Reading Strategies and Literary Elements

READING STRATEGIES AND LITERARY ELEMENTS

Contents

Introduction to Reading Strategies and Literary Elements...... 3

Reading Strategies and Literary Elements Focus Lessons Lesson 1: Narrative Strategies I ...... 7 Lesson 2: Narrative Strategies II ...... 9 Lesson 3: Flashback...... 11 Lesson 4: Point of View ...... 13 Lesson 5: Characterization ...... 15 Lesson 6: Figurative Language ...... 17 Lesson 7: Mood ...... 19 Lesson 8: Theme ...... 21 Lesson 9: Style ...... 23 Lesson 10: Making Inferences ...... 25 Lesson 11: Determining Author’s Purpose...... 27 Lesson 12: Generating Questions ...... 29 Lesson 13: Determining Main Idea ...... 31 Lesson 14: Conducting Research ...... 33

Reading Comprehension Exercises 1–11 ...... 35

Focus Lessons Answer Key ...... 70

Exercises Answer Sheet ...... 77

Exercises Answer Key...... 79 This booklet was written by The Princeton Review, the nation’s leader in test preparation. The Princeton Review helps millions of students every year prepare for standardized assessments of all kinds. Through its association with Glencoe/McGraw- Hill, The Princeton Review offers the best way to help students excel on the North Carolina English End-of-Grade Test. The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

Grateful acknowledgment is given authors and publishers for permission to reprint the following copy- righted material. Every effort has been made to determine copyright owners. In case of omissions, the Publisher will be pleased to make suitable acknowledgments in future editions.

“Home” by Gwendolyn Brooks. Reprinted by permission of the author.

“Wind Wolves” by William D. Sargent. Reprinted by permission of Scholastic, Inc.

“A Patch of Old Snow” by Robert Frost, from The Poetry of Robert Frost, edited by Edward Connery Lathem. Copyright 1923, 1928, 1930, 1934, 1939, 1947, © 1969 by Holt Rinehart and Winston. Copyright 1936, 1942, 1945, 1951, © 1956, 1958, 1962 by Robert Frost. Copyright © 1964, 1967, 1970, 1973, 1975 by Lesley Frost Ballantine. Reprinted by permission of Henry Holt & Company, LLC.

“The Sandpiper” by Witter Bynner. Reprinted by permission of The Witter Bynner Foundation for Poetry.

Glencoe/McGraw-Hill

Copyright © 2001 The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Glencoe Literature or Writer’s Choice. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 P/N G35316.55 Printed in the United States of America 1 2 3 4 5 6 7 8 9 047 04 03 02 01 00 Copyright ©The McGraw-Hill Companies, Inc. Introduction to Reading Strategies and Literary Elements •Grade6 Introduction toReadingStrategiesand Literary The to makeaphotocopyofeachlessonandexercise beforedistributingthemtostudents. readingcomprehension. You willneed of multiple-choicequestionsthatteststudents’ after theEnd-of-GradeTest. Eachexercisecontains oneortwopassagesandaseries specific literaryconceptsandreadingstrategies.The lessons andexercises.The The ReadingStrategies&LiteraryElementsbookletiscomposedofreproducible Content ofBooklet Study. elements corresponddirectlytothoseoutlinedinthesixth-gradeStandardCourseof use thesedevicestoconveymeaning.Boththereadingstrategiesandliterary They mustalsobefamiliarwithbasicliteraryelementsandunderstandhowauthors inferences, generatingquestions,analyzingpassages,andevaluatinginformation. from basicinformationretrievaltomoresubtlecognitiveskillssuchasdrawing consult yourtestingcoordinatorforupdatedinformation. brochures). Thesetestsmaychangeslightlyfromyeartoyear, somakesureto math, art,geography, andsocialstudies),functional(recipes,artprojects, autobiography), informational(passagesincontentareassuchasscience,health, three maincategoriesofpassages:literature(shortfiction,poetry, and students have100minutestoread10passagesandanswer65questions.Thereare the NorthCarolinaEnglishLanguage Arts/Standard CourseofStudy. Insixthgrade, Comprehension test. transparencies focusonpreparingsixth-gradestudentsfortheReading through 8duringthefinalweeksofschoolyear. Thisbookletandits comprehension andmathematics,administeredtoalleligiblestudentsingrades3 The NorthCarolinaEnd-of-GradeTests aremultiple-choicetestsonreading Carolina End-of-GradeTest oftheNorth Overview Elements and Literary Introduction toReadingStrategies classroom. Literature and canbeusedtosupplementthefocuslessons, aswelltheselectionsin provide analternatemeansofintroducing literaryconceptsandreadingstrategies, When takingthetest,studentsarerequiredtoperformavarietyofskills,ranging masteryofskillsoutlinedin The ReadingComprehensionTest measuresstudents’ The nextfewpageswill exploredifferentwaystousethesematerials inyour transparencies . cover selectedtermsandskillsfromthefocus lessons.They focus lessons provide afocusedwayofintroducing exercises are directlymodeled Glencoe 3 How to Use the Focus Lessons There are fourteen focus lessons: nine on literary elements and five on reading strategies. Each lesson defines a term/skill or group of terms/skills, provides a reading passage, and includes three or four open-ended questions that guide students toward a deeper understanding of the concept or concepts being taught. Each lesson is designed to be used as an in-class activity, to be completed in pairs or small groups. Students will find it easier to apply and understand concepts if they can discuss the answers with their peers. However, if you are pressed for time, you can distribute the focus lessons as homework assignments. You may want to assign the focus lessons before the multiple-choice exercises. This way, when students encounter literary elements in the exercises, they will have had prior exposure to them. You can also distribute lessons after the exercises as a means of targeting problem areas. For example, if most students have trouble with a question about the concept of mood, you can use the focus lesson about mood to strengthen their understanding. Another idea is to match the lessons with selections in Glencoe Literature, The Reader’s Choice. Each lesson provides references to pages in Glencoe Literature that highlight the subject of that particular lesson.

Effective Reading and Writing Strategies Before distributing the first lesson, remind students to do the following: • Jot down notes in the margins of the passages and underline phrases that help them answer the questions. •Write in full, clear sentences. •Make specific textual references when answering the questions. Refer to Co

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Answers to the open-ended questions should be reviewed in class. Answer keys for ©T he the focus lessons are located on pages 70–76. Inc. McGraw-Hill Companies,

4 Introduction to Reading Strategies and Literary Elements • Grade 6 Copyright ©The McGraw-Hill Companies, Inc. paragraph labelswill helpthemlocateit. passage. Whenstudents needtoretrievespecificinformationfrom thepassage, summarize eachparagraph—then writingasummarysentence attheendof technique is move on. getting stumpedoneachhardword,theyshould trytoguessthemeaningandthen students thattheyarenotexpectedtoknow allthewordsinapassage.Insteadof main ideaofthepassageandprovidescontext tohelpunderstandit. correctly byeliminatinganswersthey answer everyquestiononthetest. students thatthereisnopenaltyforincorrectorblankanswers, are scoredbasedonthenumberofquestionsthatstudentsanswercorrectly. Remind particularly truefortheEnd-of-GradeReadingComprehensionTests, sincethetests The General Test-Taking Strategies How toUsetheReadingComprehensionExercises on literaryworksallowedtheinclusionof exercises includedherehaveagreaterproportionofliterarypassages.(Theemphasis an equalnumberofliterary, informational,andfunctionalpassages,whereasthe of passagesfromeachtype.TheEnd-of-GradeReadingComprehensionTest includes questions thatappearontheEnd-of-Gradetest.Theonlydifferenceisproportion of elimination.Theanswerkeyfortheexercisesislocatedonpage79. to “bubblingin”answersandusingscratchpapertakenotesrecordtheprocess actual test,theywillnotbeabletowriteinthetestbooklet.Studentsshouldgetused answer sheet(locatedonpages77–78).Explaintostudentsthatwhentheytakethe question) oneachexercise. should eventuallygivestudentsa9–12minutetimelimit(about1.5minutesper unlimited timetocompletethem.However, tobettersimulatetestconditions,you classroom activities. practice, ortheycanbeassignedthroughouttheyearandusedtosupplementother lessons.) Theexercisescanbeusedoverashortperiodoftimeforintensivetest Introduction to Reading Strategies and Literary Elements •Grade6 Introduction toReadingStrategiesand Literary Read actively:askquestionsandsummarize asyougoalong. Use contexttoguessthemeaningofdifficult vocabularywords. Read theblurb. Also remindyourstudentsofthesebasictest-takingtips: Yo When youfirstbegintoassigntheexercises,maywantgivestudents The ReadingComprehensionexercisesincludethesametypesofpassagesand process ofelimination u mayalsofinditusefultodistributebothscratchpaperandaphotocopyofthe paragraph labeling The blurbaboveeachpassageoftenprovideshintsaboutthe is thekeytosuccessonallmultiple-choicetests.This —using scratchpapertojotdownbrief They cangreatlyincreasetheirchancesofguessing know all are wrong. the literaryelementscoveredin so theyshouldtryto labels One useful Remind that 5 Strategies for Approaching Different Passage Types As mentioned before, the sixth-grade North Carolina End-of-Grade Reading Comprehension Test includes a variety of passage types: literary, informational, and functional. Each passage type requires a slightly different approach, and students’ success on the test will depend on their ability to adapt their reading strategies. During the course of the school year, you should review the basic strategies for approaching different passage types. Specific questions on the test ask students to select the appropriate approach for a passage, so this review will serve a concrete purpose. Moreover, knowing how to approach different passage types will make students more efficient readers and help them with questions on author’s purpose and main idea. Teach your students to identify the passage types, and review the best strategies for approaching each one.

Functional passages include recipes, art projects, and brochures. They instruct the reader on how to perform a specific task, or provide guidelines or rules. Functional passages are usually clearly organized, with headings to help find information quickly. Therefore, the best way to approach functional passages is to skim them. Students should read just for the gist of the passage, noting where to find information so they can retrieve it readily later on.

Informational passages are articles or essays that provide information on a given subject. These passages typically have an essay format, which means that the first paragraph often (but not always) states the main idea, and the following paragraphs support it. The best approach for informational passages is to summarize and ask questions while reading. Students should take notes, Co

label paragraphs, and try to identify the main idea and organizational py ri ght

structure. Explain that the title, blurb, and first and last paragraph contain ©T

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Short stories narrate tales in a way that is engaging and entertaining. When reading a story, students should ask themselves: “Who are the main characters? What is the setting? Does the story pose a conflict or problem? How is it resolved? What is the final lesson conveyed by the story?” They should pay close attention to the way the author has developed the story and made it interesting. Autobiography can be approached in a similar fashion.

Poetry presents meaning through rhythm, figurative language, and imagery. Read poetry slowly, paying special attention to the title and the author’s use of imagery and figurative language. After reading the poem once or twice, ask, “What is the author’s purpose? What is the mood or tone of this poem? What idea does it convey?”

