try it out! measuring up to the standards

Try It Out! Sample Pack | ELA | Grade 6 | Lesson 28

Measuring Up to the Standards

The Try It Out! sample pack features:

• 1 full student lesson with complete Teacher Edition lesson• 1 full Table of Contents for your grade level• Correlation to the standards

Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.

Standards-based lessons featureintroductions that set students up for success with:

aVocabulary in Action

aRelevant real-world connections

aClearly identified learning goals

aConnections to prior learning

Guided Instruction and IndependentLearning strengthen learning with:

aDeep thinking prompts

aCollaborative learning

aSelf-evaluation

aDemonstration of problem-solving logic

aApplication of higher-order thinking

Flexible design meets the needs ofwhole- or small-group instruction.Use for:

aIntroducing standards

aReinforcement or standards review

aIntervention

aRemediation

aTest Preparation

Extend learning with online digital resources!Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment andpractice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice.

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[ 281 ]Copying is prohibited. Unit 3 | Informational Text | masteryeducation.com

WORDS TO KNOW

structure

section

Lesson 28 ANALYZE STRUCTURE OF A TEXT RI.6.5

INTRODUCTIONReal-World ConnectionGEOGRAPHY CONNECTION

Derek and his family are going on a road trip through California this summer. Derek downloads a travel guide for California to learn more about the state. He shows the guide to his parents, and they use it to map out a travel route. The family fi nds the organization of the guide to be very helpful for their planning. It has step-by-step instructions on how to get to interesting sites as they drive across the state. However, some of the entries also include other information about these sites. Derek recognizes the step-by-step structure of the directions, but he is not sure how this other information is organized. How can Derek determine how the pieces of the text fi t together and develop ideas? We will practice the necessary skills in Guided Instruction and Independent Practice. Then at the end of the lesson, we will revisit Derek’s problem.

What I Am Going to Learn● How to recognize and explain how various sections of a text fi t into

the overall structure of the text

● How to determine how the structure of a text aff ects the development of the ideas in the text

What I May Already Know RI.5.5

● I know how to identify text structure specifi c to informational texts.

● I know how to compare and contrast the structure of events, ideas, concepts, and information in two or more texts.

THINK ABOUT ITWrite a short paragraph about what you did last weekend. Try using a structure that tells what you did in the order that it happened. What other way could you structure your paragraph to suit your purpose?

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Lesson 28 ANALYZE STRUCTURE OF A TEXT

Vocabulary in ActionAs you read, you will come across words that are used in a variety of ways.

● Structure is the organization of a text. When you study the structure of a text, you study how the parts of the text fi t together to communicate ideas. For a text to make sense, each piece of the structure must work together. You can think of elements of structure like pieces in a puzzle. Understanding the structure of a text helps you to better understand what you are reading.

● Sentences combine to form paragraphs. Paragraphs in a text form a section or a chapter. Sections and chapters are the separate parts of a text. Then the sections or chapters combine to make the overall text.

To communicate their ideas clearly, writers must structure texts in some kind of order. Figuring out the text structure allows you to understand how the writer’s ideas relate to each other. Here are some ways a writer can structure a text.

STRUCTURE DEFINITION EXAMPLE

Time Order The order in which events happen in time

In March, it snowed. In April it rained, but in May it was sunny.

Step by Step The order in which tasks are done First, turn on the oven. Next, wait for it to heat up. Finally, put the pan in the oven.

Cause and Eff ect

The cause explains why the event happened. The eff ect explains what happened as a result of the cause.

We had a big snowstorm last night. Therefore, there was no school today.

Compare and Contrast

When you compare, you fi nd how things are alike. When you contrast, you fi nd how they are diff erent.

My sister and I enjoy school. She likes science, and I like English.

Problem and Solution

The problem is the question that needs to be solved. The solution is the answer.

We lost power in our classroom, so we used paper and pens instead of computers.

List or Description

The writer organizes the information as a list or set of descriptions.

For example, you can visit the ocean, desert, or mountains.

GUIDED INSTRUCTION Read this section from Derek’s travel guide about California. Think about the types of structure that the writer used in this part of the text.

The Golden Gate Bridge Why build an enormous bridge suspended over the water in San Francisco? Until the bridge was built, the only way to cross the San Francisco Bay was by boat, which was not very convenient. So many people needed to get back and forth that the bay was clogged with boats.

TIPS AND TRICKSEach type of structure has words that help link the ideas together. Use these signal words to help you fi gure out what the structure is and how the ideas relate to each other.

TURN AND TALKLook back at a story you read recently. How does the author use structure to help to convey meaning?

THINK ABOUT ITYou can see that the writer’s purpose is to inform the reader about the Golden Gate Bridge. Consider the diff erent types of structures in the chart and ask yourself, “What structure does the author use to relate the ideas?”



ANALYZE STRUCTURE OF A TEXT Lesson 28

Then, engineer Joseph Strauss decided that he could create a better way to travel from San Francisco to Marin County by building a bridge across the bay. Of course, building the bridge was not an easy task because it had to stretch over a mile of water that would batter at the bridge with powerful waves and strong currents. The high winds and dense fog in the area added extra challenges.

To make things even more complicated, not everyone wanted a bridge. Some people thought the bridge would ruin the beautiful views in the area. The ferry owners were worried that they would lose business. Also, the bigger ship owners were afraid the bridge would make it diffi cult to sail in the bay.

Strauss was convinced he could make a bridge that would work, and he did. The team that built the bridge worked in dangerous conditions. They often braved diffi cult weather while working high above the bay. When the Golden Gate Bridge was fi nished, it was the longest suspension bridge in the world. It stands today as one of the engineering wonders of the world.

Part AHow does paragraph 1 add to the overall structure of the text?

Ⓐ It lists the order in which the bridge was built.

Ⓑ It compares the bridge to other types of bridges.

Ⓒ It explains why the engineer liked to build bridges.

Ⓓ It presents the problem that building the bridge solved.

Part BUnderline two sentences from the text that best support the answer to Part A.

HINT, HINTAsk yourself, “What idea is the writer relating in this paragraph?” Then think about how that idea relates to the paragraphs that follow it.




How Am I Doing?

What questions do you have?

How do the specifi c parts of an informational text contribute to the

development of the text’s ideas? What are some examples from a text

you have read that show such contributions?

What is the purpose of paragraph 4 in “The Golden Gate Bridge”?

How does it relate to the earlier paragraphs? What does it help the

reader understand about the main ideas of the text?

Color in the traffi c signal that shows how you are doing with the skill.

I am stuck.

I almost have it.

I understand

the skill.

TURN AND TALKWork with a partner. On a separate sheet of paper, rewrite “The Golden Gate Bridge” using a diff erent text structure, such as time order. Then present your rewritten story to the rest of the class.




INDEPENDENT PRACTICERead the article. Then, answer the questions that follow.

