. Write the spelling

word on the line. Then circle the vowel team or teams in each word.

1. p sonous

2. volunt

3. sp lage

4. imp ch

5. guarant d

6. cr tures

7. m sten

8. tr sures

9. app ntment

10. eq lity

11. str mline

12. c ling

13. w lthy

14. earthb nd

15. sh lder

16. pedigr

17. t ghest

18. expl t

19. str ghten

20. h lthy

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Write the spelling words that contain the matching vowel team. If a word has more

than one vowel team, choose one way to sort it.

ee

1.

2.

ea

3.

4.

5.

6.

7.

8.

ua

9.

10.

oi

11.

12.

13.

14.

15.

ou

16.

17.

18.

ai

19.

ei

20.

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A. Write the spelling word that is a synonym for each word below.

1. use 6 . most difficult

2. rich 7. dampen

3. unbend 8. robust

4. accuse 9. toxic

5. riches 10. pure-bred

B. Write the spelling word that best completes each sentence.

11. There are many sea living in the ocean, including sea otters,

sharks, and whales.

12. They installed an overhead fan in the living room .

13. She is the best at the animal shelter.

14. Jake rested the tray of dishes on his left and carried it into the

kitchen.

15. Many products advertised on TV are to last at least a year.

16. I have a doctor’s on Friday afternoon.

17. The spacecraft will be in a few days.

18. The toy company needs to its production facility.

19. was the most important issue during the Civil Rights movement.

20. can happen when food is not refrigerated.

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A. There are six misspelled words in the paragraphs below. Underline each

misspelled word. Then write the words correctly on the lines.

Once there was a young man who was in love with the daughter of a welthy farmer.

The farmer didn’t think anyone was good enough for his daughter. The young man said,

“I may not have a fancy pedigrea, but I am a hard worker. I am helthy, and I love your

daughter.”

To prove himself, the young man became a voluntear on the farm and performed

diffi cult jobs. He worked in the fi elds until he could hardly strayghten himself up. The

farmer fi nally said, “Men who are willing to say they love someone are common. Men

who are willing to show they love someone are like tresures. Welcome to the family.”

1. 2. 3.

4. 5. 6.

Writing Activity

B. Write a story about a time when you or someone you know showed

honesty. Use at least four words from the spelling list.

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Fold back the paper


Use the blanks to

write each word as it

is read aloud. When

you fi nish the test,

unfold the paper.

Use the list at the

right to correct any

spelling mistakes.

Review Words

Challenge Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. guaranteed

2. creatures

3. poisonous

4. appointment

5. exploit

6. earthbound

7. streamline

8. wealthy

9. healthy

10. shoulder

11. straighten

12. moisten

13. pedigree

14. volunteer

15. impeach

16. spoilage

17. treasures

18. toughest

19. ceiling

20. equality

21. valuable

22. survival

23. bicycle

24. maintained

25. weightlessness

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4/5/2020 Sensory Language in The Jungle Book - Instruction

https://r15.core.learn.edgenuity.com/Educator/TandR/Transcript.aspx?keystr=2a414666-aeaa-11e2-97b4-bc764e043e0c&title=Sensory+Language+in+%253ci%253eThe+Jungle+Book%253c%252fi%2… 1/3

Section 100:00:0000:00:00 TEACHER: Now remember, that we are working towards answering this lesson question-- "how does sensory language help you

picture of what's happening in a story?" Recall that you have looked at how descriptive words can help paint a picture in a reader'smind. In this lesson, you will explore ways that writers use descriptive words to appeal to each of the five senses.

00:00:22 Conside this image on the screen. What does the image make you think of? Well, we have frosty windows. Think about, what does itmake you hear, feel, or even taste? Do you hear icy flakes clinking against the glass window pane? Are you able to feel the dampcold seeping through the glass?

00:00:39 Can you taste the freshness of the ice crystals hitting your tongue? Writers use imagery, or words that paint a picture, to make readersfeel, see, hear, smell, and even taste things.

Section 200:00:0000:00:00 TEACHER: Good authors try to create a scene in a reader's mind. Imagery helps them to do this. Imagery is language that suggests

how someone or something looks, sounds, feels, smells, or tastes. It is language that appeals to the senses. And again, this allows thereader to picture the scene in their own mind.

00:00:20 Let's look at this example on the screen to examine imagery. "Nina saw a lonely, yellow daffodil standing tall in a field of green grasswet with dew." Think about what the words "lonely," "standing tall," and "wet with dew" make you think about. And now, let'scompare the text with this image. This image on the screen should be something similar to what you are imagining in your mind.

00:00:48 If so, then the author produced the intended effect with his words. The author created a scene that you were allowed to picture inyour mind. Now, consider the other descriptions that we can use that appeal to make writing more vivid. Authors, as you recall, usesensory language to create imagery.

00:01:09 And they can do this by using the senses of sight, hearing, and touch. Let's examine all three examples. Let's begin with sight-- "thepencils were placed in a circle of bright colors." And on to hearing-- "the clanging alarm rings in my ear each morning." And finally,to the sense of touch--

00:01:31 "the damp soil crumbled between my fingers." Next, you will match sensory words to the senses they appeal to.

Section 400:00:0000:00:00 TEACHER: In addition to describing sights, sounds, and the sense of touch, authors also use sensory words to describe smells and

tastes. Let's discuss the two senses, smell and taste. And first, we'll begin with smell. "The sweet aroma of floral perfume filled theair." Here, we have the sensory words that describe the smell. And now, let's move on to taste.

00:00:26 "The juicy orange had a sweet and bold flavor." Now, in both examples the senses of smell and taste are closely linked and some ofthe same words, such as "sweet," describe both images. Something, such as chocolate, can both smell sweet and taste sweet. Next,you will practice choosing sensory words.

Section 7



00:00:0000:00:00 TEACHER: Recall that we are working towards answering this lesson question-- "how does sensory language help you picture

what's happening in a story?" Now, you've explored ways that writers use sensory words to create imagery that paints a picture in thereader's mind. In the next part of the lesson, you'll learn to visualize a scene to make sense of imagery and the

00:00:20 sensory language that is being used in the text.

Section 800:00:0000:00:00 TEACHER: When you visualize, you use imagery in the text to create a mental picture of what's happening or what's being

described. Visualization includes a few attributes. First, you should be thinking about what's happening in the scene. What are thecharacters doing? Next, visualization includes noticing the sensory details.

00:00:22 How is the scene described? You should be identifying the words that appeal to the senses. And finally, visualization involvesimagining that you are part of the action. For example, if the text describes a dusty street in a small Western town, a reader mightimagine standing on the same street watching the action.

00:00:42 He or she would picture what the experience looks, sounds, and feels like just as if he or she were actually experiencing it with thecharacters. Next, we'll look at an example of how visualizing helps to create a picture in the reader's mind. Let's use this passage onthe screen to visualize imagery within a text. "The pickup truck pulled up to the driveway.

00:01:07 Dust and dirt seemed to billow in the air around the flatbed. The trucks suddenly stopped rumbling and became perfectly still. Papa'sseat creaked, and the door rattled open. I saw his cowboy boots jump to the ground beneath the open door. He's here, I thought.Finally!"

00:01:23 Now, we can now underline the actions and descriptions in the text. First, we have the word "billow." This shows the dust and dirtrising up behind the truck as it rumbles down the road. Also, the word "rumbling" lets me hear the noisy truck as it moves. And then,we have the word "still." The word "still"

00:01:45 helps me see the truck stop suddenly to let a man get out. And finally, we have the words "creaked" and "rattled." These two wordshelp me hear how old the truck is and how it sounded. I'm picturing in the scene a noisy, old truck coming to a stop in the driveway.The door opens and out steps the narrator's dad. I'm picturing him all dusty and dirty.

00:02:09 Maybe, he hasn't been home for a while. The fact that the dad's boots jumped to the ground makes me think that he's excited andhappy to be home. Next, you will practice visualizing within a text.

Section 1000:00:0000:00:00 TEACHER: Let's now take a look at visualizing to make sense of imagery. Visualizing imagery in the text can help a reader

understand what the author does not state directly. Let's take a look at an example of something that is stated directly. The orange Iate tasted good. Well, the speaker here tells the readers directly that the

00:00:21 orange tastes good. It's clear how he or she felt about the orange. However, it lacks details, and I can't really relate to this statement.Now, let's take a look at something that is not stated directly. The juicy pulp dripped through my fingers as the refreshing tang coatedmy mouth with sweet citrus flavor.



00:00:41 Let's take a look at some of the details that the author used here. Juicy pulp dripped. I can actually feel the juice of the orangedripping down my hands. I mean, at least I think I can. And also, the author uses the phrase, the refreshing tang. Here, I can taste thesourness of the orange.

00:00:59 And finally, the author says, sweet citrus flavor. Now the mix of the sweet and the sour taste makes me feel like I'm actually eatingthe orange. So the three details that are used here helps you visualize what the author is describing. So you can see that the sentenceis describing an experience that the speaker finds enjoyable, even though the information is not directly stated.

00:01:24 Next, you'll think more about visualizing to interpret imagery in a text.

Section 1200:00:0000:00:00 TEACHER: Let's recap the key events that have occurred so far in "Mowgli's Brothers." First, Father and Mother Wolf wake up for

the day and hear Tabaqui the jackal at their cave entrance. They learn that Shere Khan a jungle tiger, has changed his hunting ground.Shere Khan goes after some humans at their camp and burns himself in their fire.

00:00:22 Father Wolf runs out to see why Shere Khan is yelling and jumps at a noise in the bushes. The noise is coming from a human childwho shows no fear of Father Wolf. And finally, Father Wolf takes the child to his cave, and the child settles in with the wolf cubs. Inthe next part of the story, Shere Khan attempts to assert his power and take the child from the wolf family.

