try it out! measuring up to the standards
TRANSCRIPT
Try It Out! Sample Pack | ELA | Grade 6 | Lesson 28
Measuring Up to the Standards
The Try It Out! sample pack features:
• 1 full student lesson with complete Teacher Edition lesson• 1 full Table of Contents for your grade level• Correlation to the standards
Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.
Standards-based lessons featureintroductions that set students up for success with:
aVocabulary in Action
aRelevant real-world connections
aClearly identified learning goals
aConnections to prior learning
Guided Instruction and IndependentLearning strengthen learning with:
aDeep thinking prompts
aCollaborative learning
aSelf-evaluation
aDemonstration of problem-solving logic
aApplication of higher-order thinking
Flexible design meets the needs ofwhole- or small-group instruction.Use for:
aIntroducing standards
aReinforcement or standards review
aIntervention
aRemediation
aTest Preparation
Extend learning with online digital resources!Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment andpractice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice.
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WORDS TO KNOW
structure
section
Lesson 28 ANALYZE STRUCTURE OF A TEXT RI.6.5
INTRODUCTIONReal-World ConnectionGEOGRAPHY CONNECTION
Derek and his family are going on a road trip through California this summer. Derek downloads a travel guide for California to learn more about the state. He shows the guide to his parents, and they use it to map out a travel route. The family fi nds the organization of the guide to be very helpful for their planning. It has step-by-step instructions on how to get to interesting sites as they drive across the state. However, some of the entries also include other information about these sites. Derek recognizes the step-by-step structure of the directions, but he is not sure how this other information is organized. How can Derek determine how the pieces of the text fi t together and develop ideas? We will practice the necessary skills in Guided Instruction and Independent Practice. Then at the end of the lesson, we will revisit Derek’s problem.
What I Am Going to Learn● How to recognize and explain how various sections of a text fi t into
the overall structure of the text
● How to determine how the structure of a text aff ects the development of the ideas in the text
What I May Already Know RI.5.5
● I know how to identify text structure specifi c to informational texts.
● I know how to compare and contrast the structure of events, ideas, concepts, and information in two or more texts.
THINK ABOUT ITWrite a short paragraph about what you did last weekend. Try using a structure that tells what you did in the order that it happened. What other way could you structure your paragraph to suit your purpose?
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Lesson 28 ANALYZE STRUCTURE OF A TEXT
Vocabulary in ActionAs you read, you will come across words that are used in a variety of ways.
● Structure is the organization of a text. When you study the structure of a text, you study how the parts of the text fi t together to communicate ideas. For a text to make sense, each piece of the structure must work together. You can think of elements of structure like pieces in a puzzle. Understanding the structure of a text helps you to better understand what you are reading.
● Sentences combine to form paragraphs. Paragraphs in a text form a section or a chapter. Sections and chapters are the separate parts of a text. Then the sections or chapters combine to make the overall text.
To communicate their ideas clearly, writers must structure texts in some kind of order. Figuring out the text structure allows you to understand how the writer’s ideas relate to each other. Here are some ways a writer can structure a text.
STRUCTURE DEFINITION EXAMPLE
Time Order The order in which events happen in time
In March, it snowed. In April it rained, but in May it was sunny.
Step by Step The order in which tasks are done First, turn on the oven. Next, wait for it to heat up. Finally, put the pan in the oven.
Cause and Eff ect
The cause explains why the event happened. The eff ect explains what happened as a result of the cause.
We had a big snowstorm last night. Therefore, there was no school today.
Compare and Contrast
When you compare, you fi nd how things are alike. When you contrast, you fi nd how they are diff erent.
My sister and I enjoy school. She likes science, and I like English.
Problem and Solution
The problem is the question that needs to be solved. The solution is the answer.
We lost power in our classroom, so we used paper and pens instead of computers.
List or Description
The writer organizes the information as a list or set of descriptions.
For example, you can visit the ocean, desert, or mountains.
GUIDED INSTRUCTION Read this section from Derek’s travel guide about California. Think about the types of structure that the writer used in this part of the text.
The Golden Gate Bridge Why build an enormous bridge suspended over the water in San Francisco? Until the bridge was built, the only way to cross the San Francisco Bay was by boat, which was not very convenient. So many people needed to get back and forth that the bay was clogged with boats.
TIPS AND TRICKSEach type of structure has words that help link the ideas together. Use these signal words to help you fi gure out what the structure is and how the ideas relate to each other.
TURN AND TALKLook back at a story you read recently. How does the author use structure to help to convey meaning?
THINK ABOUT ITYou can see that the writer’s purpose is to inform the reader about the Golden Gate Bridge. Consider the diff erent types of structures in the chart and ask yourself, “What structure does the author use to relate the ideas?”
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ANALYZE STRUCTURE OF A TEXT Lesson 28
Then, engineer Joseph Strauss decided that he could create a better way to travel from San Francisco to Marin County by building a bridge across the bay. Of course, building the bridge was not an easy task because it had to stretch over a mile of water that would batter at the bridge with powerful waves and strong currents. The high winds and dense fog in the area added extra challenges.
To make things even more complicated, not everyone wanted a bridge. Some people thought the bridge would ruin the beautiful views in the area. The ferry owners were worried that they would lose business. Also, the bigger ship owners were afraid the bridge would make it diffi cult to sail in the bay.
Strauss was convinced he could make a bridge that would work, and he did. The team that built the bridge worked in dangerous conditions. They often braved diffi cult weather while working high above the bay. When the Golden Gate Bridge was fi nished, it was the longest suspension bridge in the world. It stands today as one of the engineering wonders of the world.
Part AHow does paragraph 1 add to the overall structure of the text?
Ⓐ It lists the order in which the bridge was built.
Ⓑ It compares the bridge to other types of bridges.
Ⓒ It explains why the engineer liked to build bridges.
Ⓓ It presents the problem that building the bridge solved.
Part BUnderline two sentences from the text that best support the answer to Part A.
HINT, HINTAsk yourself, “What idea is the writer relating in this paragraph?” Then think about how that idea relates to the paragraphs that follow it.
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Lesson 28 ANALYZE STRUCTURE OF A TEXT
How Am I Doing?
What questions do you have?
How do the specifi c parts of an informational text contribute to the
development of the text’s ideas? What are some examples from a text
you have read that show such contributions?
What is the purpose of paragraph 4 in “The Golden Gate Bridge”?
How does it relate to the earlier paragraphs? What does it help the
reader understand about the main ideas of the text?
Color in the traffi c signal that shows how you are doing with the skill.
I am stuck.
I almost have it.
I understand
the skill.
TURN AND TALKWork with a partner. On a separate sheet of paper, rewrite “The Golden Gate Bridge” using a diff erent text structure, such as time order. Then present your rewritten story to the rest of the class.
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ANALYZE STRUCTURE OF A TEXT Lesson 28
INDEPENDENT PRACTICERead the article. Then, answer the questions that follow.
Tracking the Wandering Albatrossby Jack Myers | Genre: Magazine Article
1 The wandering albatross is a famous and mysterious bird that few of us ever see. Its fame began with sea stories in the days of sailing ships. Those few sailors who ventured into the stormy waters of the southern oceans had a story to tell. Their ships might be followed for days, even for weeks, by an albatross gliding close behind.
2 There have been scientifi c studies of the wandering albatross as an interesting bird with a special way of life. To start with, it’s the largest seabird, weighing about twenty pounds and with a wingspan often more than ten feet. Its long, narrow wings are better for gliding than for fl apping.