6 Introduction to Reading Strategies and Literary Elements • Grade 6 Copyright ©The McGraw-Hill Companies, Inc. the passage. movement, description,andsuspensetotellthestory. Thenanswerthequestions about DIRECTIONS: will happennext,atechniqueknownas the setting,andaction.Writers alsocreateuncertaintyinthereader’s mindabout what description bydescribingcharactersdoingthingsandmovingfromplacetoplace.Theyuse to thestory W Narrative passageshavea Lesson 1:NarrativeStrategiesI Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 6 5 4 3 2 1 riters use and herarmsreachedfor therainspout. and bythemselvestheyswungoutthewindow. Shefrownedasraindropshitherface, between stayingandgoing,Juliedecidednot to decide.Sheletherlegsdothework, sleeping sisterinhermind,asifitwerealready amemory. steadily, quietly, likeagentletide.Julie lookedawayandfixedthepictureofher Molly, halfhopingshe’d wakeup.Butthelumpinbedwentonrisingandfalling small, buthersister’s figureunderthequiltlookedeven smaller. Juliestaredhardat make sureshewasn’t forgettinganything.ThebedshesharedwithMollylooked the river, andoverthebordertofindhisfortune.Soonshe’dcatchupwith him. Ellwyn.” Sheneverhad.Nowhewasgone,throughthepine-smellingwoods,across Pete hadshimmieddownathousandtimes.“Bye,”healwayssaid.“Don’t tellAunt rest. “I’mnotafraidofanything,”shetoldherself. in town,evenhersisterMolly. Shejusthadtogetdownfirst,thenletherlegsdothe trust it. down, don’t lookdown.”Herownadviceranginherears.Shewouldjusthaveto the purplishlightofearlymorning. Julie couldfeelherheartbegintopound.Thegroundlookeddampandfarawayin Julie stoodforalongtimeatthewindowsill,staring attherainspout.Torn Julie tookadeepbreathandlookedaroundtheroomonemoretime.Shehadto It wasonlyeightfeetdowntherustedmetalrainspouttoground.Herbrother No onecouldstophernow. EvenifAuntEllwynsawher, shecouldoutrunanyone Her knuckleswhitenedasshegrippedtheedgesofwindowsill.“Don’t look Under hersweatingpalms,therain-spottedwindowslidopenwithatinysqueak. narrative strategies narrative —details thatappealtothefivesenses—tohelpreaderseecharacters, As youread thefollowing passage,noticethewayauthoruses plot , asequenceofeventsthatunfoldsfrombeginningtoend. to maketheirstoriesmorevivid.Theyadd suspense . Only heights Date , hermindretorted. movement 7 Copyright ©The McGraw-Hill Companies, Inc. pp. 350–351, Date Date Glencoe Literature, Course 1, Glencoe Literature, Reading Strategies and Literary Elements • Grade 6 For more information on these terms, see 393, and R6 (plot); 58, 542, and R2 (description); and 432 and R8 (suspense). 393, and R6 (plot); 58, 542, and R2 (description); and 432 and Locate three descriptive details that the author uses to add interest to the story. Explain that the author uses to add interest to the story. Locate three descriptive details to the progress of the story. how these descriptive details contribute How do Julie’s movements build up suspense in the story? movements How do Julie’s In a sentence or two, briefly summarize the plot of this story. the plot of this summarize or two, briefly In a sentence 8 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. facial expressions andhand gestures. Thenanswerthequestionsthatfollow. characters speaktoeachother. Also,noticethewayauthordescribes thecharacters’ DIRECTIONS: believableandinteresting. different personalities,andtomakethestory along,toshowreadersthecharacters’ techniques forseveralreasons—tomovethestory appearinquotationmarks.Alongwithdialogue,writersoftendescribe story Many storiescontain Lesson 2:NarrativeStrategiesII Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 10 9 8 7 6 5 4 3 2 1 cards flyingunderherfeet. rose toahappyshout. She dancedaroundthekitchen,twirlingand spinning, the at Toby. “ButIcanplayallwant,because don’t haveanyhomework!” Hervoice your homework,youknow, notplayingwith my cards,”shesaid,waggingherfinger brushed herhandacrosseyes,andsniffed loudly. tomorrow.” withafrown. “She’sthe kitchendoorway tostudy, trying youknow. Shehasabigtest then hestartedtolaugh.“Nowyouhavegetmemorejuice,MissGrabby.” Elbows flying,SheleneknockedToby’s juicecupintohislaptoo. Some ofthemploppedtothefloorundertable,andsomespilledintoToby’s lap. hands. Theyfloatedandslidscattered. 52 pickup?”heasked.Without waitingforheranswer, heletthecardsfallfromhis tokeepastraightface.“Wantlifted thecardshighoverhishead,stilltrying toplay sprang tohercheeks.“Givethemback!” “That’s nothowtoplay!”sheyelled.Hereyeswerewide,andpinkishsplotches for disturbingtheirmother, whowasworkinghard. eyebrows. “Shhh,”hesaid,glaringathislittlesister. keep fromlaughing,heclampedhismouthintoatightlineandwrinkled expressions Suddenly, ShelenetwirledaroundandfacedToby. “You’re supposedtobedoing T “I know!”saidShelene.Hereyesfilledwithtears. SheturnedherbackonToby, “Hey, pipedown,doyou wantMomtohearusarguing?”askedToby, lookingat “I do “Hey, quitit,”saidToby, wipingupdropsofjuiceandpretendingtobemad.But togetthemawayfromherbrother.Shelene lungedforthespilledcards,trying “I said,givethemback!”Shelenerepeated,thistimeinaloudwhisper. ButToby T Shelene reachedacrossthetableandtriedtograbcardsawayfromToby. oby startedtofeelbad.Heknewshehatedwhen heteasedherandyelledat oby pulledthecardsclosetohischestandheldthemtightlywithbothhands.To not Read thepassagebelow. Asyouread, paycloseattentiontotheway , thatcupwasempty!”Sheleneshrieked. , whicharecluestothecharacters’emotions.Writers usethesenarrative dialogue , orconversationsbetweencharacters.Thesepartsofthe Date gestures and 9 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date pp. 663, 765, R2–R3. Section that gives you this information Reading Strategies and Literary Elements • Grade 6 Literature, Course 1, Literature, For more information on dialogue, see Facts about relationship Facial expression or gestureFacial expression Emotions of the character What do you know about the relationship of Toby and Shelene? (Are they close? Are they and Shelene? (Are they close? What do you know about the relationship of Toby list what you know about competitive? Do they like each other?) In the chart below, this information. their relationship and what sections in the passage gave you Imagine that instead of using dialogue, the author simply described the conversation. Imagine that instead of using dialogue, writing “‘I said, give them back!’ Shelene repeated,” (For instance, instead of the author asked for them back.”) How would the passage be the author wrote: “Shelene angrily add to it? different? What does dialogue Find three places in the passage where the author describes facial expressions and facial expressions the author describes passage where places in the Find three the chart below. Then fill out emotions. the characters’ in a way that reveals gestures e. c. c. a. b. a. d. b. 10 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. flashback. Thenanswerthequestionsaboutpassagethatfollow. DIRECTIONS: may provideinformationthataddstothesignificanceofstory’s action. tohelpthereaderunderstandacharacterbetter,action butisnotapartofit.Itserves orit interruptsthenarrativetointroduceinformationthatrelates place. Thismemory In a Lesson 3:Flashback Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 5 4 3 2 1 flashback okay!” totellyou—everything’schocolate, andcardsfromallherclassmates.I’ve beentrying room. It’s blue,yourfavoritecolor, andit’s fullofflowersandballoonsbaskets of go backtotheemergencyroom.” the railing.“I’mnotafraidofappendicitis,Dad,” shetoldhim.“Ijustdon’t wantto her thatAnniehadtostayandhaveanoperation. and disappearintotheback.Alongtimelater, Dadcameoutfromthebackandtold stay inthewaitingroom,soshedid,watchingsickpeoplecomedoubledoors a wheelchairtowheelAnnieinsidethebigdoubledoors.AnursehadtoldJenise pale thatshedidn’t looklikeherself,andJenisewasscared.Thehospitalpeopleused pulling herselfuptolookatAnnieoverthebackofseat.Annie’s facehadbeenso doubled overandwhimpering,soJenisehadtositinthefront.Sheremembered mirror.his eyesmostlyontherearview Anniehadtakenupthewholebackseat, brought Annietotheemergencyroom.JeniserememberedthatDadhaddrivenfast, don’t havetobeafraid.Appendicitisisn’t contagious.” ignore thetightnessinherstomach. already atthetopofsteps,lookingupbrightwindows.Jenisetriedto the emergencyroom.Shehungback.Thesmelldidn’t seemtobotherDad.Hewas combination ofrubber, disinfectant, rubbingalcohol,andworry. Itremindedherof “But wedon’t have to,Jenise,”Dadexplainedwithasmile.“Annie’s inaregular W Jenise hadn’t seenherbigsistersincefivenightsagowhensheandDadhad “Come on,honey,” Dadsaidgently. “ItoldAnnie you’dbeintoseehertoday. You Even outsideonthesidewalk,Jenisegotawhiffofthathospitalsmell—a ith aquickglanceupatthebigbrickhospital, Jeniseswungherselfaroundon , a character remembers something that happened before of the story takes , acharacterrememberssomethingthathappenedbeforeofthestory Read thefollowingpassageandlookforsectionthatcontains Date 11 Copyright ©The McGraw-Hill Companies, Inc. p. R3. Date Date For more information on flashback, see Course 1, Glencoe Literature, Reading Strategies and Literary Elements • Grade 6 What would happen to the story if the author left out the flashback? Why does the author include a flashback in this story?Why does the author include a Which section of the passage contains the flashback? How can you tell? the flashback? contains of the passage Which section 12 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. the passage. As youread, noticethepointofviewauthoruses.Thenanswerquestionsabout have tomove.Theyare andtellthemthebank’s waitingforthefathertoreturn decision. have livedfor14years.Thefamilydesperatelyneedsaloanfrom thebankorelsetheywill The twogirlsandtheirmotherare sittingoutsideontheporch ofthehousewhere they hersisterHelen,andtheirparents. areBrooks. MaudMartha, Thecharacters inthestory DIRECTIONS: give thereaderdifferentkindsofinformation,dependingonnarrator’s perspective. all knowing, gives usthethoughtsofmorethanonestory’s characters,thisisan on inthemindofonecharacter, thispointofviewis of viewis happensonlythroughthenarrator’scharacters, andthestory eyesandthoughts.Thispoint Point ofview Lesson 4:PointofView Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 9 8 7 6 5 4 3 2 1 and facetoldthemnothing. shake thetruthoutofhis collar. Heopenedhisgate—thegate—and stillhisstride Mrs. Blakemore’s. Theywantedtohurlthemselvesover thefence,intostreet,and watched hisprogress.HepassedtheKennedys’, hepassedthevacantlot, little staccatowalk,oneshoulderdown,then the other, thenrepeat,andrepeat.They away. best.” and pickedupthereins.” hadn’t comeup,wewouldhavegoneon,justdraggedhangingouthereforever.” for us.” for thishouse!” They couldnottellathingfromthewayPapa waswalking.Itthatsamedear Helen sawPapacoming.“There’s Papa,”saidHelen. Her motherlookedatherquickly, decidedthestatementwasnotsuspect,looked “Yes,” MaudMarthacrackedin,“That’s whatyoualwayssay—thatGodknows “It might,”allowedMama,“beanactofGod.Godmayjusthavereacheddown, “You know,” Helensighed,“ifyouwanttoknowthetruth,thisisarelief.If “And he’llhaveus,”addedMama,“wherever.” “He livesforus,”saidHelen.“It’s usheloves.Hewouldn’t wantthehouse,except “It’s justgoingtokillPapa!”burstoutMaudMartha.“Helovesthishouse!He first-person third-person Read the following excerpt from the short story “Home”byGwendolyn story Read thefollowingexcerptfrom theshort depends onthestory’s narrator. Sometimesthenarratorisoneof . When the narrator is outside the story butonlytellswhatisgoing . Whenthenarratorisoutsidestory point ofview. Pointofviewisimportantbecausetheauthorcan limited third-person Date omniscient, . Ifthenarrator lives or 13 Copyright ©The McGraw-Hill Companies, Inc. pp. 49 and R6. Date Date Reading Strategies and Literary Elements • Grade 6 For more information on point of view, see For more information on point of view, Course 1, Glencoe Literature, Presently Mama’s head emerged. Her eyes were lamps turned on. Her eyes were lamps turned head emerged. Presently Mama’s Everything is all right.” all over. “He got it. It’s all right,” she exclaimed. “It’s footsteps hurried away. shut. Mama’s The door slammed given a I haven’t “I think I’ll give a party. rocking rapidly, “I think,” said Helen, “Hello,” he said. “Hello,” The girls knew better than door. followed him through the front Mama got up and party since I was eleven. I’d like some of my friends to just casually see that we’re to just casually see that eleven. I’d like some of my friends party since I was homeowners.” to go in too. The author reveals very about the thoughts of one of the characters. Which little thoughts think the author decided to keep this character’s character is this? Why do you a mystery in this scene? Which point of view (first-person, limited third-person, or omniscient third-person) does Which point of view (first-person, based on the passage. the author use to tell this story? reasons for your answer, Give 14 15 12 13 10 11 14 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. questions thatfollow. r DIRECTIONS: and throughopinionsexpressedbyothercharacters. the readerlearnsaboutacharacter’s personalitythroughthecharacter’s wordsandactions makes directstatementsaboutacharacter’s personality. With techniques of The methodsusedbyanauthortodevelopthepersonalityofacharacterarecalled Lesson 5:Characterization Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary ead, underlinethesectionsthatindicatecharacters’personalities.Thenanswer 10 9 8 7 6 5 4 3 2 1 “I alreadycriedonthis, butthere’s spot.” stilladry face. rocks. Thewholetime, Raykepthiseyesontheirgame,awayfromher tear-streaked him howtomakeafigureeightwiththecar. Theybuiltarampforitoutofsticksand she recognizedhisvoice. extra loudthump. grown-ups, andhereyeswerefillingwithtears.Asshewentout,gavethedooran for awalk,willyoutakeRay?” Inez’s chest.Sheputherheaddownandrushedtowardthefrontdoor. Grandmother hadtaughther. thoughtofGrandmothertightenedtheknotin Every pick itup.“You’re welcome,” shesaidwhenhethankedher, very justas girl stubborn her scowlevenharder. Acrosstheroom,AuntMarisawaswatchingher. Grandmother’s voice. Grandmother’s funeral.Throughthehumofwords,Inezthoughtshecouldhear somber clothesstoodinsmallgroups,talkingquietly. Theyhadcomefor Before sheknewit,waskneelingunderthe treewithherlittlecousin. After awhile,hepulled acrumplednapkinfromhispocketandhanded ittoher. Ray hadfoundarustytoycarandwaszooming itaroundinthedirt.Inezshowed She keptwalking.didn’t want It wasRay, herlittlestcousin. Hewasinvisiblebehindthedroopingbranches,but She passedthebigwillowtree.Someonesaid, “Hi,Inez.Comeplaywithme?” Inez didn’t answer. infrontof Shewasthekindofgirlwhohatedtocry Aunt MarisatouchedInez’s shouldergently. Sheasked,“Sweetheart,ifyou’regoing An elderlymanstandingnearInezdroppedhishat.bentautomaticallyto She forced herfaceintoafrownandpinchedleftarm.Thesuddenpainmade Inez watchedfromacornerofGrandmother’s livingroom.Peopledressedin characterization Read thispassageaboutadifficulttimeforInezandherfamily. As you , shethought. Inez . With must direct characterization cry forhergrandmothersoon,orshewillburst. cry anyone to see her crying. Butherfeet slowed. to seehercrying. indirect characterization Date , thestory’s narrator What a 15 , Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date pp. 173, 262, 729, and R2. What I learned about Inez: What I learned 1 2 Reading Strategies and Literary Elements • Grade 6 For more information on characterization, see Course 1, Literature, haracterization) haracterization) c c ( ( Section #2 Section #1 In this passage, how do you best learn about Inez? What tells you the most about Inez— In this passage, how do you best learn about Inez? What tells reactions to her? Explain your answer. her actions, her thoughts, or other people’s Find two more examples of characterization techniques, one about Aunt Marisa and one Find two more examples of characterization these two characters. Describe what the techniques reveal about about Ray. Look for two sections where the author uses direct or indirect characterization to reveal indirect characterization uses direct or the author two sections where Look for below. semantic map to fill in the this information Then use personality. Inez’s 16 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. that follow. saying. Asyouread, thinkaboutthemeaningofpoem.Thenanswerquestions DIRECTIONS: language figures ofspeech,orconveysmeaningbeyondtheliterallevel,isknownas of hermouth,”whichsuggeststhatwords,likewater, can“spill.”Writing thatcontains of speech—itcomparestheskytovelvet.Anotherexampleisphrase“wordsspilledout to somethingthatisfamiliarthereader. Thephrase“theskywassoftasvelvet”isafigure One waywritersdothisisbyusing Often, writersuselanguagethatcommunicatesideasbeyondtheliteralmeaningsofwords. Lesson 6:FigurativeLanguage Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary . Read thefollowingpoemseveraltimes.Try tovisualizewhatthepoetis The newsofadayI’veforgotten— It isspeckledwithgrimeasif Wa There’s apatchofoldsnowincorner s ablow-awaypapertherain If Ieverreadit. Small printoverspreadit, Had broughttorest. That Ishouldhaveguessed A PatchofOldSnow figures ofspeech by Robert Frost by Robert —language thatcomparesonething Date figurative 17 Copyright ©The McGraw-Hill Companies, Inc. p. R3. Date Date Reading Strategies and Literary Elements • Grade 6 For more information on these terms, see Course 1, Glencoe Literature, Imagine that you are trying to describe a landscape of freshly fallen snow. Think of the Imagine that you are trying to describe a landscape of freshly fallen snow. is like _____.” Fill in the sentence with your own figure of sentence: “Freshly fallen snow speech and explain your comparison. Why do you think the author chose to compare these two different objects? List the ways Why do you think the author in which they are similar. In this poem, what comparison does the author make? does the what comparison In this poem, 18 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. The emotionalqualityoratmosphereofapassageisits Lesson 7:Mood the reader. help youfigure out how apoem,thoughitisonlywords onpaper, canconveyfeelingsto the poemmakesyoufeel,andthenanswerquestionsthatfollow. Thequestionsmay DIRECTIONS: certain mood. words, thelengthoflines,rhythm,andotherelementsallcontributetocreatinga Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 20 15 10 5 1 pull up on thefloor, pile them your blankets, Throw off in yourroom. marching on thepavements, pounding to boom, then itstarts tapping, First, it’s only drum. beating onher coming, feel thesummer dilly-dally-dum, the seasons, Ring around Read thepoem“Summer”byJoanBransfieldGraham.Thinkabouthow by JoanBransfieldGraham Summer 30 25 No way the door. open up the windows her drum. decides tobeat summer when hot-blooded dilly-dally-dum, to stopher, mood . Inpoetry, thechoiceof Date 19 Copyright ©The McGraw-Hill Companies, Inc. Glencoe pp. 201 and R5. Date Date Reading Strategies and Literary Elements • Grade 6 For more information on mood, see Course 1, Literature, Quote the lines or words that most convey the mood of the poem. Explain your choices. Quote the lines or words that most convey the mood of the poem. The author has chosen to construct this poem with veryThe author has chosen to construct short lines. How does this affect feelings are conveyed? your reading of the poem? What Which of the five senses (sight, sound, touch, taste, and smell) does the author use the the author use smell) does touch, taste, and (sight, sound, the five senses Which of author trying feelings is the this poem? What most in used? with each sense to evoke create a mood for the reader? How do the senses 20 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. the imagesthatpoetuses.Thenanswerquestionsfollow. DIRECTIONS: theme bypayingcloseattentiontothewordsthatpoetuses. author communicatesitinthepoem’s imagery, orwordpictures.Thereadercandiscoverthe clearly. Inmostpoems,though,ittakescarefulreadingtodiscoverthe themebecausethe across tothereader. Sometimesthethemeiseasytodiscoverbecauseauthorstatesit The Lesson 8:Theme Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 20 15 10 5 1 theme The kite,kept W To Nothing atall Wi A small,clear Glad, Alone, Where itrides Into highair: Aw W Struck alive, Tu It isanotherthing, To But held By itsweight— Cord only Pulls atthetied Boned wood, On tight- Dead paper Indoors, wears ith string. ild tobetorn rned strong, ng, having do the wind, ay fromthehand of astory, toget apoem,orplayisthemainideathatauthortrying Read thispoemtoyourselfseveraltimes.Asyouread orlisten,focuson by Valerie Worth Kite Date 21 Copyright ©The McGraw-Hill Companies, Inc. . Glencoe pp. 27, 236, 319, and R9 Date Date Reading Strategies and Literary Elements • Grade 6 For more information on theme, see Course 1, Literature, First stanza stanza Second Explain what you think the theme of this poem is. Which lines of the poem most clearly Explain what you think the theme of this poem is. Which lines state this theme? In poetry, we often find figurative language (language that compares one thing to we often find figurative language (language In poetry, of figurative language in the poem, and explain why something else). Find one example particular image or phrase to describe the kite. you think the author chose this Summarize your findings in one or two sentences. Summarize your Compare the way the author describes the kite in the first stanza with the way she first stanza with the kite in the describes the way the author Compare see. you can with any differences the chart below stanza. Fill in it in the second describes c. a. b. 22 3. 2. 1. Name Name Name Date