Tracking the Wandering Albatrossby Jack Myers | Genre: Magazine Article

1 The wandering albatross is a famous and mysterious bird that few of us ever see. Its fame began with sea stories in the days of sailing ships. Those few sailors who ventured into the stormy waters of the southern oceans had a story to tell. Their ships might be followed for days, even for weeks, by an albatross gliding close behind.

2 There have been scientifi c studies of the wandering albatross as an interesting bird with a special way of life. To start with, it’s the largest seabird, weighing about twenty pounds and with a wingspan often more than ten feet. Its long, narrow wings are better for gliding than for fl apping.

3 The wandering albatross also has two tricks that allow it to spend most of its life on the wing. Gliding looks easier than fl ying. But just holding wings outstretched takes work by a bird’s wing muscles. ( Just try holding your arms outstretched for a few minutes. Even though you are not doing any useful work, your arm muscles will soon get tired.)

4 For the albatross, gliding is easy because of a tricky wing design. A sheet of cartilage can lock and hold the wing in position so that gliding does not take much work. That’s the fi rst trick.

Uplifting Air

5 The second trick has to do with ocean winds. Most gliding birds, like the hawks and buzzards, are high fl yers. They use the upward-blowing air of warm updrafts to keep them in fl ight.

6 The wandering albatross is a low fl yer, usually skimming along a few feet above the waves. The waves are the key to the second trick. Ocean waves also make waves in the air above them. A wind blowing over the ocean surface has an upward swirl above every wave it passes.

7 You know about people who have fun using surfboards to ride the big ocean waves that come onto beaches. The wandering albatross is a wind surfer. It rides each little updraft that a wave gives to the wind blowing against it. Each updraft gives the bird enough lift to coast to the updraft of the next wave.

Where Albatrosses Meet

8 Once every two years, the wandering albatrosses return to the same lonely islands where they were born. Male and female of a pair have a big greeting ceremony and then get to the business of nest building, mating, and egg laying.




9 Both parents take turns at the forty-day job of incubating the egg. After that comes a 280-day job of feeding the chick. Male and female go out on fl ights of several days looking for fi sh and squid to feed the chick. After the chick learns to fl y, it goes off on its own lonely wander, and the parents go off on theirs.

Studies on Land and Sea

10 The wandering albatross has never known predators. It has no fear of people and has been easy to study during its brief home life on land.

11 But how do you study the albatross during most of its life wandering over the oceans? Two French scientists fi gured out how to track the birds for long fl ights during the nesting season.

12 They put little radio transmitters on several birds. Then they could locate the birds’ positions every few hours by using radio receivers on two satellites. Observations from the satellites were sent to computers in France and were used to draw a map of each bird’s fl ight path.

13 On the map to the right, you can see the thirty-three-day, 9,400-mile fl ight path of a male out searching for food while the female was home incubating an egg. Details of the map told a lot that had not been known.

14 By day, the albatross traveled distances up to 600 miles. At night, fl ights were much shorter, and the bird often stopped to rest on the water. But it never stopped for longer than a few hours at a time. It lived up to its reputation as a wanderer.

When the Wind Dies

15 One kind of weather the albatross did not like was a dead calm with no wind at all. Then it would rest, taking only short fl ights, waiting for the wind to come. That need for wind explains why the wandering albatross lives where it does—only in the southern ocean around Antarctica, the windiest of all the seas.

16 Satellite tracking has taken away some, but not all, of the mystery from the wandering albatross. We can only wonder how these birds navigate and fi nd their way where there are no signposts or landmarks. How do they travel thousands of miles on erratic or even zigzag courses, and how does each fi nd its way home to a tiny speck of an island?

Africa

Antarctica

I N D I A N O C E A N

AreaShown

Islands of southern Indian Ocean

READING NOTES




1. Part AHow do paragraphs 2–7 contribute to the overall structure of the passage?

Ⓐ They explain why early sailors had a problem with the wandering albatross.

Ⓑ They contrast the wings of the wandering albatross with the wings of other birds.

Ⓒ They provide a description of the wandering albatross by listing its characteristics.

Ⓓ They present the history of the wandering albatross from its discovery to modern times.

Part BWhich two details best support the answer to Part A?

Ⓐ “Its fame began with sea stories in the days of sailing ships.” (paragraph 1)

Ⓑ “Those few sailors who ventured into the stormy waters of the southern oceans had a story to tell.” (paragraph 1)

Ⓒ “To start with, it’s the largest seabird, weighing about twenty pounds” (paragraph 2)

Ⓓ “The wandering albatross also has two tricks that allow it to spend most of its life on the wing.” (paragraph 3)

Ⓔ “Most gliding birds, like the hawks and buzzards, are high fl yers.” (paragraph 5)

Ⓕ “You know about people who have fun using surfboards to ride the big ocean waves that come onto beaches.” (paragraph 7)

2. How does the writer structure the section “Where Albatrosses Meet”?2.

TIPS AND TRICKSThis question asks for two details. First go through the answers and cross off the ones you know for sure do not support Part A.




3. In paragraphs 3–5, what problem does the writer present? What are its solutions? Use the sentences below to fi ll out the chart.

“But just holding wings outstretched takes work by a bird’s wing muscles.” (paragraph 3)

“Just try holding your arms outstretched for a few minutes.” (paragraph 3)

“For the albatross, gliding is easy because of a tricky wing design.”(paragraph 4)

“They use the upward-blowing air of warm updrafts to keep them in fl ight.” (paragraph 5)

PROBLEM

SOLUTION 1

SOLUTION 2

4. How do paragraphs 11 and 12 contribute to the overall structure of the passage?

4.




5. Part AWhy is paragraph 14 included in the section “Studies on Land and Sea”?

Ⓐ It provides a link to the next section.

Ⓑ It provides a conclusion to the section.

Ⓒ It uses the same structure as the overall text.

Ⓓ It explains the main idea of the overall text.

Part BWhich detail from paragraph 14 best supports the answer to Part A?

Ⓐ “By day, the albatross traveled distances up to 600 miles.”

Ⓑ “At night, fl ights were much shorter.”

Ⓒ “The bird often stopped to rest on the water.”

Ⓓ “It lived up to its reputation as a wanderer.”

6. How does the second sentence of paragraph 15 fi t in with the overall structure of the paragraph?

Ⓐ It compares the kinds of weather the wandering albatross faces.

Ⓑ It explains the eff ect of calm weather on the wandering albatross.

Ⓒ It describes the problem the wind causes the wandering albatross.

Ⓓ It lists the habits of the wandering albatross during windy weather.

HINT, HINTWhen writers explain why, they often use a problem-and-solution or a cause-and-eff ect structure to relate ideas.




EXIT TICKET

Now that you know how to analyze the structure of a text, let’s revisit the Real-World Connection.

Imagine you are helping Derek fi gure out the structure of his travel guide. Recall what you have learned about how to recognize and explain how various pieces of a text fi t into the overall structure of the text. Recall how the structure of a text aff ects the development of the ideas. Then, read the following page from Derek’s California travel guide. Write a few sentences explaining the structures that are used in each of the paragraphs.

