TEACHER GUIDE 6 IN
ISBN: 978-0-8294-5735-3 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. “The Squirrel and the Spider” and “The Bean-Stalk” are part of the Public Domain. Image Credits Teacher Guide Cover airplane (c) © Wagner/AdobeStock; cloud background © aniecbros/Getty Images. Common Art Border © cherezoff/Getty Images. Step 2 Printable Dictionary icon © Gannet77/E+/Getty Images. Step 3 Printable Partners Work icon © Don Mason/Tetra Images/Getty Images; Fluency icon, Grammar icon, Writing icon © bubaone/DigitalVision/Getty Images. Step 4 Printable Question Mark icon © NicoElNino/iStock/Getty Images. Book Covers © Sundance Newbridge Publishing. i, iii © Wagner/AdobeStock. ii © Prostock-Studio/iStock/Getty Images. iv © Nadzeya_Dzivakova/iStock/ Getty Images Plus. ix © skegbydave/iStock/Getty Images Plus. 29 Step 5 Printable (tr) © Jupiterimages/ Stockbyte/Getty Images. 37 Step 5 Printable (tr) © Antonio_Diaz/iStock/Getty Images. www.voyagesinenglish.com/reading 24 25 26 27 28 29 30 31 TPS 10 9 8 7 6 5 4 3 2 1
TEACHER GUIDE 6
Program Overview See pages iv–ix to learn more about how you can empower your students’ learning through Reading in Action. Welcome to Reading in Action! You are in the right place to connect reading, writing, and grammar with a spirit of independent learning. Encountering and working with grammar and writing concepts within the context of reading helps children master important reading skills as well as provides excellent opportunities for reallife grammar- and writing-skill acquisition and application. The flexible format enhances already established literacy instruction. The Explorations in this guide build key reading skills (vocabulary, fluency, and comprehension) and reinforce grammar and writing concepts taught through the Voyages in English program. As part of the Loyola Press family of literacy products, Reading in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Reading in Action, the following programs work together in any literacy block to crystallize student success. • Voyages in English (grammar and writing) • Phonics in Action (phonological and phonemic awareness and phonics) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning and English Language Development) • Exercises in English (grammar) Reading in Action • Program Overview ii
Table of Contents Answer Keys Scoundrels of the Sea/Don’t Sweat It! ........38 Worm World/The Gulf Stream ................ 39 Discovering the Moons of Jupiter/Protists . . . . . 40 Protest!/My New American Life ............... 41 Modern Marvels/Enchanted Islands .......... 42 Planet in Distress/Outbreak! .................. 43 Baseball/Creative Writing ....................44 Rulers of India/ Treating Earth’s Trouble Spots ..............45 Just Super/Poetry ............................46 Implementation ............................iv Program Components .....................vi Explorations Scoundrels of the Sea ......................... 2 Don’t Sweat It! ................................. 4 Worm World ................................... 6 The Gulf Stream ............................... 8 Discovering the Moons of Jupiter ............. 10 Protists ....................................... 12 Protest! ....................................... 14 My New American Life ........................ 16 Modern Marvels .............................. 18 Enchanted Islands ............................ 20 Planet in Distress ............................. 22 Outbreak! .................................... 24 Baseball ..................................... 26 Creative Writing .............................. 28 Rulers of India ................................ 30 Treating Earth’s Trouble Spots ................ 32 Just Super .................................... 34 Poetry ........................................ 36 iii www.voyagesinenglish.com/reading • GRADE 6
Implementation STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 BASIC FIVE-STEP EXPLORATION STRUCTURE Start and end the Exploration in conjunction with the start and end of your Voyages in English grammar section or writing chapter. Expect to keep each learning center “open” for as long as you take to complete your Voyages in English grammar section or writing chapter. TEACHER-LED Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SELF-MONITORED Reading Vocabulary and Grammar or Writing Concept One WITH A PARTNER Reading Fluency and Grammar or Writing Concept Two SELF-MONITORED Reading Comprehension and Grammar or Writing Concept Three TEACHER-LED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. INDEPENDENT LEARNING THROUGHOUT Learning Center Instruction Designate an area in the classroom to be your Reading in Action learning center, such as near your classroom library. Rotate materials in the learning center with each new Exploration. For each Exploration, stock the learning center with the designated books, copies of the Printable for each step, writing paper, pencils, and any additional materials as described in this guide. Be sure to post the Step 3 Printable for partner work. Exploration Pacing Steps 1 and 5 for each Exploration require some limited guided instruction from the teacher. Steps 2, 3, and 4 are self-guided and self-paced. When beginning a new section or chapter of Voyages in English, introduce each book as described. Once introduced, follow your normal Voyages in English pacing and allow students to complete the Exploration during independent work time in your literacy block. There is no need to match formal instructional dates or times with concepts taught through the book—self-pacing allows for skill building through natural encounters with reading, grammar, and writing concepts. When students complete an Exploration, have them take the Online Vocabulary and Comprehension Assessment and email the results. (Grammar and writing assessments are conducted through the Voyages in English program.) iv Reading in Action • Implementation