3 The wandering albatross also has two tricks that allow it to spend most of its life on the wing. Gliding looks easier than fl ying. But just holding wings outstretched takes work by a bird’s wing muscles. ( Just try holding your arms outstretched for a few minutes. Even though you are not doing any useful work, your arm muscles will soon get tired.)
4 For the albatross, gliding is easy because of a tricky wing design. A sheet of cartilage can lock and hold the wing in position so that gliding does not take much work. That’s the fi rst trick.
Uplifting Air
5 The second trick has to do with ocean winds. Most gliding birds, like the hawks and buzzards, are high fl yers. They use the upward-blowing air of warm updrafts to keep them in fl ight.
6 The wandering albatross is a low fl yer, usually skimming along a few feet above the waves. The waves are the key to the second trick. Ocean waves also make waves in the air above them. A wind blowing over the ocean surface has an upward swirl above every wave it passes.
7 You know about people who have fun using surfboards to ride the big ocean waves that come onto beaches. The wandering albatross is a wind surfer. It rides each little updraft that a wave gives to the wind blowing against it. Each updraft gives the bird enough lift to coast to the updraft of the next wave.
Where Albatrosses Meet
8 Once every two years, the wandering albatrosses return to the same lonely islands where they were born. Male and female of a pair have a big greeting ceremony and then get to the business of nest building, mating, and egg laying.
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Lesson 28 ANALYZE STRUCTURE OF A TEXT
9 Both parents take turns at the forty-day job of incubating the egg. After that comes a 280-day job of feeding the chick. Male and female go out on fl ights of several days looking for fi sh and squid to feed the chick. After the chick learns to fl y, it goes off on its own lonely wander, and the parents go off on theirs.
Studies on Land and Sea
10 The wandering albatross has never known predators. It has no fear of people and has been easy to study during its brief home life on land.
11 But how do you study the albatross during most of its life wandering over the oceans? Two French scientists fi gured out how to track the birds for long fl ights during the nesting season.
12 They put little radio transmitters on several birds. Then they could locate the birds’ positions every few hours by using radio receivers on two satellites. Observations from the satellites were sent to computers in France and were used to draw a map of each bird’s fl ight path.
13 On the map to the right, you can see the thirty-three-day, 9,400-mile fl ight path of a male out searching for food while the female was home incubating an egg. Details of the map told a lot that had not been known.
14 By day, the albatross traveled distances up to 600 miles. At night, fl ights were much shorter, and the bird often stopped to rest on the water. But it never stopped for longer than a few hours at a time. It lived up to its reputation as a wanderer.
When the Wind Dies
15 One kind of weather the albatross did not like was a dead calm with no wind at all. Then it would rest, taking only short fl ights, waiting for the wind to come. That need for wind explains why the wandering albatross lives where it does—only in the southern ocean around Antarctica, the windiest of all the seas.
16 Satellite tracking has taken away some, but not all, of the mystery from the wandering albatross. We can only wonder how these birds navigate and fi nd their way where there are no signposts or landmarks. How do they travel thousands of miles on erratic or even zigzag courses, and how does each fi nd its way home to a tiny speck of an island?
Africa
Antarctica
I N D I A N O C E A N
AreaShown
Islands of southern Indian Ocean
READING NOTES
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ANALYZE STRUCTURE OF A TEXT Lesson 28
1. Part AHow do paragraphs 2–7 contribute to the overall structure of the passage?
Ⓐ They explain why early sailors had a problem with the wandering albatross.
Ⓑ They contrast the wings of the wandering albatross with the wings of other birds.
Ⓒ They provide a description of the wandering albatross by listing its characteristics.
Ⓓ They present the history of the wandering albatross from its discovery to modern times.
Part BWhich two details best support the answer to Part A?
Ⓐ “Its fame began with sea stories in the days of sailing ships.” (paragraph 1)
Ⓑ “Those few sailors who ventured into the stormy waters of the southern oceans had a story to tell.” (paragraph 1)
Ⓒ “To start with, it’s the largest seabird, weighing about twenty pounds” (paragraph 2)
Ⓓ “The wandering albatross also has two tricks that allow it to spend most of its life on the wing.” (paragraph 3)
Ⓔ “Most gliding birds, like the hawks and buzzards, are high fl yers.” (paragraph 5)
Ⓕ “You know about people who have fun using surfboards to ride the big ocean waves that come onto beaches.” (paragraph 7)
2. How does the writer structure the section “Where Albatrosses Meet”?2.
TIPS AND TRICKSThis question asks for two details. First go through the answers and cross off the ones you know for sure do not support Part A.
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Lesson 28 ANALYZE STRUCTURE OF A TEXT
3. In paragraphs 3–5, what problem does the writer present? What are its solutions? Use the sentences below to fi ll out the chart.
“But just holding wings outstretched takes work by a bird’s wing muscles.” (paragraph 3)
“Just try holding your arms outstretched for a few minutes.” (paragraph 3)
“For the albatross, gliding is easy because of a tricky wing design.”(paragraph 4)
“They use the upward-blowing air of warm updrafts to keep them in fl ight.” (paragraph 5)
PROBLEM
SOLUTION 1
SOLUTION 2
4. How do paragraphs 11 and 12 contribute to the overall structure of the passage?
4.
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ANALYZE STRUCTURE OF A TEXT Lesson 28
5. Part AWhy is paragraph 14 included in the section “Studies on Land and Sea”?
Ⓐ It provides a link to the next section.
Ⓑ It provides a conclusion to the section.
Ⓒ It uses the same structure as the overall text.
Ⓓ It explains the main idea of the overall text.
Part BWhich detail from paragraph 14 best supports the answer to Part A?
Ⓐ “By day, the albatross traveled distances up to 600 miles.”
Ⓑ “At night, fl ights were much shorter.”
Ⓒ “The bird often stopped to rest on the water.”
Ⓓ “It lived up to its reputation as a wanderer.”
6. How does the second sentence of paragraph 15 fi t in with the overall structure of the paragraph?
Ⓐ It compares the kinds of weather the wandering albatross faces.
Ⓑ It explains the eff ect of calm weather on the wandering albatross.
Ⓒ It describes the problem the wind causes the wandering albatross.
Ⓓ It lists the habits of the wandering albatross during windy weather.
HINT, HINTWhen writers explain why, they often use a problem-and-solution or a cause-and-eff ect structure to relate ideas.
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Lesson 28 ANALYZE STRUCTURE OF A TEXT
EXIT TICKET
Now that you know how to analyze the structure of a text, let’s revisit the Real-World Connection.
Imagine you are helping Derek fi gure out the structure of his travel guide. Recall what you have learned about how to recognize and explain how various pieces of a text fi t into the overall structure of the text. Recall how the structure of a text aff ects the development of the ideas. Then, read the following page from Derek’s California travel guide. Write a few sentences explaining the structures that are used in each of the paragraphs.
The Salton SeaWondering why there is a sea in the California desert? In 1905, the Colorado River fl ooded, and waters spilled into the valley where the Salton Sea is. In 1907, the fl ooding stopped, and the Salton Sea was born. It is one of the world’s largest inland seas, and it is also one of the lowest spots around because it is 227 feet below sea level. Over time, the sea has become more and more salty, and it is now about 50% more salty than the Pacifi c Ocean.
You can visit the Salton Sea to go boating or fi shing. Many types of birds live near the sea, so bird watching is a popular activity. Keep in mind that although you are visiting the sea, you are also visiting the desert, and the temperature between June and September can reach 115 degrees. However, this is the best time to go fi shing!