Lesson 9: Style Writers choose words and organize them into sentences in ways that will help to get their points across to readers. Word choice, sentence structure, and use of punctuation are all a part of style. The writing style used in a story or a poem can provide clues about the author’s purpose in writing and attitude toward his or her subject and audience. Style can offer a sense of surprise, hint at a deeper meaning, or just add interest to a passage.

DIRECTIONS: Read the passages below. Both passages describe the same events, using two different writing styles. The questions that follow will help you to recognize how style can contribute to the meaning of a passage.

Passage 1 1 Two children hike down the middle of the beach road. One of them, a short, brown- haired kid, has a slow, shuffling walk and carries a fishing pole propped on his shoulder. The other is an odd-looking fellow, tall and thin as a beanpole, with bright red hair, long, gangly legs, and a nose like a bird’s beak. He’s carrying a bucket in his hand. I gaze out at them, hiding my head behind the curtain. Early morning sun winks through the shade trees lining the narrow road. The sound of kicked-up gravel travels from the boys’ feet to my window, where I’m leaning out to greet the day before the sun climbs too high to do anything except lie in my hammock and drink lemonade. I’m expecting Madeleine, my housekeeper, to pull into the driveway any minute. I watch one boy, the shorter one, poke the other boy with his fishing pole. The bigger one doesn’t poke back, which I think is unusual for boys their age. I can see the edge of the bay sparkling beyond the gable end of the big empty house next door. Then, to my surprise, the bird-beak boy stops in his tracks and sits himself down right in the middle of the road! I look down the road as far as I can. No glint of chrome yet, but I’ll keep watch in case the boys don’t hear. I hope they’ll hear me if I call out.

McGraw-Hill Companies,McGraw-Hill Inc. Passage 2 he T y 1 I heard the sound of footsteps and glanced through the curtain. I saw two children, ©b ght ri one short, one tall, walking down the beach road. The short one carried a fishing pole, py

Co and the tall one carried a bucket. “Who are they?” I asked myself. “What are they doing here?” I thought I knew everyone in this beach town, but these boys were unfamiliar to me. As they walked slowly down the road, I continued to gaze at them, my head hidden behind the curtain. Then suddenly, the tall boy sat down in the middle of the road. I looked around nervously. “What if a car comes?” I thought. I looked nervously at the horizon and waited to see what would happen next.

Reading Strategies and Literary Elements • Grade 6 23 Copyright ©The McGraw-Hill Companies, Inc. R8. . p Date Date For more information on style, see Course 1, Glencoe Literature, Reading Strategies and Literary Elements • Grade 6 Which style tells the story most successfully? Explain. List any other differences in style between the two passages. List any other differences in style Which passage has a more descriptive style? Give examples to support or explain your to support style? Give examples descriptive has a more Which passage answer. 24 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. follow. kinds ofwildlifethatmakesaltmarshestheirhome.Thenanswerthequestions DIRECTIONS: together fromcluesinthepassage,weare which wecanguess,or Sometimes readingfurtherclarifieswhatweread.Butsometimeswritersonlyhintatfacts, wordsthatareunfamiliartous. When weread,oftencomeacrossideasandvocabulary Lesson 10:MakingInferences Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 5 4 3 2 1 which inturnareeatenbysmallfish.Thesefishlargerfish,andsoon. promotes thegrowthoftinyorganisms,suchasbacteria,algae,andsmallfungi, plants, theplantsreleasetheirnutrientsintowaterwhentheydieanddecay. This the keytocycleoflifeinmarsh.Althoughmostanimalsdonoteat salt marsheswereturned intolandfillsforgarbage. acres ofU.S.tidalmarsh waslosttodevelopment.Duringthe1950s and 1960s,many Between the1920sand 1950s,approximately25percent oftheoriginal7,363,000 structures thathumansbuildalongthecoast. stretches ofmarshabsorbtheforce ofthewavesbeforetheycancausedamageto natural barriers,orbreakwaters,thatprotectthe shorefromstorms.Thelong,flat also stayinthemarshestomature. through saltmarsheswhentheyreturntofreshwater riverstospawn.Theiryoung develop. Stillothers,suchasstripedbass,shad,andalewife,liveatsea,buttravel many shrimp,spawnatseabuttheyoungfishmovetoshelterofmarsh eggs, amongtheclumpsofgrass-likeplants.Others,suchasmullet,menhaden,and fish species,suchasseatrout,liveatbutreturntothemarshspawn,orlay and insects,whichhidefrompredatorsorbuildnestsamongthethickstems.Some giant bladesofgrassthatgrowuptotenfeettall. animals. ocean, creatingasemi-dilutedseawaterperfectforsupportingnumerousplantsand salt marshesintheworld.Theseformwheresmallstreamsenter Salt marsheshaveoftenbeenviewedaslandthat needstobefilledinandbuilton. as tohumans.Unlikesandybeaches,theyserve Salt marshesprovideaservice Spartina The characteristicplantofthesaltmarshis The eastcoastofNorthAmericacontainssomethemostextensiveexamples also providessheltertoahostofanimals,fromsnailsandcrabsbirds Read the following passage about the importance ofsaltmarshesandthe Read thefollowingpassageaboutimportance infer , fromtheclueswefindinpassage.Whenputfacts making inferences Spartina alterniflora Spartina Spartina , alongwithvariousalgae,is . Date , whichlookslike 25 Copyright ©The McGraw-Hill Companies, Inc. pp. 322, 367, and R82. Date Date Reading Strategies and Literary Elements • Grade 6 For more information on making inferences, see Course 1, Glencoe Literature, List two ways that humans would suffer if the salt marshes were destroyed. (Indicate List two ways that humans would you to infer this.) which clues from the passage led In paragraph 3, the author mentions animals such as mullet, menhaden, striped bass, In paragraph 3, the author mentions animals are these? Use the context to infer your answer. shad, and alewife. What kind of If salt marshes were destroyed, how would this affect the fish population? Explain your fish population? this affect the how would were destroyed, If salt marshes to this conclusion.) used to come passage that you clues from the (Underline the answer. 26 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. world aroundus.Determiningthe inform usaboutfacts,tohelpandamuseus,orsimplymakemoreawareofthe Authors writefordifferentreasons—totickleourimaginations,toexplainanewideaor Lesson 11:DeterminingAuthor’s Purpose finished, answerthequestionsthatfollow. r DIRECTIONS: Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary ead, lookupthemeaningofanyunfamiliarwords inadictionary. Whenyouare 5 4 3 2 1 morning. Everything looksdifferent (better,morning. Everything mostly)inthelight ofday. as comfortableyoucan (underthecircumstances), andhunkerdownuntil Deep intheforest,mossgrowson side” strategy. Remember, though,thisonlyworksfortreesgrowinginfullsunlight. there areseveraltechniquesyoucanuse.One istheold“mossgrowsonnorth landmarks twicewilltellyouthatyou’rehiking inacircle andneedtoreconnoiter. unusual features,liketwistedtreesandunique rockformations.Seeingthese to keepageneralsenseofthedirectionyou’retraveling,andaneyeoutfor the gouge—thetelltalesignofafellowtraveler’s axe. might betofeelthemarkcarefullyandhopefindaflapofbarkatbottom distinguish betweenanaxeblazeandthescrapingsofelk’s antlers.Your bestbet one chopintomultipletreesalongtheroute.However, itisoftendifficultto paint. Manyoldertrailsweremarkedwithaxes,amethodinwhichthetravelermade reason, youshouldonlyusegametrailsasalastresort. narrow trails,forcing youtomakeadecisionaboutwhichpathtake.Forthis animals usingthetrail.Moreover, thesetrailsoftenbranchoffintoseveralother condition ofthegroundcovering,typeterrain(hillyorflat),andvariety faintordisappearaltogether,become very dependingontheamountofbrush, rivers, calmlakes,orstagnantponds).Theymaybedifficulttofollow, astheycan deeper intotheforest.Gametrailstendtoleadandfromwatersources (raging moss, buttheyhappentothriveonthe completely different.Also,keepinmindthat certain plantslookamazinglysimilarto Whatever youdo,ifyou’re stilllostwhennightfalls,juststop.Make ashelter, get If youdon’t have a compassbutyouknowwhichdirectionwillgettosafety, Even whilefollowingatrailyou’reconfidentabout,alwayslookahead.You’ll want Following analreadyblazedtrailcanalsobetricky, unlessit’s markedwithbright When lostinthewoods,followingagametrailcanleadyoueitherouttosafetyor Read thefollowingadviceaboutfindingyourwayoutofwoods.Asyou Getting OutAlive author’s purpose sunniest shadiest side. can helpyoubecomeabetterreader. side ofthetree,whichmaybe Date 27 Copyright ©The McGraw-Hill Companies, Inc. pp. 536 and R1. Date Date Reading Strategies and Literary Elements • Grade 6 For more information on author’s purpose, see For more information on author’s Course 1, Glencoe Literature, Do you think this passage would likely appear in the tourist brochure that provides maps Do you think this passage would about the author’s and hiking routes for a national park? Consider what you know purpose and attitude when answering this question. What aspect of hiking does the author emphasize—its pleasures or its dangers? Why do What aspect of hiking does the this particular side of hiking? How does this relate to you think the author emphasizes purpose? Explain. the author’s What do you think is the author’s purpose in this passage? purpose in this author’s you think is the What do 28 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. about theinformationpresented kinds ofreadingmaterial.Itinvolvesbecominganactivereader—askingyourselfquestions Generating questions Lesson 12:GeneratingQuestions have aboutthepassageinmargins.Thenanswerquestionsthatfollow. Read thefollowingexcerptfrom thechapter“InvisibleFathers”andwriteanyquestionsyou autobiography, Crow Dogdescribesherexperiencegrowing uponaSouthDakotareservation. Woman DIRECTIONS: that areconfusingandtofindanswersforthemlaterinthepassage. about anythingthatpuzzlesyou.Askingquestionswillhelpyoutorecognizestatements information—practice jottingdownquestionsaftereachparagraph.Your questionscanbe Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary this wasanevilsignfor her. smashed them.Simply stompedthemtodeath.Whenshehearditmy auntsaidthat turtles stayedtiny. They nevergrew. Onedaythewhiteprincipal’s soncameoverand She hadaspecialkindoffeedforthem,leaving mewholebagsofit.Thesesmalltwin other “Go.”Theyalwayswaddledovertoher when shecalledthemtogettheirfood. bottoms. Shecommunicatedwiththembyname. Oneshecalled“Come”andthe two tiny, livelyturtles.ShehadpaintedIndiandesignsontheirshellsand very shopping bagsfullofherbsandstrangethings. Shealsobroughtapresentforme— to ourhome,trudgingalongasusualwiththe heavypackonherbackandtwo independent butalwaysgladtohavemevisither.alone. Shewasvery Once shecame little placeinMartin,halfwaybetweenRosebudandPineRidge,thereshelived and allkindsofthingsmadeouttortoiseshell,littlecharmsboxes.Shehada her protection.Wherevershewent,alwayshadsomelittleliveturtleswith accepted helpfromanybody, beingproudofherturtlestrength.Sheusedturtlesas herburden.Shecarrieditherself.neitheraskednor younger womancarry herpackonback. Shewouldnotletamanor an old-timewomancarrying quills—what shecalled“Indiannovelties.”Shewasalsoamedicinewoman. earning alivingbyherartsandcrafts,beautifulworkwithbeadsporcupine strict attentionifIwantedtounderstandwhatshetoldme.Shealwayspaidherbills, throaty sound.Andshetalkedfast,mixingIndianandEnglishtogether. Ihadtopay she lookedlikegrandma.Shehadavoicewaterbubbling,talkingwithdeep, . I lovedtovisitAuntElsieFloorlistenherstories.With herhighcheekbones (The term “Lakota”refers to theseventribesofWestern(The term SiouxIndians.)Inthis Read the following excerpt from Mary CrowRead thefollowingexcerptfrom Dog’s Mary autobiography is amethodthatyoucanusetoimproveyourunderstandingofall as youread . Wheneveryouread—forschool,forfun, Date Lakota 29 Copyright ©The McGraw-Hill Companies, Inc. Date Date Reading Strategies and Literary Elements • Grade 6 List two questions that were not answered by reading the passage to the end. If you knew List two questions that were not how would that help you to understand the passage the answers to these questions, answers? better? How could you find the List two questions that you wrote that were later answered by reading the passage to the the passage to by reading were later answered you wrote that questions that List two by the passage? answered were the questions end. How 30 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. details andexamplesinthepassage idea. oranarticlemaybefullofinformation,itusuallycontainsonlyone Though astory Lesson 13:DeterminingMainIdea questions thatfollow. about whatthemainideaofpassagemightbe.Whenyouare finished,answerthe DIRECTIONS: Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 7 6 5 4 3 2 1 an elephant,anyway? sound solow-pitchedthat wehumanscouldn’t hearit.Buthey, who’dwanttocall relatives aretous. are probablyasrecognizabletootherelephants asthevoicesofourfriendsand lake,” “We needhelpwithasickcalf,”oreven“I’mlonely.” Their individual“hums” information—“I’m overhere,”“Therearesome tastyshootsontheothersideof dangerous situations.Researchers believeelephantsareconstantlypassingalong distances andstayclearevenaroundsuchobstacles astreesandhills. and tohearsoundsatanextremelylowfrequency. Thesesoundstravelwelloverlong in Cameroonclaimthatelephantshavemysterioustelepathicpowers. smaller elephant’s bestinteresttoflee.Buthowdidheknow?Somepeoplewholive looking elephantcomeboundingoverthetopofadistantrise.Itseemsitwasin with anurgentappointment.Fiveminuteslater, see ahuge,aggressive- observers alert, turnssuddenly, fornoapparentreason,andrunsintotheforestlikesomeone thatelephanttalkismorethanitseems. observers elephant growl,roar, snuffle,orbellow. Butsomeunusualbehaviorhasconvinced the snort,rumble,andmightytrumpet.Maybeyou’veevenheardan elephants canhear! to communicatewitheachotheroverlongdistancesusingsoundsthatonly have detectedaninterestingphenomenoninvolvingelephants.Theelephantsseem high-pitched forhumanears.Well, haveyoueverheardofanelephantwhistle? The main idea is the central idea or concept that the writer is trying toconvey.The mainideaisthecentralorconceptthatwritertrying Allthe It turnsoutthatifthere What couldtheelephantsbetalkingabout?Probably thefood,weather, and Scientists thinksomeelephantbehaviorresults fromelephants’abilitytomake A youngbullelephantsaunteringalongagrassytrail,notseemingparticularly So, youthinkalreadyknowallthesoundsanelephantmakes—thescreech, It turnsoutthatpeoplestudyingelephantsinCameroonandotherpartsofAfrica Sure, you’veheardofadogwhistle.Itmakessoundthatonlydogscanhear, too Read thepassagebelow. Afterreading eachparagraph,stopandthink Silent Communication were must such athingasanelephant whistle,itwouldemita relate toorsupportthismainidea. Date main 31 Copyright ©The McGraw-Hill Companies, Inc. Date Date pp. 297, 576, and R79. Reading Strategies and Literary Elements • Grade 6 Glencoe Literature, Course 1, Glencoe Literature, For more information on determining the main idea of a passage, see What is the purpose of paragraph 4? How do the ideas presented in this paragraph relate What is the purpose of paragraph to the main idea? Which paragraph (or paragraphs) gives you the most information about the main idea? Which paragraph (or paragraphs) Explain your answer. What is the main idea of this passage? State the main idea in one or two sentences. idea in one or State the main of this passage? the main idea What is 32 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. pertaining tothepassage. pertaining DIRECTIONS: range fromencyclopedias,textbooks,andperiodicalstovideotapestheInternet. identifying thebestsources inwhichyoucanfindtheinformation youseek.Sources can helpful toolinunderstandingmoreaboutit.Developinggoodresearching skillsdependson Locating informationyouneediscalled Lesson 14:ConductingResearch Name Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary 6 5 4 3 2 1 photographs arestillan impressivesight. Daguerre’s nameisimmortalizedbytheword“daguerreotypes,” andhisbrown-tinted instigated aseriesofimprovements byscientistsonbothsidesofthe Atlantic. exposed tomercury vapor. Theresultingphotographs werevivid,permanent,and which atfirstweredisappointinglyfaint,intensified toanamazingdegreewhen his successisdueinlargeparttoafortunateaccident. Hediscoveredthathisimages, two Frenchmenteamedup,andwhenNiepce died,Daguerrecarriedonthework. images fromthecameraobscuraandgettingeven worseresultsthanNiepce.Soonthe same timeinFrance,amannamedDaguerre was alsoworkingtocreatepermanent impractical whenweighedagainsttheless-than-wonderful results.Butaroundthe first actualphotograph.Sowashephotography’s inventor? picture heproducedwasfaintandonlysemi-permanent,butmanyconsiderhisthe “bitumen ofJudea,”towhichheaddedsolventsandthenexposedlight.The out ofthecameraobscura250yearslater. Hefoundasubstancecalledasphaltum,or photography? wearing aschooljacket,we’dbeabletoreaditcorrectly. SodidDantiinvent and thistechniqueflippedtheimage.IfsubjectofDanti’s firstpicturewere photography. disqualifies DaVinci, sincehisearlyeffortsareonlyaforerunnerofmodern reading thewordsonyourT-shirt whenyoulookatyourselfinamirror.) Maybethis essentially photography? wasn’timage ontoaglassplate.Althoughthepictureswerenotpreserved, this the early1500sheinventedcameraobscura—adevicethatusedalenstoplacean Daguerre mayhavethebestclaimtobeing inventorofphotography, although The processthatNiepceusedwasdifficultandexpensive,thereforeconsidered Perhaps itwasactuallyNiepce,aFrenchmanwhoabletogetthefirstpicture Later inthe1500s,amannamedDantiaddedmirrortoDaVinci’s contraption, However, DaVinci’s imageswereinverted—backward,likeamirrorimage.(Try W ould itbefairtosaythatLeonardodaVinci inventedphotography?Afterall,in Read thefollowingpassage.Thenanswerquestionsaboutresearch conducting research . Researching asubjectis Date 33 Copyright ©The McGraw-Hill Companies, Inc. Date Date pp. R48–R50 and R89–R94. useful to learn more about? useful to most Reading Strategies and Literary Elements • Grade 6 For more information on conducting research, see Course 1, Glencoe Literature, List two reasons why this passage would be helpful to someone doing research on would be helpful to someone doing research List two reasons why this passage on photography would need why someone doing research Then explain photography. of information. additional sources Think of at least four sources of information that you might use to find out more about of information Think of at least four sources place to start your research. would be the best Daguerre. Explain which resource Underline these sections. In the space below, explain your choices. sections. In the space below, Underline these Imagine that you are going to conduct further research on photography. Which facts or Which facts photography. on further research to conduct that you are going Imagine you find it passage would in this ideas mentioned 34 3. 2. 1. Name Name Name Date

