MIAMI-DADE COUNTY PUBLIC SCHOOLS EXTENDED LEARNING MODULE
SUBJECT: Language Arts/Reading GRADE: 6th MANUAL: STUDENT
TUTORING SESSION 9
Benchmark Focus Lesson: LA.6.1.6.7- Root Words and Meanings LA.6.6.2.2- Synthesizing Information
Instructional Passage: Ladybugs
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair Dr. Martin Karp, Vice Chair Dr. Dorothy Bendross-Mindingall Ms. Susie V. Castillo Mr. Carlos L. Curbelo Dr. Lawrence S. Feldman Dr. Wilbert "Tee" Holloway Dr. Marta Pérez Ms. Raquel A. Regalado
Ms. Krisna Maddy, Student Advisor
M r . A l b e r t o M . C a r v a l h o Superintendent of Schools
Milagros R. Fornell Chief Of Staff
Marie L. Izquierdo Chief Academic Officer Office of Academics and Transformation
Dr. Maria De Armas Assistant Superintendent Academics, Accountability and School Improvement Office of Academics and Transformation
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Karen Spigler Administrative Director Department of Language Arts/Reading
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Benchmark Focus Lesson 1: Analyze Word Structure and Words and Phrases
LA.6-8.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.
Root Words and Meanings Focus Lesson 1: Root Words The students will build vocabulary from understanding the meaning of root words. Many of English words have roots that are usually from Greek or Latin. A root is a word or word element from which other words are formed. Some of the most common roots words are found in the chart below. Review them with the class orally. Learning to recognize these roots will help you understand an unfamiliar word that contains the same root word.
Root Meaning Example Other words ANNU yearly annual annuity AUD to hear audible audio BENE good benefit benefactor CENT hundred century centennial TRI third trinity tripod LUMIN light illuminate luminescence TERMIN end terminate terminal BIO body biography biosphere VER true veritable verify FIN end final finite GEN to produce generate genesis VOC to call vocal vocation CALOR heat caloric calorie FLOR flower Florida floral FORM to make, shape formulate uniform FLEX bend flexible Reflex GRESS to step, to go transgression Aggression CURE care of pedicure Manicure DORM Sleep dormant Dormitory MAN Hand Manual manufacture
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Work in pairs to complete the following exercise. You may refer back to the chart above to complete this activity.
The italicized words in the phrase below have a root word from the chart above. Use what you learned about roots and the context of the phrase to determine the meaning of the italicized word.
1. a biannual publication a. every month b. twice a year c. perennial
2. the biographical novel a. worldly b. life story c. mystery
3. a terminal disease a. fatal b. serious c. curable
4. to invoke a higher power a. attend with b. to pray to c. involve
5, a florid speech a. flowery b. dull c. involved
6. to emancipate the workers a. run b. set free c. manage
7. a flexible schedule
a. rigid b. firm c. adaptable
8. a finite sum of money
a. limited b. endless c. vast
9. a dormant problem
a. active b. serious c. hidden
10. a formulaic equation
a. mathematical b. fixed c. variable
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Benchmark Focus Lesson 2: Synthesizing Information
LA.6-8.6.2.2 Synthesize information; Analyze and evaluate information; Determine the validity and reliability of information
Synthesizing Information Lesson 2: Locating information for a variety of purposes Objective: You will be able to synthesize information from written texts, graphs, tables, pictures and diagrams to draw conclusions.
The “reference and research” benchmark on the FCAT reading asks you to synthesize or combine information from different sources in order to draw a conclusion. Often those different sources are found within one passage. For example, an article may contain pictures, diagrams, maps, charts, tables or graphs that provide information that will help students answer a question. Carefully examine all sources of information within or among different passages.
Complete the chart below.
Synthesizing Examples Drawing Examples Information Conclusions
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Setting the purpose for reading- you will be asked to combine information from the passage and charts to draw conclusions. Read the passage aloud by using the “jump-in reading” strategy. Discuss the passage as they read and ask clarifying questions.
Walk, Ride, and Run Although everyone talks about being in shape and doing a lot of exercise, the fact is Americans are getting fatter! How can that be? The simple explanation is that people are eating more and moving less. Most of us aren’t will to give up our favorite fattening foods or commit to a regular exercise routine. We may be able to get in shape with just some moderate changes to our lifestyle. Use the suggestions below to help you burn more calories:
1. Forget about elevators-always take the stairs. 2. Stand instead of sit whenever possible. 3. Walk or ride a bike to the store rather than drive. 4. Walk your dog. 5. Mow your grass. 6. Park in the furthest spot from your destination. 7. Play outside. 8. Swim. 9. Run around the block. 10.Push yourself away from the table before you have a second helping.
It is important to keep track of exactly how many calories you burn while exercising. The table below can help you make some decisions about which exercise will help you burn the calories you need to lose weight.
