Advantage Reading Grade 6 Sample Pages

Reading

Grade

6

Table of Contents Comprehens Compr ehension: ion: Make Inferences Inferences . 30

Introducti Intro duction on . . . . . . . . . . . . . . . . 3

Vocabulary: Frequently Misused

Our World

Comprehen Comp rehension sion:: Prior Know Knowledge ledge . 5

Words Wor ds . . . . . . . . . . . . . . . . . 31

Structural Analysis: Suffixes . . . . 6

Vocabulary: Content Words. . . . 32

Structural Analysis: Synonyms

Reading: Readin g: Newspaper Newspaperss . . . . . . . . 33

and Antonyms. . . . . . . . . . . 7

Reading: Comprehension Comprehension . . . . . 34

Fluency: Reading with Expression. . 8

Reading: Readin g: Urban Urban Legends Legends . . . . . . 35

Comprehension: Understand

Reading: Readin g: Comprehens Comprehension ion . . . . . . 36 Reading: Readin g: Poetry Poetry . . . . . . . . . . . . . 37

Idiomss . . . . . . . . . . . . . . . . . 9 Idiom

Reading: Readin g: Comprehens Comprehension ion . . . . . . 38

Comprehension: Draw

Graphic Information: Information: Diagrams . 39

Conclusions . . . . . . . . . . . . . 10

Writing: Wri ting: Science Science Fiction Fiction . . . . . . . 41


More Things Things to Do Do . . . . . . . . . . . 44

Words . . . . . . . . . . . . . . . . . 11 Vocabulary: Content Words. . . . 12 Reading: Readi ng: Reports Reports . . . . . . . . . . . . 13 13

Comprehens Compr ehension: ion: Prior Prior Knowledge Knowledge . 45


Structural Analysis: Prefixes . . . 46

Reading: Biographies Biographies . . . . . . . . 15 15

Structural Analysis: Word Roots. 47

Reading: Comprehension Comprehension . . . . . 16 Reading: Readi ng: First-Pers First-Person on Narratives Narratives 17

Computers

Fluency: Fluen cy: Reading Reading with Accur Accuracy acy . . 48 Comprehens Compr ehension: ion: Details Details . . . . . . . 49


Comprehension: Cause and Effect. 50

Graphic Information: Maps . . . 20



Words Wor ds . . . . . . . . . . . . . . . . . 51

Writing: Wri ting: Persona Personall Narratives Narratives . . . 22


More Things to Do . . . . . . . . . . 25

Reading: Readin g: Instructi Instructions ons . . . . . . . . . 53 Reading: Readin g: Comprehens Comprehension ion . . . . . . 54

Comprehension:: Prior Comprehension Prior Knowledge Knowledge . 26

Reading: Readin g: Realistic Realistic Fiction Fiction . . . . . . 55

Structural Analysis: Suffixes Suffixes . . . . 27

Reading: Readin g: Comprehens Comprehension ion . . . . . . 58

Structural Analysis: Word Roots. . . 28

Graphic Information: Graphs. . . 60

Outer Space Fluenc Fluency: y: Reading with Expres Expression sion . 29


Table of Contents Writing: Essays. . . . . . . . . . . . . . 62

Comprehen Comp rehension sion:: Prior Knowledge Knowledge . 87

More Things Things to to Do . . . . . . . . . . . 65 65

Structural Analysis: Similes and Metaphors . . . . . . . . . . . . . 88

Comprehen Comp rehension sion:: Prior Knowledge Knowledge . 66 Structural Analysis: Prefixes Prefixes . . . 67

Wildlife Refuges

Structural Analysis: Roots, Prefixes, and Suffixes Suffixes . . . . . . . . . . . . 89 89

The Olympic Structural Analysis: Roots, Prefixes, Games and Suffixes Suffixes . . . . . . . . . . . . 68 68

Fluency: Reading Reading with Expression Expression . 90

Fluency: Fluen cy: Readin Readingg with Expres Expression sion . 69

Comprehension: Analogies. . . . . 92

Comprehens Compr ehension: ion: Main Main Idea Idea . . . . 70


Comprehension: Fact and Opinion 91

Comprehension: Compreh ension: Draw Conclusi Conclusions ons 71 Vocabulary: Frequently Misused

Wordss . . . . . . . . . . . . . . . . . 93 Word Vocabulary: Content Words. . . . 94