Exercise 1

Read the following story to learn what a school principal taught a group of kids about working in the summer. Then answer the questions that follow it.

Summer Job by Sophia Hale

It was the first day of summer Maybe it was because we didn’t expect vacation, and the air was already as thick our school principal to think we could do as soup. The humidity was unusually a job. Maybe it was because we knew we high for June, and it told of the long were going to be as bored as sticks. summer days to come. Maybe it was just that we were excited at In our town, there wasn’t much for a the thought of earning some spending kid my age to do in the summer. Too old money, but we all followed him over to to play with the elementary school the school that day. babies and their mamas, too young to When we got to the schoolyard, Mr. hang with the big kids or get a job, my Oxten led us around to the back of the friends and I usually spent our vacation school. Just beyond the recess yard, there days just trying to stay cool. was a small field overgrown with weeds. We had gotten into the habit of Mr. Oxten pulled a couple of shovels out meeting up in the field behind the Food of a box he had out in that field. He Fair after school, so one morning after handed them to Carla and me. Without breakfast, I wandered over to see if there speaking, he bent down and pulled out a was anything going on. Some of my couple of rakes, too. I looked into the friends were already there, so I bought box and saw that it was full of work myself a pop and joined them. My friend gloves, spades, gardening tools, and Carla was knocking a stone around. I seeds. Mr. Oxten wanted us to clear that

McGraw-Hill Companies,McGraw-Hill Inc. jumped in and we started kicking it back field! he

©T and forth. That’s when Mr. Oxten came None of us had ever pulled a weed ght ri out. before. We didn’t know to grab it near py Co He must have seen us out in that field the ground and wiggle it until you feel it when he was leaving the grocery store. start to give. As I dug my fingers into the He might have even seen us there before. dry dirt around the weeds, nasty little He had been the principal of the middle hard-shelled bugs would scurry off in all school for seven years, so he knew us all different directions. I’d watch them crawl by name. “Ellie,” he spoke to me, “I have away and feel like my skin might crawl a job for you girls if you’re interested.” away with them. We got used to the

Reading Strategies and Literary Elements • Grade 6 35 Name Date

bugs, though, and we got a feel for when from each little stalk to give it room to the root would pop out. We also figured breathe. And when the annoying weeds out that if we soaked the ground, the returned, we again got down on our roots would loosen. hands and knees and yanked them out. All that day, seven of my friends and I The days were long and hot. pulled weeds, raked the ground, and Sometimes the school building pulled more weeds. The next day, there welcomed us with shade, where we were five of us pulling. By the third day, would rest and watch our field grow. And one more had bailed. But Carla, Allison, little by little, it did. A fountain of reds Jenny, and I hung in there. Those weeds and yellows and blues sprouted before were as stubborn as mules, but we slowly our eyes. Where once there was began to conquer that field. abandonment and emptiness, now there It took us almost three weeks to was new life and beauty. completely clear the land. As we waited When school started again in the fall, for Mr. Oxten to come by and check on my friends and I took pride in our field. us, I felt more excited than I could We never did ask Mr. Oxten to pay us for remember feeling for a long time. I’ll our summer job. Maybe that was because never forget the way I felt when I heard we had already received our reward. Mr. Oxten say, “I knew you could do this!” We turned the soil over and over again that day so that it would be ready for planting.

Carla got there first the next morning. Co py ri

By the time the rest of us arrived, she had ght

a map of our field drawn in the dirt. We ©T he

worked until sundown filling our field Inc. McGraw-Hill Companies, with plants and seeds. The rest of that summer we came to check up on our field every day. We carefully watered the plants. We mowed the lawn we had planted and waited for flowers to poke out of the ground. Although we knew that the flowers would surely bud, the first tiny green sprouts amazed us just the same. Delighted at their arrival, we celebrated our success by moving the topsoil away

36 Reading Strategies and Literary Elements • Grade 6 Name Date

1. This story is told from which point of 4. Which word describes the style of this view? passage? A first-person A conversational B second-person B fast-paced C third-person C factual D third-person omniscient D suspenseful

2. What is the main strategy used by the 5. All of the following examples from this author to maintain the reader’s interest? passage include figurative language A She employs suspense to build up to except which one? the ending. A “...the air was already as thick as B She introduces a conflict and soup.” resolves it at the end. B “We had gotten into the habit...” C She describes the narrator’s thoughts C “...we were going to be as bored as and emotions. sticks.” D She uses flashbacks to help us know D “Those weeds were as stubborn as the narrator better. mules...”

3. How did Ellie and her friends know Mr. 6. What theme is best conveyed by this Oxten? story? A They met Mr. Oxten at the grocery A Successfully growing flowers takes store. lots of hard work. B Mr. Oxten was the principal of their B Completing a difficult task is deeply middle school. satisfying. McGraw-Hill Companies,McGraw-Hill Inc.

he C Mr. Oxten was a friend of their C Haste makes waste. ©T parents. ght D Children’s abilities are often ri py D Mr. Oxten introduced himself in the underestimated. Co parking lot.

Reading Strategies and Literary Elements • Grade 6 37 Name Date

Exercise 2

The following selection is from Catherine Gourley’s biography of pilot Beryl Markham, a famous pioneer of early aviation. This excerpt tells about Markham’s most daring flight. Read this dramatic story and then answer the questions that follow it.