00:00:47 Now, predict what you think it might happen before you continue to read.

Practice • Grade 6 • Unit 3 • Week 1 101

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Use each pair of vocabulary words in a single sentence.

1. enthralled, resemblance

2. unseemly, negotiate

3. capacity, regulation

4. fallow, insight

resemblance

capacity

unseemly

fallow

enthralled

negotiate

regulation

insight

102 Practice • Grade 6 • Unit 3 • Week 1

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Comprehension: Theme Graphic Organizer

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Read the selection. Complete th e theme graphic organizer.

Detail

Detail

Detail

Theme


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13253751667689101112124139152154167180195

206210222227239243255267279290303305

Read the passage. Use the make, confirm, and revise predictions strategy to help you understand the theme.

Stuck Together

Rosa entered her apartment building just as a woman with red hair was coming out. The woman nodded at Rosa but didn’t say anything. Rosa remembered seeing the woman when she was getting mail, but other than that, Rosa had no idea who she was. Then again, Rosa didn’t know anyone in the building. She and her mother had just moved in a month ago, and while people weren’t rude, they weren’t exactly friendly, either. Everyone kept to himself or herself. Rosa missed the people in her old building where tenants knew one another and chatted in the lobby, knocked on doors to borrow milk, and had a big holiday party annually.

Rosa pushed the “up” button on the elevator and allowed her backpack to drop to the floor as she waited for the elevator to arrive. And waited. And then she waited some more. “Oh no,” she muttered quietly to herself, “not again.”

Rosa lived on the seventh floor. Sighing, she slung the strap of her heavy backpack over her shoulder and trudged slowly up the stairs. By the time she got to her floor, there were beads of sweat rolling down her face. Rosa’s mother was inside the apartment, painting the walls. “Que pasa, mija?” asked her mother.

“I had to walk up the stairs, again. Somebody should do something about that elevator,” Rosa answered.

“I called the landlord several times, but I haven’t heard anything back,” her mother told her.

The next morning, Rosa and her mother walked to the elevator and hoped for the best. Luckily, the elevator actually arrived. There were a few people already on it, including the red-haired lady. Rosa and her mother entered, and the doors closed behind them. People smiled, but no one spoke. That is, nobody spoke until they realized that the elevator wasn’t moving.

“Great,” the woman with the red hair said sarcastically.


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Comprehension and Fluency

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“I’ve written to the landlord about how frequently this broken elevator malfunctions,” said a man with a black briefcase. He pulled the red alarm button, and it began to clang outside the door. “Now we just have to wait until someone hears the signal and pushes a button for the elevator.”

Rosa looked at her mom, who smiled and said, “It doesn’t seem like the landlord is listening to our complaints. Maybe if we all got together and pressured him, he would fix the elevator.”

“I don’t know,” said a man in jogging shorts. “I don’t really like to get involved in problems.”

Rosa smiled at him. “You’re stuck in an elevator. You’re already involved.” She put out her hand. “I’m Rosa, in 7L, and this is my mom, Maria.”

The man shook Rosa’s hand. “Okay, you have a point. I’m Saul, 8R.”One by one, everyone in the elevator introduced himself or herself, and as they

waited, they talked about the difficulties they’d been having with the elevator and ways to get the landlord to fix it.

“Perhaps if we could write a letter and have everyone in the building sign it, the landlord would listen,” someone suggested.

“We could say that we are going to contact the city’s housing department,” Saul put in. “Or if we all say that we won’t pay our rent, I bet we get the elevator fixed.”

“I can write the letter,” offered Rosa’s mother. The other people in the elevator agreed to

review the letter and help get signatures from all the building’s tenants.

Just then the elevator started descending again. As it made its way down to the first floor, Rosa felt proud of her mother for getting everyone to agree to work together. Maybe this building would turn out to be as friendly as the old one. At the very least, it would have a working elevator.


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A. Reread the passage and answer the questions.

1. At the beginning of the story, how does Rosa feel about living in her new building?

2. What had happened when Rosa’s mother called the landlord about the broken elevator?

3. How do the people in the elevator respond when Rosa’s mother says they should get together and pressure the landlord to fix the elevator?

4. Based on the events of the story, what do you think the theme of this story is?

B. Work with a partner. Read the passage aloud. Pay attention to expression. Stop after one minute. Fill out the chart.

Words Read –Number of

Errors=

Words Correct Score

First Read – =

Second Read – =


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Genre/Literary Element

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Practice Makes Perfect

“Rosa, it’s a great way to practice your Italian,” my mother had told me. She had asked me to babysit for Christina, my four-year-old cousin from Italy.

“La palla!” Christina screams from the backyard. “What are you saying?” I mumble. Crying, she points up at a red ball caught

in the tree. My neighbors, the Chens, rush over. “Why is Christina screaming?” they ask. “Her ball’s up there,” I reply. “Get some other balls from the bin, Rosa,” Mrs. Chen suggests. “We’ll toss

them up and try to free hers.” Agreeing, we throw balls into the tree, knocking the red one down. “La palla,”

I say, handing Christina her ball. Mr. Chen says, “Rosa, you speak Italian!”

Answer the questions about the text.

1. List three text features that let you know this is realistic fiction.

2. From what point of view is the story told? How do you know?

3. How is foreign language dialogue used to portray Christina?

4. How does the first sentence of the text foreshadow future events?


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In each item below, underline the context clues that help define the word in bold. Then write the word’s meaning on the line.

1. Rosa missed the people in her old building where tenants knew one another and chatted in the lobby, knocked on doors to borrow milk, and had a big holiday party annually.

2. “Oh no,” she muttered quietly to herself, “not again.”

3. Sighing, she slung the strap of her heavy backpack over her shoulder and trudged slowly up the stairs.

4. Sighing, she slung the strap of her backpack over her shoulder and trudged slowly up the stairs. By the time she got to her floor, there were beads of sweat rolling down her face.

5. “I’ve written to the landlord about how frequently this broken elevator malfunctions,” said a man with a black briefcase.

6. Just then the elevator started descending again. As it made its way down to the first floor, Rosa felt proud of her mother for getting everyone to agree to work together.


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Phonics: Vowel Team Syllables

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A. Read each word below and listen for the sound of the vowel team. Sort the words by writing them in the correct column below. Underline the vowel team in each word.

moisten

painful

guarantee

agreed

household

straighten

impeach

about

exploit

creatures

ai as in main ea as in reader ee as in breezy ou as in mouth oi as in coil

B. Find the word in each row that has a vowel team used in the chart above. Write the word on the line, divide the word into syllables, and circle the vowel team.

1. streamline shimmer solution

2. calming earthbound coward

3. equality pedigree understood

4. spoilage paper lurking

5. education boyhood gaining


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Writing Traits: Sentence Fluency

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Draft Model

It had snowed hard during the night. The snow was very deep. Sally and her sisters built a snow fort. They saw that their elderly neighbors needed help shoveling their sidewalk. Sally and her sisters discussed together the idea of helping them.

A. Read the draft model. Use the questions that follow the draft to help you think about transitional words and phrases that will make it easier for readers to keep track of where and when events take place.

1. What transitional words and phrases would show when Sally and her sisters built the fort? What words and phrases would show when other events happened?

2. What transitional words and phrases would show where different events took place?

3. What other words and phrases would help guide the reader smoothly from one event to the next?

B. Now revise the draft by adding transitions to help readers keep track of when events take place and where the sisters are when events occur.

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The student who wrote the paragraphs below used relevant details from two different sources to respond to the prompt: Imagine that Tía Lola visited the castle and solved the king’s problem. Write a scene in which Tía Lola talks to the musicians and solves the king’s problem.

When Tía Lola entered the courtyard, she saw that the musicians were just as disappointed as the king. They slumped in their chairs, like a defeated sports team. Tía Lola decided to give the musicians a pep talk. “Hola!” she said. “I heard each of you play for the king. You are all very talented!” Most of the musicians sat up a little straighter, but the violinist crossed his arms.

“Then why isn’t the king satisfied?” he asked. “Well,” explained Tía Lola, “The king’s servant told me that the king missed

the chorus of birds that sing together in the summer. Each bird sang a different song, but hearing their combined songs made the king happy.”

The musicians listened, so Tía Lola continued. “You have brought music from all over the world, and while each of your songs is impressive, just think how beautiful it would sound if you all shared your music and played together!”

All of the musicians—including the violinist—agreed, and began to play together. The king heard the music and smiled.

Reread the passage. Follow the directions below.

1. Where does Tía Lola talk to the musicians? Circle the transitional phrase that shows where this scene takes place.

2. Draw a box around the relevant details that show why the king was disappointed.

3. Underline the dialogue that shows how Tía Lola solved the king’s problem.

4. Write one of the action verbs on the line.

Write to Sources


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1. climb

2. pretend

3. examine

4. pick

5. charge

B. Write the future tense of each verb.

6. excuse

7. travel

8. watch

9. disagree

10. paint

• The present tense of a verb tells what a subject is doing now.

• The past tense tells what has already happened. It is usually formed by

adding -d or -ed to the base form of the verb.

• The future tense tells what is going to happen. It is usually formed by

adding the helping verb will to the base form of the verb.

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Rewrite each sentence using the correct present tense form of the verb

in parentheses.

1. A hiker (walk, walks) along trails that are not very steep.

2. Rock climbers (choose, chooses) steeper slopes.

3. Smooth rocks (require, requires) special climbing techniques.

4. A rock climber (need, needs) special equipment to ascend a mountain.

5. Steel spikes (help, helps) the climber reach the top.

• Verbs must agree with their subjects in number: A singular subject

requires a singular verb, and a plural subject requires a plural verb.

• Present tense verbs with a single subject add -s to the base.