Alternate Implementation Models Whole-Group Instruction The flexible format of Reading in Action also allows each Exploration to be used during whole-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials. Also have enough books available for each student in your class (to be purchased separately in six packs). When beginning a new section or chapter of Voyages in English, introduce each book as described in Step 1 during the whole-group portion of your literacy block. For each Exploration, have students read the book independently prior to each step or read it together in round-robin style, page by page, or paragraph by paragraph. Use the Printable to guide the class through each step. For Step 3, have students work with a partner to practice fluency and the designated grammar or writing concept. Circulate around the classroom and listen as each pair reads aloud. To wrap up the Exploration, complete the review activity with the whole class, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. WHOLE GROUP Reading Vocabulary and Grammar or Writing Concept One WHOLE GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two WHOLE GROUP Reading Comprehension and Grammar or Writing Concept Three WHOLE GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SMALL GROUP Reading Vocabulary and Grammar or Writing Concept One SMALL GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two SMALL GROUP Reading Comprehension and Grammar or Writing Concept Three SMALL GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 Small-Group Instruction Reading in Action can also be used for small-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials as described in this guide. When beginning a new section or chapter of Voyages in English, introduce each book to the whole class as described in Step 1. Once introduced, follow your normal Voyages in English pacing. For Steps 2, 3, 4, and 5, meet with students during your small-group instruction block. Have students read the book before you meet with them or conduct your typical round-robin reading sessions. Once the book is read, use the Printable to guide students through each step. Step 3 is for partner work, so have students work together to practice fluency and the designated grammar or writing concept. For fluency, listen as each pair reads and provide guidance as needed. To wrap up the Exploration, complete the review activity with each small group, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. v www.voyagesinenglish.com/reading • GRADE 6
Program Components Each grade contains a thoughtfully curated collection of books for students. They are designed to align and integrate with corresponding Voyages in English lesson concepts. Teachers will appreciate a straightforward and easy-to-use five-step instructional process that allows educators the flexibility to implement this program. The Materials specify required items for the learning center or for teacher-led activities. The Action Plan lists the outcomes of each step. The corresponding Voyages in English section or chapter is clearly noted. Lead students in the Step 5 review activity or game. Access all the resources for an Exploration through the Digital Library. An at-a-glance overview of the Exploration is provided. During Step 1, introduce the book and main concept from Voyages in English. Grade 6 Teacher Guide Grade 6 Books • 16 full-color books provided in packs of six • Historical fiction, science fiction, and informational texts • High-interest topics ground each Exploration Teacher-Led STEP 1 HOW-TO ARTICLES For use with Voyages in English Grade 6 • Chapter 2 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Modern Marvels on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 ACTION PLAN Introduce the book Introduce how-to articles MATERIALS Quick-start guide for a product Modern Marvels Voyages in English Grade 6, Chapter 2 INTRODUCE THE BOOK Using “Before You Read” (page 2) as your guide, introduce the concept behind Modern Marvels. Ask: What is an invention? What might motivate someone to invent something? Introduce the content of Modern Marvels by discussing the answers to the prior knowledge and informational text features questions on page 2 with students. Say: You’ll be learning about the inventions in this book to help practice important elements of how-to writing. INTRODUCE THE TOPIC: HOW-TO ARTICLES Hold up a quick-start guide for a product. Say: This quick-start guide is an example of how-to writing. When have you used how-to writing to help you learn to do something? You can tell it’s a good piece of how-to writing when the instructions are easy to follow. What elements are helpful when you read a manual like this? (The diagrams, for example, are helpful because I can see what the object looks like.) Then guide students through the first Voyages in English Writing Lesson in Grade 6, Chapter 2: What Makes a Good How-to Article? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 are completed via worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and ordered steps practice MATERIALS Modern Marvels Copies of Step 2 Printable Answer Key, p. 42 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a how-to article. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Write instructions using ordered steps. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Demonstrate understanding of transition words and phrases. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Develop and use diagrams to support a how-to article. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a how-to article. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. Access all the resources for this Exploration through the Digital Library. Modern Marvels 2STEP VOCABULARY Using the Modern Marvels glossary, write each definition on the first line. Then on the second line, write a sentence using the word in the correct context. 1. amputee 2. biomechatronics 3. carbonization 4. electrospinning 5. oxidation 6. polymer 7. prosthesis ORDERED STEPS Reread pages 8 and 9 of Modern Marvels. Notice the order in which the Cheetah Flex-Foot is described. Study steps 1, 2, and 3. Do you think the steps and illustrations are clear and detailed? Why or why not? Now think about the steps it takes to ride a bike. On a separate sheet of paper, record those steps using the same writing and illustration format as shown for the Cheetah Flex-Foot. www.voyagesinenglish.com/reading Name Date Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4584 18 Reading in Action • Modern Marvels With a Partner STEP 3 ACTION PLAN Play a review game Complete a book review Write a how-to article Introduction Read the Step 4 Printable directions to the class. Tell students to read Modern Marvels on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. STEP 5 Teacher-Led STEP 4 Self-Monitored Play a Game Using note cards, have students write one question and answer about a modern marvel from the book. Gather the cards. Then play “One Shot Review.” Divide the class into two teams. Explain that students will take turns answering a question. If correct, the team earns a point. For a bonus point, a student can take “one shot” and try to toss a ball into a box from a distance. Keep rotating until all the questions have been asked. Review Using the Step 5 Printable, have students write a how-to article based on one of the inventions described in the book and then write a book review for Modern Marvels. Ask volunteers to share their reviews with the class. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the transition words and phrases activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to the proper location when finished. MATERIALS Modern Marvels Copies of Step 5 Printable Note cards Empty box Small ball Answer Key, p. 42 ACTION PLAN Read the book to check comprehension Practice using diagrams MATERIALS Modern Marvels Copies of Step 4 Printable Answer Key, p. 42 ACTION PLAN Read the book to build fluency Complete transition words and phrases practice with a partner MATERIALS Modern Marvels Step 3 Printable Blank paper Answer Key, p. 42 Boo Review Modern Marvels 5 STEP HOW-TO ARTICLES WORKSHOP Choose one modern marvel from the book. Imagine that you are using the marvel in your job or everyday life. On a separate sheet of paper, write a short how-to article to explain how to use the modern marvel. Remember Place the directions in the correct order. Be sure to include transition words and phrases. Draw at least one diagram to help clarify your directions. What did you think about Modern Marvels? Write a review. Then share your review with others. The modern marvel that interests me the most is I find this modern marvel to be interesting because One way I think this modern marvel helps society is Rating: I gave this book stars because Title: Modern Marvels Author: Natalie Goldstein Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4587 Modern Marvels 4 STEP DIAGRAMS Reread page 26 of Modern Marvels. Redraw the diagram of electrospinning in the box. Then answer the question. How do diagrams help make how-to articles clear? COMPREHENSION Read Modern Marvels. Then answer the questions. 1. What is carbon fiber? (page 5) 2. How are animals used when designing prosthetics? (pages 6–9) 3. How will the buildings and skyscrapers of the future likely be different than today’s buildings? (pages 20–23) 4. How could polymers and bionic technology help soldiers? (pages 27–29) www.voyagesinenglish.com/reading Name Date Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4586 Print and display this poster in your Reading in Action learning center for partner work. Modern Marvels 3STEP first begin by second the second step third after that next while then soon finally to finish HOW-TO WRITING TIP When writing, use transition words and phrases to demonstrate how ideas relate to one another from sentence to sentence, to place ideas in order, and to make your writing clear and easy to follow. TRANSITION WORDS AND PHRASES PRACTICE 1. Open Modern Marvels to pages 14–21 as a guide. 2. With your partner, read the sentences below. Rewrite them as a paragraph. Underline the transition words and phrases that help make the writing clear. In 2001, architect Peter Testa envisioned a prototype for the first carbon fiber building. At the beginning of the project, Testa made a plan. To develop the prototype, software would be developed first. Next, Testa would build a robotic machine to produce carbon fibers on site. The plan then called for the carbon fiber strands to be soaked and woven into bands. Testa envisioned using forty diagonal bands that were thousands of feet long to create the basic structure. While the prototype has not been built yet, the project plan was completed in 2014. 3. Discuss the answer to this question with your partner: How do the transition words in the paragraph help make the writing clear? FLUENCY PRACTICE 1. First reading: Read Modern Marvels together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 14–21 with your partner for fluency. Alternate paragraphs. Practice reading aloud using expression. If you hear your partner using good expression, try to match your voice to read with the same expression. 3. After the second reading, discuss the answer to this question with your partner: In Modern Marvels, where does the author use transition words or phrases to help show order? FLUENCY TIP Transition words and phrases help the reader follow along by giving clues to order and position. Read the words below, think about what they mean and then watch for them as you read with your partner. Once you begin to recognize commonly used transition words and phrases, your reading can become more fluent. PARTNER WORK www.voyagesinenglish.com/reading Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4585 19 www.voyagesinenglish.com/reading • GRADE 6 vi Reading in Action • Program Components