The Salton SeaWondering why there is a sea in the California desert? In 1905, the Colorado River fl ooded, and waters spilled into the valley where the Salton Sea is. In 1907, the fl ooding stopped, and the Salton Sea was born. It is one of the world’s largest inland seas, and it is also one of the lowest spots around because it is 227 feet below sea level. Over time, the sea has become more and more salty, and it is now about 50% more salty than the Pacifi c Ocean.

You can visit the Salton Sea to go boating or fi shing. Many types of birds live near the sea, so bird watching is a popular activity. Keep in mind that although you are visiting the sea, you are also visiting the desert, and the temperature between June and September can reach 115 degrees. However, this is the best time to go fi shing!

RI.6.5


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ANNOTATED

TEACHER EDITION

[ ii ]

Introduction

Letter to Students vi

Letter to Parents and Families vii

What You’ll See in Measuring Up viii

CONTENTS

Unit 1 LANGUAGE AND WRITINGCHAPTER 1 | LANGUAGE SKILLS

CCSS LESSONL.6.4.A, L.6.4.B 1. Use Context and Word Parts 1

L.6.5.B 2. Describe Word Relationships 11

L.6.5.A 3. Interpret Figures of Speech 20

L.6.5.C 4. Distinguish Denotation and Connotation 30

L.6.4.C, L.6.4.D 5. Use Reference Materials 39

W.6.1, W.6.4 6. Write Arguments 48

W.6.2, W.6.4 7. Write Informative Texts 58

W.6.3, W.6.4 8. Write Narratives 68

W.6.5, W.6.6 9. Revise and Edit 78

W.6.7, W.6.8 10. Research, Gather Information, and Cite Sources 89

Unit 1 Practice Test 99

CHAPTER 2 | WRITING SKILLS

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[ iii ]

Unit 2 LITERATURECHAPTER 1 | KEY IDEAS AND DETAILS

CCSS LESSONRL.6.1 11. Cite Evidence from a Story 105

RL.6.2 12. Determine Theme or Central Idea 115

RL.6.2 13. Summarize a Story 126

RL.6.3 14. Describe Plot and Characters 137

RL.6.4 15. Determine Figurative and Connotative Meanings 147

RL.6.4 16. Analyze Word Choice 156

RL.6.5 17. Describe Structure of a Story 164

RL.6.5 18. Describe Structure of a Play 175

RL.6.5 19. Describe Structure of a Poem 186

RL.6.6 20. Explain Point of View in Stories 195

RL.6.7 21. Connect Diff erent Experiences 204

RL.6.9 22. Compare and Contrast Forms and Genres 212


CHAPTER 2 | CRAFT AND STRUCTURE

CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS

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[ iv ]

Unit 3 INFORMATIONAL TEXTCHAPTER 1 | KEY IDEAS AND DETAILS

CCSS LESSONRI.6.1 23. Cite Evidence from a Text 233

RI.6.2 24. Determine Central Idea and Details 242

RI.6.2 25. Summarize a Text 253

RI.6.3 26. Analyze Development of Ideas 262

RI.6.4 27. Determine Figurative, Connotative, and Technical Meanings

271

RI.6.5 28. Analyze Structure of a Text 281

RI.6.6 29. Determine Author’s Point of View 291

RI.6.7 30. Analyze Media Elements 301

RI.6.8 31. Trace and Evaluate an Argument 310

RI.6.9 32. Compare and Contrast Similar Texts 319


CHAPTER 2 | CRAFT AND STRUCTURE

CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS

CONTENTS

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[ v ]

References

Acknowledgments 341

Correlation to the Common Core State Standards 342

Glossary 346

Writing Scoring Rubrics 351

Graphic Organizers 352

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CORRELATIONS

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Correlation to the Common Core State Standards

This worktext is customized to the Common Core State Standards for English Language Arts.

Common Core State Standards Lessons

Reading Standards for Literature, Grade 6

Key Ideas and Details

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

11

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

12, 13

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

14

Craft and Structure

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative and connotative meanings; analyze the impact of a specifi c word choice on meaning and tone.

15, 16

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fi ts into the overall structure of a text and contributes to the development of the theme, setting, or plot.

17–19

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. 20

Integration of Knowledge and Ideas

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

21

RL.6.9 Compare and contrast texts in diff erent forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

22

Range of Reading and Level of Text Complexity

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.

Embedded throughout Unit 2

Reading Standards for Informational Text, Grade 6

Key Ideas and Details

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

23

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

24, 25

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

26


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Craft and Structure

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative, connotative, and technical meanings.

27

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fi ts into the overall structure of a text and contributes to the development of the ideas.

28

RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. 29

Integration of Knowledge and Ideas

RI.6.7 Integrate information presented in diff erent media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

30

RI.6.8 Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

31

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

32

Range of Reading and Level of Text Complexity

RI.6.10 By the end of the year, read and comprehend literary nonfi ction in the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.


Writing Standards, Grade 6

Text Types and Purposes

W.6.1 Write arguments to support claims with clear reasons and relevant evidence. 6

a. Introduce claim(s) and organize the reasons and evidence clearly. 6

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

6

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 6

d. Establish and maintain a formal style. 6

e. Provide a concluding statement or section that follows from the argument presented. 6

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

7

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as defi nition, classifi cation, comparison/contrast, and cause/eff ect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

7

b. Develop the topic with relevant facts, defi nitions, concrete details, quotations, or other information and examples.

7

c. Use appropriate transitions to clarify the relationships among ideas and concepts. 7

d. Use precise language and domain-specifi c vocabulary to inform about or explain the topic. 7


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e. Establish and maintain a formal style. 7

f. Provide a concluding statement or section that follows from the information or explanation presented.

7

W.6.3 Write narratives to develop real or imagined experiences or events using eff ective technique, relevant descriptive details, and well-structured event sequences.

8

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

8

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

8

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

8

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

8

e. Provide a conclusion that follows from the narrated experiences or events. 8

Production and Distribution of Writing

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6–8

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

9

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate suffi cient command of keyboarding skills to type a minimum of three pages in a single sitting.

9

Research to Build and Present Knowledge

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

10

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

10

W.6.9 Draw evidence from literary or informational texts to support analysis, refl ection, and research. Embedded throughout Units 2 and 3

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in diff erent forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).


b. Apply grade 6 Reading standards to literary nonfi ction (e.g., “Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).



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Range of Writing

W.6.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specifi c tasks, purposes, and audiences.

Embedded throughout Lessons 6–10

Language Standards, Grade 6

Conventions of Standard English

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Knowledge of Language

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Embedded throughout Unit 1

Vocabulary Acquisition and Use

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing fl exibly from a range of strategies.

1, 5

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

1

b. Use common, grade-appropriate Greek or Latin affi xes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

1

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

5

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5

L.6.5 Demonstrate understanding of fi gurative language, word relationships, and nuances in word meanings.

