language arts grade 6language arts – grade 6 apex learning packet weeks 7 & 8 (may 18 – may...
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Language Arts – Grade 6
CHARLES COUNTY PUBLIC SCHOOLS
Language Arts – Grade 6
APEX Learning Packet
Weeks 7 & 8
(May 18 – May 29)
Dear parents,
If your child is participating in distance learning solely through the completion of our instructional packets, you are required to call or email the principal to inform them of your child’s participation status, since packet-assignments will not be collected until a later time. Please keep all of your child’s work in a safe place until you are notified of when, where and how to submit. Thank you for your attention to this matter.
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Estimados padres,
Si su hijo/a está participando en el aprendizaje a distancia completando
solamente nuestros paquetes de instrucción, deberá llamar o enviar un correo
electrónico al director para informarle sobre el estado de participación de su
hijo/a, ya que las asignaciones realizadas en los paquetes no se recopilarán
hasta más tarde. Por favor mantenga todo el trabajo de su hijo/a en un lugar
seguro hasta que se le notifique cuándo, dónde y cómo presentarlo. Gracias por
su atención a este asunto.
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Contents APEX Lesson – Author’s Purpose ................................................................................................................................4
Information – Author’s Purpose .............................................................................................................................5
Information – Examining Details ............................................................................................................................6
Information – Same Purpose, Different Viewpoints ..............................................................................................7
Review – Author’s Purpose ....................................................................................................................................8
Study Guide – Author’s Purpose ............................................................................................................................9
Assessment – Author’s Purpose .......................................................................................................................... 12
APEX Lesson – Text Structure .................................................................................................................................. 15
Information – Text Structure ............................................................................................................................... 16
Information – Developing Main Ideas ................................................................................................................. 17
Information – Revealing the Author’s Purpose ................................................................................................... 18
Review – Text Structures ..................................................................................................................................... 19
Study Guide – Text Structure .............................................................................................................................. 20
Assessment – Text Structure ............................................................................................................................... 22
Study Guide Answers ............................................................................................................................................... 26
Author’s Purpose ................................................................................................................................................. 26
Text Structure ...................................................................................................................................................... 28
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Name: __________________________________________ School: _______________________
Teacher: ________________________________________ Period: _______________________
Packet Directions for Students Students should complete the following activities from APEX English Language Arts 6 course.
APEX Lesson – Author’s Purpose Unit 3: Reading Strategies, Part 1 Lesson: Author’s Purpose: With a clear purpose, great things can be achieved
Lesson Objectives:
Recognize that an author's purpose is the reason he or she is writing.
Identify details in a text that can help you determine the author's purpose.
Evaluate how two authors who write with similar purposes can express different viewpoints
about a topic.
Lesson Directions: 1. Read the information about recognizing the author’s purpose through the details and
evaluating how they express their viewpoint.
2. Complete the Study Guide
3. Complete the assessment of your learning
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Information – Author’s Purpose An author's purpose is the reason he or she is writing. An author's purpose could be to inform, to persuade, or
to entertain.
Explore the images to see examples of each purpose.
Writing to inform includes providing the audience with facts
or instructions.
Writing to persuade uses evidence to influence the
audience.
Writing to entertain uses humor or vivid imagery to tell a story.
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Information – Examining Details Details in a text can help you determine the author's purpose. Looking closely at the supporting details in a text
can help you determine the author's purpose.
Writing to inform includes facts and instructions.
Writing to persuade includes persuasive language and emotionally charged wording.
Writing to entertain includes stories, figurative language, and humor.
Explore these supporting details and then use that information to determine the author's purpose.
Supporting Detail
“Every precious child should be able to eat healthy, homegrown food.”
This supporting detail is using persuasive language
and emotionally charged wording. Authors use these types of details to persuade.
Supporting Detail
“When growing a garden, it’s important to water regularly.”
This supporting detail gives instructions on how to
grow a garden successfully. Authors use these types of details to inform.