The Waterjump by Catherine Gourley

Beryl Markham wondered how much In September, 1936, no man or longer she could stay awake. Cramped woman had ever flown an airplane east inside the cockpit between two petrol to west across the Atlantic Ocean. Beryl tanks, she had been piloting the single was intending to be the first. The engine airplane for more than nineteen airplane that she was piloting was a hours without a rest. She had been flying single engine Vega Gull christened The blind, unable to see anything but Messenger. Her friends in England had darkness and fog outside the cabin teased her that it should be called instead window. She had been flying silent, The Flying Tombstone. For flying an without a radio transmitter to guide her airplane the wrong way across the or keep her company through the long, Atlantic Ocean was a dangerous thing to stormy night. She had been flying attempt. Some had called it suicidal. without even a life jacket, for there was Strong head winds would slow the plane not enough room inside the cabin to down and use up most of its fuel. In Co

hold that lifesaving equipment and the September, bad weather could skid her py ri ght

necessary extra tanks of fuel. off course. Even a few degrees off course ©T he

Now at last it was morning and the could mean not reaching land before her Inc. McGraw-Hill Companies, fog had begun to thin. Through the skin fuel ran out. of ice that had formed on the inside of “I wouldn’t tackle it for a million,” J. the cabin window, she saw the lights of a C. Carberry had told her, even though he ship far below her on the Atlantic Ocean. was the one who had dared her to do it She felt a sudden exhilaration. Still, she and then put up the money to build the could not be certain just where she was. airplane. “Think of all that black water!” England and Ireland were behind her. he said, smiling grimly. “Think how cold She could only hope that she had not it is!” drifted off course and that somewhere But Beryl had been in dangerous spots ahead, hidden under the ribbons of fog, before and had used her wits to pull her were the cliffs of Newfoundland. through. In the highlands of East Africa,

38 Reading Strategies and Literary Elements • Grade 6 Name Date

where she had spent her childhood, she photographers had gathered at the had been attacked by a lion. She had airfield. They had been dogging her for hunted wild boar with arap Maina, a days. Why are you doing this? they had Kipsigis warrior. She had ridden her pressed. Why risk your life? father’s wild stallions across the fields of The names of other pilots—Charles his farm in Njoro. Beryl Markham rather Lindbergh, Amelia Earhart, Jim liked danger. It made her feel alive. She Mollison—were already in the record had been afraid to try this incredible books. Like them, Beryl Markham was a waterjump. She had lain in her bed just professional pilot. She had more than yesterday morning and considered 2,000 hours of flying experience. She bailing out of the agreement she had cared nothing for setting new records. made with J. C. But long ago her father Nor was she anxious to die. How could and arap Maina had taught her that if a she explain to these reporters about her thing were worth doing, then she must father and arap Maina and the lessons swallow her fear and do it well. they and Africa had taught her? How At five o’clock the previous afternoon, could they understand why it was Beryl had stood on the airfield in important that she swallow her fears and Abingdon, England. The weather forecast move forward? She couldn’t explain it to was not good: head winds of forty to fifty them. She didn’t try. Her answer was miles per hour and rolling in off the simply, “Flying is my job, and this Atlantic, heavy thunderstorms. A small Atlantic flight is part of it.” crowd of newspaper reporters and McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

Reading Strategies and Literary Elements • Grade 6 39 Name Date

1. What is the conflict in this passage? 4. Which of the following is not a way A whether Beryl will explain to the that the author conveys the risks of reporters her reasons for flying Beryl’s flight? B whether Beryl can complete the A explaining the flying conditions flight successfully despite her fear B stating the opinions of Beryl’s C whether Beryl should bring more friends equipment on the flight C revealing Beryl’s secret worries D whether Beryl’s past experiences will D describing the sights Beryl saw help her with this flight

5. What did arap Maina teach Beryl? 2. From what location did Beryl take off? A how to fight A England B how to swim B Africa C how to hunt C Ireland D how to fly D America

6. Which of the following is an example of 3. What makes flying west across the figurative language? Atlantic more dangerous than flying A “She had been flying silent, without

east? Co

a radio transmitter to guide her...” py ri A heavy fog and rain ght

B “...it was morning and the fog had ©T

B strong head winds begun to thin.” he crwHl opne,Inc. McGraw-Hill Companies, C ice inside the cabin C “She cared nothing for setting new D drifting off course records.” D “...it was important that she swallow her fears...”

40 Reading Strategies and Literary Elements • Grade 6 Name Date

Exercise 3

If you would like to grow vegetables indoors, here are some valuable tips for getting started. Read the following passage about apartment gardening and then answer the questions that follow it.

Apartment Gardening

If you like plants, and you imagine premixed with other components, like having a big beautiful garden and peat moss and perlite, to provide good growing your own salad vegetables, then drainage and air circulation. This potting you might think living in an apartment soil comes in plastic bags. You will find it would be a big problem. in a nursery or garden store, and Actually, this is not as large an sometimes even in a hardware store or obstacle as it must seem, as long as you supermarket. But if you need to be a little have plenty of optimism and an open more economical, you could dig some up mind. In addition, you’ll need some basic from outdoors and bring it inside, if you equipment: 1) containers; 2) soil; get permission. 3) water; 4) plant food; and 5) seeds. Of You’ll need a source of water. Look no course, the most important factor for further than your kitchen sink. Fill a cup growing healthy plants is a source of or a watering can. Poke your index finger light. This can be natural light through a into the dirt up to your first knuckle. If sunny window, or you could grow plants the soil feels dry, it’s time to water. under fluorescent lights. Plant food, or fertilizer, is usually You don’t have to buy special plant optional. If you decide to feed your containers. Almost any plastic container plants, use plant food only after the will make a good plant pot; just poke plants have started to grow. Organic holes in the bottom of it so that excess fertilizers tend to be smelly. Chemical McGraw-Hill Companies,McGraw-Hill Inc.

he water can drain. Try using cottage cheese fertilizers are often more convenient to ©T or yogurt containers, or cut a few inches use. Whatever you choose, be sure to ght ri py off the bottom of a plastic milk bottle read the directions carefully before you Co and use that. Even a cardboard milk pour anything on your new plants. carton cut down to five or six inches You can find seeds in a garden supply high will work. Place the containers on a store or a nursery. In the springtime, tray to catch any water that might leak. check your supermarket. Many keep As for soil, the recommended vegetable seeds in stock. Your challenge method—and the cleanest—is to buy a will be to figure out which vegetables you bag of specially processed soil that is want to grow.

Reading Strategies and Literary Elements • Grade 6 41 Name Date

Some vegetable plants grow better cool temperatures, so consider growing than others indoors. You might want to them in the spring or fall. If you decide try carrots, greens, and tomatoes. to grow them in the summer, keep them Carrots do surprisingly well in a small out of the direct sun. Lettuce and space. They are root vegetables—the part mustard greens take only about four you eat is the root—so a lot of the action weeks to grow, from seed planting to takes place under the soil. The green tops harvesting. Spinach takes a little longer. are also edible, so you might not want to Mustard greens will probably provide a throw them out. They work well in salads larger yield than lettuce or spinach. If or even in sandwiches in place of lettuce. you sow seeds every couple of weeks, you Be careful where you plant them, can have a steady supply of salad greens. though—read the seed packet and make Miniature versions of large vegetables sure the container you use will be deep such as tomatoes are your best choice for enough to hold a full-grown carrot. apartment gardening. There is a variety Try lettuce, mustard greens, or of tomato called “Tiny Tim” that you spinach. These salad greens do best in could grow on a windowsill. Tomatoes Co py ri ght

©T he crwHl opne,Inc. McGraw-Hill Companies,

42 Reading Strategies and Literary Elements • Grade 6 Name Date

need plenty of plant food and a lot of sprouts and keeps them moist. In only a light, so you’ll be most successful if you few days, when the sprouts are a half- grow them in a window that faces south. inch to three-quarters-of-an-inch long, Even if your window faces the shade, they will be ready to add to your salad. you can grow vegetables. Sprouts grow Remember as you crunch them that you from dried beans or from seeds like grew them yourself! alfalfa or cress. They need very little light Growing the things you eat provides to flourish. They don’t even need soil. abundant benefits. Since you grow the Place a tablespoonful of beans or seeds in plants yourself, you can avoid harmful a glass jar. Cover them with water and chemicals. You are eating fresh-picked soak them overnight. Fasten a piece of food, full of vitamins and nutrients. The cheesecloth with a rubber band around food you eat costs only what you paid for the mouth of the jar. Drain the water the original seeds and soil—plus your from the jar. Let the beans or seeds sit own time and labor. If you like until the following day. Some of them gardening, growing your own vegetables will probably already be sprouting. Once can be a labor of love. a day, cover them with water and drain them immediately. This rinses the

1. According to the passage, which is the 2. In this passage, the author tries to most important factor for growing persuade the reader that which of the plants? following is true? A clean soil A It is possible to grow edible plants B fertilizer or plant food indoors. C plastic containers B Gardening indoors is a lot of hard work. D enough light

McGraw-Hill Companies,McGraw-Hill Inc. C It is not necessary to feed most he plants. ©T ght ri D Only small vegetables should be py

Co grown.

Reading Strategies and Literary Elements • Grade 6 43 Name Date

3. What is the best way to get soil, 6. In this article, the author did not according to the author? mention growing other vegetables such A Buy it in a nursery or garden store. as celery, potatoes, and peppers. What is most likely the reason why the author B Premix it with other components. left out this information? C Get permission to dig it up A Most people do not like those outdoors. vegetables. D Bring it inside in a special container. B This information appears in a later portion of this article. C These vegetables are too large to grow indoors. 4. Where would you most likely find this kind of passage? D These vegetables cannot be eaten in a salad. A an encyclopedia B a home and garden magazine C a recipe book D a news magazine 7. Why do you need “optimism and an open mind” to grow vegetables indoors? A Outdoor temperatures are colder than those indoors. 5. In the last paragraph, what does the B It is more difficult to provide soil word “abundant” probably mean? and water indoors. A delicious C It is difficult to decide which Co

B many py

vegetables to grow indoors. ri ght

C nutritious D Indoor conditions are less favorable ©T he

D timely than those outdoors. Inc. McGraw-Hill Companies,

8. What is an important factor needed when growing sprouts? A water B soil C sunshine D fertilizer

44 Reading Strategies and Literary Elements • Grade 6 Name Date

Exercise 4

The wind can bring interesting ideas to mind. Read these poems about the fantastic powers of the wind. Then answer the questions that follow them.

Wind Is a Cat Wind-Wolves by Ethel Romig Fuller by William D. Sargent

Wind is a cat Do you hear the cry as the pack goes by, That prowls at night, The wind-wolves hunting across the sky? Now in a valley, Hear them tongue it, keen and clear, Now on a height, Hot on the flanks of the flying deer!

Pouncing on houses Across the forest, mere, and plain, Till folks in their beds Their hunting howl goes up again! Draw all the covers All night they’ll follow the ghostly trail, Over their heads. All night we’ll hear their phantom wail,

It sings to the moon, For tonight the wind-wolf pack holds sway It scratches at doors; From Pegasus Square to the Milky Way, It lashes its tail And the frightened bands of cloud-deer flee Around chimneys and roars. In scattered groups of two and three.

It claws at the clouds Till it fringes their silk, It laps up the dawn Like a saucer of milk;

Then, chasing the stars To the tops of the firs, McGraw-Hill Companies,McGraw-Hill Inc. he Curls down for a nap ©T

ght And purrs and purrs. ri py Co

Reading Strategies and Literary Elements • Grade 6 45 Name Date

1. What is the subject of the poem “Wind 5. Which word best describes the wind in Is a Cat”? both “Wind Is a Cat” and “Wind- A a stray cat Wolves”? B frightened people A thrilling C the blowing wind B fierce D the night sky C chilly D fast 2. In “Wind Is a Cat,” what happens to the wind at dawn? 6. Which of the following would most A It stops blowing. help you to understand the two poems? B It moves to the treetops. A listening to someone read one poem while you read the other C It tries to come indoors. B writing definitions of unfamiliar D It gets louder. words from the poem 3. Which lines from “Wind-Wolves” most C learning more about cats, wolves, suggest that the wind is blowing hard? and deer A “Do you hear the cry as the pack D thinking about the images given in goes by,/The wind-wolves hunting the poems across the sky?” 7. Which idea do the two poems have in B “All night they’ll follow the ghostly common? trail/All night we’ll hear their phantom wail...” A Wind can be wild like an animal. B It’s best to hide from a strong wind. C “For tonight the wind-wolf pack Co py ri

holds sway/From Pegasus to the C When the wind blows, deer run ght

Milky Way...” away. ©T he

D “Hear them tongue it, keen and D The wind is like a purring kitten. Inc. McGraw-Hill Companies, clear,/Hot on the flanks of the flying deer!”

4. The two poems are alike in all these ways except for which of the following? A They compare the wind to an animal. B They describe the effect that the wind has on clouds. C They describe the wind both at night and daybreak. D They hint at how frightening wind can be.

46 Reading Strategies and Literary Elements • Grade 6 Name Date

Exercise 5

Here are two potato recipes with unusual names. Read these recipes and find out how to make clapshot and rumbledethumps. Then answer the questions that follow these two recipes.

Potatoes, Anyone?

The potato has been a staple food in Scotland for centuries. Even now, some people eat this popular root vegetable every day! Since it is so plentiful, Scottish cooks have come up with many creative ways to prepare “tatties,” the Scottish word for potatoes. Here are two traditional recipes. They originated in different areas of Scotland—the first on the Orkney Islands, and the second in the northeastern city of Aberdeen.

CLAPSHOT (serves 5)

INGREDIENTS EQUIPMENT 5 large potatoes vegetable peeler 1 medium turnip large pot with cover 2 teaspoons of dried chopped chives potato masher 2 tablespoons of butter measuring spoons salt and pepper mixing spoon

HOW TO MAKE: 1. Peel potatoes and turnip. 2. Put them in a pot, cover them with water, and boil them together until they are soft enough to mash. 3. Drain the water from the pot. McGraw-Hill Companies,McGraw-Hill Inc. he 4. Mash the vegetables together. ©T ght

ri 5. Add the chives and butter. py

Co 6. Stir the mixture until it is blended. 7. Sprinkle with salt and pepper and serve hot.

Reading Strategies and Literary Elements • Grade 6 47 Name Date

RUMBLEDETHUMPS (serves 4)

INGREDIENTS EQUIPMENT 4 large cold boiled potatoes potato masher 1 head of cold boiled cabbage vegetable chopper 1 tablespoon of dried chopped chives large pan 3 tablespoons of butter measuring spoons salt and pepper mixing spoon grated cheese, either cheddar or pie dish parmesan

HOW TO MAKE: 1. Mash the potatoes and chop the cabbage. 2. Put them in a large pan and mix them together. 3. Add the butter and chives. Sprinkle in some salt and pepper. 4. Heat and stir until the butter melts. Make sure to blend the ingredients thoroughly. 5. Put the mixture into a buttered pie dish. 6. Sprinkle the top with grated cheese. 7. Bake for 25 minutes in an oven at 350 degrees. 8. Serve when the top turns brown.

1. In the first paragraph, what does the 2. Which is of the following is a true Co

author mean by describing the potato as statement about clapshot? py ri ght

a “staple food” in Scotland? A It originated in the city of Aberdeen. ©T he

A The potato is central to the Scottish B It is made from a popular root Inc. McGraw-Hill Companies, diet. vegetable. B The potato has a long, important C It can be made only in Scotland. history. D It is a new Scottish recipe. C The potato is eaten mainly during holidays. D The potato is considered very tasty.

48 Reading Strategies and Literary Elements • Grade 6 Name Date

3. What is the main reason that cheese is 6. According to this passage, what does included in the recipe for the word “tatties” mean? rumbledethumps? A vegetables A It makes a brown crust for the top. B recipes B It makes a smoother texture. C potatoes C It helps the potatoes cook more D islands quickly. D It makes the food more colorful.

7. What is the best way to use these recipes when making the food? 4. Which ingredients do both recipes have A Skim the entire recipe and then in common? return to each section as necessary. A potatoes, cabbage, and chives B Read each line carefully and look up B potatoes, chives, and cheese unfamiliar words. C potatoes, chives, and butter C Read the “How to Make” section D chives, cheese, and butter first and refer to the equipment list only when you have questions. D Skim the recipe and summarize the main points. 5. What is the main purpose of the first paragraph? A to explain the difference between two recipes B to discuss why Scottish recipes are popular C to tell why potatoes are a favorite McGraw-Hill Companies,McGraw-Hill Inc.

he vegetable ©T D to introduce two Scottish recipes for ght ri py potatoes Co

Reading Strategies and Literary Elements • Grade 6 49 Name Date

Exercise 6

This passage is part of James Howe’s novel The Watcher. This novel is about a lonely girl named Margaret whose family fails to provide the love and support she needs. In the excerpt below, Howe describes Margaret’s arrival at the seashore, where her family has just rented a house, and her first impression of the place. Read this excerpt and then answer the questions that follow.