Wordss . . . . . . . . . . . . . . . . . 72 Word

Reading: Readi ng: First-Per First-Person son Narrativ Narratives es . . 95


Reading: Readin g: Comprehensi Comprehension on . . . . . . 96

Reading: Readin g: How-To How-To . . . . . . . . . . . . 74 74

Reading: Readin g: Reports Reports . . . . . . . . . . . . 97 97


Reading: Comprehension. . . . . 100

Reading: Readin g: Biographi Biographies es . . . . . . . . . 76

Graphic Information: Line


Graphss . . . . . . . . . . . . . . . 102 Graph

Graphic Graph ic Informati Information: on: Time Time Lines . . 81

Reading: Comprehension Comprehension . . . . 103


Writing: Persuasive Messages. . 104

Writing: Writ ing: Descript Descriptions ions . . . . . . . . . 83

More Things to Do. . . . . . . . . . 107

More Things Things to to Do . . . . . . . . . . . 86 86 Answer Answ er Key . . . . . . . . . . . . . . . 108

CREDITS Concept Development: Kent Publishing Services, Inc. Written by: Linda Barr Editor: Carla Hamaguchi Designer/Production: Moonhee Pak/Mary Gagné Illustrators: Frank Ordaz and Corbin Hillam Art Director: Tom Cochrane Project Director: Carolea Williams © 2004 Creative Teaching Press, Press, Inc., Huntington Beach, CA 92649 Reproduction of activities in any manner for use in the classroom and not for commercial sale is permissible. Reproduction of these materials for an entire school or for a school system is strictly prohibited.

Name ______________________________________________________________________________

Reading:

Comprehension

After you read the instructions for formatting text on page 53, answer questions 1 through 4. 1

Which action turns on the boldface function? typing a word clicking the B icon on the formatting control bar clicking the U icon on the formatting control bar holding the Control key down and pressing the I on the keyboard

2

What is the main idea in these three sets of instructions? ________________________________________________________________________ ________________________________________________________________________

3

How are the three sets of instructions alike and different? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

4

The steps below explain how to type the title of a report in boldface and italics, but the steps are out of order. Number the steps in the order they should be completed. _______ Finally, turn off the boldface function by holding down the Control key and pressing the B key on the keyboard. _______ Turn off the italics by holding down the Control key and pressing the I key on the keyboard. _______ Type the title. _______ First, hold down the Control key while you press the I key on the keyboard. _______ Continue holding down the control key while you press the B key.

Sequence Sequence means the order in which steps should be completed or the order in which events happen in a story. Signal words such as first, next, then, and finally often help show the order of events. 54

Advantage Reading Grade 6 © 2004 Creative Teaching Press

Name ______________________________________________________________________________

Vocabulary:

Here’s your opportunity to brush up on the meanings of geographical terms and expand your vocabulary. Fill in the bubble beside the correct answer for questions 1 through 8. If you aren’t sure of an answer, look it up in a social studies or geography textbook or an encyclopedia.

Our World

1 Which of these is not a landform?

5 Which of these is a continent?

mountain

Australia

equator

Thailand

plateau

Calcutta

plain

Brazil

2 Which of these divides the globe

6 What kind of rock allows water to pass

through?

vertically?

impermeable

altitude

permeable

latitude

granite

longitude

runoff

Arctic Circle 3 Which of these explains the meanings

of symbols on a map?

7

Which kind of map shows which areas are higher than others?

scale

topographic

legend

geologic

compass

political

contours

cultural

4 Which of these is a long-term pattern

of weather?

12

Content Words

8 What are people called who move from

place to place, often following the seasons?

front

nomads

climate

colonists

terracing

immigrants

vegetation

communities


Name ______________________________________________________________________________

Writing:

Wildlife Refuges

Persuasive Messages

Write a persuasive message that relates in some way to wildlife, refuges, or endangered species. Choose a topic that interests you and you know (or can learn) about. For example, you might try to convince your readers to contribute to a wildlife refuge near you. Or you might express your opinion that the nation’s resources could be better used in other ways. As you write, think about these questions: • To whom am I writing? • What is important to this person? • How could the action I’m suggesting benefit this person? What reasons for acting should I stress? • Why might this person not want to do as I request? • How can I show that the reasons to act are more important than the reasons not to act? Use this graphic organizer to get your ideas in order. It is organized in an indirect way. You will present the problem first, then possible solutions, ending with the best solution, which is the solution you want your reader to support. Next, explain all the benefits of the best solution, from the reader’s point of view. Last, make sure you clearly describe the action you want your reader to take and make it as easy as possible for him or her to act.

Problem Possible Solution Possible Solution Best Solution Benefits of Best Solution Request for Action 104


Advantage Reading Grade 6 Sample Pages

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