English 6  Reading Review Notes for 

Parents & Students  

2016-2017  

English 6 Reading Content Review Notes

2016-2017 This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information provided is based on the standards of learning taught during the school year and comes from the English 6 standards of learning curriculum framework issued by the Virginia Department of Education. The curriculum framework in its entirety can be found at the following website:

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

In addition to the Virginia Department of Education (VDOE) English curriculum frameworks and released tests, information from various websites is included. Websites are listed with the information as it appears in the document.

Which Grade 6 Reading Standards of Learning will be tested?

The Grade 6 Reading Blueprint Summary Table is listed below. This blueprint is a snapshot of SOLs, corresponding reporting categories, and the number of questions per reporting category that will be on the Virginia Grade 6 Reading SOL Test

Formal SOL Formal SOL- Explained Use Word Analysis Strategies and Information Resources

Number of Items: 8 SOL 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts:

6.4a - Identify word origins and derivations. Use common Greek and Latin roots, prefixes, and suffixes to help identify the meaning of unfamiliar words. (example: audi- means hearing, listening, or sound audience, auditory, audible)

6.4b- Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.

Notice Greek and Latin roots in common English words to help give clues to words meaning. Apply knowledge of roots to combine with unfamiliar words. (poly from polygon and phone from telephone to predict meaning of polyphony. Recognize common antonyms and synonyms.

6.4c- Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

Use information around unfamiliar word to give clues to its meaning.

6.4d- Identify and analyze figurative language. Identify the connection between words like synonyms, antonyms, object/action (ear: hear), source/product (tree: lumber)., part/whole (paw : dog), animal/ habitat (bee: hive) Recognize simile (comparison using like or as ex. The sky is as blue as the ocean), metaphor (comparison without using like or as ex. Soft pillows of clouds rolling in the sky.), and hyperbole (extreme exaggeration ex. I’m so hungry I could eat a horse) within text.

6.4e- Use word-reference materials. Using dictionaries, glossaries, and thesauruses to find how to pronounce word and/or to define / clarify meaning.

Demonstrate Comprehension of Fictional Texts Number of Items: 17

SOL 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,

and poetry. 6.5a Identify the elements of narrative structure, Setting is: time and place of a story.

including setting, character, plot, conflict, and theme.

Plot is: development of main conflict and resolution; sequence of events in story; writer’s map of what, how, to whom, and when events happen. Character traits are: what character thinks, says, does, and how other characters respond. Understanding central idea or theme and how it developed. Understand internal (within self) and external (with others) conflict

6.5b Make, confirm, and revise predictions Students should be able to make predictions prior to reading and then go back and revise them based on new information from text.

6.5c Describe how word choice and imagery contribute to the meaning of a text.

Understand why the author chooses specific: language, sentence variety, vocabulary, imagery, and figurative language.

6.5 d Describe cause and effect relationships and their impact on plot.

Graphic organizer (plot map) to show the cause and effect relationship that occurs as plot develops.

6.5f Use information in the text to draw conclusions and make inferences.

Identify clues in the text that signal to the reader what has happened and/or what will happen.

6.5g Explain how character and plot development are used in a selection to support a central conflict or story line.

Character traits are: what character thinks, says, does, and how other characters respond. Understand that events in the plot effect how the character changes.

6.5 h Identify the main idea. Identify the main idea or theme and how it develops through specific details.

6.5i Identify and summarize supporting details.

Use graphic organizers to help identify details that support the main idea or theme.

6.5j Identify and analyze the author’s use of figurative language.

Understand author’s use of figurative language. Specifically, simile (comparison using like or as ex. The sky is as blue as the ocean), metaphor (comparison without using like or as ex. Soft pillows of clouds rolling in the sky.), and hyperbole (extreme exaggeration ex. I’m so hungry I could eat a horse) within text. 4 poetry types: haiku, limerick, ballad, and free verse. Understand influence of these poetic elements: rhyme, rhythm, repetition, alliteration, and onomatopoeia.

6.5k Identify transitional words and phrases that signal an author’s organizational pattern.

Understand how transition/signal words give the read clues about time, cause & effect, or more information.

Demonstrate Comprehension of Nonfiction Texts Number of Items: 20

SOL 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. 6.6a Use text structures such as type, headings, and Understand the importance of certain text

graphics to predict and categorize information in both print and digital texts.

structures/features and how they affect the text: boldface/ italics, color, vocabulary, graphics, and headings/subheadings.