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Information – Same Purpose, Different Viewpoints Two authors may write with similar purposes but have different viewpoints about a topic. An author's
viewpoint is how he or she feels about a topic. Often, two authors write with the same purpose but have very
different viewpoints about a topic.
Explore the tables to see an example of two authors writing with the same purpose – to persuade – who have
very different viewpoints. Notice how each author uses specific supporting details.
Author #1
ViewPoint People should see the movie version of a novel before they read the book.
This sentence uses persuasive language to convince the audience to support the author's viewpoint: that people should see the movie version before they read the book.
Supporting Detail For struggling readers, books can be very complicated. Seeing the movie version first can help readers better understand the novel’s story.
These details help support the author's viewpoint and explain why watching the movie version first is important.
Author #2
ViewPoint People should always read the book before seeing the movie version of a story.
This sentence uses persuasive language to persuade the audience to support the author's viewpoint: that people should read the book version of a story before they see the movie.
Supporting Detail The book provides more details about the plot and characters. This helps readers gain a deeper understanding of the story than they would get by watching the movie version first.
These details help support the author's viewpoint and explain why reading the book version first is important.
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Review – Author’s Purpose
What do a Hermann's tortoise and popcorn have to do with an author's purpose?
An author's purpose is the reason the author is writing. An author's purpose can be to inform, to persuade, or
to entertain. These purposes require different types of supporting details. Or, reasons, facts, examples, or
other evidence that helps explain the main idea.
A text with the purpose to inform uses facts to support the ideas in the text. Here's an example of a text with a
purpose to inform:
An adult Hermann's tortoise can grow to about 11 inches in length and weigh
about 9 pounds.
This text uses facts about the Hermann's tortoise, like how long they can get, and how much they weigh, to
inform the audience.
A text with the purpose to persuade uses persuasive language and emotionally charged wording to support the
ideas in the text. For example:
The habitat of the Hermann's tortoise is being destroyed by the growth of the tourist
industry in southern Europe. Increased construction is also destroying the homes of
these beautiful, ancient creatures. We have to act now to save these tortoises.
This text uses emotionally charged wording, for example, "these beautiful, ancient creatures" and persuasive
language such as, "we have to act now," to persuade the audience.
A text with the purpose to entertain uses stories, figurative language, and humor, for example:
On vacation last year, I saw a Hermann's tortoise. I was lying
on the beach when I looked over and noticed this shell next to
me. It looked like a big rock, but it was moving. It was a turtle,
and it stuck its head into my bag and ate all my popcorn.
This story’s purpose is to entertain the audience.
And that is what a Hermann's tortoise, a box of popcorn, and an author's purpose have in common.
Key Terms:
Author’s Purpose: The reason the author is writing.
Viewpoint: How the author feels about a topic.
Supporting Details: Reasons, facts, example, or other evidence that help explain the main idea.
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Study Guide – Author’s Purpose Use this guide to take notes as you work through the activity. Taking good notes can help you remember
important ideas. Your notes on this guide will help you prepare for quizzes and tests.
What is the most likely purpose for each description of a text (inform, persuade, or entertain):
A travel guide that explains how to rent a car in Europe.
A story about two grumpy goats on a road trip through Wisconsin.
A magazine article arguing for a better recycling program.
A booklet encouraging students to wash their hands more frequently
A description of what to do if the chain falls off your bike
A story about an embarrassing moment that starts sad but turns out funny
Circle the most likely purpose of the passage.
My dad watched football for the entire weekend. I don't think he even took a shower! He also stayed up late on Sunday night to watch an evening game. So on Monday morning, he overslept. When my mom yelled, "Come on, Bob! It's almost seven!" to try to wake him up, he replied, "Which team is winning?"
To persuade the reader that watching too much football is bad for you
To inform the reader about how football can affect a family
To entertain the reader by telling a funny personal story
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Decide which purpose each detail most likely reflects. (inform, persuade, or entertain):
With its eight legs, the scorpion is more closely related to the spider than any insect.
The shadows of the soccer players stretched across the field in ling, quickly
shifting stripes.