2–4

a. Interpret fi gures of speech (e.g., personifi cation) in context. 3

b. Use the relationship between particular words (e.g., cause/eff ect, part/whole, item/category) to better understand each of the words.

2

c. Distinguish among the connotations (associations) of words with similar denotations (defi nitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

4

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specifi c words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



[ 183 ]Unit 3 | Informational Text | masteryeducation.comCopying is prohibited.

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| m

aste

ryed

ucat

ion.

com

WO

RD

S TO

KN

OW

stru

ctur

e

sect

ion

Less

on 2

8 A

NA

LYZ

E ST

RU

CT

UR

E O

F A

TEX

T R

I.6.5

INTR

OD

UCT

ION

Rea

l-W

orld

Con

nec

tion

GEO

GR

APH

Y C

ON

NEC

TIO

ND

erek

and

his

fam

ily a

re g

oing

on

a ro

ad t

rip

thro

ugh

Cal

iforn

ia t

his

sum

mer

. D

erek

dow

nloa

ds a

tra

vel g

uide

for

Cal

iforn

ia t

o le

arn

mor

e ab

out

the

stat

e.

He

show

s th

e gu

ide

to h

is p

aren

ts, a

nd t

hey

use

it to

map

out

a t

rave

l rou

te.

The

fam

ily fi

nds

the

orga

niza

tion

of t

he g

uide

to

be v

ery

help

ful f

or t

heir

pl

anni

ng. I

t ha

s st

ep-b

y-st

ep in

stru

ctio

ns o

n ho

w t

o ge

t to

inte

rest

ing

site

s as

th

ey d

rive

acr

oss

the

stat

e. H

owev

er, s

ome

of t

he e

ntri

es a

lso

incl

ude

othe

r in

form

atio

n ab

out

thes

e si

tes.

Der

ek r

ecog

nize

s th

e st

ep-b

y-st

ep s

truc

ture

of

the

dire

ctio

ns, b

ut h

e is

not

sur

e ho

w t

his

othe

r in

form

atio

n is

org

aniz

ed.

How

can

Der

ek d

eter

min

e ho

w t

he p

iece

s of

the

tex

t fi t

tog

ethe

r an

d de

velo

p id

eas?

We

will

pra

ctic

e th

e ne

cess

ary

skill

s in

Gui

ded

Inst

ruct

ion

and

Inde

pend

ent

Prac

tice.

The

n at

the

end

of

the

less

on, w

e w

ill r

evis

it D

erek

’s p

robl

em.

Wh

at I

Am

Goi

ng

to L

earn

● H

ow to

rec

ogni

ze a

nd e

xpla

in h

ow v

ario

us s

ectio

ns o

f a

text

fi t i

nto

the

over

all s

truc

ture

of

the

text

● H

ow to

det

erm

ine

how

the

stru

ctur

e of

a te

xt a

ff ect

s th

e de

velo

pmen

t of

the

idea

s in

the

text

Wh

at I

May

Alr

eady

Kn

ow RI

.5.5

● I k

now

how

to id

entif

y te

xt s

truc

ture

spe

cifi c

to in

form

atio

nal t

exts

.

● I k

now

how

to c

ompa

re a

nd c

ontr

ast t

he s

truc

ture

of

even

ts, i

deas

, co

ncep

ts, a

nd in

form

atio

n in

two

or m

ore

text

s.

TH

INK

ABO

UT

ITW

rite

a s

hort

par

agra

ph a

bout

w

hat y

ou d

id la

st w

eeke

nd.

Try

usin

g a

stru

ctur

e th

at t

ells

w

hat y

ou d

id in

the

ord

er t

hat i

t ha

ppen

ed. W

hat o

ther

way

cou

ld

you

stru

ctur

e yo

ur p

arag

raph

to

suit

your

pur

pose

?

9781609796099_MUSS_ELA_Gr6_TE.indb 1839781609796099_MUSS_ELA_Gr6_TE.indb 183 9/5/2017 2:05:38 PM9/5/2017 2:05:38 PM


[ 283

]C

opyi

ng is

pro

hibi

ted.

Uni

t 3

| In

form

atio

nal T

ext

| m

aste

ryed

ucat

ion.

com

AN

ALY

ZE

STR

UC

TU

RE

OF

A T

EXT

Le

sson

28

The

n, e

ngin

eer

Jose

ph S

trau

ss d

ecid

ed t

hat

he c

ould

cre

ate

a be

tter

way

to

trav

el fr

om S

an F

ranc

isco

to

Mar

in C

ount

y by

bui

ldin

g a

brid

ge a

cros

s th

e ba

y. O

f co

urse

, bui

ldin

g th

e br

idge

was

not

an

easy

tas

k be

caus

e it

had

to

stre

tch

over

a m

ile o

f w

ater

tha

t w

ould

bat

ter

at t

he b

ridg

e w

ith p

ower

ful

wav

es a

nd s

tron

g cu

rren

ts. T

he h

igh

win

ds a

nd d

ense

fog

in t

he a

rea

adde

d ex

tra

chal

leng

es.

To m

ake

thin

gs e

ven

mor

e co

mpl

icat

ed, n

ot e

very

one

wan

ted

a br

idge

. Som

e pe

ople

thou

ght t

he b

ridge

wou

ld r

uin

the

beau

tiful

vie

ws

in th

e ar

ea. T

he fe

rry

owne

rs w

ere

wor

ried

that

they

wou

ld lo

se b

usin

ess.

Als

o, th

e bi

gger

shi

p ow

ners

wer

e af

raid

the

brid

ge w

ould

mak

e it

diffi

cult

to s

ail i

n th

e ba

y.

Stra

uss

was

co

nvin

ced

he c

oul

d m

ake

a br

idge

tha

t w

oul

d w

ork

, and

he

did.

The

tea

m t

hat

built

the

bri

dge

wo

rked

in d

ange

rous

co

nditi

ons

. The

y o

ften

bra

ved

diffi

cult

wea

ther

whi

le w

ork

ing

high

abo

ve t

he b

ay. W

hen

the

Go

lden

Gat

e B

ridg

e w

as fi

nish

ed, i

t w

as t

he lo

nges

t su

spen

sio

n br

idge

in

the

wo

rld.

It s

tand

s to

day

as o

ne o

f th

e en

gine

erin

g w

ond

ers

of

the

wo

rld.

[Rea

ding

Lev

el: 9

00–1

000L

; Wor

d C

ount

: 236

]

Pa

rt A

How

doe

s pa

ragr

aph

1 ad

d to

the

ove

rall

stru

ctur

e of

the

tex

t?

Ⓐ

It lis

ts th

e or

der

in w

hich

the

brid

ge w

as b

uilt.

Ⓑ

It co

mpa

res

the

brid

ge to

oth

er t

ypes

of

brid

ges.

Ⓒ

It ex

plai

ns w

hy th

e en

gine

er li

ked

to b

uild

brid

ges.