Step 2 Printable During Step 2, students practice newly acquired vocabulary words and Grammar or Writing Concept One from Voyages in English. All vocabulary words appear in the book. The grammar or writing concept is clearly labeled and is introduced in Voyages in English. The activities in Reading in Action allow for students to build upon the grammar or writing concept in a natural way. Step 1 Printable For the Creative Writing Exploration, students read a trickster tale provided on a Step 1 Printable. For the Poetry Exploration, students read a poem provided on a Step 1 Printable. For all other Explorations, students will be provided a book to read. Accessing the Printables The Digital Library is the key to managing the resources that accompany Reading in Action. With an access code provided by your administrator, the Digital Library eliminates the hassle of juggling printed worksheets and accessing assessments. Modern Marvels 2STEP VOCABULARY Using the Modern Marvels glossary, write each definition on the first line. Then on the second line, write a sentence using the word in the correct context. 1. amputee 2. biomechatronics 3. carbonization 4. electrospinning 5. oxidation 6. polymer 7. prosthesis ORDERED STEPS Reread pages 8 and 9 of Modern Marvels. Notice the order in which the Cheetah Flex-Foot is described. Study steps 1, 2, and 3. Do you think the steps and illustrations are clear and detailed? Why or why not? Now think about the steps it takes to ride a bike. On a separate sheet of paper, record those steps using the same writing and illustration format as shown for the Cheetah Flex-Foot. www.voyagesinenglish.com/reading Name Date Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4584 The Bean-Stal by Edna St. Vincent Millay 1 STEP Poetry Ho, Giant! This is I! I have built me a bean-stalk into your sky! La,—but it’s lovely, up so high! This is how I came,—I put 5 Here my knee, there my foot, Up and up, from shoot to shoot— And the blessed bean-stalk thinning Like the mischief all the time, Till it took me rocking, spinning, 10 In a dizzy, sunny circle, Making angles with the root, Far and out above the cackle Of the city I was born in, Till the little dirty city 15 In the light so sheer and sunny Shone as dazzling bright and pretty As the money that you find In a dream of finding money— What a wind! What a morning!— 20 Till the tiny, shiny city, When I shot a glance below, Shaken with a giddy laughter, Sick and blissfully afraid, Was a dew-drop on a blade, 25 And a pair of moments after Was the whirling guess I made,— And the wind was like a whip Cracking past my icy ears, And my hair stood out behind, 30 And my eyes were full of tears, Wide-open and cold, More tears than they could hold, The wind was blowing so, And my teeth were in a row, 35 Dry and grinning, And I felt my foot slip, And I scratched the wind and whined, And I clutched the stalk and jabbered, With my eyes shut blind,— 40 What a wind! What a wind! Your broad sky, Giant, Is the shelf of a cupboard; I make bean-stalks, I’m A builder, like yourself, 45 But bean-stalks is my trade, I couldn’t make a shelf, Don’t know how they’re made, Now, a bean-stalk is more pliant— La, what a climb! www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4616 Reading in Action • Grade 6 vii www.voyagesinenglish.com/reading • GRADE 6
Program Components, continued Step 4 Printable During Step 4, students practice reading comprehension and Grammar or Writing Concept Three from Voyages in English. Page references are provided as a guide, so students can spend their time efficiently. Open-ended questions challenge students and show them that their opinions, thoughts, and feelings are important. For learning continuity, the grammar and writing concepts and the way they are defined are the same as Voyages in English. Step 3 Printable The Step 3 Printable should be displayed in the learning center. All Step 3 practice is completed with a partner. During Step 3, students practice their fluency skills and Grammar or Writing Concept Two from Voyages in English. The tips and notes in the side column not only provide support to students as they work on Step 3 but also can be applied by students outside the Exploration. Modern Marvels 4STEP DIAGRAMS Reread page 26 of Modern Marvels. Redraw the diagram of electrospinning in the box. Then answer the question. How do diagrams help make how-to articles clear? COMPREHENSION Read Modern Marvels. Then answer the questions. 