If we vote for Ms. Richmond, we’re voting against our futures – and against our children’s futures, too.
Many cave-dwelling fish don't have eyes. Because the caves are so dark, the fish wouldn't be able to see even if they did have eyes.
The lonely tennis court sits there unused day after day, so the city should turn it into a skate park. Adults want kids to be active, right?
I was in my room for hours playing video games. So when my mom called me for dinner, she yelled, "Come on out, you cave-dwelling fish!"
Studies have shown that purposely thinking about what you're grateful for increases your happiness, so why not give it a try?
Circle the most likely purpose of the passage. Then circle the detail that helps you determine the author’s
purpose.
Teachers frequently assign group projects. It's not uncommon for one or two of the group members to do most of the work and the others in the group to do less work or no work at all. Teachers should assign a specific job to each group member to make sure everyone participates equally.
Circle the purpose
To inform the reader about how some students do most of the work during group projects
To entertain the reader by telling a story about an unpleasant group-project experience he or she once had
To persuade the reader that teachers should give each student a specific job to do when assigning group projects
To persuade the reader that teachers should only assign individual work, not group projects
Circle the supporting detail
Teachers frequently assign group projects.
Teachers should assign a specific job to each group member to make sure everyone participates equally.
It's not uncommon for one or two of the group members to do most of the work and the others in the group to get away with doing less.
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Read the two passages and then respond to the two prompts that follow
Passage #1
It's a real shame that we don't care about the youth of this town. But there's something we can do about it: Stop wasting money on pay increases for our politicians and put that money toward the crumbling youth center instead.
Passage #2
Nothing happens in any town without strong leadership. And once you've found it, you've often got to pay to keep it. But some people would rather waste our budget on hopeless causes like the crumbling youth center instead of giving pay increases to our proven leaders.
Circle the author’s purpose that is shared by both passages.
To inform To persuade To entertain
In two or three sentences, compare the viewpoints in the two passages.
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Assessment – Author’s Purpose
1. What is the definition of author’s purpose?
a. Evidence that backs up an author's main idea
b. A statement that maps out an essay
c. The attitude of a writer toward his or her subject
d. The reason the author is writing a piece
2. Which answer option most likely describes an essay written to inform?
a. An essay detailing the rules of volleyball
b. An essay giving reasons why homework should be limited on weekends
c. An essay retelling the story of a family camping trip
d. An essay explaining why leash laws should be enforced
3. Which answer option most likely describes an essay written to persuade?
a. An essay sharing a personal story about meeting a best friend
b. An essay explaining how to write a book review
c. An essay giving reasons why families should grow their vegetables
d. An essay discussing ways to be an animal shelter volunteer
4. What is the most likely reason an author would write an essay about a little-known figure who had a
great impact on the history of the United States?
a. To persuade readers that they should question what they read in history books.
b. To inform readers that even people they've never heard of affected history.
c. To inform readers about unimportant events in U.S. history.
d. To persuade readers to write stories about famous events in U.S. history.
5. Which purpose does each detail most likely reflect (inform, persuade, or entertain?
The museum, which will house artifacts from all the regional tribes, will open sometime after Memorial Day weekend.
The fountain in the town square is half-finished, and we're out of funding, so it's
time to abandon this shortsighted project for good.
Students, I, too, attended Whidbey Junior High. Though in my day school was easier, as there were fewer presidents and state capitals!
All the evidence points to in-class cell phone use being an obstacle to quality education, so it's time to ban this behavior for good.
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6. Which statement best compares the viewpoints of the two passages?
Passage #1 Families would benefit greatly from a four-day school week. In today's society, many family calendars are full every moment of the day. With a shorter school week, families would be able to spend quality time together. In addition, each family member would have more time to rest and recharge for the upcoming school week. Both of these benefits will lead to healthier families and higher-achieving students, so schools should make the change as soon as possible.