• Present tense verbs with a plural subject do not add -s.

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Rewrite the sentences. Use the correct verb in parentheses so that the subjects

and verbs agree.

1. The football team (practice, practices) every day after school.

2. The players and coaches (meet, meets) on the fi eld.

3. Reese (carry, carries) equipment from the gym.

4. Shoulder pads and helmets (protect, protects) the players.

5. The team (drink, drinks) water during and after practice.

• A verb may have more than one subject. More than one subject for the

same verb is called a compound subject. Treat a compound subject like

a plural subject and do not add -s to the verb.



as individuals.

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Grammar: Proofread

Proofread the sentences for mistakes. Put brackets [ ] around incorrect verb

tenses. Rewrite the sentences correctly.

1. elephants lives in herds

2. female elephants and calves travels together.

3. Typically, a strong female elephant lead the herd

4. the herd move from place to place looking for food

5. elephants eats leaves, grass, fruit, and other foods from plants

• The present tense of a verb tells what a subject is doing now. The past

tense tells what has already happened. Add -d or -ed to most verbs to

show past tense. The future tense tells what is going to happen. Add

the helping verb will to show future tense.

• A present tense verb must agree with its subject. Present tense verbs

with a single subject add -s to the base. Present tense verbs with a plural

subject do not add -s.

• Treat a compound subject like a plural subject and do not add -s to

the verb.



individually.

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For each sentence, circle the letter of the choice that corrects the sentence.

If there is no error, circle c for correct.

1. Yesterday, the class discuss plans for the school’s fi eld day.

a. Yesterday, the class discussed plans for the school’s fi eld day.

b. Yesterday, the class discusses plans for the school’s fi eld day.

c. correct

2. Later today, they will decide on the games.

a. Later today, they decided on the games.

b. Later today, they decides on the games.

c. correct

3. Right now, the students likes several ideas.

a. Right now, the students like several ideas.

b. Right now, the students liked several ideas.

c. correct

4. For example, Hannah and Michael wants a sack race.

a. For example, Hannah and Michael will wanted a sack race.

b. For example, Hannah and Michael want a sack race.

c. correct

5. Ava support an obstacle course and a parachute game.

a. Ava will supports an obstacle course and a parachute game.

b. Ava supports an obstacle course and a parachute game.

c. correct

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Spelling: r-Controlled Vowel Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to write

each word as it is read

aloud. When you fi nish

the test, unfold the

paper. Use the list at

the right to correct any

spelling mistakes.

Review Words

Challenge Words

1. actor

2. stroller

3. scatter

4. daughter

5. platter

6. customer

7. ancestor

8. fl avor

9. mirror

10. vinegar

11. bachelor

12. behavior

13. calendar

14. waiter

15. singular

16. maneuver

17. observer

18. wander

19. traitor

20. janitor

21. wealthy

22. exploit

23. ceiling

24. clamor

25. rescuer

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actor platter mirror calendar observer

stroller customer vinegar waiter wander

scatter ancestor bachelor singular traitor

daughter fl avor behavior maneuver janitor

Write the r-controlled vowel syllable that ends each word. Then write the spelling

word on the line.

1. wan

2. custo

3. ances

4. ac

5. obser

6. behav

7. plat

8. jani

9. calen

10. strol

11. trai

12. maneu

13. bache

14. vine

15. mir

16. fl a

17. daugh

18. wai

19. scat

20. singu

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A. Write the spelling words that contain the matching r-controlled patterns.

-ar

1.

2.

3.

-or

4.

5.

6.

7.

8.

9.

10.

11.

-er

12.

13.

14.

15.

16.

17.

18.

19.

20.

B. Compare the words behavior and ancestor. How are they alike?

How are they different?

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A. Write the spelling word that best completes each sentence .

1. He used the to take his baby to the park.

2. The ran the American fl ag up the fl ag pole.

3. With his binoculars, Marco is a keen of wildlife.

4. Let’s sort the nouns according to whether they are or plural.

5. The teacher complimented her class on their pleasant .

6. The of the frozen yogurt is sweet and delicious.

7. I made an olive oil and salad dressing.

8. The served salad before the main course.

9. My dad prepared a of appetizers for the party.

10. The was convincing in his role as a doctor.

B. Write the spelling word that matches each defi nition.

11. someone who betrays his or her country

12. to distribute or spread in all directions

13. someone you are related to who lived long ago

14. glass that refl ects images

15. man who is not married

16. chart showing months, weeks, and days of the year

17. female human offspring

18. someone who pays for goods or services

19. to move around without a destination in mind

20. to move or handle with skill

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A. There are fi ve misspelled words in the fi rst paragraph below and four

misspelled words in the second paragraph. Underline each misspelled word.

Then write the words correctly on the lines.

The customur brought his daughtor into the grocery store. While the child sat in her

strollor, the father looked at different items to buy. First, he put a small bottle of vinegur

in his basket, thinking he would use it to make salad dressing. As the man moved around

the store, the little girl was on her best behavur.

1. 2. 3.

4. 5.

The acter was very convincing in his role as a waitor. For example, he carried an

incredibly heavy plattor of dishes through the restaurant and into the kitchen. He was

able to maneuvore around many tables that were spaced closely together. He was so

convincing that I forgot that the man was acting!

6. 7. 8. 9.

Writing Activity

B. Write about a scene you’ve observed at a grocery store or restaurant.

Use four or more words from the spelling list.

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spelling mistakes.

Review Words

Challenge Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. actor

2. stroller

3. scatter

4. daughter

5. platter

6. customer

7. ancestor

8. fl avor

9. mirror

10. vinegar

11. bachelor

12. behavior

13. calendar

14. waiter

15. singular

16. maneuver

17. observer

18. wander

19. traitor

20. janitor

21. wealthy

22. exploit

23. ceiling

24. clamor

25. rescuer

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Grammar: Main and Helping Verbs

Write the verb phrases in the following sentences.

1. The northern states have suffered a drought.

2. The weather has been hot and dry for weeks.

3. The farmers have hoped for rain.

4. A good rain should save the dry crops.

5. The harvest season is approaching.

6. The weather may turn cooler next month.

7. We have planned a hayride for October.

8. The autumn leaves will change colors.

9. In winter, the temperature will drop even more.

10. We can expect snow in January.

• A main verb shows the main action or state of being in a sentence.

• A helping verb helps the main verb show tense. Helping verbs include

forms of be, do, and have, as well as will, can, may, should, and must.

• A verb phrase consists of a main verb and one or more helping verbs.

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Grammar: Perfect Tenses and Progressive Forms

Write the tense of each verb phrase.

1. will be studying

2. am cooking

3. have talked

4. will have arrived

5. was talking

6. had remained

7. am sleeping

8. have started

9. will be leaving

10. was talking

• Perfect tenses use a form of have followed by a past participle, which is

usually the -ed form of the verb.

• Present perfect tells about an action that occurred at an indefi nite

time in the past. Past perfect tells about an action that occurred before

another event in the past. Future perfect adds the helping verb will and

tells about an action that will start and fi nish in the future.

• Progressive forms use a form of be followed by a present participle,

which is the -ing form of the verb.

• Present progressive tells about an action that is happening now. Past

progressive tells about an action that took place while another action

was occurring. Future progressive adds the helping verb will and tells

about an action that will occur while another happens.

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Grammar: Avoiding Verb Tense Shifts

• Avoid shifting from one verb tense to another in the same sentence when

the actions occur at the same time.

• When actions occur at different times, however, a shift makes sense.

A. Read each pair of sentences. Put an X beside the sentence in which the verb

tenses shift.

1. Today, my family went to the store and shops for school supplies.

Today, my family went to the store and shopped for school supplies.

2. We looked for the things we needed the most.

We look for the things we needed the most.

3. I needed notebooks for English class and chose some red ones.

I needed notebooks for English class and choose some red ones.

B. Read each sentence. Rewrite the sentence. Change the tense of the verb in

parentheses ( ) so the sentence makes sense.

4. Yesterday the weather was warm and sunny, but right now it (has looked) cold and

rainy outside.

5. The temperature is dropping, and tomorrow we (had) ice everywhere.

6. On winter afternoons, I pull on my skates and (had played) ice hockey with

my friends.

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Grammar: Proofread

Proofread each sentence for mistakes. Rewrite the sentence correctly. Then

underline any verb phrases.

1. Juan is plan a surprise party for his brother

2. his brother turned ten tomorrow.

3. Juan has pick some fun games and activities?

4. last week he invites the guests.

5. Today, Juan has prepare food for the party,

6. The guests gathering early for the party

7. Everyone hides and will shout, “Surprise!

8. Juan’s brother liked parties, and he loved this one.

• A main verb shows the main action or state of being. A helping verb

helps the main verb show tense. Helping verbs include forms of be, do, and have, as well as will, can, may, should, and must. A verb phrase

consists of a main verb and one or more helping verbs.

• Main and helping verbs form different verb tenses. Avoid shifting verb

tenses in a sentence unless the actions occur at different times.

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Grammar: Main and Helping Verbs

Rewrite each sentence, changing the underlined verb to the tense given in

parentheses ( ).

1. Who knocks at my door? (present progressive)

2. Jody’s train arrived before noon. (past perfect)

3. He memorizes the train schedule. (present perfect)

4. He waited for more than an hour. (future perfect)

5. My brother brings lunch. (future progressive)

6. They will fi nish the investigation by Friday. (future perfect)

7. All our friends gathered in the stadium. (past perfect)

8. Sam copied several pages of notes. (past progressive)

9. I write in my journal every night. (future progressive)

10. This restaurant closes at midnight. (present progressive)

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Spelling: Frequently Misspelled Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper








spelling mistakes.