RI.6.5
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[ ii ]
Introduction
Letter to Students vi
Letter to Parents and Families vii
What You’ll See in Measuring Up viii
CONTENTS
Unit 1 LANGUAGE AND WRITINGCHAPTER 1 | LANGUAGE SKILLS
CCSS LESSONL.6.4.A, L.6.4.B 1. Use Context and Word Parts 1
L.6.5.B 2. Describe Word Relationships 11
L.6.5.A 3. Interpret Figures of Speech 20
L.6.5.C 4. Distinguish Denotation and Connotation 30
L.6.4.C, L.6.4.D 5. Use Reference Materials 39
W.6.1, W.6.4 6. Write Arguments 48
W.6.2, W.6.4 7. Write Informative Texts 58
W.6.3, W.6.4 8. Write Narratives 68
W.6.5, W.6.6 9. Revise and Edit 78
W.6.7, W.6.8 10. Research, Gather Information, and Cite Sources 89
Unit 1 Practice Test 99
CHAPTER 2 | WRITING SKILLS
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[ iii ]
Unit 2 LITERATURECHAPTER 1 | KEY IDEAS AND DETAILS
CCSS LESSONRL.6.1 11. Cite Evidence from a Story 105
RL.6.2 12. Determine Theme or Central Idea 115
RL.6.2 13. Summarize a Story 126
RL.6.3 14. Describe Plot and Characters 137
RL.6.4 15. Determine Figurative and Connotative Meanings 147
RL.6.4 16. Analyze Word Choice 156
RL.6.5 17. Describe Structure of a Story 164
RL.6.5 18. Describe Structure of a Play 175
RL.6.5 19. Describe Structure of a Poem 186
RL.6.6 20. Explain Point of View in Stories 195
RL.6.7 21. Connect Diff erent Experiences 204
RL.6.9 22. Compare and Contrast Forms and Genres 212
Unit 2 Practice Test 225
CHAPTER 2 | CRAFT AND STRUCTURE
CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS
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[ iv ]
Unit 3 INFORMATIONAL TEXTCHAPTER 1 | KEY IDEAS AND DETAILS
CCSS LESSONRI.6.1 23. Cite Evidence from a Text 233
RI.6.2 24. Determine Central Idea and Details 242
RI.6.2 25. Summarize a Text 253
RI.6.3 26. Analyze Development of Ideas 262
RI.6.4 27. Determine Figurative, Connotative, and Technical Meanings
271
RI.6.5 28. Analyze Structure of a Text 281
RI.6.6 29. Determine Author’s Point of View 291
RI.6.7 30. Analyze Media Elements 301
RI.6.8 31. Trace and Evaluate an Argument 310
RI.6.9 32. Compare and Contrast Similar Texts 319
Unit 3 Practice Test 331
CHAPTER 2 | CRAFT AND STRUCTURE
CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS
CONTENTS
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[ v ]
References
Acknowledgments 341
Correlation to the Common Core State Standards 342
Glossary 346
Writing Scoring Rubrics 351
Graphic Organizers 352
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CORRELATIONS
[ 342 ] d i || EE lli hh LL AA || LL ll FF
Correlation to the Common Core State Standards
This worktext is customized to the Common Core State Standards for English Language Arts.
Common Core State Standards Lessons
Reading Standards for Literature, Grade 6
Key Ideas and Details
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
12, 13
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
14
Craft and Structure
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative and connotative meanings; analyze the impact of a specifi c word choice on meaning and tone.
15, 16
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fi ts into the overall structure of a text and contributes to the development of the theme, setting, or plot.
17–19
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. 20
Integration of Knowledge and Ideas
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
21
RL.6.9 Compare and contrast texts in diff erent forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
22
Range of Reading and Level of Text Complexity
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.
Embedded throughout Unit 2
Reading Standards for Informational Text, Grade 6
Key Ideas and Details
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
23
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
24, 25
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
26
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[ 343 ]Correlation to the Common Core State Standards | masteryeducation.com [ 343 ]CC ll i hh CC CC SS SS dd dd || d i
Common Core State Standards Lessons
Craft and Structure
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative, connotative, and technical meanings.
27
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fi ts into the overall structure of a text and contributes to the development of the ideas.
28
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. 29
Integration of Knowledge and Ideas
RI.6.7 Integrate information presented in diff erent media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
30
RI.6.8 Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
31
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
32
Range of Reading and Level of Text Complexity
RI.6.10 By the end of the year, read and comprehend literary nonfi ction in the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.
Embedded throughout Unit 3
Writing Standards, Grade 6
Text Types and Purposes
W.6.1 Write arguments to support claims with clear reasons and relevant evidence. 6
a. Introduce claim(s) and organize the reasons and evidence clearly. 6
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
6
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 6
d. Establish and maintain a formal style. 6
e. Provide a concluding statement or section that follows from the argument presented. 6
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
7
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as defi nition, classifi cation, comparison/contrast, and cause/eff ect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
7
b. Develop the topic with relevant facts, defi nitions, concrete details, quotations, or other information and examples.
7
c. Use appropriate transitions to clarify the relationships among ideas and concepts. 7
d. Use precise language and domain-specifi c vocabulary to inform about or explain the topic. 7
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CORRELATIONS
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Common Core State Standards Lessons
e. Establish and maintain a formal style. 7
f. Provide a concluding statement or section that follows from the information or explanation presented.
7
W.6.3 Write narratives to develop real or imagined experiences or events using eff ective technique, relevant descriptive details, and well-structured event sequences.
8
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
8
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
8
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
8
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
8
e. Provide a conclusion that follows from the narrated experiences or events. 8
Production and Distribution of Writing
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6–8
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9
W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate suffi cient command of keyboarding skills to type a minimum of three pages in a single sitting.
9
Research to Build and Present Knowledge
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
10
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
10
W.6.9 Draw evidence from literary or informational texts to support analysis, refl ection, and research. Embedded throughout Units 2 and 3
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in diff erent forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Embedded throughout Unit 2
b. Apply grade 6 Reading standards to literary nonfi ction (e.g., “Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Embedded throughout Unit 3
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[ 345 ]Correlation to the Common Core State Standards | masteryeducation.com [ 345 ]CC ll i hh CC CC SS SS dd dd || d i
Common Core State Standards Lessons
Range of Writing
W.6.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specifi c tasks, purposes, and audiences.
Embedded throughout Lessons 6–10
Language Standards, Grade 6
Conventions of Standard English
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Embedded throughout Unit 1
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Embedded throughout Unit 1
Knowledge of Language
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Embedded throughout Unit 1
Vocabulary Acquisition and Use
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing fl exibly from a range of strategies.
1, 5
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
1
b. Use common, grade-appropriate Greek or Latin affi xes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
1
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
5
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5
L.6.5 Demonstrate understanding of fi gurative language, word relationships, and nuances in word meanings.
2–4
a. Interpret fi gures of speech (e.g., personifi cation) in context. 3
b. Use the relationship between particular words (e.g., cause/eff ect, part/whole, item/category) to better understand each of the words.