Passage #2 Our school district should improve the student experience by changing the length of the school week to four days. Elementary students, who typically need free, active playtime, would then have a three-day weekend. Upper-grade students, who require more sleep, would have an extra day to catch up on sleep missed during the week. In addition, students would have another weekend day to work at their jobs. Finally, all students would have more time to recharge for the upcoming school week.
a. The first passage tries to persuade readers that families will benefit from a four-day school
week, while the second passage tries to persuade readers that the change will benefit students.
b. The first passage tries to persuade readers that younger children will benefit most from a
shorter school week, while the second passage says it will only help students in upper grades.
c. Although the first passage tries to persuade readers that students will earn higher grades with
an extra day to study, the second passage focuses on the physical rest that students will gain.
d. Although the first passage tries to persuade readers that parents favor a shorter school week,
the second passage tries to persuade readers that students want the shorter week.
7. Which statement best compares the viewpoints of the two passages?
Passage #1 The American Dietary Association says at least half of a meal should consist of healthy fruits and vegetables. But what many people don't realize is that fruits and vegetables can be the highlight of a meal. Most cooks plan a meal around the protein, usually meat. However, with delicious vegetable recipes and tasty fruit creations, cooks can prepare a healthy and well-balanced meal.
Passage #2 For a healthy diet, the way you cook your food is as important as the type of food you eat. One great way to make your diet healthier is to use grilling as an alternative to frying. Fried food has a high-fat content because it's cooked in a pool of grease. But grilling allows fat to drip off the food — and makes it taste great.
a. The first passage informs readers about a healthy diet of fruits and vegetables, while the second
passage discusses healthy ways to cook food.
b. The first passage informs readers on how to eat balanced meals, while the second passage
discusses how to prepare food.
c. The first passage persuades readers to eat protein at each meal, while the second passage
convinces readers to balance fried food with grilled food.
d. The first passage persuades readers to consult diet regulations when cooking food, while the
second passage informs readers about which types of food to grill.
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8. Identify the author's purpose in this article about a festival, and explain how the details helped you
understand the author’s purpose.
Last year's Newburgh Film Festival was the most well attended in its short history. This should come as no surprise, though, as attendance has risen gradually in each of its nine years. This year, for the 10th anniversary, the festival will be moved from the Richmond High School auditorium to the Hudgins Performing Arts Center in downtown Newburgh. The main attraction, scheduled for the Saturday night of the weekend festival, is the premiere of Claude Lee's documentary Helper Monkey, which will be followed by a Q&A with the director himself. Tickets for this event are nearly sold out, but they can be purchased, along with all other festival passes, at the Hudgins Center box office or any Quallick Farms grocery store.
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Name: __________________________________________ School: _______________________
Teacher: ________________________________________ Period: _______________________
Packet Directions for Students Students should complete the following activities from APEX English Language Arts 6 course.
APEX Lesson – Text Structure Unit 3: Reading Strategies, Part 2 Lesson: Text Structures: Text structures come in many different shapes and sizes.
Lesson Objectives:
Explain how organizational structure can help develop the central idea of a text.
Explain how the organizational structure of a text can reveal the author's purpose.
Lesson Directions: 1. Read the information about how the organizational structure develops the central idea and
reveals the author’s purpose.
2. Complete the Study Guide
3. Complete the assessment of your learning
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Information – Text Structure Text structure is the pattern of organization within a text. Depending on the purpose of a text, a writer chooses
the text structure that most effectively develops his or her central idea.
During this lesson, we will learn four types of text structures: proposition-and-support, problem-solution,
compare-contrast, and chronological order. Read below for additional information about these four structures,
all about the same topic, indoor pools.
Text Structure Example
The proposition-and-support organizational structure presents an idea or opinion (a proposition) and uses evidence to support the proposition.
Purpose: To use evidence to persuade your school to install an indoor swimming pool Sample Sentence “An indoor pool would allow students to enjoy sports and exercise opportunities throughout the year, no matter the weather.”
The problem-solution organizational structure defines a problem and then suggests possible solutions.
Purpose: To offer suggestions on exercise opportunities during winter months Sample Sentence: “Students often don’t have enough exercise opportunities during the winter months. An indoor pool would allow students to continue to exercise even during adverse weather conditions.”