6.6c Identify questions to be answered.

Students should be able to pose questions prior to and during reading based on test structures.

6.6d Make, confirm, or revise predictions.

Students should be able to make predictions prior to reading and then go back and revise them based on new information from text.

6.6e Draw conclusions and make inferences based on explicit and implied information.

Identify evidence in text that supports conclusions. Understand and record details/facts in order to infer, conclude and generalize information.

6.6f Differentiate between fact and opinion. Understand that a fact is something that can be proven and an opinion is a personal feeling.

6.6g Identify main idea. Identify the main idea or theme and how it develops through specific details.

6.6h Summarize supporting details. Use strategies: Delete unimportant/ repeated information, substitute general terms, and find/create main idea statement. Summarize text without using personal opinion. Understand how details support main idea.

6.6i Compare and contrast information about one topic, which may be contained in different selections.

Understand similarities and differences between events within single and multiple texts.

6.6j Identify the author’s organizational pattern. Identify common patterns to organize text such as: Chronological/sequential order, comparison/ contrast, cause and effect, problem-solution, and generalization or principle.

6.6k Identify cause and effect relationships. Understand how one event effects or causes another.

Students will only see “drag and drop” and “hot spot” on the 6th Grade English SOL

There are four types of technology-enhanced items:

✓ drag and drop, ✓ hot spot (which includes number line and coordinate plane items), ✓ bar graph or histogram, and ✓ fill-in-the-blank.

Technology-enhanced items are being used in assessments for reading, writing, mathematics, and science. A brief description of each technology-enhanced item (TEI) type is provided below. The SOL practice items for grade 6 reading will introduce the two TEI types currently used on the reading assessments: drag and drop and hot spot. Drag and Drop Drag and drop items contain draggers and bays.

✓ Draggers are the answer options that are moved to bays in response to the question. ✓ Bays are areas of an item where draggers will remain once moved there.

Drag and drop items require a student to respond by moving one or more draggers from one place on the screen into a bay(s) elsewhere on the screen. The student will click on the dragger and keep the button down while moving the dragger to the desired location. Once the button is released, the dragger will be in the new location. Students can still move the dragger once it has been dropped into a bay. Hot Spot Hot spot items contain hot spot zones which represent student answer options.

✓ Hot spot zones are answer options which may be part of a graphic, art, numbers, or text, that are selected in response to a question.

✓ Unlike a traditional multiple-choice item where only one answer option is correct, hot spot items may require the student to select one or more hot spot zones (answer options) in order to answer the item correctly.

✓ Number line and coordinate plane items require students to respond by clicking on a number line or coordinate plane to plot one or more points. In these items, the points themselves are the hot spot zones. Only points plotted with the pointer tool within TestNav are scorable responses. Points plotted with the dot tool are not scorable responses.

The student selects a hot spot by clicking on it. In some hot spot items, there will be an indication on the screen, such as the zone being outlined in blue, which confirms that the pointer is over a hot spot. After the hot spot is clicked, there will always be an indication that the

zone has been selected as an answer, such as the hot spot being outlined in burnt orange, the hot spot being shaded, an asterisk being placed on the hot spot, the phrase or statement on the hot spot being marked with a strikethrough line, or a red point being plotted on the number line or coordinate plane.

1.) Read this sentence from paragraph 2. What does this sentence suggest? A. Mr. Malone

usually understands Julia’s actions.

B. Mr. Malone and Julia know what to expect from each other.

C. Julia and Mr. Malone get along well with each other. D. Mr. Malone sometimes forgives Julia’s delays.

2.) In paragraph 6, Julia’s response to the news that she cannot attend the field trip best indicated that she-

A. Is angry with herself B. Regularly attends other events C. disagrees with her teacher D. has a strong interest in music 3.) In paragraph 12, which topic do the adults most likely discuss before Julia arrives?

A. Julia’s grades in science class B. Julia’s reluctance to share her feelings C. Julia’s reason for arriving after the start time D. Julia’s ability to make friends 4.) In paragraph 14, what does acknowledgement mean? A. Admitting something is true B. showing an appreciation C. expressing strong feelings D. acting out of concern 5.) Which word in paragraph 17 signals a generalization? A. Normally B. paused C. However D. considered 6.) Complete this cause-and-effect chart by choosing the best answer from the list below.

7.) Which statement is most likely true about Julia’s dad?