1. What is carbon fiber? (page 5) 2. How are animals used when designing prosthetics? (pages 6–9) 3. How will the buildings and skyscrapers of the future likely be different than today’s buildings? (pages 20–23) 4. How could polymers and bionic technology help soldiers? (pages 27–29) www.voyagesinenglish.com/reading Name Date Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4586 Print and display this poster in your Reading in Action learning center for partner work. Modern Marvels 3STEP first begin by second the second step third after that next while then soon finally to finish HOW TO WRITING TIP When writing, use transition words and phrases to demonstrate how ideas relate to one another from sentence to sentence, to place ideas in order, and to make your writing clear and easy to follow. TRANSITION WORDS AND PHRASES PRACTICE 1. Open Modern Marvels to pages 14–21 as a guide. 2. With your partner, read the sentences below. Rewrite them as a paragraph. Underline the transition words and phrases that help make the writing clear. In 2001, architect Peter Testa envisioned a prototype for the first carbon fiber building. At the beginning of the project, Testa made a plan. To develop the prototype, software would be developed first. Next, Testa would build a robotic machine to produce carbon fibers on site. The plan then called for the carbon fiber strands to be soaked and woven into bands. Testa envisioned using forty diagonal bands that were thousands of feet long to create the basic structure. While the prototype has not been built yet, the project plan was completed in 2014. 3. Discuss the answer to this question with your partner: How do the transition words in the paragraph help make the writing clear? FLUENCY PRACTICE 1. First reading: Read Modern Marvels together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 14–21 with your partner for fluency. Alternate paragraphs. Practice reading aloud using expression. If you hear your partner using good expression, try to match your voice to read with the same expression. 3. After the second reading, discuss the answer to this question with your partner: In Modern Marvels, where does the author use transition words or phrases to help show order? FLUENCY TIP Transition words and phrases help the reader follow along by giving clues to order and position. Read the words below, think about what they mean and then watch for them as you read with your partner. Once you begin to recognize commonly used transition words and phrases, your reading can become more fluent. PARTNER WORK www.voyagesinenglish.com/reading Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4585 viii Reading in Action • Program Components
Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. At the end of each Exploration, students complete a book review that allows them to summarize the book and synthesize what they learned or would like to learn more about. Then students rate each book and are encouraged to share their review with the rest of the class. Assessment After Step 5, access the book’s Online Vocabulary and Comprehension Assessment in your Digital Library. Each interactive assessment includes five vocabulary questions and five comprehension questions. Depending on the implementation model chosen, the assessment link may be emailed directly to students (individually, in groups, or as a class) and completed in class or at home. Students then complete and return the assessment results. Boo Review 5STEP AD ECTIVES REVIEW Choose four images from Worm World. Then write a sentence for each image and include the article or adjective listed below. 1. indefinite article 2. comparative adjective 3. superlative adjective 4. less or fewer Worm World The worm that fascinates me the most is because The fact about the importance of worms that interests me the most is If I were a worm, I would like to be because Rating: I gave this book stars because Title: Worm World Author: Randi Mehling Fiction or Nonfiction (circle one) What did you think about Worm World? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4563 Reading in Action • Grade 6 Boo Review Modern Marvels 5STEP HOW TO ARTICLES WORKSHOP Choose one modern marvel from the book. Imagine that you are using the marvel in your job or everyday life. On a separate sheet of paper, write a short how-to article to explain how to use the modern marvel. Remember Place the directions in the correct order. Be sure to include transition words and phrases. Draw at least one diagram to help clarify your directions. What did you think about Modern Marvels? Write a review. Then share your review with others. The modern marvel that interests me the most is I find this modern marvel to be interesting because One way I think this modern marvel helps society is Rating: I gave this book stars because Title: Modern Marvels Author: Natalie Goldstein Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4587 Boo Review Modern Marvels 5STEP HOW TO ARTICLES WORKSHOP Choose one modern marvel from the book. Imagine that you are using the marvel in your job or everyday life. On a separate sheet of paper, write a short how-to article to explain how to use the modern marvel. Remember Place the directions in the correct order. Be sure to include transition words and phrases. Draw at least one diagram to help clarify your directions. What did you think about Modern Marvels? Write a review. Then share your review with others. The modern marvel that interests me the most is I find this modern marvel to be interesting because One way I think this modern marvel helps society is Rating: I gave this book stars because Title: Modern Marvels Author: Natalie Goldstein Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date Reading in Action • Grade 6 © Loyola Press. All rights reserved. W4587 ix www.voyagesinenglish.com/reading • GRADE 6