The compare and contrast organizational structure explains the similarities and differences between two or more things.
Purpose: To compare outdoor and indoor pools Sample Sentence: “Outdoor pools can only be enjoyed during the summer months, but indoor pools can be enjoyed year-round.”
The chronological organizational structure presents ideas or events in a logical order.
Purpose: To explain how to dive off a starting block Sample Sentence: “First, step onto the starting block and put one foot at the front edge. Next, crouch down and grab the front of the block. Finally, jump off the block by pushing forward with your arms and legs.
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Information – Developing Main Ideas The organizational structure can help develop the central idea of a text.
Here are examples of how the chronological and compare/contrast text structures contribute to the
development of the central idea.
Chronological Text
Installing an aquarium is easy if you follow these simple instructions. First, buy the aquarium that best meets your needs. Next, set up the aquarium at home and make sure the temperature and chemical composition of the water is just right. Finally, introduce fish into the aquarium and begin the proper feeding and cleaning routines.
Explanation
The first sentence introduces the central idea: that setting up an aquarium can be easy if the instructions are followed.
By using the chronological organizational structure, this passage presents the necessary steps for setting up an aquarium. Each step in the process develops the idea that setting up an aquarium is easy.
Compare / Contrast
A saltwater aquarium is more difficult and costly to maintain than a freshwater aquarium. Both types require regular maintenance, frequent testing of the chemical composition of the water, and properly running filters. But a saltwater tank requires more time, equipment, and money than a freshwater tank.
Explanation
The first sentence introduces the central idea: that it is more challenging to take care of a saltwater tank than a freshwater tank.
The compare-and-contrast structure of this passage allows the writer to explore the similarities and differences between the two types of aquariums. By comparing the two tanks, it helps develop the central idea that maintaining a saltwater aquarium is more difficult.
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Information – Revealing the Author’s Purpose The structure can also help reveal the author's purpose. An author's purpose can be to inform, to persuade, or
to entertain.
Read the example essay topics and their related text structures. Then learn how knowing the text structure
helps recognize the author’s purpose.
Topic and Structure Purpose
The History of Baseball
Chronological Order
The purpose of an essay that explains the history of baseball using the chronological text structure would most likely be to inform the reader.
How to solve traffic congestions
Problem-solution
The purpose of an essay that explains how to solve traffic problems using the problem-solution text structure would most likely be to persuade the reader.
Tale of My 6th Grade Summer?
Chronological Order
The purpose of an essay that tells about a person’s summer using the chronological text structure would most likely be to entertain the reader.
Read the passage to see how the proposition-and-support text structure reveals the author's purpose.
Mitchum High School should hold a talent show. Mitchum hasn't had a talent show for years, but both students and staff have expressed interest in putting one on. A talent show would also generate school spirit and would make a good fund-raiser for various school clubs. A talent show would be a positive experience for everyone.
Sentences Analysis
Mitchum High School should hold a talent show. Using the proposition-and-support organizational structure, the writer proposes that Mitchum High School should hold a talent show.
Mitchum hasn't had a talent show for years, but both students and staff have expressed interest in putting one on. A talent show would also generate school spirit and would make a good fund-raiser for various school clubs.
These two sentences are evidence that supports the proposition that Mitchum High School should hold a talent show.
A talent show would be a positive experience for everyone.
The text structure reveals that the purpose is to persuade the reader to support the author's proposition.
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Review – Text Structures
There are a variety of ways a writer can structure a text. Once a writer decides on a purpose for
writing, they choose the text structure that best meets the needs of the assignment.
Let's say a writer wants to write an essay to persuade the school board
to extend the lunch period by half an hour. Using the proposition-and-
support text structure, the writer could make the proposition that
extending the lunch period would give students a chance to eat
healthier foods. The proposition is supported by evidence in the
proposition-and-support text structure.