Ⓓ

It pr

esen

ts th

e pr

oble

m th

at b

uild

ing

the

brid

ge s

olve

d.

Pa

rt B

Und

erlin

e tw

o se

nten

ces

from

the

tex

t th

at b

est

supp

ort

the

answ

er t

o Pa

rt A

.

Ⓓ

HIN

T, H

INT

Ask

you

rsel

f, “W

hat

idea

is t

he

wri

ter

rela

ting

in t

his

para

grap

h?”

The

n th

ink

abou

t how

tha

t ide

a re

late

s to

the

par

agra

phs

that

fo

llow

it.

[ 282

]m

aste

ryed

ucat

ion.

com

| E

nglis

h La

ngua

ge A

rts

| L

evel

FC

opyi

ng is

pro

hibi

ted.

Less

on 2

8

A

NA

LYZ

E ST

RU

CT

UR

E O

F A

TEX

T

Voc

abu

lary

in A

ctio

nA

s yo

u re

ad, y

ou w

ill c

ome

acro

ss w

ords

that

are

use

d in

a v

arie

ty o

f w

ays.

● St

ruct

ure

is th

e or

gani

zatio

n of

a te

xt. W

hen

you

stud

y th

e st

ruct

ure

of a

text

, you

stu

dy h

ow th

e pa

rts

of th

e te

xt fi

t tog

ethe

r to

com

mun

icat

e id

eas.

For

a te

xt to

mak

e se

nse,

eac

h pi

ece

of th

e st

ruct

ure

mus

t wor

k to

geth

er. Y

ou c

an th

ink

of e

lem

ents

of

stru

ctur

e lik

e pi

eces

in a

puz

zle.

Und

erst

andi

ng th

e st

ruct

ure

of a

text

hel

ps y

ou

to b

ette

r un

ders

tand

wha

t you

are

rea

ding

.

● Se

nten

ces

com

bine

to fo

rm p

arag

raph

s. P

arag

raph

s in

a te

xt fo

rm a

se

ctio

n or

a c

hapt

er. S

ectio

ns a

nd c

hapt

ers

are

the

sepa

rate

par

ts o

f a

text

. The

n th

e se

ctio

ns o

r ch

apte

rs c

ombi

ne to

mak

e th

e ov

eral

l tex

t.

To c

omm

unic

ate

thei

r id

eas

clea

rly,

writ

ers

mus

t str

uctu

re te

xts

in s

ome

kind

of

orde

r. Fi

gurin

g ou

t the

text

str

uctu

re a

llow

s yo

u to

und

erst

and

how

the

writ

er’s

idea

s re

late

to e

ach

othe

r. H

ere

are

som

e w

ays

a w

riter

can

str

uctu

re a

text

.

STRU

CT

UR

E D

EFIN

ITIO

NEX

AM

PLE

Tim

e O

rder

The

ord

er in

whi

ch e

vent

s ha

ppen

in

tim

eIn

Mar

ch, i

t sn

owed

. In

Apr

il it

rain

ed, b

ut in

May

it w

as s

unny

.

Step

by

Step

The

ord

er in

whi

ch t

asks

are

don

eFi

rst,

turn

on

the

oven

. Nex

t, w

ait

for

it to

hea

t up

. Fin

ally,

put

th

e pa

n in

the

ove

n.

Cau

se a

nd

Eff e

ctT

he c

ause

exp

lain

s w

hy t

he e

vent

ha

ppen

ed. T

he e

ff ect

exp

lain

s w

hat

happ

ened

as

a re

sult

of t

he c

ause

.

We

had

a bi

g sn

owst

orm

last

ni

ght.

The

refo

re, t

here

was

no

scho

ol t

oday

.

Com

pare

and

C

ontr

ast

Whe

n yo

u co

mpa

re, y

ou fi

nd h

ow

thin

gs a

re a

like.

Whe

n yo

u co

ntra

st,

you

fi nd

how

the

y ar

e di

ff ere

nt.

My

sist

er a

nd I

enjo

y sc

hool

. She

lik

es s

cien

ce, a

nd I

like

Engl

ish.

Prob

lem

and

So

lutio

nT

he p

robl

em is

the

que

stio

n th

at

need

s to

be

solv

ed. T

he s

olut

ion

is

the

answ

er.

We

lost

pow

er in

our

cla

ssro

om,

so w

e us

ed p

aper

and

pen

s in

stea

d of

com

pute

rs.

List

or

Des

crip

tion

The

wri

ter

orga

nize

s th

e in

form

atio

n as

a li

st o

r se

t of

des

crip

tions

.Fo

r ex

ampl

e, y

ou c

an v

isit

the

ocea

n, d

eser

t, or

mou

ntai

ns.

GU

IDED

INST

RUCT

ION

R

ead

this

sec

tion

from

Der

ek’s

trav

el g

uide

abo

ut C

alifo

rnia

. Thi

nk a

bout

the

type

s of

str

uctu

re th

at th

e w

riter

use

d in

this

par

t of

the

text

.

The

Gol

den

Gat

e Br

idge

W

hy b

uild

an

enor

mou

s br

idge

sus

pend

ed o

ver

the

wat

er in

San

Fra

ncis

co?

Unt

il th

e br

idge

was

bui

lt, th

e on

ly w

ay to

cro

ss th

e Sa

n Fr

anci

sco

Bay

was

by

boat

, whi

ch w

as n

ot v

ery

conv

enie

nt. S

o m

any

peop

le n

eede

d to

get

bac

k an

d fo

rth

that

the

bay

was

clo

gged

with

boa

ts.

TIP

S A

ND

TR

ICK

SEa

ch t

ype

of s

truc

ture

has

wor

ds

that

hel

p lin

k th

e id

eas

toge

ther

. U

se t

hese

sig

nal w

ords

to

help

you

fi g

ure

out w

hat t

he s

truc

ture

is a

nd

how

the

idea

s re

late

to

each

oth

er.

TU

RN

AN

D T

ALK

Look

bac

k at

a s

tory

you

rea

d re

cent

ly. H

ow d

oes

the

auth

or

use

stru

ctur

e to

hel

p to

con

vey

mea

ning

?

TH

INK

ABO

UT

ITYo

u ca

n se

e th

at t

he w

rite

r’s

purp

ose

is t

o in

form

the

rea

der

abou

t the

Gol

den

Gat

e B

ridg

e.

Con

side

r th

e di

ff ere

nt t

ypes

of

stru

ctur

es in

the

cha

rt a

nd a

sk

your

self,

“W

hat

stru

ctur

e do

es

the

auth

or u

se t

o re

late

the

id

eas?

”



[ 285

]C

opyi

ng is

pro

hibi

ted.

Uni

t 3

| In

form

atio

nal T

ext

| m

aste

ryed

ucat

ion.

com

AN

ALY

ZE

STR

UC

TU

RE

OF

A T

EXT

Le

sson

28

IND

EPEN

DEN

T PR

ACTI

CER

ead

the

artic

le. T

hen,

ans

wer

the

ques

tions

that

follo

w.