2
c. Distinguish among the connotations (associations) of words with similar denotations (defi nitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
4
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specifi c words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Embedded throughout Unit 1
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WO
RD
S TO
KN
OW
stru
ctur
e
sect
ion
Less
on 2
8 A
NA
LYZ
E ST
RU
CT
UR
E O
F A
TEX
T R
I.6.5
INTR
OD
UCT
ION
Rea
l-W
orld
Con
nec
tion
GEO
GR
APH
Y C
ON
NEC
TIO
ND
erek
and
his
fam
ily a
re g
oing
on
a ro
ad t
rip
thro
ugh
Cal
iforn
ia t
his
sum
mer
. D
erek
dow
nloa
ds a
tra
vel g
uide
for
Cal
iforn
ia t
o le
arn
mor
e ab
out
the
stat
e.
He
show
s th
e gu
ide
to h
is p
aren
ts, a
nd t
hey
use
it to
map
out
a t
rave
l rou
te.
The
fam
ily fi
nds
the
orga
niza
tion
of t
he g
uide
to
be v
ery
help
ful f
or t
heir
pl
anni
ng. I
t ha
s st
ep-b
y-st
ep in
stru
ctio
ns o
n ho
w t
o ge
t to
inte
rest
ing
site
s as
th
ey d
rive
acr
oss
the
stat
e. H
owev
er, s
ome
of t
he e
ntri
es a
lso
incl
ude
othe
r in
form
atio
n ab
out
thes
e si
tes.
Der
ek r
ecog
nize
s th
e st
ep-b
y-st
ep s
truc
ture
of
the
dire
ctio
ns, b
ut h
e is
not
sur
e ho
w t
his
othe
r in
form
atio
n is
org
aniz
ed.
How
can
Der
ek d
eter
min
e ho
w t
he p
iece
s of
the
tex
t fi t
tog
ethe
r an
d de
velo
p id
eas?
We
will
pra
ctic
e th
e ne
cess
ary
skill
s in
Gui
ded
Inst
ruct
ion
and
Inde
pend
ent
Prac
tice.
The
n at
the
end
of
the
less
on, w
e w
ill r
evis
it D
erek
’s p
robl
em.
Wh
at I
Am
Goi
ng
to L
earn
● H
ow to
rec
ogni
ze a
nd e
xpla
in h
ow v
ario
us s
ectio
ns o
f a
text
fi t i
nto
the
over
all s
truc
ture
of
the
text
● H
ow to
det
erm
ine
how
the
stru
ctur
e of
a te
xt a
ff ect
s th
e de
velo
pmen
t of
the
idea
s in
the
text
Wh
at I
May
Alr
eady
Kn
ow RI
.5.5
● I k
now
how
to id
entif
y te
xt s
truc
ture
spe
cifi c
to in
form
atio
nal t
exts
.
● I k
now
how
to c
ompa
re a
nd c
ontr
ast t
he s
truc
ture
of
even
ts, i
deas
, co
ncep
ts, a
nd in
form
atio
n in
two
or m
ore
text
s.
TH
INK
ABO
UT
ITW
rite
a s
hort
par
agra
ph a
bout
w
hat y
ou d
id la
st w
eeke
nd.
Try
usin
g a
stru
ctur
e th
at t
ells
w
hat y
ou d
id in
the
ord
er t
hat i
t ha
ppen
ed. W
hat o
ther
way
cou
ld
you
stru
ctur
e yo
ur p
arag
raph
to
suit
your
pur
pose
?
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opyi
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AN
ALY
ZE
STR
UC
TU
RE
OF
A T
EXT
Le
sson
28
The
n, e
ngin
eer
Jose
ph S
trau
ss d
ecid
ed t
hat
he c
ould
cre
ate
a be
tter
way
to
trav
el fr
om S
an F
ranc
isco
to
Mar
in C
ount
y by
bui
ldin
g a
brid
ge a
cros
s th
e ba
y. O
f co
urse
, bui
ldin
g th
e br
idge
was
not
an
easy
tas
k be
caus
e it
had
to
stre
tch
over
a m
ile o
f w
ater
tha
t w
ould
bat
ter
at t
he b
ridg
e w
ith p
ower
ful
wav
es a
nd s
tron
g cu
rren
ts. T
he h
igh
win
ds a
nd d
ense
fog
in t
he a
rea
adde
d ex
tra
chal
leng
es.
To m
ake
thin
gs e
ven
mor
e co
mpl
icat
ed, n
ot e
very
one
wan
ted
a br
idge
. Som
e pe
ople
thou
ght t
he b
ridge
wou
ld r
uin
the
beau
tiful
vie
ws
in th
e ar
ea. T
he fe
rry
owne
rs w
ere
wor
ried
that
they
wou
ld lo
se b
usin
ess.
Als
o, th
e bi
gger
shi
p ow
ners
wer
e af
raid
the
brid
ge w
ould
mak
e it
diffi
cult
to s
ail i
n th
e ba
y.
Stra
uss
was
co
nvin
ced
he c
oul
d m
ake
a br
idge
tha
t w
oul
d w
ork
, and
he
did.
The
tea
m t
hat
built
the
bri
dge
wo
rked
in d
ange
rous
co
nditi
ons
. The
y o
ften
bra
ved
diffi
cult
wea
ther
whi
le w
ork
ing
high
abo
ve t
he b
ay. W
hen
the
Go
lden
Gat
e B
ridg
e w
as fi
nish
ed, i
t w
as t
he lo
nges
t su
spen
sio
n br
idge
in
the
wo
rld.
It s
tand
s to
day
as o
ne o
f th
e en
gine
erin
g w
ond
ers
of
the
wo
rld.
[Rea
ding
Lev
el: 9
00–1
000L
; Wor
d C
ount
: 236
]
Pa
rt A
How
doe
s pa
ragr
aph
1 ad
d to
the
ove
rall
stru
ctur
e of
the
tex
t?
Ⓐ
It lis
ts th
e or
der
in w
hich
the
brid
ge w
as b
uilt.
Ⓑ
It co
mpa
res
the
brid
ge to
oth
er t
ypes
of
brid
ges.
Ⓒ
It ex
plai
ns w
hy th
e en
gine
er li
ked
to b
uild
brid
ges.
Ⓓ
It pr
esen
ts th
e pr
oble
m th
at b
uild
ing
the
brid
ge s
olve
d.
Pa
rt B
Und
erlin
e tw
o se
nten
ces
from
the
tex
t th
at b
est
supp
ort
the
answ
er t
o Pa
rt A
.
Ⓓ
HIN
T, H
INT
Ask
you
rsel
f, “W
hat
idea
is t
he
wri
ter
rela
ting
in t
his
para
grap
h?”
The
n th
ink
abou
t how
tha
t ide
a re
late
s to
the
par
agra
phs
that
fo
llow
it.
[ 282
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
FC
opyi
ng is
pro
hibi
ted.
Less
on 2
8
A
NA
LYZ
E ST
RU
CT
UR
E O
F A
TEX
T
Voc
abu
lary
in A
ctio
nA
s yo
u re
ad, y
ou w
ill c
ome
acro
ss w
ords
that
are
use
d in
a v
arie
ty o
f w
ays.
● St
ruct
ure
is th
e or
gani
zatio
n of
a te
xt. W
hen
you
stud
y th
e st
ruct
ure
of a
text
, you
stu
dy h
ow th
e pa
rts
of th
e te
xt fi
t tog
ethe
r to
com
mun
icat
e id
eas.
For
a te
xt to
mak
e se
nse,
eac
h pi
ece
of th
e st
ruct
ure
mus
t wor
k to
geth
er. Y
ou c
an th
ink
of e
lem
ents
of
stru
ctur
e lik
e pi
eces
in a
puz
zle.