Teacher-Led STEP 1 Self-Monitored STEP 2 Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read The Gulf Stream on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. INTRODUCE THE BOOK Using “Before You Read” as your guide, introduce The Gulf Stream. Ask: Have you heard of the Gulf Stream? Why do you think the Gulf Stream might be called a river in the sea? Discuss the cover and table of contents. Ask: Why do you think the author chose this image for the cover? What do you think you might learn about the Gulf Stream? Record any verbs you hear on the board. INTRODUCE THE TOPIC: VERBS Call attention to the verbs on the board. Tell students: Verbs show action or being. Verb phrases have two or more verbs that work together as a unit. All verbs have four basic forms: present, past, past participle, and present participle. Then guide students through the first Voyages in English Grammar Lesson in Grade 6, Section 4: Principal Forms of Verbs, Verb Phrases. Explain to students that they will practice using verbs as they read The Gulf Stream. INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and agreement of subject and verb practice MATERIALS The Gulf Stream Copies of Step 2 Printable Answer Key, p. 39 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify verbs in context. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Grammar: Identify and explain agreement of subjects and verbs. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Demonstrate understanding of active and passive voices. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Grammar: Identify modal auxiliaries in context. STEP 5 Teacher-Led Grammar: Demonstrate understanding of verbs. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce verbs MATERIALS The Gulf Stream Voyages in English Grade 6, Section 4 VERBS For use with Voyages in English Grade 6 • Section 4 Access all the resources for this Exploration through the Digital Library. 2STEP AGREEMENT OF SUB ECT AND VERB Reread page 5 of The Gulf Stream. 1. Identify the subjects from four sentences. Then identify the verbs that agree with those subjects. a. b. c. d. 2. Choose one subject-verb pair from above and explain how you know the words agree. 1. current 2. chart 3. meander 4. eddy 5. plankton VOCABULARY Using The Gulf Stream glossary, write each definition on the first line. Then on the second line, write a sentence using the word in the correct context. The Gulf Stream www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4564 Reading in Action • Grade 6 8 Reading in Action • The Gulf Stream SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Play a Game Choose several sentences from an exercise in Voyages in English, Section 4, Verbs. Write the sentences on sets of note cards, with one word per card. Divide students into small groups. Distribute card sets and blank paper to each group. Have each group arrange the cards to form a complete sentence, checking for subject-verb agreement. Then tell them to label the following in the sentence: subjects and verbs; active/passive voice; and any modal auxiliaries and their main verbs. The first group to correctly complete the activity for its set of cards wins that round. Repeat until all card sets have been used by each group. Review Using the Step 5 Printable, have students review the verb concepts from Steps 2–4 and then write a book review for The Gulf Stream. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete verb and book reviews STEP 4 STEP 5 Introduction Read the Step 4 Printable directions to the class. Tell students to read The Gulf Stream on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the grammar activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS The Gulf Stream Copies of Step 5 Printable Note cards Blank paper Answer Key, p. 39 ACTION PLAN Read the book to check comprehension Practice identifying modal auxiliaries MATERIALS The Gulf Stream Copies of Step 4 Printable Answer Key, p. 39 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS The Gulf Stream Step 3 Printable Blank paper Answer Key, p. 39 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW Voice shows whether the subject is the doer or the receiver of the action. When a verb is in the active voice, the subject is the doer of the action. In the passive voice, the subject is the receiver of the action. Active: Many creatures live on the edge of the Gulf Stream. Passive: The Gulf Stream is filled with sea life. FLUENCY TIP Read aloud words in clusters instead of one-by-one. Use punctuation to help identify clusters and read them smoothly. Glide through the words with your eyes as you read. This will help with natural intonation and knowing where to pause or change your voice. GRAMMAR PRACTICE 1. Read and discuss the following sentences with your partner. On a separate sheet of paper, write A next to a sentence containing active voice or P next to a sentence containing passive voice. a. The rich mix of nutrients is eaten by tiny plants and animals called plankton. b. Larger animals eat the plankton. c. Tropical storms and hurricanes are strengthened by the warmth of the ocean waters. d. These powerful storms form in late summer and early fall when the water is warmest. e. Water in the Caribbean Sea and the Gulf of Mexico soaks up heat energy from the sun. 2. Together choose one passive voice sentence and rewrite it so it is in the active voice. 3. Now choose one active voice sentence and rewrite it so it is in the passive voice. FLUENCY PRACTICE 1. First reading: Read The Gulf Stream together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 14–16 with your partner for fluency. Alternate paragraphs. Pay attention to punctuation. When you ignore punctuation, what you’re reading may lose its meaning. As you read, pay attention to where to pause, where to take a breath, where to stop, and where to change your voice and add dramatic impact. 