Review Words

Challenge Words

1. address

2. against

3. always

4. answer

5. because

6. believe

7. brought

8. children

9. cousin

10. doesn’t

11. dollar

12. enough

13. guess

14. instead

15. people

16. receive

17. straight

18. until

19. usually

20. woman

21. fl avor

22. calendar

23. behavior

24. foreign

25. official

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address because cousin guess straight

against believe doesn’t instead until

always brought dollar people usually

answer children enough receive woman

A. Fill in the missing letters of each word. Then write the spelling word on the lin e.

1. inst d

2. ag nst

3. p ple

4. a ays

5. wom

6. unt

7. chi en

8. do ’t

9. c sin

10. us lly

B. Circle the spelling word that rhymes with the bold word. Write the word.

11. mess best address desk

12. weight straight delay white

13. confess jest missed guess

14. caught brought cough laugh

15. weave relieves believe relive

16. clause raise sought because

17. collar bowler molar dollar

18. rough rogue enough brought

19. deceive grief sieve receive

20. prancer dance answer antler

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A. Write the spelling words that contain the matching vowel sound in the

fi rst syllable.

short vowel sound

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

long vowel sound

12.

13.

14.

15.

16.

other vowel sounds

17.

18.

19.

20.

B. Compare the words instead and believe. How are they alike?


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A. Write the spelling word that each clue describes.

1. I sometimes do this when I’m not sure of an answer.

2. This is a person who is related to me.

3. This word is the plural of person.

4. This word is the opposite of give.

5. This kind of money is usually a bill, not a coin.

6. This word is the plural of child.

7. An example of this is 25 Pine Street.

8. This word is the opposite of never.

9. This word is the singular of women.

10. This word means to have faith or to trust.

B. Write the spelling word that best completes each sentence .

11. I voted the candidate with no experience.

12. She wasn’t sure how to the question.

13. Jorge went swimming it was a hot, sunny day.

14. Mara her duffel bag to soccer practice.

15. He have enough money for the bus fare.

16. Jake thought two turkey burgers were more than to eat!

17. I will buy sneakers of a new baseball cap.

18. The workers painted a line down the middle of the road.

19. We’ll have to wait it snows before we can go skiing.

20. I have cereal and orange juice for breakfast.

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A. There are four misspelled words in each paragraph below. Underline

each misspelled word. Then write the words correctly on the lines.

It is important to teach young childrin to memorize their name, addres, and phone

number. This information is critical to know in case they get lost. Practice having your

child say each piece of information. If he or she does’nt know an anser, give a helpful

clue or reminder.

1. 2. 3. 4.

Many peepul in our country beleive it is their responsibility to vote. When you vote,

you will vote for or agenst a representative. It is important to vote becuz that is how we

can improve our country and make it a better place in which to live.

5. 6. 7. 8.

Writing Activity

B. Write about something that you think is important. Use at least four

words from the spelling list.

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spelling mistakes.

Review Words

Challenge Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. address

2. against

3. always

4. answer

5. because

6. believe

7. brought

8. children

9. cousin

10. doesn’t

11. dollar

12. enough

13. guess

14. instead

15. people

16. receive

17. straight

18. until

19. usually

20. woman

21. fl avor

22. calendar

23. behavior

24. foreign

25. official

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Grammar: Linking Verbs

For each sentence, write the linking verb.

1. Today is the fi rst day of camp.

2. The lake looks calm at sunrise.

3. The birds sound peaceful in the trees.

4. Campers feel good after a restful sleep.

5. Breakfast is oatmeal and bacon.

6. The campers appear hungry.

7. The food smells great!

8. Hot oatmeal tastes delicious.

9. The weather feels warm.

10. Ducks and squirrels are our neighbors here!

• A linking verb links the subject of a sentence with an adjective or a noun.

• Forms of be, when they stand alone, are always linking verbs.

• The verbs seem, appear, look, sound, taste, and feel can also be

linking verbs.

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Grammar: Predicate Nouns and Adjectives

A. Read each sentence and underline the linking verb. Then write the predicate

noun on the blank line.

1. Today is Saturday.

2. Saturday is our day for errands.

3. These items are the groceries for today.

4. The fi rst thing is apples.

5. Apples are my favorite fruit.

B. Read each sentence and draw a line under the linking verb. Then write the

predicate adjective on the blank line.

6. These apples look good.

7. The green ones taste sour.

8. That type is crunchy.

9. Those apples appear ripe.

10. They seem perfect for our salad.

• A sentence is made up of a subject and a predicate.

• A predicate noun is a noun that follows a linking verb and renames or

identifi es the subject.

• A predicate adjective is an adjective that follows a linking verb and

describes the subject.

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Grammar: Titles

Write each title correctly on the line. Use an underline for long works and

quotation marks for short works. The words in parentheses ( ) tell you whether

the work is long or short.

1. the call of the wild (book)

2. my favorite vacation (essay)

3. the baltimore sun (newspaper)

4. washington crossing the delaware (painting)

5. stopping by woods on a snowy evening (poem)

6. this land is your land (song)

• Italicize or underline titles of long works, such as novels, plays, fi lms,

newspapers, magazines, artworks, and albums.

• Use quotation marks around titles of short works, such as short stories,

essays, magazine articles, songs, and poems.

• Capitalize all the important works in titles, along with the fi rst and

last words.

• Capitalize linking verbs in titles.

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Grammar: Proofread

Rewrite the sentences correctly. Watch for mistakes with linking verbs,

capitalization, and punctuation.

1. My favorite book is peter pan.

2. that magazine, science monthly, sounds interesting.

3. the title of my Article is the game seemed lost

4. At the game, we sang take me out to the ballgame.

5. dog barking at the moon are a Painting by Joan Miro.

6. the village blacksmith is my favorite poem?

• A linking verb links the subject of a sentence with an adjective or a

noun. Common linking verbs include seem, appear, look, sound, taste, feel and forms of be.

• A predicate noun is a noun that follows a linking verb and renames or

identifi es the subject. A predicate adjective is an adjective that follows

a linking verb and describes the subject.

• Italicize or underline titles of long works, such as novels, plays, fi lms,

newspapers, magazines, artworks, and albums. Use quotation marks

around titles of short works, such as short stories, essays, magazine

articles, songs, and poems.

• Capitalize all the important words in titles, along with the fi rst and last

words of the title. Capitalize all linking verbs in a title.

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Grammar: Linking Verbs

A. Read each sentence. Circle the linking verb. Underline a predicate noun once

and a predicate adjective twice.

1. My favorite book is a biography of George Washington Carver.

2. George Washington Carver was a scientist specializing in plants and agriculture.

3. He is famous for inventing many uses for peanuts and sweet potatoes.

4. Carver’s work was signifi cant for cotton farming in the South.

5. Carver was a professor at Tuskegee Institute for about fi fty years.

B. Rewrite each title using correct capitalization and punctuation. Underline

long titles.

6. (fi lm) a week with two dogs and a cat

7. (newspaper article) prospects look good for new businesses

8. (song) you are my best friend

9. (book) a tale of two cities

10. (short story) the celebrated jumping frog of Calaveras county

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Spelling: Words with Prefi xes

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

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spelling mistakes.

Review Words

Challenge Words

1. superhuman

2. independent

3. incomplete

4. supermarket

5. outstanding

6. uncommon

7. untangle

8. incredible

9. outpost

10. enlist

11. superstar

12. outlaw

13. proclaim

14. unsightly

15. unknown

16. prolong

17. enrich

18. enlarge

19. outfi eld

20. outcry

21. address

22. cousin

23. people

24. indistinct

25. unequal

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superhuman outstanding outpost proclaim enrich

independent uncommon enlist unsightly enlarge

incomplete untangle superstar unknown outfi eld

supermarket incredible outlaw prolong outcry

Write each word’s prefi x. Then write the spelling word on the line.

1. fi el d

2. list

3. star

4. law

5. sightly

6. cry

7. post

8. tangle

9. claim

10. complete

11. credible

12. long

13. large

14. rich

15. market

16. standing

17. dependent

18. common

19. known

20. human

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A. Write the spelling words that contain the matching prefi x. Then draw a line

between the prefi x and the base word in each spelling word.

un-

1.

2.

3.

4.

in-

5.

6.

7.

en-

8.

9.

10.

pro-

11.

12.

out-

13.

14.

15.

16.

17.

super-

18.

19.

20.

B. Compare the words unknown and untangle. How are they alike?


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A. Write the spelling word that has a meaning similar to each word below.

1. unusual 6. unbelievable

2. extend 7. self-reliant

3. engage 8. unfamiliar

4. criminal 9. unfi nished

5. announce 10. unattractive


11. Can we this family photo?

12. After swimming, I had to my hair.

13. The audience cheered when the appeared on stage.

14. A small group of soldiers waited at the for the army to arrive.

15. He must have strength to lift those heavy boxes.

16. Vitamins and minerals are often added to foods to them.

17. What work you did on your report!

18. There was a public over the library’s closing.

19. The Taylors went to the for their weekly shopping.

20. Lily caught the fl y ball in the .

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A. There are six misspelled words in the paragraphs below. Underline each

misspelled word. Then write the words correctly on the lines.

I’ll never forget last night’s baseball game. My favorite team’s souperstar was up at

bat. He is known for hitting grand-slam home runs. I’m sure the players in the outfeeld

were really nervous because the bases were loaded. The pitcher unleashed the ball. With

suprhuman strength, the batter hit the ball out of the ballpark.

The team scored four runs! It was an inncredible play by an owtstanding player. The

fans cheered wildly, and the players ran onto the fi eld to preclaim themselves the winners.

1. 2. 3.

4. 5. 6.

Writing Activity

B. Write about a sports event you’ve attended or watched on TV. Use at least

four words from the spelling list.