Und
erst
andi
ng th
e st
ruct
ure
of a
text
hel
ps y
ou
to b
ette
r un
ders
tand
wha
t you
are
rea
ding
.
● Se
nten
ces
com
bine
to fo
rm p
arag
raph
s. P
arag
raph
s in
a te
xt fo
rm a
se
ctio
n or
a c
hapt
er. S
ectio
ns a
nd c
hapt
ers
are
the
sepa
rate
par
ts o
f a
text
. The
n th
e se
ctio
ns o
r ch
apte
rs c
ombi
ne to
mak
e th
e ov
eral
l tex
t.
To c
omm
unic
ate
thei
r id
eas
clea
rly,
writ
ers
mus
t str
uctu
re te
xts
in s
ome
kind
of
orde
r. Fi
gurin
g ou
t the
text
str
uctu
re a
llow
s yo
u to
und
erst
and
how
the
writ
er’s
idea
s re
late
to e
ach
othe
r. H
ere
are
som
e w
ays
a w
riter
can
str
uctu
re a
text
.
STRU
CT
UR
E D
EFIN
ITIO
NEX
AM
PLE
Tim
e O
rder
The
ord
er in
whi
ch e
vent
s ha
ppen
in
tim
eIn
Mar
ch, i
t sn
owed
. In
Apr
il it
rain
ed, b
ut in
May
it w
as s
unny
.
Step
by
Step
The
ord
er in
whi
ch t
asks
are
don
eFi
rst,
turn
on
the
oven
. Nex
t, w
ait
for
it to
hea
t up
. Fin
ally,
put
th
e pa
n in
the
ove
n.
Cau
se a
nd
Eff e
ctT
he c
ause
exp
lain
s w
hy t
he e
vent
ha
ppen
ed. T
he e
ff ect
exp
lain
s w
hat
happ
ened
as
a re
sult
of t
he c
ause
.
We
had
a bi
g sn
owst
orm
last
ni
ght.
The
refo
re, t
here
was
no
scho
ol t
oday
.
Com
pare
and
C
ontr
ast
Whe
n yo
u co
mpa
re, y
ou fi
nd h
ow
thin
gs a
re a
like.
Whe
n yo
u co
ntra
st,
you
fi nd
how
the
y ar
e di
ff ere
nt.
My
sist
er a
nd I
enjo
y sc
hool
. She
lik
es s
cien
ce, a
nd I
like
Engl
ish.
Prob
lem
and
So
lutio
nT
he p
robl
em is
the
que
stio
n th
at
need
s to
be
solv
ed. T
he s
olut
ion
is
the
answ
er.
We
lost
pow
er in
our
cla
ssro
om,
so w
e us
ed p
aper
and
pen
s in
stea
d of
com
pute
rs.
List
or
Des
crip
tion
The
wri
ter
orga
nize
s th
e in
form
atio
n as
a li
st o
r se
t of
des
crip
tions
.Fo
r ex
ampl
e, y
ou c
an v
isit
the
ocea
n, d
eser
t, or
mou
ntai
ns.
GU
IDED
INST
RUCT
ION
R
ead
this
sec
tion
from
Der
ek’s
trav
el g
uide
abo
ut C
alifo
rnia
. Thi
nk a
bout
the
type
s of
str
uctu
re th
at th
e w
riter
use
d in
this
par
t of
the
text
.
The
Gol
den
Gat
e Br
idge
W
hy b
uild
an
enor
mou
s br
idge
sus
pend
ed o
ver
the
wat
er in
San
Fra
ncis
co?
Unt
il th
e br
idge
was
bui
lt, th
e on
ly w
ay to
cro
ss th
e Sa
n Fr
anci
sco
Bay
was
by
boat
, whi
ch w
as n
ot v
ery
conv
enie
nt. S
o m
any
peop
le n
eede
d to
get
bac
k an
d fo
rth
that
the
bay
was
clo
gged
with
boa
ts.
TIP
S A
ND
TR
ICK
SEa
ch t
ype
of s
truc
ture
has
wor
ds
that
hel
p lin
k th
e id
eas
toge
ther
. U
se t
hese
sig
nal w
ords
to
help
you
fi g
ure
out w
hat t
he s
truc
ture
is a
nd
how
the
idea
s re
late
to
each
oth
er.
TU
RN
AN
D T
ALK
Look
bac
k at
a s
tory
you
rea
d re
cent
ly. H
ow d
oes
the
auth
or
use
stru
ctur
e to
hel
p to
con
vey
mea
ning
?
TH
INK
ABO
UT
ITYo
u ca
n se
e th
at t
he w
rite
r’s
purp
ose
is t
o in
form
the
rea
der
abou
t the
Gol
den
Gat
e B
ridg
e.
Con
side
r th
e di
ff ere
nt t
ypes
of
stru
ctur
es in
the
cha
rt a
nd a
sk
your
self,
“W
hat
stru
ctur
e do
es
the
auth
or u
se t
o re
late
the
id
eas?
”
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]C
opyi
ng is
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hibi
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t 3
| In
form
atio
nal T
ext
| m
aste
ryed
ucat
ion.
com
AN
ALY
ZE
STR
UC
TU
RE
OF
A T
EXT
Le
sson
28
IND
EPEN
DEN
T PR
ACTI
CER
ead
the
artic
le. T
hen,
ans
wer
the
ques
tions
that
follo
w.
Trac
king
the
Wan
deri
ng A
lbat
ross
by Ja
ck M
yers
| G
enre
: Mag
azin
e A
rtic
le
1
The
wan
derin
g al
batr
oss
is a
fam
ous
and
mys
terio
us b
ird th
at fe
w o
f us
eve
r se
e. It
s fa
me
bega
n w
ith s
ea s
torie
s in
the
days
of
saili
ng s
hips
. T
hose
few
sai
lors
who
ven
ture
d in
to th
e st
orm
y w
ater
s of
the
sout
hern
oc
eans
had
a s
tory
to te
ll. T
heir
ship
s m
ight
be
follo
wed
for
days
, eve
n fo
r w
eeks
, by
an a
lbat
ross
glid
ing
clos
e be
hind
.
2
The
re h
ave
been
sci
entifi
c s
tudi
es o
f th
e w
ande
ring
alba
tros
s as
an
inte
rest
ing
bird
with
a s
peci
al w
ay o
f lif
e. T
o st
art
with
, it’
s th
e la
rges
t se
abird
, w
eigh
ing
abou
t tw
enty
pou
nds
and
with
a w
ings
pan
ofte
n m
ore
than
ten
feet
. Its
long
, nar
row
win
gs a
re b
ette
r fo
r gl
idin
g th
an fo
r fl a
ppin
g.
3
The
wan
derin
g al
batr
oss
also
has
two
tric
ks th
at a
llow
it to
spe
nd m
ost
of it
s lif
e on
the
win
g. G
lidin
g lo
oks
easie
r th
an fl
ying
. But
just
hol
ding
w
ings
out
stre
tche
d ta
kes
wor
k by
a b
ird’s
win
g m
uscl
es. (
Just
try
hold
ing
your
arm
s ou
tstr
etch
ed fo
r a
few
min
utes
. Eve
n th
ough
you
are
not
doi
ng
any
usef
ul w
ork,
you
r ar
m m
uscl
es w
ill s
oon
get t
ired.