Activity Calories burned by a Calories burned by a 150 pound person 200 pound person Bicycling, 6 mph 240 312 Bicycling, 12 mph 410 534 Jumping rope 750 1000 Running 5.5 mph 660 962 Swimming, 25 yds/min 275 358 Walking, 2 mph 240 312 Climbing stairs 250 325 Draw some general conclusions from what you have read.
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 LADYBUGS by Jennifer Galvin
Ladybugs have captured the hearts of people everywhere. These helpful beetles are fun to watch and enjoy. What you may not know about ladybugs is how helpful they are to the plants around your neighborhood. Farmers and gardeners like ladybugs because they eat insects that could harm plants. There are many questions that we would like to answer about these insects.
What do ladybugs look like?
Ladybugs are beetles. They are insects and have six legs. Ladybugs have three main parts to their bodies: the head, the thorax, and the abdomen. On their heads, they have two antennae that are sensitive to smell and touch and two sets of compound eyes. Ladybugs have two sets of wings. The ladybug’s shell, the elytra, is actually its first set of wings. When the ladybug opens up the elytra, then the second set of wings are visible. The second, thin pair of wings, which are normally kept folded under the elytra, are the wings the ladybug mainly uses to fly. The elytra provide lift.
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Do ladybugs look like ladybugs when they are born?
When a ladybug is born, it is not the red-orange beetle with black spots that you are used to seeing in your garden. Ladybug larvae hatch from eggs and begin a process called metamorphosis. This metamorphosis, or change, starts when the female ladybug lays several yellow eggs on a plant where aphids or scale insects are found, so her young will have plenty of food when they are born.
The eggs gradually turn white. Ladybug larvae are white when they are born. After they hatch, the larvae turn black. The black ladybug larvae are already helpful to the plants on which they are born, because they are born ready to eat aphids or other harmful insects. Each larva can eat several aphids a day.
Each larva must molt, or shed its skin, at least three times before it is ready to enter the next stage of metamorphosis. After it has molted three times, the larva attaches itself to a leaf or stem with a sticky substance and emerges as a pupa. The pupal case is orange with black spots, but it still does not look much like the ladybugs you are used to seeing.
After about five days, a fully grown, but soft and light orange ladybug emerges from the pupal case. In the hours afterwards, the ladybug’s shell hardens and its true colors and spots appear. Different species of ladybugs have different numbers of spots and different colorings.
Are all ladybugs red with black spots?
There are many different types of ladybugs. They can be red, orange, or gold with black spots. They can also be black with red, orange, or gold spots. There are even some ladybugs that are gray or brown. There are about 4000 different species of ladybugs around the world. There are approximately 150 types in the United States. Ladybugs are hard to tell apart by their spots alone. Ladybugs of the same species can have different numbers of spots.
Where do ladybugs live?
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Ladybugs live where they can find the bugs that they like to eat, mainly aphids and scale bugs. Aphids live mainly on alfalfa, wheat, and roses. Scale insects live mainly in apple and orange orchards. A good place to look for ladybugs would be near the places these plants grow. Ladybugs will stay in an area as long as there is enough food.
How long do ladybugs live?
During warm summer months, ladybugs live about three to four weeks. Females mate and lay eggs so new ladybugs hatch to replace the ladybugs that die. When winter gets close and the weather starts getting cold, ladybugs hibernate. Ladybugs born when winter is coming can live for up to six months.
Where do ladybugs hibernate?
Ladybugs hibernate wherever they can find a place away from the cold. Many choose to gather together to hibernate. Ladybugs might hibernate inside rock crevices and under fallen leaves.
How do brightly colored ladybugs hide from predators?
They don’t hide. Their bright color keeps the predators away. Birds and other predators that have tasted a ladybug know they don’t taste very good. They are very bitter. Birds see that same bright color and know to stay away from the ladybug. Unfortunately the first ladybug has to be a sacrifice so the bird can learn. Ladybugs also roll over and play dead to look less appetizing. They ooze bitter orange liquid from their leg joints when they are frightened. Not very appealing for the predator’s appetite!
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Answer Numbers 1-6. Base your answers on the article “Ladybugs.”
1. The author organizes the article by: A. explaining the life stages of a ladybug in order B. listing the important parts of the body of a ladybug C. presenting a series of questions and answers about ladybugs D. using a personal experience to share information about ladybugs
2. What is NOT a function of the ladybug’s elytra? F. hiding the thin wings G. covering the body H. flying forward J. providing lift
3. Which two words from the article have almost the same meaning? A. molt, shed B. gather, hatch C. change, process D. grow, hibernate
4. According to the article, the preferred diet of ladybugs is made of: F. bird and insect eggs G. aphids and scale bugs H. pupae and black larvae J. beetles and flying insects
5. The best place to look for ladybugs is: A. in flower beds B. in piles of leaves C. in rocky areas and grassy yards D. in wheat fields and apple orchards
6. According to the article, in which situation would a bird most likely prey on a ladybug? F. when the bird is hungry for ladybugs G. when the ladybug exhibits colorful spots H. when the ladybug gives off a sticky liquid J. when the bird is unfamiliar with ladybugs
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.
Rev. (01-11)
Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014