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Review Words

Challenge Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. superhuman

2. independent

3. incomplete

4. supermarket

5. outstanding

6. uncommon

7. untangle

8. incredible

9. outpost

10. enlist

11. superstar

12. outlaw

13. proclaim

14. unsightly

15. unknown

16. prolong

17. enrich

18. enlarge

19. outfi eld

20. outcry

21. address

22. cousin

23. people

24. indistinct

25. unequal

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Grammar: Irregular Verbs

Present Past Past Participle

begin began have begun

ring rang have rung

tell told have told

go went have gone

blow blew have blown

sink sank have sunk

break broke have broken

know knew have known

see saw have seen

stand stood have stood

Read each sentence. On the line, write the correct form of each verb in

parentheses ( ).

1. The sound of applause (break) the silence of the theater.

2. The audience (stand) to show their appreciation.

3. Sylvia (know) her performance was a success.

4. Sylvia’s dad (throw) a rose onto the stage.

5. Her mom (blow) Sylvia a kiss from the audience.

6. “We have never (see) such a great show!” said Cody.

• Form the past tense and past participle of a regular verb by adding -ed.

• The past tense and past participle of an irregular verb are formed

differently. In some irregular verbs, a vowel changes. In others, the

spelling changes.

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Grammar: Special Spellings

Present Past Past Participle (with have, had, or has)

think thought thought

tear tore torn

sing sang sung

catch caught caught

freeze froze frozen

wear wore worn

teach taught taught

choose chose chosen

leave left left

speak spoke spoken

Each sentence contains an incorrect form of an irregular verb. Write the correct

form on the line.

1. We had thinked today would be a good day to go skating.

2. Indeed, the ice freezed solidly overnight.

3. However, we have chose to go sledding instead.

4. We have weared our warmest clothes.

5. Dylan has leaved his hat and gloves at home.

6. Sledding without my hat teached me a good lesson about cold weather.

• Some irregular verbs have special spellings when used with the helping

verbs have, has, or had.

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Grammar: Contractions with Helping and Irregular Verbs

A. Write the contractions for the following pronouns and helping verbs.

1. she had

2. they have

3. he had

4. we are

5. I had

B. Read each sentence. Rewrite the sentence, changing the pronoun and verb in

parentheses ( ) to a contraction.

6. (I am) beginning to think the train is never going to arrive.

7. (We have) been waiting on the platform for more than an hour.

8. Aunt Roberta says (she will) ask why the train is delayed.

• A contraction is a single word made by combining two words and leaving

out one or more letters. An apostrophe replaces the missing letters.

• A contraction can be formed with a pronoun and a helping verb.

(we have=we’ve; he would=he’d)

• A contraction can be formed with a pronoun and the present tense form

of the irregular verb be. (I am=I’m; we are=we’re)

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Grammar: Proofread

Proofread each sentence. Rewrite the sentence correctly using the correct form of

the irregular verb. Add commas and apostrophes where needed.

1. Mr. Darus, the band director, wanted to speak to Dylan, but Dylan had already

went home.

2. He leaved school early for an appointment with his dentist Dr. Akagi.

3. Im not sure whether Dylan knowed about the appointment.

4. His mother had telled the principal this morning.

5. Dylan had thinked hed be able to stay after school for band practice.

• The past tense and past participle of a regular verb are formed by

adding -ed.

• The past tense and past participle of some irregular verbs are formed

by changes in spelling.

• A contraction is a single word formed by combining two words and

leaving out some letters. An apostrophe replaces the missing letters.

• A contraction can be formed with a pronoun and a helping verb.

(we have = we’ve; I am = I’m)

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Grammar: Irregular Verbs


1. see

2. freeze

3. catch

4. go

5. begin

6. stand

B. Rewrite each sentence. Use the past participle of the verb in parentheses ( ).

7. We (choose) to play a game inside.

8. The rock (sink) to the bottom of the pond.

9. Mrs. Vega (teach) Spanish for many years.

10. Megan and I (know) each other since kindergarten.

11. The bell (ring) by the time everyone sat down.

12. Logan (tear) a big hole in his paper.

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Spelling: Suffixes -ion and -tion

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

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spelling mistakes.

Review Words

Challenge Words

1. inspire

2. inspiration

3. consult

4. consultation

5. separate

6. separation

7. illustrate

8. illustration

9. instruct

10. instruction

11. observe

12. observation

13. react

14. reaction

15. connect

16. connection

17. hesitate

18. hesitation

19. represent

20. representation

21. incomplete

22. outfi eld

23. supermarket

24. evaporate

25. evaporation

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1. hesi ion

2. re

3. observa n

4. separ

5. represent on

6. connec n

7. instr

8. illustra n

9. con t

10. inspir on

11. consulta n

12. illust e

13. instruc n

14. conn

15. repre t

16. separat

17. obse

18. react

19. hesit

20. insp

inspire separate instruct react hesitate

inspiration separation instruction reaction hesitation

consult illustrate observe connect represent

consultation illustration observation connection representation

Write the missing letters to make a spelling word. Then write the spelling word

on the line.

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Write each pair of spelling words according to their pattern.

add -ion

1.

2.

3.

add -ation

4.

5.

drop e and add -tion

6.

7.

8.

9.

drop e and add -ion

10.

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A. Write the spelling word that best completes each analogy.

1. United is to together as is to apart.

2. Teach is to teacher as is to instructor.

3. Composition is to composer as is to illustrator.

4. Patrol is to police officer as is to astronomer.

5. Steadfast is to fi rm as is to waver.


6. There was no when he made his decision.

7. Keisha had an allergic when she ate the peanuts.

8. Our cell phone is excellent!

9. The bird watcher made an interesting about the baby birds.

10. The accused is seeking by a lawyer.

11. Can you the dots to solve the puzzle?

12. What did your teacher give before recess?

13. Her parents will with a doctor about the best treatment.

14. The artist found his from the spectacular scenery.

15. The wall is meant to create a between the two zoo animals.

16. To help us imagine a story, an artist can it with drawings.

17. The patient wanted a with a specialist.

18. What might a composer to write a new piece of music?

19. These fl ags each a country.

20. How did you when you heard the loud thunder?

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A. There are three misspelled words in each paragraph below. Underline

each misspelled word. Then write the words correctly on the lines.

A landscape artist will observ her surroundings before beginning to paint. Her

inspireation might be seeing a fl ock of birds soaring overhead. Or she might make a

simple observeation of how river water fl ows along its path.

1. 2. 3.

What kind of instrukshun do people need to become cartoonists? Do they need to take

art classes? A cartoonist’s illustrasion can look really simple to create. But to know how

to illustrait using cartoons actually takes skill and creativity.

4. 5. 6.

Writing Activity

B. Write about something you have been inspired to do. Use at least four

words from the spelling list.

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spelling mistakes.

Review Words

Challenge Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. inspire

2. inspiration

3. consult

4. consultation

5. separate

6. separation

7. illustrate

8. illustration

9. instruct

10. instruction

11. observe

12. observation

13. react

14. reaction

15. connect

16. connection

17. hesitate

18. hesitation

19. represent

20. representation

21. incomplete

22. outfi eld

23. supermarket

24. evaporate

25. evaporation

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MATH

1-10 93 87 80 73 67 60 53 47 40 3311-15 27 20 13 7 0

1) A scientist used 2 gallons of liquid for every 7 hours he works. He uses ____ of a galloneach hour he works.

2) A gardener used 4 kilograms of fertilizer over the course of 5 weeks. How much fertilizerdid they use each week?

3) A fair owner made 60 dollars when a group of 10 people entered, which is a rate of ___dollar per person.

4) It took a pet store 8 weeks to sell 64 cats. What is the rate sold per week?

5) A bouquet had 5 flowers and sold for $25, which is a rate of $___ per flower.

6) A pencil company used 49 grams of rubber to make 7 pencils, which is a rate of ___ gramsper pencil.

7) We paid $10 for 2 hamburgers, which is a rate of $___ per hamburger.

8) A baker used 7 bags of flour every 9 days. He used ____ of a bag each day.

9) A tailor used 7 meters of string to make 9 Halloween masks. He used ____ of a meter foreach mask.

10) A carpenter used 7 boxes of nails to build 10 bird houses. He used ____ of a box on eachbird house.

11) Will spent 3 days collecting cans and he managed to collect 2 pounds. He collected ____ ofa pound each day.

12) An experienced carpenter could build a house in 9 days. How much would he have finishedif he worked for 5 days?

13) A machine worked for 10 hours and used 6 kilowatts of electricity. The machine used ____of a kilowatt each hour it worked.

14) An industrial machine is able to make 8 pens in 2 seconds. What is the rate made persecond?

15) A movie theater went through 2 pounds of popcorn every 5 hours. They went through ____of a pound every hour.

1.

2⁄72.

4⁄53. 6

4. 8

5. 5

6. 7

7. 5

8.

7⁄99.

7⁄910.

7⁄10

11.

2⁄312.

5⁄913.

6⁄10

14. 4

15.

2⁄5

Solve each problem.

Using Rate Language

Math www.CommonCoreSheets.com

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1-10 93 87 80 73 67 60 53 47 40 3311-15 27 20 13 7 0

1) Gwen earned 4 points for every 7 books she read. So if she read only 1 book she wouldhave earned ____ of a point.

2) A jogger travelled 90 kilometers in 9 days. What is the rate he travelled per day?

3) An ice machine used 2 gallons of water after running non-stop for 10 hours. How manygallons of water did it use each hour?

4) A restaurant went through 3 boxes of plastic forks over 6 months. They used ____ of a boxevery month.

5) A scientist used 8 gallons of liquid for every 10 hours he works. He uses ____ of a galloneach hour he works.

6) A tailor used 2 meters of string to make 3 Halloween masks. He used ____ of a meter foreach mask.