A House Full of Strangers by James Howe

The bitter taste of lead brought her to Her parents had never rented a house her senses. How long had she been at the beach before. The fact that they sitting there, lost in thought? She had done so for an entire month filled lowered the pencil, tucked it into the her with feelings so unfamiliar she had small notebook on her lap, and in its no names for them. Still, it was good to place drew in an oily strand of hair, be filled with something, even feelings which she sucked and nibbled like a without names. It was, she imagined, a hungry little mouse. little like having a birthday party— It was the first day. Miraculously, they something she had never actually had— had allowed her to go out by herself, and and all the guests being strangers. A she had almost at once found this safe house full of strangers, but a full house. place, this spot at the top of the stairs It did not occur to her to sit on the Co

where she could sit and watch the others beach. She hadn’t brought a towel to sit py ri ght

on the beach. It was early yet, and a on, for one thing. She wasn’t even ©T he

weekday, so the beach was nearly empty. wearing a bathing suit under her T-shirt, Inc. McGraw-Hill Companies, She was glad for that. It made it easier just shorts. It didn’t matter. She was to believe she was invisible when there content to be where she was, slightly were fewer eyes to see her. What would above, at a little distance from, the they have seen, anyway? A bony girl with people and the sand and the sea that loose brown hair falling across her face stretched out forever. From where she sat and shoulders. A baggy T-shirt and pink she could watch the children on their and powder-blue flip-flops, one of which pudgy legs run to the water’s edge and fill was held together with packing tape. their buckets, then scamper back to the That’s all. Just her body, just her clothes. safety of their mothers, shrieking and They would not have seen her. No. laughing as the waves rolled up behind

50 Reading Strategies and Literary Elements • Grade 6 Name Date

them, nipping at their heels; tag, you’re was the little girl who had caught her it. She could almost smell the lotion the eye, but it was the girl’s brother who held mothers squeezed out of tubes into the it. He appeared to be about thirteen, her palms of their hands and rubbed lovingly age, although he might have been a little over their little sons’ and daughters’ older. He was a good deal older than his browning bellies and fiery backs. She sister, that much was clear. He had a could watch umbrellas pop open like long, thin body, the kind she had once bright flowers bursting into bloom, and read described as “lanky.” It wasn’t his these made her think of the clusters of body that interested her, though, but his crocuses that appeared in her backyard manner—the way, for instance, he dug a each spring, always catching her by long trough in the sand for his sister to surprise, bringing with them as they did sit in, then knelt before her, listening the memory of hope. patiently to all her instructions before But what she watched most intently beginning the elaborate sand fin that were the families—not pieces of families would turn her into a mermaid. It with only a mother or a nanny, but what seemed, as far as she could tell from she thought of as complete families with where she sat, that the boy had real two parents and at least two children, artistic talent. She wondered if his father preferably a girl and a boy. was an artist, because she noticed that he There was only one such family on sat sketching his children as they played the beach that morning, and she found it together. not only complete but nearly perfect. It McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

Reading Strategies and Literary Elements • Grade 6 51 Name Date

She expected the boy to run off at been watching the family for a long time, some point, to join friends and leave his she saw the boy bend down and kiss, sister behind. But he never did. He actually kiss, the top of his sister’s head, seemed to enjoy being with her, and she became so dizzy she was forced to when he took her hand at one point, it drop her head to her knees and think of was such a natural gesture that she felt other things until the dizziness went certain he’d done it many times before. away. And when, later in the day, after she had

1. Why does Margaret watch the family at 3. Margaret’s memory of crocuses is an the beach? example of which of the following? A because they are acquaintances from A point of view her hometown B flashback B because she enjoys observing and C dialogue drawing people D suspense C because they are acting in an unusual way D because she wishes she were part of a happy family 4. Why does the narrator mention Margaret’s memory of spring crocuses in the passage?

A to describe what her backyard looks Co py ri

2. Which of the following phrases best like ght

describes Margaret? ©T

B to give an example of a beautiful he A frustrated and jealous memory Inc. McGraw-Hill Companies, B reflective and shy C to suggest the girl’s feeling of hope C courageous and eager D to compare spring sights to summer D dreamy and peaceful sights

52 Reading Strategies and Literary Elements • Grade 6 Name Date

5. What kind of passage is this? 7. What is the main technique the A fiction author uses to keep the reader interested in the story? B biography A He provides background C news story information about the characters. D fantasy B He describes Margaret’s thoughts and feelings. C He depicts the characters’ gestures and expressions. 6. From what point of view is this story told? D He establishes a suspenseful mood. A first-person B second-person C third-person 8. How does the author most likely D first- and third-person want us to feel about Margaret? A resentful B enthusiastic C puzzled D sympathetic McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

Reading Strategies and Literary Elements • Grade 6 53 Name Date

Exercise 7 The Lumbee tribe is the largest Native American tribe in North Carolina. However, the U.S. government still doesn’t officially acknowledge its existence as a tribe. Read the following article to learn more about the Lumbee’s struggle for recognition. Then answer the questions that follow it. The Struggle of the Lumbee

The U.S. government officially recognition, with little success. recognizes the existence of over 300 The main problem is their language. Indian tribes. Tribes such as the Hopi, The Lumbee speak English. However, Navajo, and the Eastern Band of their ancestors spoke the Siouan Cherokee are given federal funding for language, and once upon a time, they housing, education, and health care. The spoke a Siouan dialect, too. However, government provides them with special when Scottish and Irish immigrants services to help preserve their cultures began settling along the Lumber River in and communities. the 1700s, the Lumbee began to speak However, many other tribes remain English instead. Eventually, the Lumbee unrecognized by the U.S. government. To stopped using their own language gain recognition, a tribe must submit a altogether. Since their original language petition to the Bureau of Indian Affairs was never written down, it is now lost. and prove that it is “distinct”—with its The Lumbee argue that this loss own political system, language, and shouldn’t be counted against them. They

traditions. The application process is long have a rich oral history, special Co py ri and complicated. Each tribe must draw traditions, and a strong sense of ght

©T

upon the help of historians, genealogists, community. In fact, the way they speak he and other experts to prove its case. English could be seen as evidence in their Inc. McGraw-Hill Companies, Despite their passionate efforts, many favor. The Lumbee speak a special dialect tribes are rejected. of English, with a strong accent and an Such is the case of the Lumbee, North unusual way of using grammar. They Carolina’s largest Indian tribe. The inherited these colorful speech patterns Lumbee, descendants of Cheraw Indians, from the early English, Scottish, and Irish have lived along the banks of the settlers. They have been speaking this Lumbee River since the 1700s. In 1956, way for centuries. This fact suggests that the U.S. Congress passed a bill that the Lumbee had a strong sense of recognized the Lumbee as Indians. separateness and cultural identity. However, Congress refused to grant them The Lumbee are proud of their status as a distinct tribe. Since then, the heritage and want recognition and Lumbee have repeatedly sought this funding from the government to help

54 Reading Strategies and Literary Elements • Grade 6 Name Date

them preserve it. The Lumbee hold pow- waiting for the U.S. wows and other events throughout the government to admit that year to affirm their cultural roots. They it knows, too. know exactly who they are. They are

1. What is the conflict in this article? 4. Why did the Lumbee probably start to A The U.S. government wants the speak English? Lumbee Indians to learn a A to become citizens of North new language. Carolina B The U.S. government has taken B because their original language was away the Lumbee’s original not written down language. C because they wanted government C The U.S. government will not grant recognition rights and benefits to any Indian D to communicate with English- tribe. speaking settlers D The U.S. government will not recognize the Lumbee as an Indian 5. What does the final paragraph reveal tribe. about the author? A the author’s interest in cultural 2. What is the purpose of the fourth events paragraph? B the author’s confidence in the A to describe a part of North Carolina’s government geography C the author’s opinion on the B to explore some reasons for Lumbee’s status discrimination D the author’s attitude toward the C to explain why the Lumbee speak study of language English

McGraw-Hill Companies,McGraw-Hill Inc. D to introduce the main idea of the 6. Why does the author include he information about the Lumbee’s unique ©T

article ght ri way of speaking? py

Co 3. Which of the following does not A to show how the Lumbee have a describe the Lumbee? long, rich history A Scottish and Irish immigrants B to show why the Lumbee have been B residents of North Carolina isolated for so long C speakers of a Siouan language C to offer proof of the Lumbee’s strong D descendants of the Cheraw identity as a tribe D to explain why the U.S. government refuses to recognize them

Reading Strategies and Literary Elements • Grade 6 55 Name Date

Exercise 8

Can you imagine our world without any real trees at all? Read the story that follows to find out what it might be like to see the very last tree. Then answer the questions that follow it.

Autumntime by A. Lentini

I saw my first tree today. Dad finally there we took another elevator-bus down broke down and took us to East Boston to main level, rode the monorail to Urban Center 3 after Mom had been Intercity Subway Station 27, and caught harping on it for the past two weeks. I the second sublevel AA train to Boston. think he was glad we went after all, Our expectations were so high that Dad because he was smiling quietly all during and I didn’t mind it when Mom told us the trip back. again how the tree was discovered. Dad used to tell me stories about the The O’Brien home was one of the few trees that still existed when he was a boy. examples of old-style wooden structures There weren’t very many even then, with that hadn’t been demolished in Boston’s the urbanization program in full swing, urban-renewal campaign at the turn of but most people had seen at least one the century. The family had been able to tree by the time they started school. It avoid this because of its wealth and wasn’t like nowadays, at any rate. Oh, political influence, and the house was Co

I’ve seen the plastic trees; practically passed on through several generations to py ri ght

every street has a few of them. But you the present. Old man O’Brien had no ©T

can tell the plastic ones are artificial just heirs, so when he died the family home he crwHl opne,Inc. McGraw-Hill Companies, from looking at pictures in the microdot went up for auction, and the Urban library. And now, after seeing a real tree, I Center bought it. When local officials can say for sure that the artificial ones arrived for an appraisal, they discovered aren’t the same at all. that the house had a backyard, which is This morning when we got up, the forbidden by zoning restrictions. house was all excited. Mom dialed a light In the yard was a live tree—an oke was breakfast of toast and synthetic milk so what Mom called it. that we wouldn’t waste time eating. And When the news of the tree’s discovery when we finished, the three of us took an leaked out, quite a few sightseers stopped elevator-bus up to the fourth level, where by to have a look at it, and the local we caught the air track to Brooklyn. From government, realizing the money-making

56 Reading Strategies and Literary Elements • Grade 6 Name Date

potential, began charging admission and protection. It was similar in form to the advertising the place. By now it had plastic trees I’d seen, but there was much become a favorite spot for school field more to it than that. You could see trips and family excursions such as ours. details more intricate than in any When we arrived in main Boston, we artificially made plant. And it was alive. rode the elevator-bus up to ground level Long ago someone had carved their and caught a monorail out to East Boston initials in the bark, and you could see Urban Center 3. An air-cush taxi took us where the wound had healed. But best of the rest of the way to the residence. all was the smell. It was a fresh, living The home itself was unimpressive. It odor, alien to the septic world outside, had none of the marble gloss or steely with all its metal, plastic, and glass. I sheen of modern buildings, but was wanted to touch the bark, but the fence rather a dull white color, with the paint prevented me from doing so. Mom and peeling in places. Dad paid the admission Dad just breathed deeply and stared up fee, and we spent the next fifteen with smiles on their faces. The three of minutes on a dull guided tour of the us stood there for a moment, and then house. The rooms were roped off to keep the tour guide told us to make room for people from touching anything, but the next group. I didn’t want to go—in there were no windows facing the illegal fact, I almost felt like crying. backyard anyway, so it really didn’t On the way back, Mom and Dad were matter that I couldn’t enter the rooms on silent, and I read through one of the that side. brochures that the guide had passed out. My mind was on the tree, and I When I came to the part that said the thought the inside tour would never end; O’Brien home would be opened only for but soon we were walking through a the rest of this year, I was sad. They intend doorway hidden in one of the to tear down the place to make room for bookshelves and into the back some kind of insurance building, and yard. The yard was big—at the tree will have to go, too. McGraw-Hill Companies,McGraw-Hill Inc. he least ten by twenty feet— For the rest of the trip I ©T

ght and I was surprised to find just sat still, fingering the ri py

Co real grass growing on the object in my pocket that I sides of the concrete walkway had picked off the grass in built for tourists. The grass the O’Brien’s back yard. I didn’t distract me for long, think it’s called an acorn. however, because I just couldn’t help noticing the tree! It was located at one end of the yard, and there was a mesh fence around it for

Reading Strategies and Literary Elements • Grade 6 57 Name Date

1. How did the narrator feel on the 4. According to the passage, which of the morning of the trip to Boston? following would add the correct answer A nervous to the graphic organizer? B eager Present vs. Future—Possible Changes C impatient Present Future D bored • real trees • plastic trees • trains and buses • monorails and elevator-buses • wooden structures • buildings of 2. Which of the following details is the only one that does not help you metal, plastic, identify this story as science fiction? and glass A Having a backyard is against the law. • preparing breakfast • ? B An elevator-bus is a form of • real milk • synthetic milk transportation. A skipping breakfast C The discovery of a live tree is important news. B eating out D The O’Brien home was an old-style C dialing breakfast wooden structure. D eating breakfast

3. Why was the narrator surprised that 5. What strategy would be best to use in Co py ri

grass was growing along the concrete answering question 4? ght

walkway? A Skim the entire passage to figure out ©T he A Grass doesn’t usually grow in a city. each comparison. Inc. McGraw-Hill Companies, B Grass doesn’t often grow near B Try to imagine how people in the concrete. future would prepare breakfast. C Grass is rare in this time and place. C List differences between the world of D The concrete walkway is inside the the story and ours. house. D Reread the section that talks about the family’s breakfast.

58 Reading Strategies and Literary Elements • Grade 6 Name Date

6. What is the most likely reason why the 8. Which of the following activities would narrator’s mother kept telling and best help a reader understand the retelling the story of the tree’s meaning of this story? discovery? A watching a film about an extinct A She thought her family wasn’t species listening the first time. B visiting historical monuments in B She was excited at the idea of seeing Boston a real tree. C planting an acorn in a garden C She wanted to remind herself of the D climbing oak trees in a wooded park details. D She remembered a different version of the story.