3. After the second reading, discuss the answer to this question with your partner: In The Gulf Stream, where does the author use passive voice instead of active voice? Did that impact the way we read the text? Why or why not? The Gulf Stream PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4565 Reading in Action • Grade 6 4STEP MODAL AUXILIARIES Read these sentences about The Gulf Stream. Underline the modal auxiliary and circle its main verb in each sentence. 1. Like rivers on land, currents may flow in winding paths. 2. If wind blows over the surface of the ocean, some of the wind’s energy can transfer to the water. 3. Ships’ anchors might tangle in the seaweed. 4. The craft could drift north. 5. People who enjoy fishing should find tasty fish in the Gulf Stream. COMPREHENSION Read The Gulf Stream. Then answer the questions. 1. What do people mean when they say the Gulf Stream is a river that flows in the sea? (page 5) 2. Why was Benjamin Franklin interested in the Gulf Stream? (page 8) 3. Why do many creatures live along the banks of the Gulf Stream? (pages 16–17) 4. What causes weather along the Gulf Stream to change so quickly? (page 20) 5. What is one example of how the Gulf Stream influences land as far away as northern Europe? (page 23) 6. What is one of the ways that oceanographer enifer Clark’s work helps people? (page 28) The Gulf Stream www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4566 Reading in Action • Grade 6 Boo Review 5STEP VERBS REVIEW Reread pages 14–17 of The Gulf Stream. On a separate sheet of paper, complete the following items. 1. Identify and write two sentences with subject-verb agreement. Include the page numbers. Explain why the subject and verb agree in each sentence. 2. Identify and write two examples of sentences with active voice. Include the page numbers. 3. Identify and write one sentence with a modal auxiliary and its main verb. Include the page number. Circle the main verb. Underline the modal auxiliary. The Gul Stream The fact about the Gulf Stream that interests me the most is If I were to sail along the Gulf Stream, I would look for Scientists are interested in and fascinated by the Gulf Stream because Rating: I gave this book stars because Title: The Gulf Stream Author: Marilyn Locker Fiction or Nonfiction (circle one) What did you think about The Gulf Stream? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4567 Reading in Action • Grade 6 9 www.voyagesinenglish.com/reading • GRADE 6 SAMPLE
Teacher-Led STEP 1 Access all the resources for this Exploration through the Digital Library. Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Planet in Distress on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Display the cover of Planet in Distress. Ask: What does this title make you think or feel? Why does it make you feel that way? Using “Before You Read” (page 2) as your guide, discuss the prior knowledge and informational text features questions. Say: The title of this book is worded to help convince you of how urgent the issue of global warming is. You’ll be working with this book to learn important elements of persuasive writing. INTRODUCE THE TOPIC: PERSUASIVE WRITING Display or distribute an example of persuasive writing, such as an advertisement or protest sign. Say: This is an example of persuasive writing. Good persuasive writing uses logic and emotion to sway the reader to believe something. Ask: When have you used persuasive writing to convince readers of your point of view? What elements are particularly effective when you read persuasive writing like this? (the word choice; stating facts) Then guide students through the first Voyages in English Writing Lesson in Grade 6, Chapter 4: What Makes Good Persuasive Writing? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and fact and opinion practice MATERIALS Planet in Distress Copies of Step 2 Printable Answer Key, p. 43 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of persuasive writing. STEP 2 Self-Monitored Reading: Build vocabulary skills using a glossary. Writing: Identify facts and opinions. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Identify and use propaganda techniques. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Expand simple sentences. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in persuasive writing. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce persuasive writing MATERIALS An example of persuasive writing Planet in Distress Voyages in English Grade 6, Chapter 4 PERSUASIVE WRITING For use with Voyages in English Grade 6 • Chapter 4 2STEP PERSUASIVE WRITING: FACT AND OPINION Reread pages 18–19 of Planet in Distress. Identify one fact and one opinion. 1. Fact 2. Opinion Take a position for or against one of the following topics. Then on a separate sheet of paper, write a fact and an opinion to support your position. 3. Your school wants everyone to wear seat belts on the school bus. 4. The mayor wants to ban the use of insecticides in your town. 1. With each exhale, we emit . 2. When gases in Earth’s atmosphere trap and produce heat, it is called the . 3. A car has both a gasoline engine and an electric motor. 4. Scientists suggest that turning to energy—or energy that comes from sun, wind, and waves—may slow global warming. 