7) A baker used 2 bags of flour every 3 days. He used ____ of a bag each day.

8) A warehouse placed 7 equal weight boxes on a scale. Total they weighed 2 pounds. Eachbox weighed ____ of a pound.

9) An experienced carpenter could build a house in 4 days. How much would he have finishedif he worked for 2 days?

10) A baker used 2 cups of flour to make 3 batches of brownies. He used ____ of a cup of flourto make 1 batch of brownies.

11) Dave earned $12 for mowing 4 lawns. What is the rate earned per lawn mowed?

12) A movie theater went through 2 pounds of popcorn every 9 hours. They went through ____of a pound every hour.

13) A carpenter used 4 boxes of nails to build 9 bird houses. He used ____ of a box on eachbird house.

14) For every 7 miles Faye jogged, Frank jogged 2 miles. If Faye jogged 1 mile, how far wouldFrank have jogged?

15) A candy company used 90 gallons of syrup to make 10 batches of candy. What is the rateof syrup per batch?

1.

4⁄72. 10

3.

2⁄10

4.

3⁄65.

8⁄10

6.

2⁄37.

2⁄38.

2⁄79.

2⁄410.

2⁄311. 3

12.

2⁄913.

4⁄914.

2⁄715. 9

Solve each problem.

Using Rate Language


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1-8 88 75 63 50 38 25 13 0

1) Which option best shows X < 1613 14 15 16 17 18

A.

13 14 15 16 17 18B.

13 14 15 16 17 18C.

13 14 15 16 17 18D.


A.

1 2 3 4 5 6B.

1 2 3 4 5 6C.

1 2 3 4 5 6D.

3) Which option best shows X < -19-21 -20 -19 -18 -17

A.

-21 -20 -19 -18 -17B.

-21 -20 -19 -18 -17C.

-21 -20 -19 -18 -17D.

4) Which option best shows X ≥ 97 8 9 10 11 12

A.

7 8 9 10 11 12B.

7 8 9 10 11 12C.

7 8 9 10 11 12D.


A.

0 1 2 3 4 5B.

0 1 2 3 4 5C.

0 1 2 3 4 5D.

6) Which option best shows X ≥ -18-20 -19 -18 -17 -16

A.

-20 -19 -18 -17 -16B.

-20 -19 -18 -17 -16C.

-20 -19 -18 -17 -16D.

7) Which option best shows X < -12-14 -13 -12 -11 -10

A.

-14 -13 -12 -11 -10B.

-14 -13 -12 -11 -10C.

-14 -13 -12 -11 -10D.

8) Which option best shows X ≥ -3-6 -5 -4 -3 -2 -1 0

A.

-6 -5 -4 -3 -2 -1 0B.

-6 -5 -4 -3 -2 -1 0C.

-6 -5 -4 -3 -2 -1 0D.

1. A

2. A

3. A

4. D

5. A

6. D

7. A

8. D

Solve each problem.

Matching Inequalities to Numberlines


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Topic 4 29

Practice 4-2

Practice

4-2Solving Addition and Subtraction EquationsExplain how to get the variable alone in each equation.

1. n � 10 � 100 2. x � 75 � 49n � 10 � 10 � 100 � 10 x � 75 � � 49 �

Solve each equation and check your answer.

3. g � 8 � 25 4. 25 � y � 42 5. r � 82 � 97

6. 30 � m � 18 7. 150 � e � 42 8. a � 51 � 12

9. Jo loaned Al $15. She had $15 left. Solve the equation 15 � s � 15 to find how much money Jo had before she made the loan.

A $0

B $15

C $30

D $60

10. Critical Thinking If n � 10 � 40, then what is the value of the expression n � 25?

A 5

B 25

C 30

D 50

11. Writing to Explain Explain how to solve the equation 35 � p � 92. Then solve.

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Topic 4 35

Practice 4-3

Practice

4-3Problem Solving: Draw a Picture and Write an EquationDraw a picture and write an equation to solve each problem.

1. Mike has already driven 176 laps. The race is 250 laps long. How many more laps does he have to drive to finish the race?

2. Antonio found 133 golf balls in the water. He picked up a total of 527 lost golf balls. How many golf balls did he find in the weeds and bushes?

3. A lumber company plants 840 trees. If the company cuts down 560 trees, how many more trees did it plant than it cut down?

4. Writing to Explain What operation would you use to solve this problem? Why?

Erik wants to buy a new stereo for $359. He has $288 saved already. How much more will he have to save to buy the stereo?

5. Reasonableness Write an estimate that will show if 77 is a reasonable solution to the equation 14 � m � 91.

6. Juan brought 87 pounds of recyclables to the recycling center. He brought 54 pounds of glass, and the rest was plastic. Which equation could be used to find p, the number of pounds of plastic Juan recycled?

A 87 � p � 54 C p � 54 � 87

B 54 � p � 87 D p � 87 � 54

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Topic 4 41

Practice 4-4

Practice

4-4Solving MultiplicationandDivisionEquationsFor 1 through 3, explain how to get the variable alone in each equation.

1. r 3 7 5 42 r 3 7 4 7 5 42 ÷ 7

2. m 4 6 5 12m 4 6 3 __ 5 12 3 __

3. 44 5 2k

For 4 through 9, solve the equation. Check your answer.

4. 9n 5 72 5. y 3 5 5 60 6. v 4 13 5 2

7. w 4 7 5 15 8. 216 5 36p 9. 17 5 t 4 3

10. WritingtoExplain Tell how you would get the variable m alone on one side of the equation 15m 5 45.

11. WriteaProblem Write a problem that can be solved with the equation r 4 6 5 14.

12. NumberSense Which equation can you use tosolve this problem?

There are 12 muffins in a package. Will bought 84 muffins. How many packages did he buy?

A 12 3 p 5 84

B 84 3 12 5 p

C 12 4 p 5 84

D 84 5 12 1 p

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Topic 4 47

Practice

4-5Practice 4

-5

Problem Solving: Draw a Picture and Write an EquationDraw a picture and write an equation to solve each problem.

1. Mr. Conover bought 6 boxes of pastels for his art class. He paid $4.50 for each box. What was the total cost of the boxes?

2. A company charters boats for whale watching. The company chartered 13 boats. There were a total of 325 passengers on the boats. What was the average number of passengers per boat?

3. A store sells 5-gallon bottles of water for $8. The store made $288 on Monday selling the water. How many bottles were sold?

4. A sign at a recycling center states that 118 pounds of recycled newspapers saves one tree. How many pounds of newspapers will save 3 trees?

5. Algebra Students mailed invitations to a play to 414 parents. Each student mailed 18 invitations. If s equals the number of students who mailed invitations, which equation best shows the number of invitations that were mailed?

A s � 18 � 414 C 18 � s � 414

B s � 18 � 414 D 18s � 414

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Topic 4 23

Practice 4-1

Practice

4-1PropertiesofEquality 1. If 16 1 4 5 20, does 16 1 4 2 4 5 20 − 4? Why or why not?

2. If 2d 4 4 5 5, does 2d 4 4 1 6 = 5 1 4? Why or why not?

3. If 12 2 8 5 4, does (12 2 8) 4 2 5 4 3 2? Explain.

4. If 7t 5 70, does 12 3 7t 5 12 3 70? Explain.

5. CriticalThinking Emil and Jade have equal amounts of play money in two piles. Emil has $1 and a quarter in his pile. Jade has 5 quarters in her pile. If Emil gives Jade $1 and Jade gives Emil 4 quarters, will the two piles still be equal in value? Explain.

6. Which equation shows the Multiplication Property of Equality if n 1 4 5 11?

A (n 1 4) 3 2 5 11 B (n 1 4) 3 2 5 11 4 2

C (n 1 4) 3 2 5 11 3 4 D (n 1 4) 3 2 5 11 3 2

7. WritingtoExplain Bobbie wrote y 1 6 5 15. Then she wrote (y 1 6) 4 3 5 15. Explain why the second equation is not balanced and how to balance it.

30429_T04_19-24.indd 23 1/8/10 9:42 PM

1-10 90 80 70 60 50 40 30 20 10 0

1)

2 in

3 in

2)

39 yds

46 yds

3)

9 mm

5 mm

4)

92 in

44 in

5)

10 km

4 km

6)

65 mm

95 mm

7)

23 m

74 m

8)

15 km

19 km

9)

32 mm

20 mm

10)

15 m

12 m

1. 3 in2

2. 897 yds2

3. 22.5 mm2

4. 2,024 in2

5. 20 km2

6.

3,087.5mm2

7. 851 m2

8. 142.5 km2

9. 320 mm2

10. 90 m2

Find the area of each triangle. Units are not to scale.

Finding Area of Triangles


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1-9 89 78 67 56 44 33 22 11 0

1) 2) 3)

4) 5) 6)

7) 8) 9)

3

5

3

5

The area of a right triangle ishalf the area of the rectangle

that would surround it.

In this example, the surroundingrectangle would have an area of

15 blocks (15 b2).

Half of 15 is 7.5This right triangle has an area of

7.5 b2.

1. 35 b2

2. 15 b2

3. 14 b2

4. 21 b2

5. 31.5 b2

6. 20 b2

7. 22.5 b2

8. 31.5 b2

9. 8 b2

Find the area of each triangle in blocks (b).

Finding the Area of Right Triangles with a Grid


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1-10 90 80 70 60 50 40 30 20 10 0

1)

17 in

10 in

2)

15 mm

19 mm

3)

17 mm

13 mm

4)

2 km

9 km

5)

77 mm

24 mm

6)

19 m

11 m

7)

76 ft

82 ft

8)

18 m

19 m

9)

12 km

13 km

10)

100 ft

81 ft

1. 85 in2

2. 142.5 mm2

3. 110.5 mm2

4. 9 km2

5. 924 mm2

6. 104.5 m2

7. 3,116 ft2

8. 171 m2

9. 78 km2

10. 4,050 ft2




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1-9 89 78 67 56 44 33 22 11 0

1) 2) 3)

4) 5) 6)

7) 8) 9)

3

5

3

5




15 blocks (15 b2).