A. He wants Julia to learn from her mistakes. B. He closely observes Julia’s behavior. C. He is eager to defend Julia’s actions. D. He feels Julia has the ability to do well in school. 8.) Which sentence stated the most likely reason Julia is allowed to go on the field trip?

A. She agrees to take the advice of her father. B. She conducts herself respectfully during the meeting. C. Mrs. Thompson thinks Julia made a mistake. D. Mr. Malone convinces Mrs. Thompson that Julia

should attend.

9.) At the end of the story, the reader may best conclude that the biggest reward for Julia is –

A. Proving who really is to blame B. being able to protect her friends C. Having her true character understood D. knowing her father spoke with the teachers

10.) Which information would best be included in “The Mystery of Mountain Lake” section?

A. Changes in weather patterns B. Types of fish found in the lake C. Increases in wildlife population D. Native plants around the lake 11.) According to information in paragraph 4, the main goal of Mountain Lake Conservancy is to-

A. Invent new ways to monitor water levels of the lake B. preserve the lake’s natural

resources C. Test students’ science knowledge D. encourage people to spend

time in nature 12.) Which heading would be best for paragraph 5? A. Protecting the Water B. The Best Way to Study the Land C. Visiting Creatures in Nature D. An Outdoor Classroom 13.) The author organizes information in paragraph 6 by- A. Comparing the hotel’s appearance to nearby hotels B. listing the reasons people visit the hotel C. Explaining why the hotel needed to be changed D. telling about the hotel’s development 14.) Based on the article, the mystery at Mountain Lake was difficult to solve since the cause of the

changing water levels was- A. distant B. unusual C. protected D. disturbing 15.) The author refers to the hotel as “The historical Mountain Lake Hotel” most likely because of its- A. Long list of improvements B. remodeling to sandstone in the 1930’s C. Existence on the site since the 1850’s D. many hosted events 16.) According to the article, the most likely reason visitors return to the Mountain Lake Hotel is

to – A. Experience a different elevation B. explore local history C. Enjoy outdoor activities D. escape the noise of city life 17.) Which sentence from the article states an opinion- A. Deer, bears, bobcats, raccoons, and squirrels may be seen here. B. Hotel ownership changed throughout the years. C. Today the site includes the main hotel and smaller cabins. D. Whether for study or rest, countless people frequent this fascinating place.

18.) Which word means “to be continually engaged in close, careful study”? A. research B. researcher C. researching D. researched

19.) The author’s use of the

word “flying” in the title best shows that the speaker- A. likes the floating appearance of the snow B. moves down the hill at a quick pace C. has an interest in winged creatures D. is thrown from the sled into the air

20.) Read lines 4-5 from the poem. Based on these lines, the speaker’s closeness to the sled shows the speaker is- A. Seeking a new path to try with the sled B. attempting to use and uneven sled C. trying to maintain control of the sled D. learning to increase the speed of the sled

21.) Circle the two words that are the best synonyms for lumber in line 18?

22.) Which line best suggests that the speaker has been down the hill in the past?

A. The ground rushes up to meet us… B. This time, surely, we’ll make it

C. With each step, I sink into the snow D. Near the top it grows steep… 23.) What will the speaker most likely do net? A. Pull the sled back home B. Find a better hill to sled C. Let someone else use the sled D. Continue to sled on the hill

You do not need to read a passage to answer questions 24 – 25 24.) Read thesentence to the left.

What is the meaning if vice in this sentence? A. A bad practice B. an unusual activity C. A confusin situation D. an interesting concept

25.) Which word comes from the root that means “to try”?

A. definition B. experiment C. adjustment D.

construction

B.

26.) Which question is answered in the first paragraph? A. What types of gifts will be sold at the store? B. How many students will be working at the store? C. When can students shop at the store? D. How much money is the school hoping to raise?

27.) What information could best be added to the section “Clip, Save, and Why’?

A. Contact information for the store B. A list of the most popular items sold in the store C. The names of students who have won in the past. D. The number of times a student can be chosen in the

drawing 28.) Read this sentence from “Win a Lions T-shirt.”

In which word does –ment have the same meaning as it does in announcement? A. cement _ B. monument C. element D. judgment

29.) What is the purpose of the Lion’s Den?

A. To raise money to buy choir items B. To persuade students to work as a team B. To help students shoe their school spirit D. To suppor new clubs at the school

30.) Circle the best answers from the list below to complete these notes on the right. Ways the Lion’s Den tried to

persuade students to visit the school store:

31.) The school store will most benefit students who-

A. Own several used books B. forget supplies B. Enjoy working with others D. like making donations

32.) Which sentence states a fact about the information in the flier?