)
4
For
the
alba
tros
s, g
lidin
g is
eas
y be
caus
e of
a tr
icky
win
g de
sign
. A
shee
t of
cart
ilage
can
lock
and
hol
d th
e w
ing
in p
ositi
on s
o th
at g
lidin
g do
es n
ot ta
ke m
uch
wor
k. T
hat’s
the
fi rst
tric
k.
U
plift
ing
Air
5
The
sec
ond
tric
k ha
s to
do
with
oce
an w
inds
. Mos
t glid
ing
bird
s, li
ke
the
haw
ks a
nd b
uzza
rds,
are
hig
h fl y
ers.
The
y us
e th
e up
war
d-bl
owin
g ai
r of
war
m u
pdra
fts to
kee
p th
em in
fl ig
ht.
6
The
wan
derin
g al
batr
oss
is a
low
fl ye
r, us
ually
ski
mm
ing
alon
g a
few
fe
et a
bove
the
wav
es. T
he w
aves
are
the
key
to th
e se
cond
tric
k. O
cean
w
aves
als
o m
ake
wav
es in
the
air
abov
e th
em. A
win
d bl
owin
g ov
er th
e oc
ean
surf
ace
has
an u
pwar
d sw
irl a
bove
eve
ry w
ave
it pa
sses
.
7
You
know
abo
ut p
eopl
e w
ho h
ave
fun
usin
g su
rfbo
ards
to r
ide
the
big
ocea
n w
aves
that
com
e on
to b
each
es. T
he w
ande
ring
alba
tros
s is
a w
ind
surf
er. I
t rid
es e
ach
little
upd
raft
that
a w
ave
give
s to
the
win
d bl
owin
g ag
ains
t it.
Each
upd
raft
give
s th
e bi
rd e
noug
h lif
t to
coas
t to
the
updr
aft
of th
e ne
xt w
ave.
W
here
Alb
atro
sses
Mee
t
8
Onc
e ev
ery
two
year
s, th
e w
ande
ring
alba
tros
ses
retu
rn to
the
sam
e lo
nely
isla
nds
whe
re th
ey w
ere
born
. Mal
e an
d fe
mal
e of
a p
air
have
a
big
gree
ting
cere
mon
y an
d th
en g
et to
the
busi
ness
of
nest
bui
ldin
g,
mat
ing,
and
egg
layi
ng.
[ 284
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rts
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evel
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opyi
ng is
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Less
on 2
8
A
NA
LYZ
E ST
RU
CT
UR
E O
F A
TEX
T
How
Am
I D
oing
?
Wha
t qu
estio
ns d
o yo
u ha
ve?
How
do
the
spec
ifi c
part
s of
an
info
rmat
iona
l tex
t co
ntri
bute
to
the
deve
lopm
ent
of t
he t
ext’s
idea
s? W
hat
are
som
e ex
ampl
es fr
om a
tex
t
you
have
rea
d th
at s
how
suc
h co
ntri
butio
ns?
Wha
t is
the
pur
pose
of p
arag
raph
4 in
“T
he G
olde
n G
ate
Brid
ge”?
How
doe
s it
rela
te t
o th
e ea
rlie
r pa
ragr
aphs
? W
hat
does
it h
elp
the
read
er u
nder
stan
d ab
out
the
mai
n id
eas
of t
he t
ext?
Col
or in
the
tra
ffi c
sign
al
that
sho
ws
how
you
are
do
ing
with
the
ski
ll.
I am
stu
ck.
I alm
ost
hav e
it.
I un
ders
tand
th
e sk
ill.
TU
RN
AN
D T
ALK
Wor
k w
ith a
par
tner
. On
a se
para
te
shee
t of p
aper
, rew
rite
“T
he G
olde
n G
ate
Bri
dge”
usi
ng a
diff
eren
t tex
t st
ruct
ure,
suc
h as
tim
e or
der.
The
n pr
esen
t you
r re
wri
tten
sto
ry to
the
re
st o
f the
cla
ss.
9781609796099_MUSS_ELA_Gr6_TE.indb 1859781609796099_MUSS_ELA_Gr6_TE.indb 185 9/5/2017 2:05:43 PM9/5/2017 2:05:43 PM
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opyi
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Uni
t 3
| In
form
atio
nal T
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aste
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ucat
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AN
ALY
ZE
STR
UC
TU
RE
OF
A T
EXT
Le
sson
28
1. P
art
AH
ow d
o pa
ragr
aphs
2–7
con
trib
ute
to t
he o
vera
ll st
ruct
ure
of t
he
pass
age?
Ⓐ
The
y ex
plai
n w
hy e
arly
sai
lors
had
a p
robl
em w
ith th
e w
ande
ring
alba
tros
s.
Ⓑ
The
y co
ntra
st th
e w
ings
of
the
wan
derin
g al
batr
oss
with
the
win
gs
of o
ther
bird
s.
Ⓒ
The
y pr
ovid
e a
desc
riptio
n of
the
wan
derin
g al
batr
oss
by li
stin
g its
cha
ract
eris
tics.
Ⓓ
The
y pr
esen
t the
his
tory
of
the
wan
derin
g al
batr
oss
from
its
disc
over
y to
mod
ern
times
.
Pa
rt B
Whi
ch t
wo
deta
ils b
est
supp
ort
the
answ
er t
o Pa
rt A
?
Ⓐ
“Its
fam
e be
gan
with
sea
sto
ries
in th
e da
ys o
f sa
iling
shi
ps.”
(p
arag
raph
1)
Ⓑ
“Tho
se fe
w s
ailo
rs w
ho v
entu
red
into
the
stor
my
wat
ers
of th
e so
uthe
rn o
cean
s ha
d a
stor
y to
tell.
” (p
arag
raph
1)
Ⓒ
“To
star
t with
, it’s
the
larg
est s
eabi
rd, w
eigh
ing
abou
t tw
enty
po
unds
” (p
arag
raph
2)
Ⓓ
“The
wan
derin
g al
batr
oss
also
has
two
tric
ks th
at a
llow
it to
spe
nd
mos
t of
its li
fe o
n th
e w
ing.
” (p
arag
raph
3)
Ⓔ
“Mos
t glid
ing
bird
s, li
ke th
e ha
wks
and
buz
zard
s, a
re h
igh
fl yer
s.”
(par
agra
ph 5
)
Ⓕ
“You
kno
w a
bout
peo
ple
who
hav
e fu
n us
ing
surf
boar
ds to
rid
e th
e bi
g oc
ean
wav
es th
at c
ome
onto
bea
ches
.” (
para
grap
h 7)
2. H
ow d
oes
the
wri
ter
stru
ctur
e th
e se
ctio
n “W
here
Alb
atro
sses
Mee
t”?
Sam
ple
resp
onse
: The
writ
er s
truct
ures
the
sect
ion
“Whe
re A
lbat
ross
es M
eet”
as a
ste
p-by
-ste
p de
scrip
tion
of th
e al
batro
sses
’ mat
ing
proc
ess.
Ⓒ
Ⓒ
Ⓓ
2.
TIP
S A
ND
TR
ICK
ST
his
ques
tion
asks
for
two
deta
ils.
Firs
t go
thro
ugh
the
answ
ers
and
cros
s off
the
one
s yo
u kn
ow fo
r su
re d
o no
t sup
port
Par
t A.
[ 286
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evel
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opyi
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ted.
Less
on 2
8
A
NA
LYZ
E ST
RU
CT
UR
E O
F A
TEX
T
9
Both
par
ents
take
turn
s at
the
fort
y-da
y jo
b of
incu
batin
g th
e eg
g.