7.5 b2.

1. 16 b2

2. 20 b2

3. 9 b2

4. 15 b2

5. 6 b2

6. 40 b2

7. 4 b2

8. 12 b2

9. 17.5 b2




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Topic 17 23

Practice 17-1

Practice

17-1PerimeterFind the perimeter of each figure.

1. rectangle 2. regular pentagon 3. regular octagon

length 6 in., width 14 in. sides 3.3 cm long sides 8 3 _ 4 in. long

Estimate the perimeter of each figure. Then find the perimeter.

4. 5.

Find the length of each unknown side. Then find the perimeter.

6. 7.

8. One side of a regular hexagon is 18 cm. Which is the perimeter?

A 108 cm C 72 cm

B 96 cm D 36 cm

9. WritingtoExplain A square and a rectangle each have a perimeter of 100 ft. Explain how this is possible.

30422_T16_16-1PR-1

11.97 m

8.21 m

30422_T16_16-1PR-2

21.46 cm

18.9 cm

15.41 cm16.03 cm

30422_T16_16-1PR-3

39 mm

18 mm15 mm

4 mm

y

z

30422_T16_16-1PR-4

12 ft

9 ft6 ft

14 ft

k

j

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Reteaching

17-1Perimeter

Find the perimeter of the figure below.

By using a formula:

There are two equal lengths and equal widths, so you can use the formula

P � 2� � 2w.

P � 2(6) � 2(15)

� 12 � 30

� 42

The perimeter is 42 m.

Find the perimeter of each figure.

1. rectangle, length 5.1 ft, width 7.4 ft 2. regular octagon, sides 4.6 cm long

Find the length of each unknown side. Then find the perimeter.

3. 4.

15 m

6 m

5 m

4 m7 m

x

15 m

10 m12 in. 2 in.

2 in.2 in.

3 in.3 in.

y

2 in.

4 ft 4 ft

5 ftxy

20 ft

2 ft 2 ft

Sometimes you are not given the lengths of all the sides of a polygon.

Side x is the same size as the side parallel to it. So, side x � 5 ft.

You can figure out the length of side y by looking at the side parallel to it. That side is 20 ft.

4 ft � 4 ft � y ft � 20 ft

8 ft � y ft � 20 ft

8 ft � 12 ft � 20 ft

So, y � 12 ft.

Now you can add up all the sides to find the perimeter.

4 � 2 � 12 � 2 � 4 � 5 � 20 � 5 � 54

P � 54 ft

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Reteaching

17-2Area of Rectangles and Irregular Figures

Find the area of a rectangle that is 8 inches long and 3 inches wide.

Use Counting Draw the rectangle on graph paper. Let each square represent 1 square inch.

3 inches

8 inches

Count the squares inside the rectangle. There are 24 squares, so the area is 24 sq in.

Use a Formula Use the formula for area.To find area, multiply length times width.

A 5 ℓ 3 w ℓ 5 length, w 5 width A 5 8 3 3 ℓ 5 8, w 5 3A 5 24

The area of the rectangle is 24 sq in.

A path around a garden measures 8 ft by 7 ft. The garden measures 4 ft by 3 ft. What is the area of the path?

Use Counting Draw the figure on graph paper. Let each square represent 1 square foot.

7 feet

8 feet

3 ft

4 ft

Count the squares in the path only. There are 44 squares, so the area is 44 sq ft.

Use a Formula Find the area of the path and the garden together. Then subtract the area of the garden. Path: Display: A 5 ℓ 3 w A 5 ℓ 3 wA 5 8 3 7 A 5 4 3 3A 5 56 sq ft A 5 12 sq ft

56 2 12 5 44, so the area is 44 sq ft.

Find the area of each figure.

1.

14 mm

6 mm 2.

12 yd

25 yd

3.

19 m

20 m21 m

9 m

4. Suppose a rectangular path around a rectangular garden measures 4 meters by 7 meters. The garden measures 3 meters by 6 meters. What is the area of the path?

28 Topic 17

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Reteaching 17-3

Reteaching

17-3Area of Parallelograms and TrianglesFind the area of this parallelogram.

Use the formula A 5 bh.

A 5 8 3 6

A 5 48 sq in.

The area of the parallelogram is 48 sq in.

Find the area of each parallelogram or triangle.

1. 2.

3. Triangle: b 5 6 ft, h 5 9 ft

4. Parallelogram: b 5 18 m, h 5 13 m

5. Triangle: b 5 20 in., h 5 9 in.

6. Writing to Explain Tony says he does not have enough information to find the area of this parallelogram. Is he correct? Explain.

h 6 in.

b 8 in.

100 ft

50 ft

8 m

15 m

Find the area of this triangle.

Use the formula A 5 1 _ 2 bh.

A 5 1 _ 2 3 10 3 8

A 5 5 3 8

A 5 40 cm2

The area of the triangle is 40 cm2.

h 8 cm

b 10 cm

14.5 cm

7.2 cm

Topic 17 35

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1-9 89 78 67 56 44 33 22 11 0

1) 2) 3)

4) 5) 6)

7) 8) 9)

3

5

3

5




15 blocks (15 b2).


7.5 b2.

1. 15 b2

2. 20 b2

3. 24 b2

4. 36 b2

5. 17.5 b2

6. 24 b2

7. 9 b2

8. 36 b2

9. 13.5 b2




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1-10 90 80 70 60 50 40 30 20 10 0

1)

19 ft

15 ft

2)

10 mm

8 mm

3)

2 yds

2 yds

4)

6 mm

4 mm

5)

3 ft

6 ft

6)

14 ft

20 ft

7)

15 yds

14 yds

8)

8 yds

4 yds

9)

19 m

10 m

10)

24 in

27 in

1. 142.5 ft2

2. 40 mm2

3. 2 yds2

4. 12 mm2

5. 9 ft2

6. 140 ft2

7. 105 yds2

8. 16 yds2

9. 95 m2

10. 324 in2




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36 Topic 17

Prac

tice 17-3

Practice

17-3Area of Parallelograms and TrianglesFind the area of each parallelogram or triangle.

1. 2.

3. Triangle 4. Parallelogram 5. Triangle b � 30 m b � 18 in. b � 20 ft h � 15 m h � 2 ft h � 3 yd

6. Writing to Explain The area of a triangle is 42 square inches. The triangle’s base is 6 inches. Find the height of the triangle. Explain how you do it.

7. Number Sense A parallelogram has a base of 4 m and a height of 3 m. Find the area of the parallelogram in square centimeters.

8. Estimation Which is the best estimate of the area of a triangle that has a base of 23.62 cm and a height of 8.33 cm?

A 200 cm2 B 160 cm2 C 100 cm2 D 50 cm2

9. Reasoning The area of a figure is 36 cm2. Give 4 possible shapes of the figure. Where possible give 3 possible sets of dimensions for each possible shape.

11 ft

14 ft 12 cm

18 cm

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17-4Circumference

Find the circumference. Use 3.14 or 22 __ 7 for π.

Use the formula C � 2πr.

C � 2πr C � 2 × 3.14 � 8

C � 6.28 � 8

C � 50.24 m

Find the diameter and the radius of a circle with a circumference of 65.94 in.

Divide by π to find the diameter. C � πd, so

65.94 � π � d C __ π � d.

65.94 � 3.14 � 21

d = 21 in.

To find the radius, divide the diameter by 2.

21 � 2 � 10.5

r = 10.5 in.

Find each circumference. Use 22 __ 7 or 3.14 for π.

1. 2. 3.

Find the missing measurements for each circle. Round to the nearest hundredth.

4. C � 39.25 ft. 5. C � 63.3024 m 6. r � 5.95 yd

d = r = C =

7. Number Sense Which circle has the greater circumference: a circle with a diameter of 13.2 in., or a circle with a radius of 6.9 in.? Explain.

9.5 m 14.4 ft 12.4 cm

8 m

1-7 86 71 57 43 29 14 0

Ex)

5

3

545

1)

3

2

334

2)

4

5

424

3)

5

2

412

4)

5

3

613

5)

3

3

523

6)

5

3

623

7)

3

3

513

Ex. 87 cm3

1. 22 2⁄4 cm3

2. 90 cm3

3. 45 cm3

4. 95 cm3

5. 51 cm3

6. 100 cm3

7. 48 cm3

Fill each rectangular prism with cubes to determine the volume. Each prisms unit ismeasured in cm (not to scale).