7. This passage contains a conflict between which two ideas? A nature and progress B plastic and wood C humans and government D traveling and working McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

Reading Strategies and Literary Elements • Grade 6 59 Name Date

Exercise 9 Dr. Charlotte Hawkins Brown was a famous African-American woman who changed education for African Americans in North Carolina. Read the following passage to find out how Dr. Brown pursued her goal. Then answer the questions that follow it.

A Woman with a Dream

Ever since she was a little girl, Thrilled to be on her own, she taught Charlotte Hawkins dreamed of becoming reading, writing, arithmetic, and self- a teacher. What made her different from respect to African-American children most little girls was her steely who responded to her enthusiasm. determination to put her dreams into However, at the end of her first year action. At the age of twelve, little Lottie teaching, Charlotte was disappointed to displayed her trademark iron will. She find out that the school would close decided that her local congregation because of a lack of funds. Another needed a kindergarten and she was going teacher might have given up or started to organize it. Other children might have searching for a job in another school. announced this idea, but Lottie actually Not Charlotte Hawkins. She felt at home carried out her plan. Even at this early in the quiet rural town and had no plans age, she showed the drive and of leaving. She decided to stay in Sedalia motivation that would later win her and open her own school for African- praise as an educator. American students.

Born in Henderson, North Carolina in At this time, African Americans in the Co py ri

1883, Charlotte moved to Massachusetts South were treated as second-class ght

when she was a child. Her parents made citizens. Most African-American families ©T he this move for her sake. In the North, were so poor that children had to work Inc. McGraw-Hill Companies, African Americans had better instead of going to high school. opportunities for education and jobs. But Charlotte Hawkins wanted to give more Charlotte never forgot the North African Americans a chance to get a good Carolina of her youth. Every year she education. “I must sing my song,” traveled with her mother to visit Charlotte once said. “There may be other Henderson. These trips reminded her of songs more beautiful than mine, but I how keenly African Americans in the must sing the song God gave me to sing, South needed good schools and teachers. and I must sing it until death.” In 1901, when she was offered a teaching She received plenty of support for her job in a run-down missionary school in plan. In Massachusetts, she had known Sedalia, North Carolina, she readily Alice Freeman Palmer, who was famous accepted it. for being among the nation’s few female

60 Reading Strategies and Literary Elements • Grade 6 Name Date

college presidents. Mrs. Palmer admired Brown also wanted African Americans Charlotte’s determination and to understand the history of their people. introduced her to other people who Her own grandparents had lived in cared about education. Mrs. Palmer and slavery. Brown believed that knowing many others sent money to Charlotte to African-American history would make start her new school. Charlotte named her students stronger and more the school Palmer Memorial Institute in determined to succeed. This was a her honor. milestone in North Carolina—Palmer While principal of Palmer, Charlotte was the first school in the state to teach Hawkins married and changed her name this subject. to Charlotte Hawkins Brown. As more The Palmer Institute became famous people learned about Mrs. Brown and the throughout the country. Groups of Palmer Institute, Brown began to receive educators invited Brown to speak to many letters from African-American boys them. She received honorary college and girls who were anxious to enroll. degrees. She met with important people They had heard how much the principal such as Eleanor Roosevelt and Booker T. cared about her students. One student Washington. She gave interviews on offered to work in the school’s kitchen if national radio programs. Although Dr. only she could go to classes. Brown Brown was a celebrity, her school came enrolled this student in her school. She first in her heart. For fifty years, she was also made a rule that all students would the principal of Palmer. During that time, spend an hour a day doing chores for the she proudly watched more than one school. thousand African-American girls and At the time, most schools for African boys graduate from the school she had Americans trained students only in built and loved. farming and other manual labor. But Brown wanted to give students the chance to go McGraw-Hill Companies,McGraw-Hill Inc. he to college. She knew they ©T

ght would need a strong ri py

Co academic and cultural background. So, in addition to literature and math, her school taught science, music, art, and drama.

Reading Strategies and Literary Elements • Grade 6 61 Name Date

1. What does the word “milestone” mean 4. Where could you look to find more in the second to last paragraph? information on Charlotte Hawkins A a quest for information Brown? B a difficult journey A Who’s Who Among Today’s High School Principals C an important event B African-American Politicians D a positive feeling C American Educators of the Nineteenth Century D Leaders Among African-American 2. Why does the author include Women information about the kindergarten class that Charlotte Hawkins started when she was twelve? A to show how important it is for 5. What lesson is conveyed in this children to go to kindergarten passage? B to show that Charlotte Hawkins was A With determination, talent, and the born to be a leader support of friends, you can achieve many goals. C to show how much the congregation needed a kindergarten B Working at your school is the best way to get an education. D to show that Charlotte Hawkins’s friends and neighbors appreciated C Teachers must start teaching at a her very early age if they want to succeed. Co py ri

D There is no place like the state in ght

which you were born. ©T he

3. What could the author have added to Inc. McGraw-Hill Companies, help further convey the ideas of this passage? A quotes from students who attended 6. Which of the following would Charlotte Palmer Memorial Institute Hawkins Brown be least likely to teach in her school? B more description of Henderson, North Carolina A opera appreciation C details about Dr. Brown’s personal B playwriting techniques life and marriage C organic chemistry D transcripts of one of Dr. Brown’s D automotive mechanics radio speeches

62 Reading Strategies and Literary Elements • Grade 6 Name Date

Exercise 10

Have you ever wondered how a storm becomes a hurricane? Read the following passage to find out. Then answer the questions that follow it.

The Life of a Hurricane

You have probably experienced a around 23 to 39 miles per hour near the summer storm. Thunder rumbles behind center. At this stage, the storm is called a the gray clouds. A sudden downpour tropical depression. makes steam rise from the hot sidewalk. When the winds strengthen to 40 You may see lightning streak across the miles an hour, meteorologists upgrade dark sky. the tropical depression to a tropical Did you know that a hurricane could storm. After that, if the wind speed start in the same way? reaches 74 miles per hour, the storm has Hurricanes come from thunderstorms, become a hurricane. The jump from but not every storm is born to be a tropical storm to hurricane could take as hurricane. To be that powerful, the long as two or three weeks, but it might temperature and humidity (the amount only take a few hours. of moisture in the atmosphere) must be One special feature of a hurricane is its just right. In addition, warm ocean water eye. The eye is a still, calm pocket of air must be available for fuel. that forms inside the center of the A hurricane is born on the tropical hurricane. Inside, there is no rain and the ocean and is made of strong winds. For a sun may even shine. Satellite instruments storm to become a hurricane—and to show the eye as an ominous dark spot in remain one—the ocean must stay warmer the center of swirling clouds. than 81 degrees Fahrenheit. The winds Meteorologists track the eye carefully to must continue to blow faster than 74 determine the storm’s direction.

McGraw-Hill Companies,McGraw-Hill Inc. miles per hour. Hurricanes that move toward the land he ©T Several stages of development occur can be very dangerous. Even before they ght ri

py while a thunderstorm transforms into a reach land, they can cause floods and Co hurricane. First, an individual tornadoes. A strong hurricane can wreck thunderstorm must join forces with other people’s homes and wash whole towns thunderstorms. As these thunderstorms out to sea. Even a small- to medium-sized travel together, their winds begin to blow hurricane can pull up full-grown trees by in a circular pattern, reaching speeds of their roots and topple telephone poles.

Reading Strategies and Literary Elements • Grade 6 63 Name Date

Many people have had their cars reversing the stages it went through to overturned and house windows smashed become a hurricane. Meteorologists will by a hurricane’s violent winds. downgrade it to a tropical storm, then a On land, where there is less moisture tropical depression, and finally, with to fuel the storm, the hurricane loses its great relief, they will call it just an strength and its winds slow down. ordinary summer storm. Gradually, it will shrink down again,

Air cools as it reaches rain clouds a higher elevation

eye

wall clouds (clouds of the Warm, moist air rises, Co feeding the hurricane. py

hurricane ri

surrounding the eye) ght

©T he crwHl opne,Inc. McGraw-Hill Companies, warm air cool air

1. What is the main purpose of this 2. Why does the author begin with a article? description of a summer storm? A to compare thunderstorms to A to show how dangerous storms are hurricanes B to capture the reader’s interest B to explain ways to detect hurricanes C to introduce the idea of lightning C to explain how hurricanes develop D to present a frightening concept D to describe hurricane damage

64 Reading Strategies and Literary Elements • Grade 6 Name Date

3. What allows a center to form inside a 6. What causes a hurricane to lose its storm? strength when it reaches the shore? A rotating winds A Tall trees slow down the hurricane. B decreasing air pressure B The hurricane shrinks in size. C increasing precipitation C There is less moisture to fuel the D decreasing winds hurricane. D The eye disappears and the winds slow down.

4. For a thunderstorm to become a more serious storm, what must happen first? A Its winds must blow faster than 74 7. The main purpose of the diagram is to miles per hour. show which of the following? B It must join with other A how a hurricane loses its strength thunderstorms. B how quickly winds can rotate in a C An eye must develop in its center. hurricane D Meteorologists must upgrade it. C how a tropical storm becomes a hurricane D how a hurricane is structured

5. What is the main way a tropical storm differs from a hurricane? A the size of the eye 8. In the seventh paragraph, why does the author talk about satellite instruments? B the amount of rain that falls A to show how hurricanes are C the place it develops dangerous to satellites D the speed of the wind B to show how meteorologists watch

McGraw-Hill Companies,McGraw-Hill Inc. hurricanes he ©T C to show how far away most ght ri

py hurricanes are located Co D to show how instruments are needed to detect satellites

Reading Strategies and Literary Elements • Grade 6 65 Name Date

Exercise 11

Read the following South American tale to learn the story of a gentle creature and the way it got its home. Then answer the questions that follow.

Valley of the Huanacos by Amy Friedman

Long ago in South America the Gentle on those days, each person had one wish People lived in perfect harmony and granted, no matter what it was. happiness among the animals and birds, There was but one rule, and it was flowers and trees. The Gentle People were this: The prince forbade the Gentle kind, graceful, and beautiful. And they People to travel too far north. North, the had a special talent as well. They could prince explained, where the Southern change the many brightly colored Cross no longer glistened overhead, there flowers that grew in abundance into was a deep, dark forest filled with evil living birds. The bright blue skies were men. The Gentle People must not go filled with birds. Scissortails darted to there. and fro, flashing their tails. Bright red Alas, one day a young man named ovenbirds sang to glossy-coated violet Capa looked up in the sky and saw a cowbirds. Lapwings filled the air with strange bird such as he had never seen song. before. The creature’s breast was green The land was wonderful. The flowers and blue and gold. His long tail was as Co

white as ivory. Capa called to the bird. py smelled sweeter than flowers anywhere ri ght

else in the world. The sun never shone “Come here, creature, and let me look at ©T he

too brightly. The winds never blew you.” Inc. McGraw-Hill Companies, harshly. The prince of the Gentle People To his surprise, the bird flew quickly was good and wise; he loved his people away. and his land and the world they That is strange, he said to himself. The inhabited. birds in this land were friends to the The people often gathered together to Gentle People. I must find this bird and praise their prince and his goodness. take him to our prince. He is so different They brought with them precious stones, from the birds I know. and these the prince tossed to the And so Capa followed the bird’s path children. The Gentle People, you see, as he winged northward. On and on he loved things for their beauty alone. At flew, and Capa followed, always looking the gatherings, the birds and animals up. “How odd that he will not let me sang and danced with the people. And touch him and hold him,” Capa said as

66 Reading Strategies and Literary Elements • Grade 6 Name Date

he traveled. “How very odd.” For, you The prince called the Gentle People all see, the Gentle People did not know fear. together. He told them what Capa had At last Capa came to the edge of the seen. “Now we have but two choices,” dark, deep forest. When he looked up, he said the prince. “I can provide you arms no longer saw the Southern Cross. The and teach you how to fight. When the bird flew on, still moving north. For a evil men come, we can do battle.” moment Capa hesitated, but he longed The people listened and grew sad. The to know this bird. And so he walked on, birds stopped singing, and the animals into the forest. no longer danced. Even the fragrant At last he came to a clearing and flowers began to droop. before him he saw men with evil eyes. “I caution you,” the prince said, “if They sat in a clearing, eating the flesh of you learn to fight, you will turn on each animals. They wore skins of animals other and bring death to our own people. around their bodies. You will turn against our animals, and Capa stared in wonder at these strange they will turn against you. You will begin people. He had never known a man to to hide your emeralds and rubies, your hurt an animal. gold and your silver. You will bury your When the men saw Capa, they belongings and keep them to yourself. surrounded him. Quickly they grabbed That is what will happen if I arm you his robes of silver and gold thread from and teach you to fight.” him. They reached into his sleeves and The Gentle People looked at each drew out precious stones. And then, to other and they knew what they must do. Capa’s amazement, the men began to “We will leave this place, then,” they fight with each other. They ripped the said. “We would rather go far, far away robe apart. They dropped the rubies and than learn to do evil.” emeralds and gold as they tried to take When the people heard the men these from each other. tramping through the forest toward

McGraw-Hill Companies,McGraw-Hill Inc. While the people fought among them, the prince called to them to follow he ©T themselves, Capa fled. He ran all the way him. Off they went, the Gentle People ght ri

py home to his people. He went directly to and their animals and birds. Co the prince to tell his tale. After many days they came to a deep When the prince heard Capa’s story, green valley where a bright blue river ran he grew very sad. “You have been to the swiftly. land where greed and selfishness and “Now people, listen,” said the prince, hatred live,” he said. “Now the evil men and the people gathered around him. will not rest until they have found us. “The men are coming after us, and so I They wish to bring their sorrows to all.” am going to change you into animals. I

Reading Strategies and Literary Elements • Grade 6 67 Name Date

will call you huanacos. You will wear red disappear from the earth. And on that and white, and gold and silver too, and day, every flower will bend toward its you will always be a friend to every bird neighbor, and the Gentle People will and animal.” once again have their land. Kindness and And so the prince changed his people gentleness, goodness and generosity, into huanacos, and he changed himself peace and goodwill will reign forever. into the tallest and handsomest huanaco of all. He climbed onto a tall rock to watch over his people, and there he remained until, one day, he died. The other huanacos laid their prince’s bones in their valley. The very next day, a flower as blue as the sky sprouted and blossomed where once the bones had lain. Its petals were gold-tipped and its scent was fragrant. Even afterward, whenever a huanaco died, the others buried his bones in the valley. Every huanaco bone transformed itself into a fragrant blue flower. To this day, they say, the huanacos live in peace in the valley the people call Valley of the Gallegos in southern Co

Patagonia. The people say that when the py ri ght

last huanaco dies, the evil men will ©T he crwHl opne,Inc. McGraw-Hill Companies,

1. What type of story is this? 2. Which personal experience would best A legend help you understand Capa’s decision to enter the forest? B science fiction A visiting the South American C autobiography countryside D nonfiction B wanting something that is off-limits C camping in a deserted forest D reading stories similar to “Valley of the Huanacos”

68 Reading Strategies and Literary Elements • Grade 6 Name Date

3. When Capa tells the prince of the 6. Which word best describes how the Gentle People about his encounter, Gentle People feel toward the evil what is the prince most afraid of? people? A that the evil men will kill the Gentle A sorrow People B hatred B that the Gentle People will be C anger unable to defend themselves D indifference C that the Gentle People will learn to do evil D that the evil men will steal all their belongings 7. The author holds the reader’s interest in all of the following ways except which one? A by describing the setting in great 4. The title “Valley of the Huanacos” refers detail to which of the following? B by using dialogue to dramatize A the valley where the evil men live events B the valley where the Gentle People C by including a plot with lots of live before Capa’s encounter action C any valley where blue, fragrant D by making the story seem factual flowers grow D the Valley of the Gallegos

8. Which of the following is the best reason for someone to read this story? 5. What is the overall tone of this passage? A to learn about South American A sarcastic history

McGraw-Hill Companies,McGraw-Hill Inc. B humorous B to enjoy a tale from another culture he ©T C sorrowful C to compare the Gentle People to ght ri py D hopeful people today Co D to learn about how people lived in the past

Reading Strategies and Literary Elements • Grade 6 69 Focus Lessons Answer Key

Lesson 1: Narrative Strategies I

1. Julie’s brother Pete has run away. She is trying to decide whether to shimmy down the rainspout and follow him. In the end, she makes up her mind to leave.