Sometimes a writer needs to present ideas in a specific order, or
show the order in which events happen. For this purpose, the
writer can use the chronological text structure. For example, if you
wanted to explain how to build a model rocket, you could use a
chronological text structure to present each step in order. First,
assemble the engine mount. Next, mark the body tube. Finally,
install the mount and tubing, and get ready to let your rocket fly.
Chronological text structure helps your readers see the logical order
of events.
Finally, if a writer wants to point out similarities and differences, the compare-and-contrast text
structure comes in handy. You could use the compare-and-contrast text structure to do something like
comparing the features of a model X rocket with the features of a high flyer rocket.
So, whether you use proposition and support, chronological, or compare and contrast, the text
structure you choose can help enhance your writing.
Key Terms:
Central Idea: The main point of a text
Author’s Purpose: The reasons the author is writing.
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Study Guide – Text Structure Use this guide to take notes as you work through the activity. Taking good notes can help you remember
important ideas. Your notes on this guide will help you prepare for quizzes and tests.
Complete the table by describing each type of text structure.
Proposition and Support
Problem – Solution
Compare and Contrast
Chronological
Which text structure would best support the central ideas below?
Schools should provide a wider variety of healthy lunch options for kids.
Baking bread is much more difficult than baking cookies.
During its life cycle, the monarch butterfly goes through several changes.
You don’t have to let a flat bicycle tire ruin your ride.
Circle the text structure used in the passage?
Our school should offer cooking as an elective class. Although our school currently offers several fun electives, many students have expressed interest in learning how to cook. Cooking is something everyone should learn to do, and learning how to cook can help establish a habit of healthy eating.
Proposition and Support Problem – Solution Compare and Contrast Chronological
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Complete the table by identifying the most likely purpose of each text described – to persuade, to inform, or
to entertain.
Central Idea Text Structure Author’s Purpose
Schools should offer students more hands-on learning opportunities.
Proposition and Support
Green Lake is badly polluted, but it does not have to stay that way.
Problem – Solution
Road trips and plane travel offer different advantages and disadvantages for travelers.
Compare and Contrast
Even new bakers can make great bread if they follow these steps.
Chronological
On my walk to school yesterday, I had an unexpected encounter with an octopus.
Chronological
Read the passage. First, identify the text structure used in the passage, and then explain how this structure
helps develop the writer's central idea. Use evidence from the text in your response.
Loffettville should build a community recreation center. Recreation centers are important in promoting community engagement, and they provide a safe and fun place where children, teens, and adults can interact. A community recreation center would be a very popular addition to our community.
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Assessment – Text Structure 1. Which text structure would best support the central ideas below?
Proposition and Support
Problem / Solution
Compare and Contrast
Chronological
An essay explaining how a town changed over time and grew into a city
An essay that claims swimming is the best exercise and backs it up with evidence
An essay that discusses the similar and different qualities of nuclear energy and solar power
An essay that describes the local traffic situation and offers suggestions to fix it
2. Which organizational structure would be most appropriate for responding to the prompt?
Prompt: Write an essay presenting evidence to explain why middle school students should have no more than two hours of homework a night.
a. Chronological
b. Compare and contrast
c. Proposition and support
d. Problem-solution
3. Which text structure is used in this passage?
Jill Robinson's career started in 1999, and she quickly became one of America's favorite writers. Robinson's first novel, The Butter Churner, made several best-seller lists. In 2001, she published the award-winning Silly Fish, which increased her popularity even more when it became a hit movie in 2002. Perhaps her greatest moment, though, was 2003's Pirate Pants, which the New York Voice called "a masterpiece." A decade later, though, we haven't heard from Robinson again, and the public is left starving for more of this talented writer's words and wisdom.
a. Chronological
b. Compare and contrast
c. Proposition and support
d. Problem-solution
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4. Which statement best explains how the organizational structure of the passage helps develop the main
idea?