Using Unit Cubes to Determine Volume


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1-7 86 71 57 43 29 14 0

Ex)

4

4

624

1)

4

4

512

2)

5

5

334

3)

23

623

4)

3

3

512

5)

22

334

6)

5

3

334

7)

5

3

624

Ex. 104 cm3

1. 88 cm3

2. 93 3⁄4 cm3

3. 40 cm3

4. 49 1⁄2 cm3

5. 15 cm3

6. 56 1⁄4 cm3

7. 97 2⁄4 cm3




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1-10 93 87 80 73 67 60 53 47 40 3311-15 27 20 13 7 0

1)

7

63

2)

7

63

3)

7

72

4)

7

56

5)

7

36

6)

283

7)

6

83

8)

7

54

9)

8

42

10)

9

54

11)

4

77

12)

8

49

13)

7

49

14)

8

3 4

15)

9

42

1. 441 cm3

2. 441 cm3

3. 504 cm3

4. 392 cm3

5. 252 cm3

6. 48 cm3

7. 144 cm3

8. 378 cm3

9. 336 cm3

10. 486 cm3

11. 196 cm3

12. 392 cm3

13. 343 cm3

14. 96 cm3

15. 378 cm3

Find the volume of each rectangular prism. Remember V = BH and V=L×W×H

Finding Volume


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1-10 93 87 80 73 67 60 53 47 40 3311-15 27 20 13 7 0

1)

6

56

2)

9

72

3)

5

66

4)

5

97

5)

8

48

6)

7

63

7)

8

72

8)

7

42

9)

7

37

10)

9

63

11)

9

36

12)17

9

13) 13 914)

4

58

15)

7

3 9

1. 336 cm3

2. 648 cm3

3. 180 cm3

4. 315 cm3

5. 384 cm3

6. 441 cm3

7. 576 cm3

8. 294 cm3

9. 147 cm3

10. 567 cm3

11. 324 cm3

12. 63 cm3

13. 27 cm3

14. 160 cm3

15. 189 cm3

Find the volume of each rectangular prism. Remember V = BH and V=L×W×H

Finding Volume


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1-7 86 71 57 43 29 14 0

Ex)

4

2

512

1)

34

412

2)

35

612

3)

4

3

345

4)

4

4

412

5)

3

2

312

6)

4

4

312

7)

22

312

Ex. 44 cm3

1. 54 cm3

2. 97 1⁄2 cm3

3. 45 3⁄5 cm3

4. 72 cm3

5. 21 cm3

6. 56 cm3

7. 14 cm3




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1-6 83 67 50 33 17 0

1) diet sodas = 2 , regular sodas = 9

A. The ratio of diet sodas to regular sodas sold is 2:9

B. The ratio of diet sodas to regular sodas sold is 9:2

C. For every 2 diet sodas sold there are 9 regular sodas sold

D. The ratio of regular sodas to diet sodas sold is 9:2

2) large popcorns = 6 , small popcorns = 9

A. The ratio of large popcorns to small popcorns sold is 9:6

B. For every 6 large popcorns sold there are 9 small popcorns sold

C. For every 6 small popcorns sold there are 9 large popcorns sold

D. The ratio of small popcorns to large popcorns sold is 9:6

3) nails used = 6 , bird houses built = 2

A. The ratio of bird houses built to nails used was 2:6

B. For every 6 nails used there were 2 bird houses built

C. The ratio of nails used to bird houses built was 6:2

D. For every 2 bird houses built there were 6 nails used

4) pushups = 4 , sit-ups = 5

A. For every 5 sit-ups done there were 4 pushups done

B. The ratio of pushups done to sit-ups done is 5:4

C. The ratio of sit-ups done to pushups done is 5:4

D. The ratio of pushups done to sit-ups done is 4:5

5) texts sent = 8 , calls made = 5

A. The ratio of texts sent to calls made was 8:5

B. The ratio of texts sent to calls made was 5:8

C. For every 5 texts sent there were 8 calls made

D. For every 8 calls made there were 5 texts sent

6) cats = 2 , dogs = 8

A. For every 8 cats there are 2 dogs

B. The ratio of cats to dogs is 2:8

C. The ratio of dogs to cats is 8:2

D. The ratio of cats to dogs is 8:2

1. A,C,D

2. B,D

3. A,B,C,D

4. A,C,D

5. A

6. B,C

Determine which statement or statements are true. If none write 'none'.

Identifying True and False Ratio Statements


Name:

Answers

1

1-10 95 90 85 80 75 70 65 60 55 5011-20 45 40 35 30 25 20 15 10 5 0

1) Which football game had the most touchdowns this season?

2) How many people think Elvis is the best singer?

3) How many pets does each person on your block own?

4) How many cars were sold each day this month?

5) How many branches does the oak tree have?

6) What size shoes does each person in the class wear?

7) How many brothers does each classmate have?

8) How many times did you eat lunch this month?

9) How many cars were sold this month?

10) How many goals did the homeruns did the home team score?

11) What age were the presidents inaugurated at?

12) How many boxes of candy did each student sell?

13) How many siblings do you have?

14) How many bread rolls did each person at the table eat?

15) How many people in the office are wearing ties?

16) What were the students scores for the math test?

17) How many goals did the basketball teams score?

18) How many inches of snow did each city get?

19) Who has the newest shoes in the class?

20) Which student sold the most boxes of candy?

1. no

2. no

3. yes

4. yes

5. no

6. yes

7. yes

8. no

9. no

10. no

11. yes

12. yes

13. no

14. yes

15. no

16. yes

17. yes

18. yes

19. no

20. no

Determine if the question posed is a statistical question (yes) or not (no).

Finding Statistical Questions


Name:

Answers

2

1-10 95 90 85 80 75 70 65 60 55 5011-20 45 40 35 30 25 20 15 10 5 0

1) What were the students scores for the math test?

2) Which class earned the most points?

3) How long is each girls hair in your class?

4) How many branches does the oak tree have?

5) How long did each person take to eat lunch?

6) What were the scores for the basketball team this season?

7) How many cities had more than 2" of snow?

8) How many girls are in your class?

9) How many goals did the homeruns did the home team score?

10) How much money did the different classes earn?

11) How many apps do my classmates have on their phones?

12) Which football game had the most touchdowns this season?

13) How many siblings do you have?

14) How many cars were sold this month?

15) How old are the paintings in the museum?

16) How many classmates have a game app on their phone?

17) Which tree is the tallest in the park?

18) How many inches of snow did each city get?

19) How many hours did you sleep each day this month?

20) How many Elvis songs does each person recognize?

1. yes

2. no

3. yes

4. no

5. yes

6. yes

7. no

8. no

9. no

10. yes

11. yes

12. no

13. no

14. no

15. yes

16. no

17. no

18. yes

19. yes

20. yes

Determine if the question posed is a statistical question (yes) or not (no).

Finding Statistical Questions


Name:

Answers

1

SCIENCE &

SOCIAL STUDIES

Name Class Date

Concepts and Challenges in Earth Science, Teacher’s Resources CD-ROM(c) by Pearson Education, Inc./Globe Fearon/Pearson Learning Group. All rights reserved. The Sun and Other Stars

What are galaxies?Lesson ReviewComplete the table by placing a check mark in the correct column.

TYPES OF GALAXIES

Characteristic Ellipticalgalaxy

Irregulargalaxy

Spiralgalaxy

1. Rounded

2. No definite shape

3. Thick center and flattened arms

4. Made up of billions of stars

5. Least common type of galaxy

6. Contains the oldest stars

7. One typed is barred

8. Smaller and fainter than other types of galaxies

9. Main features of the universe

10. Has a nucleus made up of bright stars

11. Milky Way is one

Skill ChallengeSkills: identifying, applying concepts

Identify the galaxy shown in the diagram. Then, write threefacts about this galaxy in the spaces provided.Galaxy name: ________________________________________

Facts: ________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Answer Key

Concepts and Challenges in Earth Science, Teacher’s Resources CD-ROM(c) by Pearson Education, Inc./Globe Fearon/Pearson Learning Group. All rights reserved. The Sun and Other Stars

What are galaxies?Lesson Review1. Elliptical galaxy 2. Irregular galaxy 3. Spiralgalaxy 4. Elliptical galaxy, Irregular galaxy, Spiralgalaxy 5. Irregular galaxy 6. Elliptical galaxy7. Spiral galaxy 8. Irregular galaxy 9. Ellipticalgalaxy, Irregular galaxy, Spiral galaxy 10. Spiralgalaxy 11. Spiral galaxySkill ChallengeGalaxy name: Milky Way Galaxy

Facts: spiral galaxy; contains more than 100,000billion stars; is about 100,000 light years in diameter

Stars Questions

www.CommonCoreSheets.com

Name:

Social Studies

Answers

1-10 94 88 81 75 69 63 56 50 44 3811-16 31 25 19 13 6 0

1) Canada A 7) Mexico C2) Chile J 8) Alaska (State) E3) Britain B 9) Japan D4) Russia G 10) Cuba K5) Egypt L 11) Iraq F6) China M

12) Which is not part of North America?A. Japan C. AlaskaB. Canada D. Mexico

13) Which country touches the USA's southern border?A. France C. BritainB. Mexico D. Japan

14) The state of Alaska is touching which country?A. Britain C. JapanB. Mexico D. Canada

15) Which country is the largest in Asia?A. Britain C. ChinaB. Mexico D. Russia

16) Which country touches the USA's northern border?A. Britain C. MexicoB. Canada D. China

1. A

2. J

3. B

4. G

5. L

6. M

7. C

8. E

9. D

10. K

11. F

12. A

13. B

14. D

15. D

16. B

World Geography - CountriesUsing the map below, determine which letter represents each location.

6

www.CommonCoreSheets.com

Name:

Social Studies

Answers

1-10 94 88 81 75 69 63 56 50 44 3811-16 31 25 19 13 6 0

1) Canada F 7) Mexico C2) Chile M 8) Alaska (State) H3) Britain K 9) Japan A4) Russia E 10) Cuba B5) Egypt L 11) Iraq J6) China D

12) Who was the United States of America at war with during the American Revolution?A. Britain C. JapanB. Egypt D. China

13) The state of Alaska is touching which country?A. France C. MexicoB. Russia D. Canada

14) Which country is closest to the state of Florida?A. Japan C. CubaB. Canada D. Egypt

15) Alaska is __________ of the rest of the United States?A. west C. northB. south D. east

16) If you wanted to see pyramids where should you go?A. China C. EgyptB. Russia D. Britain

1. F

2. M

3. K

4. E

5. L

6. D

7. C

8. H

9. A

10. B

11. J

12. A

13. D

14. C

15. C

16. C

World Geography - CountriesUsing the map below, determine which letter represents each location.

10

Documents

6 Grade - SharpSchool