2. Julie takes a long time to go out the window. She lingers there, her knuckles turning white, and she wishes that Molly would wake up. These details suggest that Julie is afraid and indecisive, and they add to the story’s suspense.

3. Answers will vary. Students may mention the setting (the rainy weather, the fact that it is early morning); the background information about Julie’s brother Pete; and the description of Molly asleep in bed. All these details contribute to the suspense of the story and help us understand the difficulty of Julie’s decision.

Lesson 2: Narrative Strategies II

1. Facial expression or gesture Emotions of the character pinkish splotches on Shelene’s cheeks (paragraph 1) anger a. Toby “clamped his mouth into a tight line and desire to hide laughter b. wrinkled his eyebrows” (paragraph 2) Toby looks at doorway with frown (paragraph 7) concern for mother c. Co

Shelene “brushed her hand across her eyes, and py

unhappiness; desire to hide feelings ri d. sniffed loudly” (paragraph 8) ght

©T

Shelene dances around kitchen (paragraph 10) happiness, playfulness he e. Inc. McGraw-Hill Companies,

2. The dialogue makes a simple scene dramatic and entertaining, and it helps reveal the personalities of both Toby and Shelene. Without dialogue, this passage would be less interesting.

3. Facts about relationship Section that gives you this information Toby likes teasing Shelene paragraphs 2 and 3 a. Toby has the power to make Shelene cry paragraph 8 b. Shelene enjoys teasing Toby paragraph 10 c.

70 Reading Strategies and Literary Elements • Grade 6 Lesson 3: Flashback

1. Paragraph 3 contains the flashback. There are several clues that it is a flashback. The author uses the word “remembered,” which indicates that it is a memory, not something happening now in the story. This section appears as an interruption, occurring in the middle of a conversation between Dad and Jenise. It is also out of chronological order; it happened before Jenise and Dad are together on the front steps of the hospital, but the author interrupts the narrative to tell the reader about it.

2. The flashback explains why Jenise and Dad are at the hospital. It also helps the reader understand why Jenise is reluctant to go inside.

3. The story would be less vivid. The reader would wonder why Jenise is fearful of the emergency room. The reader would focus only on the interaction between Jenise and Dad. The reader would know less about Annie and her role in the story.

Lesson 4: Point of View

1. The author is telling this story from an omniscient third-person point of view. We know that the story is written in third-person because the narrator refers to the characters as “she” and “he,” not “I” (first person). We know the point of view is omniscient because the narrator reveals the thoughts of more than one character. The mother’s thoughts are revealed in paragraph 7 (“Her mother looked at her quickly, decided the statement was not suspect, looked away”); the girls’ thoughts are described in paragraph 9 (“They wanted to hurl themselves over the fence, into the street, and shake the truth out of his collar”).

2. The author reveals very little information about Papa. Paragraph 9 details Papa’s physical appearance, but not his inner thoughts. The author probably chose not to include feelings in order to create suspense. McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

Reading Strategies and Literary Elements • Grade 6 71 Lesson 5: Characterization

1. Students might fill in the graphic organizer with the following information: Examples of indirect characterization: In paragraph 3, Inez bends down and picks up a hat (she is polite); in paragraph 5, her eyes fill with tears (she is sensitive); and in paragraph 8, she plays with Ray (she is kind). We also learn about Inez through Aunt Marisa’s thoughts in paragraph 2 (Inez is stubborn). Examples of direct characterization: “She was the kind of girl who hated to cry in front of grownups...” (paragraph 5) and “She didn’t want anyone to see her crying,” (paragraph 8).

2. We learn about Aunt Marisa’s personality in paragraph 2 (she is worried about Inez) and paragraph 4 (she is understanding and kind). We learn about Ray’s personality through his actions in paragraphs 6, 9, and especially 10. His actions reveal that he is caring and sensitive. All are examples of indirect characterization.

3. Interpreting Inez’s actions is the best way to learn about her. Her thoughts also help characterize her, but there are few of them. The thoughts and actions of others in the passage are less important in conveying Inez’s personality.

Lesson 6: Figurative Language

1. The author is comparing a patch of old snow to an old, thrown-away newspaper full of old, forgotten news.

2. Students may list the following reasons for comparing snow to a newspaper: Co py ri a. They look alike. (The grime on the snow is like newspaper print.) ght

©T

b. Both snow and newspapers have brief lives. he crwHl opne,Inc. McGraw-Hill Companies, c. The value of snow and newspapers changes very quickly. (Snow becomes dirty; newspapers become outdated.)

3. Answers will vary.

72 Reading Strategies and Literary Elements • Grade 6 Lesson 7: Mood

1. The author uses mostly sound (beating on her drum, tapping, booming, pounding). These sounds evoke a feeling of excitement, and create a mood of anticipation (similar to waiting for a parade).

2. The short lines make the poem read very quickly, creating a feeling of excitement. It looks very much like a line of words marching down the page (again, like a parade). The author is trying to convey feelings of enthusiasm, cheerfulness, happy anticipation, and high expectations, and also the feeling that summer is coming, ready or not!

3. Answers will vary.

Lesson 8: Theme

1. First stanza Second stanza kite is inside kite is outside a. kite wears “dead paper” on “boned wood” kite is “strong” and “alive” b. kite is heavy kite is light c.

In stanza 1, when the kite is trapped in a house, it seems dead. In stanza 2, it is released into the wind, and becomes joyous and free.

2. Students may mention the description of the kite as wearing “Dead paper/ On tight-/ Boned wood” (lines 3–5); or the description of the kite as “A small, clear/ Wing...” (lines 20–21). The description of “dead” paper supports the idea that the kite is not “alive,” and outside as a “wing,” the kite is free and playful. McGraw-Hill Companies,McGraw-Hill Inc. he ©T 3. This poem suggests that a kite is meant to fly. It is dead and useless unless it is free to fly. ght ri

py In a more general way, this poem suggests that all objects, when given freedom, come Co alive. Lines 20–24 most clearly state the theme: “A small, clear/Wing, having/Nothing at all/To do/With string.”

Reading Strategies and Literary Elements • Grade 6 73 Lesson 9: Style

1. Passage 1 has a much more descriptive style. The author uses vivid language to describe the boys’ movements (one has a “slow, shuffling walk”) and physical appearance (the second boy is “tall and thin as a beanpole, with bright red hair, long, gangly legs, and a nose like a bird’s beak”). This passage also contains descriptions of the physical surroundings. (“Early morning sun winks through the shade trees lining the narrow road.”) The description in Passage 2 is much more minimal.

2. Passage 1 has a lively, immediate style. It is told in the present tense, and it includes figurative language and vivid details. Passage 2 is told in the past tense and has a simpler, more straightforward style. It tells the bare facts, with little description or elaboration. Unlike Passage 1, it includes the narrator’s thoughts.

3. Overall, the style of passage 1 is more successful. The descriptive details help the reader participate in the scene as it unfolds, and the present tense makes the action immediate. Both these elements—the description and the present tense—help create a mood of mystery and suspense.

Lesson 10: Making Inferences

1. The number of fish would decrease, because many fish use salt marshes to spawn or to live in until they are mature enough to return to the ocean. (Clue: discussion of fish that live in salt marshes in paragraph 3.)

2. In this particular section, the author is discussing the ways that salt marshes are Co py ri important to fish, so we can guess that all the species named are types of fish. ght

©T he 3. a. Buildings along the coast would be more likely to be damaged by hurricanes and Inc. McGraw-Hill Companies, storms, because salt marshes would no longer act as breakwaters. b. Important ecosystems would be destroyed, eliminating the forage base for many types of marine life. Therefore, less seafood would be available for people to eat. Clues: salt marshes serve as natural barriers (paragraph 4); salt marshes provide shelter to fish (paragraph 3).

74 Reading Strategies and Literary Elements • Grade 6 Copyright ©by The McGraw-Hill Companies, Inc. 2. 1. Lesson 12:GeneratingQuestions 3. 2. 1. Lesson 11:DeterminingAuthor’s Purpose Reading Strategies and Literary Elements•Grade6 Reading Strategies andLiterary about medicinalherbsandalternativemedicinemayallprovideadditionalinformation. oftheLakotaandSioux, aboutNativeAmericanartwork,and Books aboutthehistory as herprotection?Whydidshesaythatthedeathofturtleswasanevilsignforher? takeplace?WhydoesAuntElsieFloor useturtles alone? Whereandwhendoesthisstory Questions listedmightinclude:Whoisthenarrator?WhydoesAuntElsieFloorlive Answers tothisquestionwillvary. might frightentouristsanddiscouragethemfromhikingorcampinginthispark. This passagewouldprobablynotappearinatouristbrochurefornationalpark.It would discussthem. the readerofhowtobesthandlethesedangers,itwouldonlymakesensethatheorshe trailheads, thepossibilityofgettinglost,etc.).Becauseauthor’s purposeistoinform The authoremphasizesthedangersandproblemsofhiking(thedifficultyfollowing woods ifyougetlost. The author’s purposeistoinform thereaderaboutdifferentwaystofindawayoutof 75 Lesson 13: Determining Main Idea

1. Elephants communicate with each over long distances and at such a low frequency that humans can’t hear them.

2. Paragraphs 2 and 5 give the most information about the main idea. Paragraph 2 introduces part of the main idea (elephants communicate over long distances using sounds that humans can’t hear). Paragraph 5 expands on the idea (with the information about the sounds’ low frequency). The combination of these paragraphs provides the complete main idea.

3. Paragraph 4 provides an example of the way elephants communicate with each other. It presents a false assumption (elephants are telepathic) as a way of introducing the true theory (elephants communicate by humming).

Lesson 14: Conducting Research

1. Students might mention Paragraph 1, about Da Vinci’s invention of the camera obscura; paragraphs 4 and 5, about the process that Niepce used to produce the first actual photograph; and paragraph 6, about daguerreotypes.

2. Possible sources might include: a biography of Daguerre to find out about his life; an illustrated book about early photography to find out more about daguerreotypes; an encyclopedia to get an overview about Daguerre’s place in the development of photography; and the Internet to find short articles on Daguerre. The encyclopedia

would be the best place to start, as it would provide a brief overview for generating Co py ri questions and determining focus. ght

©T he 3. The passage provides an overview of the beginnings of photography and its Inc. McGraw-Hill Companies, development. Researchers would need additional sources, such as technical information about about how camera equipment works, biographical information about other inventors who contributed to photography, and historical information about what happened after Daguerre produced the first actual photographs.

76 Reading Strategies and Literary Elements • Grade 6 Exercises Answer Sheet

Name: ______Date: ______

Exercise 1 Exercise 2 Exercise 3

1 ABCD 1 ABCD 1 ABCD

2 ABCD 2 ABCD 2 ABCD

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4 ABCD 4 ABCD 4 ABCD

5 ABCD 5 ABCD 5 ABCD

6 ABCD 6 ABCD 6 ABCD

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Exercise 4 Exercise 5 Exercise 6

1 ABCD 1 ABCD 1 ABCD

2 ABCD 2 ABCD 2 ABCD

3 ABCD 3 ABCD 3 ABCD

4 ABCD 4 ABCD 4 ABCD

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Reading Strategies and Literary Elements • Grade 6 77 Exercises Answer Sheet

Name: ______Date: ______

Exercise 7 Exercise 8 Exercise 9

1 ABCD 1 ABCD 1 ABCD

2 ABCD 2 ABCD 2 ABCD

3 ABCD 3 ABCD 3 ABCD

4 ABCD 4 ABCD 4 ABCD

5 ABCD 5 ABCD 5 ABCD

6 ABCD 6 ABCD 6 ABCD

7 ABCD 7 ABCD 7 ABCD

8 ABCD 8 ABCD 8 ABCD

Exercise 10 Exercise 11

1 ABCD 1 ABCD

2 ABCD 2 ABCD Co py ri 3 ABCD ght

3 ABCD ©T

4 ABCD he 4 ABCD Inc. McGraw-Hill Companies,

5 ABCD 5 ABCD

6 ABCD 6 ABCD

7 ABCD 7 ABCD

8 ABCD 8 ABCD

78 Reading Strategies and Literary Elements • Grade 6 Exercises Answer Key

Exercise 1 Exercise 7 1. A 4. A 1. D 4. D 2. C 5. B 2. C 5. C 3. B 6. B 3. A 6. C

Exercise 2 Exercise 8 1. B 4. D 1. B 5. D 2. A 5. C 2. D 6. B 3. B 6. D 3. C 7. A 4. C 8. A Exercise 3 1. D 5. B Exercise 9 2. A 6. C 1. C 4. D 3. A 7. D 2. B 5. A 4. B 8. A 3. A 6. D

Exercise 4 Exercise 10 1. C 5. B 1. C 5. D 2. B 6. D 2. B 6. C 3. D 7. A 3. A 7. D 4. B 4. B 8. B

Exercise 5 Exercise 11 1. A 5. D 1. A 5. D

py 4. C 4. D 8. B Co

Exercise 6 1. D 5. A 2. B 6. C 3. B 7. B 4. C 8. D

Reading Strategies and Literary Elements • Grade 6 79