Afte
r th
at c
omes
a 2
80-d
ay jo
b of
feed
ing
the
chic
k. M
ale
and
fem
ale
go
out o
n fl i
ghts
of
seve
ral d
ays
look
ing
for
fi sh
and
squi
d to
feed
the
chic
k.
Afte
r th
e ch
ick
lear
ns to
fl y,
it g
oes
off o
n its
ow
n lo
nely
wan
der,
and
the
pare
nts
go o
ff o
n th
eirs
.
St
udie
s on
Lan
d an
d Se
a
10
T
he w
ande
ring
alba
tros
s ha
s ne
ver
know
n pr
edat
ors.
It h
as n
o fe
ar o
f pe
ople
and
has
bee
n ea
sy to
stu
dy d
urin
g its
brie
f ho
me
life
on la
nd.
11
Bu
t ho
w d
o yo
u st
udy
the
alba
tros
s du
ring
mos
t of
its
life
wan
deri
ng
over
the
oce
ans?
Tw
o Fr
ench
sci
entis
ts fi
gure
d ou
t ho
w t
o tr
ack
the
bird
s fo
r lo
ng fl
ight
s du
ring
the
nes
ting
seas
on.
12
T
hey
put
little
rad
io t
rans
mitt
ers
on s
ever
al b
irds.
The
n th
ey c
ould
lo
cate
the
bird
s’ p
ositi
ons
ever
y fe
w h
ours
by
usin
g ra
dio
rece
iver
s on
tw
o sa
telli
tes.
Obs
erva
tions
from
the
sat
ellit
es w
ere
sent
to
com
pute
rs
in F
ranc
e an
d w
ere
used
to
draw
a m
ap o
f ea
ch b
ird’s
fl ig
ht p
ath.
13
O
n th
e m
ap to
the
right
, you
ca
n se
e th
e th
irty-
thre
e-da
y,
9,40
0-m
ile fl
ight
pat
h of
a m
ale
out s
earc
hing
for
food
whi
le th
e fe
mal
e w
as h
ome
incu
batin
g an
eg
g. D
etai
ls of
the
map
told
a
lot t
hat h
ad n
ot b
een
know
n.
14
By
day
, the
alb
atro
ss
trav
eled
dis
tanc
es u
p to
60
0 m
iles.
At n
ight
, fl ig
hts
wer
e m
uch
shor
ter,
and
the
bird
ofte
n st
oppe
d to
res
t on
the
wat
er. B
ut it
nev
er
stop
ped
for
long
er th
an a
few
ho
urs
at a
tim
e. It
live
d up
to
its r
eput
atio
n as
a w
ande
rer.
W
hen
the
Win
d D
ies
15
O
ne k
ind
of w
eath
er th
e al
batr
oss
did
not l
ike
was
a d
ead
calm
with
no
win
d at
all.
The
n it
wou
ld r
est,
taki
ng o
nly
shor
t fl ig
hts,
wai
ting
for
the
win
d to
com
e. T
hat n
eed
for
win
d ex
plai
ns w
hy th
e w
ande
ring
alba
tros
s liv
es w
here
it d
oes—
only
in th
e so
uthe
rn o
cean
aro
und
Ant
arct
ica,
the
win
dies
t of
all t
he s
eas.
16
Sa
telli
te tr
acki
ng h
as ta
ken
away
som
e, b
ut n
ot a
ll, o
f th
e m
yste
ry fr
om
the
wan
derin
g al
batr
oss.
We
can
only
won
der
how
thes
e bi
rds
navi
gate
an
d fi n
d th
eir
way
whe
re th
ere
are
no s
ignp
osts
or
land
mar
ks. H
ow d
o th
ey tr
avel
thou
sand
s of
mile
s on
err
atic
or
even
zig
zag
cour
ses,
and
ho
w d
oes
each
fi nd
its
way
hom
e to
a ti
ny s
peck
of
an is
land
?
[R
eadi
ng L
evel
: 900
–100
0L; W
ord
Cou
nt: 7
69]
Afr
ica
An
tarc
tica
IND
IAN
OC
EA
N
Are
aSh
ow
n
Isla
nd
s o
f so
uth
ern
Ind
ian
Oce
an
REA
DIN
G N
OT
ES
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t 3
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aste
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AN
ALY
ZE
STR
UC
TU
RE
OF
A T
EXT
Le
sson
28
5. P
art
AW
hy is
par
agra
ph 1
4 in
clud
ed in
the
sec
tion
“Stu
dies
on
Land
and
Sea
”?
Ⓐ
It pr
ovid
es a
link
to th
e ne
xt s
ectio
n.
Ⓑ
It pr
ovid
es a
con
clus
ion
to th
e se
ctio
n.
Ⓒ
It us
es th
e sa
me
stru
ctur
e as
the
over
all t
ext.
Ⓓ
It ex
plai
ns th
e m
ain
idea
of
the
over
all t
ext.
Pa
rt B
Whi
ch d
etai
l fro
m p
arag
raph
14
best
sup
port
s th
e an
swer
to
Part
A?
Ⓐ
“By
day,
the
alba
tros
s tr
avel
ed d
ista
nces
up
to 6
00 m
iles.
”
Ⓑ
“At n
ight
, fl ig
hts
wer
e m
uch
shor
ter.”
Ⓒ
“The
bird
ofte
n st
oppe
d to
res
t on
the
wat
er.”
Ⓓ
“It l
ived
up
to it
s re
puta
tion
as a
wan
dere
r.”
6. H
ow d
oes
the
seco
nd s
ente
nce
of p
arag
raph
15
fi t in
with
the
ove
rall
stru
ctur
e of
the
par
agra
ph?
Ⓐ
It co
mpa
res
the
kind
s of
wea
ther
the
wan
derin
g al
batr
oss
face
s.
Ⓑ
It ex
plai
ns th
e eff
ect
of
calm
wea
ther
on
the
wan
derin
g al
batr
oss.
Ⓒ
It de
scrib
es th
e pr
oble
m th
e w
ind
caus
es th
e w
ande
ring
alba
tros
s.
Ⓓ
It lis
ts th
e ha
bits
of
the
wan
derin
g al
batr
oss
durin
g w
indy
wea
ther
.
Ⓑ
Ⓓ
Ⓑ
HIN
T, H
INT
Whe
n w
rite
rs e
xpla
in w
hy, t
hey
ofte
n us
e a
prob
lem
-and
-sol
utio
n or
a c
ause
-and
-eff e
ct s
truc
ture
to
rela
te id
eas.
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Less
on 2
8
A
NA
LYZ
E ST
RU
CT
UR
E O
F A
TEX
T
3. In
par
agra
phs
3–5,
wha
t pr
oble
m d
oes
the
wri
ter
pres
ent?
Wha
t ar
e its
so
lutio
ns?
Use
the
sen
tenc
es b
elow
to
fi ll o
ut t
he c
hart
.
“But
just
hol
ding
win
gs o
utst
retc
hed
take
s w
ork
by a
bird
’s w
ing
mus
cles
.” (
para
grap
h 3)
“Jus
t try
hol
ding
you
r ar
ms
outs
tret
ched
for
a fe
w m
inut
es.”
(p
arag
raph
3)
“For
the
alba
tros
s, g
lidin
g is
easy
bec
ause
of
a tr
icky
win
g de
sign.