A. The Lion’s Den offers gym uniforms anyone whould be hapy to own. B. The Lion’s Den is open during hours that will meet students’ schedules. C. Choir students are extremely eager to work at the store. D. Buying school supplies is a great way to participate in a school club.

33.) Paragraph 1 indicates that theraphy dogs can work with children who-

A. need extra practice reading B. have trouble sitting still while reading C. show a special interst in animals D. struggles to cooperate with other people

34.) Which question is answered in paragraph 2?

A. How are therapy dogs trained? B. Where do therapy dogs work? C. How many therapy dogs are there? D. What traits must therapy dogs have?

35.) In paragrapg 4, the word circumstances means-

A. arrangements B. situations C. moments D. ways

36.) Which paragraph in the article discusses the role of the dog’s handler during a therapy session?

A. 2 B. 3 C. 4 D. 5

37.) Based on the article, what might a child most likely be able to do after several reading therapy sessions?

A. Prepare to read alone in the library B. Read with a different animal each therapy session C. Feel comfortable reading to a small group of people D. Work with other children in reading therapy

sessions 38.) Whar may the reader conclude about bords on reading therapy programs?

A. They are used less often than other animals. B. They are only used if they have the ability to talk. B. Handling them is easier than other animals. D. Children like them more than other animals.

39.) This article answers all these questions EXCEPT-

A. Why are some children unable to work with therapy dogs? B. How does someone become a therapy dog handler? C. What makes a therapy dos different from a pet? D. H ow often do children work with therapy dogs?

40.) Read the thesaurus entry to the right. Which word best replaces slimped in paragraph 5?

A. slid B. sank C. tumbled D. crashed

41.) Which sentence is the best summary of paragraph 10?

A. Anthony’s dad offeres to stay home. B. Anthony’s mom prepares to go shopping. C. Anthony amazes his mom and dad. D. Anthony and his family assing the duties.

42.) Circle the two details that complete the web below. Use paragraphs 13 and 14 to complete the web.

43.) Complete the cause-and-effect chart by circling the correct answer form the list below.

44.) Which sentence from the story best shows that Anthony can be responsible? A. “Can I go the the grocery store with you , Mom?” B. “Today is Fiedl Day at the recreation center!” C. “We have to beat the team that won last year!” D. “I need to call Caleb so he can find a new partner.”

45.) What does the title mean?

A. Anthony must overcome the challenge of time. B. Anthony must find a way to improve his time when running. C. Anthony must find ways to organize his time on the weekend. D. Anthony must learn to take his time when doing chores.

The answer key and SOL conversion table are available online at: http://www.doe.virginia.gov/testing/sol/released_tests/2015/gr_6_reading_released_in_spring_2015.pdf

 

1. MAIN IDEA ✓ After reading a passage, locate and underline the main idea. ✓ Remember that the main idea is the most important point expressed in the entire passage.

2. SIGNIFICANT DETAILS: ✓ Find out what details to look for by reading the questions before re-reading the passage. ✓ Underline these details as you read. ✓ Remember that correct answers do not always use the exact words that appear in the passage.

3. VOCABULARY:

✓ Often asks you to define a word within the context of the passage. ✓ Sometimes the word in question may have several different meanings. Therefore, answer choices

may include meanings of the word that do not fit the context in which the word appears. ✓ Read the answer choices and then plug them into the sentence to determine which answer fits the

context of the passage.

4. CONCLUSION AND INFERENCE: ✓ A conclusion or inference is often some idea within a passage that the author is hinting at but does

not state directly. ✓ Consider various parts of the passage together to determine what the author is implying.

5. NEVER GIVE UP! KEEP READING! ✓ If you do not understand a passage at first, keep reading. ✓ Once you understand the main idea of a passage, you can figure out specific information.

6. READ ALL ANSWER CHOICES: ✓ Read all answer choices BEFORE choosing one.

✓ Read each question and the answer choices carefully. Do not rush through the questions and make the mistake of marking the first answer choice that seems correct.

✓ Watch out for “distracters.” Distracters are answer choices that are true, but are not relevant to the question that is being asked.

Resources from VDOE

VDOE Website

http://www.doe.virginia.gov/testing/sol/standards_docs/english/