School-spirit week is an important part of student life at high school. It brings students together to rally around a common cause. Students learn to work together as they take part in hall decorating, a variety show, and mini Olympic Games. It's also a fun way to unwind after the stressful midterm exams. Some of the best school memories are made during the school-spirit week.
a. The chronological structure details the origin and evolution of school-spirit week to show how it
has improved over time.
b. The compare-and-contrast structure describes the advantages of a school-spirit week to
propose some new student activities.
c. The proposition-and-support structure explains what might happen without a school-spirit
week to prove that it is an important part of student life.
d. The proposition-and-support structure provides details about a school-spirit week to illustrate
why it is important.
5. How does the organizational structure of the passage help develop the main idea?
Handwritten cards sent through the mail are the most meaningful way to communicate with someone you care about. First of all, sending a handwritten card takes planning. You have to purchase a card, look up the recipient's address, and find a stamp to mail it. A handwritten card is also a meaningful keepsake because the recipient can display it or keep it in a special place to look at again and again. Finally, the recipient can enjoy a handwritten card without feeling the need to respond immediately.
a. The proposition-and-support structure points out the benefits of handwritten cards to show
that they are a meaningful way to keep in touch.
b. The proposition-and-support structure describes the advantages of handwritten cards to
convince readers to stop using email and text messaging.
c. The problem-solution structure explains that our society relies too heavily on electronic
messages to prove that handwritten cards are better.
d. The chronological structure traces the decline of handwritten cards over time to show that the
best format for significant communication has been lost.
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6. How does the organizational structure of the passage support the author's purpose?
Wouldn't it be great to have a burrito bar in the cafeteria? A lot of middle school students love making their burritos. If we had a burrito bar, students could prepare delicious lunches just the way they like them. The best part is that burritos can be made with wholesome ingredients like beef, chicken, and beans, so there's no worry that the meals would be unhealthy for kids. The ingredients for burritos are no more expensive than other ingredients used in school lunches, so there would be no extra expense for the school.
a. To inform the reader about the food preferences of middle school students, the author uses a
proposition-and-support structure that suggests having a burrito bar in the cafeteria.
b. To inform the reader about why a burrito bar is a great idea, the author uses a compare-and-
contrast structure that illustrates how much a burrito costs in comparison with other lunch
options.
c. To persuade the reader that the cafeteria should add a burrito bar, the author uses a
proposition-and-support structure that explains the advantages a burrito bar would bring.
d. To persuade the reader that burritos are a healthy lunch option, the author uses a compare-
and-contrast structure that shows the benefits of eating burritos.
7. Read the passage. First, identify the text structure used in the passage, and then explain how this
structure helps develop the writer's central idea. Use evidence from the text in your response.
The rise in the popularity of farmers' markets has caused many people to rethink their use of regular grocery stores. Both have their advantages and disadvantages. Farmers' markets have fresh and local produce, and often you get a chance to meet the people who grow your food. This isn't the case with grocery stores, where you'll never get to meet the farmers. Grocery stores are starting to have more local products, though, and they have a better variety of goods. Another thing to consider is the setting itself. Farmers' markets are usually in more pleasant, open-air locations where there's often live music playing. Grocery stores, on the other hand, can be busy and uncomfortable if you don't like shopping. The pleasant atmosphere comes at a price, though, as your bill at a farmers' market is likely to be 25 percent more than at a grocery store. All in all, the freshness and quality of food is worth a little more money. Farmers' markets are the way to go.
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Study Guide Answers
Author’s Purpose What is the most likely purpose for each description of a text (inform, persuade, or entertain):
Inform A travel guide that explains how to rent a car in Europe.
Entertain A story about two grumpy goats on a road trip through Wisconsin.
Persuade A magazine article arguing for a better recycling program.
Persuade A booklet encouraging students to wash their hands more frequently
Inform A description of what to do if the chain falls off your bike
Entertain A story about an embarrassing moment that starts sad but turns out funny
Circle the most likely purpose of the passage.
My dad watched football the entire weekend…
To persuade the reader that watching too much football is bad for you
To inform the reader about how football can affect a family
To entertain the reader by telling a funny personal story
Decide which purpose each detail most likely reflects. (inform, persuade, or entertain):
Inform With its eight legs, the scorpion is more closely related to the spider than any insect.