”(p
arag
raph
4)
“The
y us
e th
e up
war
d-bl
owin
g ai
r of
war
m u
pdra
fts to
kee
p th
em
in fl
ight
.” (
para
grap
h 5)
PRO
BLEM
“But
just
hol
ding
win
gs o
utst
retc
hed
take
s w
ork
by a
bird
’s w
ing
mus
cles
.” (p
arag
raph
3)
SOLU
TIO
N 1
“For
the
alba
tross
, glid
ing
is e
asy
beca
use
of a
tric
ky w
ing
desi
gn.”
(par
agra
ph 4
)
SOLU
TIO
N 2
“The
y us
e th
e up
war
d-bl
owin
g ai
r of
war
m u
pdra
fts to
kee
p th
em in
fl ig
ht.”
(par
agra
ph 5
)
4. H
ow d
o pa
ragr
aphs
11
and
12 c
ontr
ibut
e to
the
ove
rall
stru
ctur
e of
th
e pa
ssag
e?
Sam
ple
resp
onse
: Par
agra
phs
11 a
nd 1
2 ex
plai
nho
w th
e sc
ient
ists
wer
e ab
le to
trac
k th
e w
ande
ring
alba
tross
. Thi
s pr
ovid
es th
e so
lutio
n to
the
over
all p
robl
em d
iscu
ssed
in th
e pa
ssag
e.
4.
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[ 188 ] masteryeducation.com | English Language Arts | Level F Copying is prohibited.
[ 290
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
FC
opyi
ng is
pro
hibi
ted.
Less
on 2
8
A
NA
LYZ
E ST
RU
CT
UR
E O
F A
TEX
T
EXIT
TIC
KET
Now
that
you
kno
w h
ow to
ana
lyze
the
stru
ctur
e of
a te
xt, l
et’s
revi
sit t
he R
eal-W
orld
Con
nect
ion.
Imag
ine
you
are
help
ing
Der
ek fi
gure
out
the
str
uctu
re o
f his
tra
vel g
uide
. Rec
all w
hat
you
have
le
arne
d ab
out
how
to
reco
gniz
e an
d ex
plai
n ho
w v
ario
us p
iece
s of
a t
ext
fi t in
to t
he o
vera
ll st
ruct
ure
of t
he t
ext.
Reca
ll ho
w t
he s
truc
ture
of a
tex
t aff
ect
s th
e de
velo
pmen
t of
the
idea
s.
The
n, r
ead
the
follo
win
g pa
ge fr
om D
erek
’s C
alifo
rnia
tra
vel g
uide
. Wri
te a
few
sen
tenc
es
expl
aini
ng t
he s
truc
ture
s th
at a
re u
sed
in e
ach
of t
he p
arag
raph
s.
The
Sal
ton
Sea
Won
derin
g w
hy th
ere
is a
sea
in th
e C
alifo
rnia
des
ert?
In 1
905,
the
Col
orad
o R
iver
fl oo
ded,
and
w
ater
s sp
illed
into
the
valle
y w
here
the
Salto
n Se
a is.
In 1
907,
the
fl ood
ing
stop
ped,
and
the
Salto
n Se
a w
as b
orn.
It is
one
of
the
wor
ld’s
larg
est i
nlan
d se
as, a
nd it
is a
lso
one
of th
e lo
wes
t spo
ts
arou
nd b
ecau
se it
is 2
27 fe
et b
elow
sea
leve
l. O
ver
time,
the
sea
has
beco
me
mor
e an
d m
ore
salty
, and
it is
now
abo
ut 5
0% m
ore
salty
than
the
Paci
fi c O
cean
.
You
can
visi
t the
Sal
ton
Sea
to g
o bo
atin
g or
fi sh
ing.
Man
y ty
pes
of b
irds
live
near
the
sea,
so
bird
w
atch
ing
is a
pop
ular
act
ivity
. Kee
p in
min
d th
at a
lthou
gh y
ou a
re v
isiti
ng th
e se
a, y
ou a
re a
lso
visi
ting
the
dese
rt, a
nd th
e te
mpe
ratu
re b
etw
een
June
and
Sep
tem
ber
can
reac
h 11
5 de
gree
s.
How
ever
, thi
s is
the
best
tim
e to
go
fi shi
ng!
[Rea
ding
Lev
el: 9
00–1
000L
; Wor
d C
ount
: 148
]S
ampl
e an
swer
: The
fi rs
t par
agra
ph u
ses
a tim
e-or
der s
truct
ure.
The
au
thor
talk
s ab
out t
he fl
oodi
ng o
f the
Col
orad
o R
iver
. The
fi rs
t fac
t sta
tes
that
it fl
oode
d in
190
5. T
hen,
it s
ays
the
fl ood
ing
stop
ped
in 1
907.
Las
t, it
disc
usse
s w
hat t
he S
alto
n S
ea is
like
toda
y.Th
e se
cond
par
agra
ph u
ses
a lis
t or d
escr
iptio
n st
ruct
ure.
The
aut
hor l
ists
so
me
poss
ible
act
iviti
es to
do
durin
g a
visi
t to
the
area
. The
aut
hor a
lso
desc
ribes
the
wea
ther
and
wild
life
of th
e re
gion
.
RI.6
.5
9781609796099_MUSS_ELA_Gr6_TE.indb 1889781609796099_MUSS_ELA_Gr6_TE.indb 188 9/5/2017 2:05:48 PM9/5/2017 2:05:48 PM
[ 189 ]Copying is prohibited. Unit 3 | Informational Text | masteryeducation.com
TEACHER NOTESREAL-WORLD GOAL FOR STUDENTS• Analyze how various sections of a text fi t into the overall structure of a text and
contribute to the development of the ideas.
TIPS FOR THE STRUGGLING LEARNER• Students may have trouble understanding how structure can impact the meaning of a text.
Explain that each paragraph in a text communicates a main idea or key detail about a topic, and the individual sentences in a paragraph help to develop and refi ne that concept. Carefully organizing a paragraph ensures that the details in each sentence add meaning to the text and support the paragraph’s main idea. Encourage students to use questions about the topic to fi nd what the author may be trying to accomplish. Then, students can look for ways the text answers questions with details about the topic.
• Help students see that there are diff erent ways of structuring a text for diff erent purposes. Explain that most paragraphs in an informational text include a topic sentence, supporting details, and a concluding sentence. Authors organize these key components within a paragraph to achieve diff erent purposes.
For example, imagine an author who is writing an essay to persuade readers to exercise more often. This author might use a problem and solution structure in one paragraph to help achieve this purpose. The author could describe the negative eff ects of not exercising and then explain how to solve these problems with a particular kind of exercise.
TIPS FOR THE ENGLISH LANGUAGE LEARNER• English learners may have diffi culty deciding how the structure of a text aff ects the
development of the ideas in the text. For the passage “The Golden Gate Bridge,” have students work in pairs to discuss the underlined sentences and how they aff ect the development of a main idea. Remind students that these sentences use a common structural pattern to help the author achieve a particular purpose.
ACTIVITIES FOR THE ADVANCED LEARNER• Students can choose topics, conduct research, and write brief informational texts, such as a
persuasive or explanatory essay, that uses multiple organizational patterns in the structure of the sentences and paragraphs. Have students identify where in the text they use these patterns and the purposes they hope to achieve in doing so.
ANALYZE STRUCTURE OF A TEXT Lesson 28
9781609796099_MUSS_ELA_Gr6_TE.indb 1899781609796099_MUSS_ELA_Gr6_TE.indb 189 9/5/2017 2:05:49 PM9/5/2017 2:05:49 PM