Trac

king

the

Wan

deri

ng A

lbat

ross

by Ja

ck M

yers

| G

enre

: Mag

azin

e A

rtic

le

1

The

wan

derin

g al

batr

oss

is a

fam

ous

and

mys

terio

us b

ird th

at fe

w o

f us

eve

r se

e. It

s fa

me

bega

n w

ith s

ea s

torie

s in

the

days

of

saili

ng s

hips

. T

hose

few

sai

lors

who

ven

ture

d in

to th

e st

orm

y w

ater

s of

the

sout

hern

oc

eans

had

a s

tory

to te

ll. T

heir

ship

s m

ight

be

follo

wed

for

days

, eve

n fo

r w

eeks

, by

an a

lbat

ross

glid

ing

clos

e be

hind

.

2

The

re h

ave

been

sci

entifi

c s

tudi

es o

f th

e w

ande

ring

alba

tros

s as

an

inte

rest

ing

bird

with

a s

peci

al w

ay o

f lif

e. T

o st

art

with

, it’

s th

e la

rges

t se

abird

, w

eigh

ing

abou

t tw

enty

pou

nds

and

with

a w

ings

pan

ofte

n m

ore

than

ten

feet

. Its

long

, nar

row

win

gs a

re b

ette

r fo

r gl

idin

g th

an fo

r fl a

ppin

g.

3

The

wan

derin

g al

batr

oss

also

has

two

tric

ks th

at a

llow

it to

spe

nd m

ost

of it

s lif

e on

the

win

g. G

lidin

g lo

oks

easie

r th

an fl

ying

. But

just

hol

ding

w

ings

out

stre

tche

d ta

kes

wor

k by

a b

ird’s

win

g m

uscl

es. (

Just

try

hold

ing

your

arm

s ou

tstr

etch

ed fo

r a

few

min

utes

. Eve

n th

ough

you

are

not

doi

ng

any

usef

ul w

ork,

you

r ar

m m

uscl

es w

ill s

oon

get t

ired.

)

4

For

the

alba

tros

s, g

lidin

g is

eas

y be

caus

e of

a tr

icky

win

g de

sign

. A

shee

t of

cart

ilage

can

lock

and

hol

d th

e w

ing

in p

ositi

on s

o th

at g

lidin

g do

es n

ot ta

ke m

uch

wor

k. T

hat’s

the

fi rst

tric

k.

U

plift

ing

Air

5

The

sec

ond

tric

k ha

s to

do

with

oce

an w

inds

. Mos

t glid

ing

bird

s, li

ke

the

haw

ks a

nd b

uzza

rds,

are

hig

h fl y

ers.

The

y us

e th

e up

war

d-bl

owin

g ai

r of

war

m u

pdra

fts to

kee

p th

em in

fl ig

ht.

6

The

wan

derin

g al

batr

oss

is a

low

fl ye

r, us

ually

ski

mm

ing

alon

g a

few

fe

et a

bove

the

wav

es. T

he w

aves

are

the

key

to th

e se

cond

tric

k. O

cean

w

aves

als

o m

ake

wav

es in

the

air

abov

e th

em. A

win

d bl

owin

g ov

er th

e oc

ean

surf

ace

has

an u

pwar

d sw

irl a

bove

eve

ry w

ave

it pa

sses

.

7

You

know

abo

ut p

eopl

e w

ho h

ave

fun

usin

g su

rfbo

ards

to r

ide

the

big

ocea

n w

aves

that

com

e on

to b

each

es. T

he w

ande

ring

alba

tros

s is

a w

ind

surf

er. I

t rid

es e

ach

little

upd

raft

that

a w

ave

give

s to

the

win

d bl

owin

g ag

ains

t it.

Each

upd

raft

give

s th

e bi

rd e

noug

h lif

t to

coas

t to

the

updr

aft

of th

e ne

xt w

ave.

W

here

Alb

atro

sses

Mee

t

8

Onc

e ev

ery

two

year

s, th

e w

ande

ring

alba

tros

ses

retu

rn to

the

sam

e lo

nely

isla

nds

whe

re th

ey w

ere

born

. Mal

e an

d fe

mal

e of

a p

air

have

a

big

gree

ting

cere

mon

y an

d th

en g

et to

the

busi

ness

of

nest

bui

ldin

g,

mat

ing,

and

egg

layi

ng.

[ 284

]m

aste

ryed

ucat

ion.

com

| E

nglis

h La

ngua

ge A

rts

| L

evel

FC

opyi

ng is

pro

hibi

ted.

Less

on 2

8

A

NA

LYZ

E ST

RU

CT

UR

E O

F A

TEX

T

How

Am

I D

oing

?

Wha

t qu

estio

ns d

o yo

u ha

ve?

How

do

the

spec

ifi c

part

s of

an

info

rmat

iona

l tex

t co

ntri

bute

to

the

deve

lopm

ent

of t

he t

ext’s

idea

s? W

hat

are

som

e ex

ampl

es fr

om a

tex

t

you

have

rea

d th

at s

how

suc

h co

ntri

butio

ns?

Wha

t is

the

pur

pose

of p

arag

raph

4 in

“T

he G

olde

n G

ate

Brid

ge”?

How

doe

s it

rela

te t

o th

e ea

rlie

r pa

ragr

aphs

? W

hat

does

it h

elp

the

read

er u

nder

stan

d ab

out

the

mai

n id

eas

of t

he t

ext?

Col

or in

the

tra

ffi c

sign

al

that

sho

ws

how

you

are

do

ing

with

the

ski

ll.

I am

stu

ck.

I alm

ost

hav e

it.

I un

ders

tand

th

e sk

ill.

TU

RN

AN

D T

ALK

Wor

k w

ith a

par

tner

. On

a se

para

te

shee

t of p

aper

, rew

rite

“T

he G

olde

n G

ate

Bri

dge”

usi

ng a

diff

eren

t tex

t st

ruct

ure,

suc

h as

tim

e or

der.

The

n pr

esen

t you

r re

wri

tten

sto

ry to

the

re

st o

f the

cla

ss.



[ 287

]C

opyi

ng is

pro

hibi

ted.

Uni

t 3

| In

form

atio

nal T

ext

| m

aste

ryed

ucat

ion.

com

AN

ALY

ZE

STR

UC

TU

RE

OF

A T

EXT

Le

sson

28

1. P

art

AH

ow d

o pa

ragr

aphs

2–7

con

trib

ute

to t

he o

vera

ll st

ruct

ure

of t

he

pass

age?

Ⓐ

The

y ex

plai

n w

hy e

arly

sai

lors

had

a p

robl

em w

ith th

e w

ande

ring

alba

tros

s.

Ⓑ

The

y co

ntra

st th

e w

ings

of

the

wan

derin

g al

batr

oss

with

the

win

gs

of o

ther

bird

s.

Ⓒ

The

y pr

ovid

e a

desc

riptio

n of

the

wan

derin

g al

batr

oss

by li

stin

g its

cha

ract

eris

tics.