Entertain The shadows of the soccer players stretched across the field in ling, quickly
shifting stripes.
Persuade If we vote for Ms. Richmond, we’re voting against our futures – and against our children’s futures, too.
Inform Many cave-dwelling fish don't have eyes. Because the caves are so dark, the fish wouldn't be able to see even if they did have eyes.
Persuade The lonely tennis court sits there unused day after day, so the city should turn it into a skate park. Adults want kids to be active, right?
Entertain I was in my room for hours playing video games. So when my mom called me for dinner, she yelled, "Come on out, you cave-dwelling fish!"
Persuade Studies have shown that purposely thinking about what you're grateful for increases your happiness, so why not give it a try?
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Circle the most likely purpose of the passage. Then circle the detail that helps you determine the author’s
purpose.
Teachers frequently assign group projects…
Circle the purpose
To inform the reader about how some students do most of the work during group projects
To entertain the reader by telling a story about an unpleasant group-project experience he or she once had
To persuade the reader that teachers should give each student a specific job to do, when assigning group projects
To persuade the reader that teachers should only assign individual work, not group projects
Circle the supporting detail
Teachers frequently assign group projects.
Teachers should assign a specific job to each group member to make sure everyone participates equally.
It's not uncommon for one or two of the group members to do most of the work and the others in the group to get away with doing less.
Read the two passages and then respond to the two prompts that follow
Passage #1
It's a real shame that we don't care about the youth of this town…
Passage #2
Nothing happens in any town without strong leadership…
Circle the author’s purpose that is shared by both passages.
To inform To persuade To entertain
In two or three sentences, compare the viewpoints in the two passages.
Sample Response: Both passages use emotionally charged persuasive language to make an argument about pay
increases and the youth center. Passage 1 argues that money should go to the youth center, not to politicians.
Passage 2, on the other hand, argues the opposite.
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Text Structure Complete the table by describing each type of text structure.
Proposition and Support Sample Response: Presents an opinion and supports it with evidence
Problem – Solution Sample Response: States a problem and suggests solutions
Compare and Contrast Sample Response: Explains similarities and differences between two or more things
Chronological Sample Response: Presents ideas or events in order based on time
Which text structure would best support the central ideas below?
Proposition and Support Schools should provide a wider variety of healthy lunch options for kids.
Compare and Contrast Baking bread is much more difficult than baking cookies.
Chronological During its life cycle, the monarch butterfly goes through several changes.
Problem – Solution You don’t have to let a flat bicycle tire ruin your ride.
Circle the text structure is used in the passage?
Our school should offer cooking as an elective class…
Proposition and Support Problem – Solution Compare and Contrast Chronological
Complete the table by identifying the most likely purpose of each text described – to persuade, to inform, or
to entertain.
Central Idea Text Structure Author’s Purpose
Schools should offer students more hands-on learning opportunities.
Proposition and Support
To persuade
Green Lake is badly polluted, but it does not have to stay that way.
Problem – Solution To inform
Road trips and plane travel offer different advantages and disadvantages for travelers.
Compare and Contrast
To inform
Even new bakers can make great bread if they follow these steps.
Chronological To inform
On my walk to school yesterday, I had an unexpected encounter with an octopus.
Chronological To entertain
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Read the passage. First, identify the text structure used in the passage, and then explain how this structure
helps develop the writer's central idea. Use evidence from the text in your response.
Loffettville should build a community recreation center. Recreation centers are important in promoting community engagement, and they provide a safe and fun place where children, teens, and adults can interact. A community recreation center would be a very popular addition to our community.
Sample Response
This passage uses the proposition-and-support text structure. This structure allows the writer to make a
proposition and then support it with evidence. The writer proposes that the town should build a recreation
center. The writer then offers evidence to support the proposition, such as the point that recreation centers
often contribute to community engagement.
Evaluate Your Response
In your response, you should have (1) identified the text structure used in the passage, and (2) discussed how
the structure helps develop the central idea of the passage.