5. Farmers who are concerned about the environment practice farming to protect resources. Planet in Distress VOCABULARY Choose the best term to complete each sentence. On the second line, use the Planet in Distress glossary to write the definition of the term. hybrid carbon dioxide renewable sustainable greenhouse effect www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4592 Reading in Action • Grade 6 22 Reading in Action • Planet in Distress SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Planet in Distress on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Play a Game Round 1: Divide students into small teams and then pair teams together. In each team pair, ask Team 1 to write a statement about protecting Earth that a person could reasonably agree or disagree with. (For example: Schools should send their waste to be processed into energy.) Have Team 1 share its statement with Team 2. Round 2: Give Team 2 five minutes to create an argument, either in agreement or disagreement, that uses logic and emotion to persuade Team 1. Then tell Team 2 to present its argument so Team 1 can rate the persuasiveness of the argument on a scale of 1 to 5. Round 3: Ask teams to switch roles and repeat the process. Review Using the Step 5 Printable, have students write a persuasive text about global warming and then write a book review for Planet in Distress. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete a book review Write a persuasive text STEP 4 STEP 5 Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the propaganda techniques activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Planet in Distress Copies of Step 5 Printable Blank paper Answer Key, p. 43 ACTION PLAN Read the book to check comprehension Practice creating expanded sentences MATERIALS Planet in Distress Copies of Step 4 Printable Answer Key, p. 43 ACTION PLAN Read the book to build fluency Complete propaganda techniques practice with a partner MATERIALS Planet in Distress Step 3 Printable Blank paper Answer Key, p. 43 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP Persuasive writing often appeals to people’s emotions. When reading aloud persuasive writing, use intonation and emphasis to convey feeling and emotion. Pay attention to end punctuation, quotation marks, and boldfaced words as clues about how to vary your intonation and expression. PROPAGANDA TECHNIQUES PRACTICE 1. Open Planet in Distress to pages 12–26 as a guide. 2. Read the sentences below. Then rewrite each sentence on a separate sheet of paper. Work with your partner to identify the type of propaganda used in each sentence: vague generality, loaded words, or bandwagon. a. Cars and trucks sit bumper-to-bumper, or crawl along the road like snails. b. Everyone likes trees. c. Our leafy friends do much more for the planet. d. Now wood chips are used to make clean fuel— and just about everyone wants that. e. A new global system will help countries identify problems and better understand Earth’s environment. f. Some Americans say that the necessary changes would restrict our way of life. 3. Write a sentence about protecting the environment that uses a testimonial as a propaganda technique. 4. Compare your sentence with your partner’s. Discuss why each sentence is an example of a testimonial. FLUENCY PRACTICE 1. First reading: Read Planet in Distress together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 6–11 with your partner for fluency. Alternate paragraphs. Practice reading with intonation and expression by changing your voice to match punctuation marks, such as exclamation points. Emphasize boldfaced words when you read them aloud. 3. After the second reading, discuss the answer to this question with your partner: In Planet in Distress, page 6, how did we change our intonation and expression when the author used a propaganda technique? Planet in Distress PERSUASIVE WRITING TIP Writers use propaganda to persuade people by using ideas or words that affect readers’ emotions or that appeal to their biases. When using propaganda to persuade your readers, remember to select ideas and words that will impact how your readers feel about the subject. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4593 Reading in Action • Grade 6 4STEP EXPANDED SENTENCES Reread page 27 of Planet in Distress. Then rewrite and expand the following sentences. First add colorful adjectives or adverbs. Next add a prepositional phrase to two or more of the sentences to make them more specific. 1. Wangari Maathai had an idea. 2. Women planted 30 million trees. 3. She protested the destruction of forests. 4. Maathai won a prize. COMPREHENSION Read Planet in Distress. Then answer the questions. 1. According to the text, what evidence do we have that Earth is experiencing global warming? (pages 6–11) 2. What are four likely causes of global warming? (pages 12–17) 3. How can we use garbage to combat global warming? (page 23) 4. Why was Wangari Maathai awarded the Nobel Peace Prize? (page 27) Planet in Distress www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4594 Reading in Action • Grade 6 Boo Review 5STEP PERSUASIVE WRITING WORKSHOP Recall what you have read in Planet in Distress about global warming. On a separate sheet of paper, write a persuasive text with multiple paragraphs about why people should be concerned about global warming and what they can do about it. Explain and convince people of the actions that they should take to slow global warming. Remember Use facts to support your opinions when possible. Use different propaganda techniques to appeal to your readers’ emotions. Expand your sentences with modifiers such as adjectives, adverbs, and prepositional phrases. Planet in Distress The main thing I learned about global warming was I think we can combat global warming by One question I still have about global warming is Rating: I gave this book stars because Title: Planet in Distress Author: oy Brewster Fiction or Nonfiction (circle one) What did you think about Planet in Distress? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4595 Reading in Action • Grade 6 23 www.voyagesinenglish.com/reading • GRADE 6 SAMPLE
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