Ⓓ

The

y pr

esen

t the

his

tory

of

the

wan

derin

g al

batr

oss

from

its

disc

over

y to

mod

ern

times

.

Pa

rt B

Whi

ch t

wo

deta

ils b

est

supp

ort

the

answ

er t

o Pa

rt A

?

Ⓐ

“Its

fam

e be

gan

with

sea

sto

ries

in th

e da

ys o

f sa

iling

shi

ps.”

(p

arag

raph

1)

Ⓑ

“Tho

se fe

w s

ailo

rs w

ho v

entu

red

into

the

stor

my

wat

ers

of th

e so

uthe

rn o

cean

s ha

d a

stor

y to

tell.

” (p

arag

raph

1)

Ⓒ

“To

star

t with

, it’s

the

larg

est s

eabi

rd, w

eigh

ing

abou

t tw

enty

po

unds

” (p

arag

raph

2)

Ⓓ

“The

wan

derin

g al

batr

oss

also

has

two

tric

ks th

at a

llow

it to

spe

nd

mos

t of

its li

fe o

n th

e w

ing.

” (p

arag

raph

3)

Ⓔ

“Mos

t glid

ing

bird

s, li

ke th

e ha

wks

and

buz

zard

s, a

re h

igh

fl yer

s.”

(par

agra

ph 5

)

Ⓕ

“You

kno

w a

bout

peo

ple

who

hav

e fu

n us

ing

surf

boar

ds to

rid

e th

e bi

g oc

ean

wav

es th

at c

ome

onto

bea

ches

.” (

para

grap

h 7)

2. H

ow d

oes

the

wri

ter

stru

ctur

e th

e se

ctio

n “W

here

Alb

atro

sses

Mee

t”?

Sam

ple

resp

onse

: The

writ

er s

truct

ures

the

sect

ion

“Whe

re A

lbat

ross

es M

eet”

as a

ste

p-by

-ste

p de

scrip

tion

of th

e al

batro

sses

’ mat

ing

proc

ess.

Ⓒ

Ⓒ

Ⓓ

2.

TIP

S A

ND

TR

ICK

ST

his

ques

tion

asks

for

two

deta

ils.

Firs

t go

thro

ugh

the

answ

ers

and

cros

s off

the

one

s yo

u kn

ow fo

r su

re d

o no

t sup

port

Par

t A.

[ 286

]m

aste

ryed

ucat

ion.

com

| E

nglis

h La

ngua

ge A

rts

| L

evel

FC

opyi

ng is

pro

hibi

ted.

Less

on 2

8

A

NA

LYZ

E ST

RU

CT

UR

E O

F A

TEX

T

9

Both

par

ents

take

turn

s at

the

fort

y-da

y jo

b of

incu

batin

g th

e eg

g.

Afte

r th

at c

omes

a 2

80-d

ay jo

b of

feed

ing

the

chic

k. M

ale

and

fem

ale

go

out o

n fl i

ghts

of

seve

ral d

ays

look

ing

for

fi sh

and

squi

d to

feed

the

chic

k.

Afte

r th

e ch

ick

lear

ns to

fl y,

it g

oes

off o

n its

ow

n lo

nely

wan

der,

and

the

pare

nts

go o

ff o

n th

eirs

.

St

udie

s on

Lan

d an

d Se

a

10

T

he w

ande

ring

alba

tros

s ha

s ne

ver

know

n pr

edat

ors.

It h

as n

o fe

ar o

f pe

ople

and

has

bee

n ea

sy to

stu

dy d

urin

g its

brie

f ho

me

life

on la

nd.

11

Bu

t ho

w d

o yo

u st

udy

the

alba

tros

s du

ring

mos

t of

its

life

wan

deri

ng

over

the

oce

ans?

Tw

o Fr

ench

sci

entis

ts fi

gure

d ou

t ho

w t

o tr

ack

the

bird

s fo

r lo

ng fl

ight

s du

ring

the

nes

ting

seas

on.

12

T

hey

put

little

rad

io t

rans

mitt

ers

on s

ever

al b

irds.

The

n th

ey c

ould

lo

cate

the

bird

s’ p

ositi

ons

ever

y fe

w h

ours

by

usin

g ra

dio

rece

iver

s on

tw

o sa

telli

tes.

Obs

erva

tions

from

the

sat

ellit

es w

ere

sent

to

com

pute

rs

in F

ranc

e an

d w

ere

used

to

draw

a m

ap o

f ea

ch b

ird’s

fl ig

ht p

ath.

13

O

n th

e m

ap to

the

right

, you

ca

n se

e th

e th

irty-

thre

e-da

y,

9,40

0-m

ile fl

ight

pat

h of

a m

ale

out s

earc

hing

for

food

whi

le th

e fe

mal

e w

as h

ome

incu

batin

g an

eg

g. D

etai

ls of

the

map

told

a

lot t

hat h

ad n

ot b

een

know

n.

14

By

day

, the

alb

atro

ss

trav

eled

dis

tanc

es u

p to

60

0 m

iles.

At n

ight

, fl ig

hts

wer

e m

uch

shor

ter,

and

the

bird

ofte

n st

oppe

d to

res

t on

the

wat

er. B

ut it

nev

er

stop

ped

for

long

er th

an a

few

ho

urs

at a

tim

e. It

live

d up

to

its r

eput

atio

n as

a w

ande

rer.

W

hen

the

Win

d D

ies

15

O

ne k

ind

of w

eath

er th

e al

batr

oss

did

not l

ike

was

a d

ead

calm

with

no

win

d at

all.

The

n it

wou

ld r

est,

taki

ng o

nly

shor

t fl ig

hts,

wai

ting

for

the

win

d to

com

e. T

hat n

eed

for

win

d ex

plai

ns w

hy th

e w

ande

ring

alba

tros

s liv

es w

here

it d

oes—

only

in th

e so

uthe

rn o

cean

aro

und

Ant

arct

ica,

the

win

dies

t of

all t

he s

eas.

16

Sa

telli

te tr

acki

ng h

as ta

ken

away

som

e, b

ut n

ot a

ll, o

f th

e m

yste

ry fr

om

the

wan

derin

g al

batr

oss.

We

can

only

won

der

how

thes

e bi

rds

navi

gate

an

d fi n

d th

eir

way

whe

re th

ere

are

no s

ignp

osts

or

land

mar

ks. H

ow d

o th

ey tr

avel

thou

sand

s of

mile

s on

err

atic

or

even

zig

zag

cour

ses,

and

ho

w d

oes

each

fi nd

its

way

hom

e to

a ti

ny s

peck

of

an is

land

?

[R

eadi

ng L

evel

: 900

–100

0L; W

ord

Cou

nt: 7

69]

Afr

ica

An

tarc

tica

IND

IAN

OC

EA

N

Are

aSh

ow

n

Isla

nd

s o

f so

uth

ern

Ind

ian

Oce

an

REA

DIN

G N

OT

ES



[ 289

]C

opyi

ng is

pro

hibi

ted.

Uni

t 3

| In

form

atio

nal T

ext

| m

aste

ryed

ucat

ion.

com

AN

ALY

ZE

STR

UC

TU

RE

OF

A T

EXT

Le

sson

28

5. P

art

AW

hy is

par

agra

ph 1

4 in

clud

ed in

the

sec

tion

“Stu

dies

on

Land

and

Sea

”?

Ⓐ

It pr

ovid

es a

link

to th

e ne

xt s

ectio

n.

Ⓑ

It pr

ovid

es a

con

clus

ion

to th

e se

ctio

n.

Ⓒ

It us

es th

e sa

me

stru

ctur

e as

the

over

all t

ext.

Ⓓ

It ex

plai

ns th

e m

ain

idea

of

the

over

all t

ext.

Pa

rt B

Whi

ch d

etai

l fro

m p

arag

raph

14

best

sup

port

s th

e an

swer

to

Part

A?

Ⓐ

“By

day,

the

alba

tros

s tr

avel

ed d

ista

nces

up

to 6

00 m

iles.

”

Ⓑ

“At n

ight

, fl ig

hts

wer

e m

uch

shor

ter.”

Ⓒ

“The

bird

ofte

n st

oppe

d to

res

t on

the

wat

er.”

Ⓓ

“It l

ived

up

to it

s re

puta

tion

as a

wan

dere

r.”

6. H

ow d

oes

the

seco

nd s

ente

nce

of p

arag

raph

15

fi t in

with

the

ove

rall

stru

ctur

e of

the

par

agra

ph?

Ⓐ

It co

mpa

res

the

kind

s of

wea

ther

the

wan

derin

g al

batr

oss

face

s.

Ⓑ

It ex

plai

ns th

e eff

ect

of

calm

wea

ther

on

the

wan

derin

g al

batr

oss.

Ⓒ

It de

scrib

es th

e pr

oble

m th

e w

ind

caus

es th

e w

ande

ring

alba

tros

s.

Ⓓ

It lis

ts th

e ha

bits

of

the

wan

derin

g al

batr

oss

durin

g w

indy

wea

ther

.

Ⓑ

Ⓓ

Ⓑ

HIN

T, H

INT

Whe

n w

rite

rs e

xpla

in w

hy, t

hey

ofte

n us

e a

prob

lem

-and

-sol

utio

n or

a c

ause

-and

-eff e

ct s

truc

ture

to

rela

te id

eas.

[ 288

]m

aste

ryed

ucat

ion.

com

| E

nglis

h La

ngua

ge A

rts

| L

evel

FC

opyi

ng is

pro

hibi

ted.

Less

on 2

8

A

NA

LYZ

E ST

RU

CT

UR

E O

F A

TEX

T

3. In

par

agra

phs

3–5,

wha

t pr

oble

m d

oes

the

wri

ter

pres

ent?

Wha

t ar

e its

so

lutio

ns?

Use

the

sen

tenc

es b

elow

to

fi ll o

ut t

he c

hart

.

“But

just

hol

ding

win

gs o

utst

retc

hed

take

s w

ork

by a

bird

’s w

ing

mus

cles

.” (

para

grap

h 3)

“Jus

t try

hol

ding

you

r ar

ms

outs

tret

ched

for

a fe

w m

inut

es.”

(p

arag

raph

3)

“For

the

alba

tros

s, g

lidin

g is

easy

bec

ause

of

a tr

icky

win

g de

sign.

”(p

arag

raph

4)

“The

y us

e th

e up

war

d-bl

owin

g ai

r of

war

m u

pdra

fts to

kee

p th

em

in fl

ight

.” (

para

grap

h 5)

PRO

BLEM

“But

just

hol

ding

win

gs o

utst

retc

hed

take

s w

ork

by a

bird

’s w

ing

mus

cles

.” (p

arag

raph

3)

SOLU

TIO

N 1

“For

the

alba

tross

, glid

ing

is e

asy

beca

use

of a

tric

ky w

ing

desi

gn.”

(par

agra

ph 4

)

SOLU

TIO

N 2

“The

y us

e th

e up

war

d-bl

owin

g ai

r of

war

m u

pdra

fts to

kee

p th

em in

fl ig

ht.”

(par

agra

ph 5

)

4. H

ow d

o pa

ragr

aphs

11

and

12 c

ontr

ibut

e to

the

ove

rall

stru

ctur

e of

th

e pa

ssag

e?

Sam

ple

resp

onse

: Par

agra

phs

11 a

nd 1

2 ex

plai

nho

w th

e sc

ient

ists

wer

e ab

le to

trac

k th

e w

ande

ring

alba

tross

. Thi

s pr

ovid

es th

e so

lutio

n to

the

over

all p

robl

em d

iscu

ssed

in th

e pa

ssag

e.

4.



[ 290

]m

aste

ryed

ucat

ion.

com

| E

nglis

h La

ngua

ge A

rts

| L

evel

FC

opyi

ng is

pro

hibi

ted.

Less

on 2

8

A

NA

LYZ

E ST

RU

CT

UR

E O

F A

TEX

T

EXIT

TIC

KET

Now

that

you

kno

w h

ow to

ana

lyze

the

stru

ctur

e of

a te

xt, l

et’s

revi

sit t

he R

eal-W

orld

Con

nect

ion.

Imag

ine

you

are

help

ing

Der

ek fi

gure

out

the

str

uctu

re o

f his

tra

vel g

uide

. Rec

all w

hat

you

have

le

arne

d ab

out

how

to

reco

gniz

e an

d ex

plai

n ho

w v

ario

us p

iece

s of

a t

ext

fi t in

to t

he o

vera

ll st

ruct

ure

of t

he t

ext.

Reca

ll ho

w t

he s

truc

ture

of a

tex

t aff

ect

s th

e de

velo

pmen

t of

the

idea

s.

The

n, r

ead

the

follo

win

g pa

ge fr

om D

erek

’s C

alifo

rnia

tra

vel g

uide

. Wri

te a

few

sen

tenc

es

expl

aini

ng t

he s

truc

ture

s th

at a

re u

sed

in e

ach

of t

he p

arag

raph

s.

The

Sal

ton

Sea

Won

derin

g w

hy th

ere

is a

sea

in th

e C

alifo

rnia

des

ert?

In 1

905,

the

Col

orad

o R

iver

fl oo

ded,

and

w

ater

s sp

illed

into

the

valle

y w

here

the

Salto

n Se

a is.

In 1

907,

the

fl ood

ing

stop

ped,

and

the

Salto

n Se

a w

as b

orn.

It is

one

of

the

wor

ld’s

larg

est i

nlan

d se

as, a

nd it

is a

lso

one

of th

e lo

wes

t spo

ts

arou

nd b

ecau

se it

is 2

27 fe

et b

elow

sea

leve

l. O

ver

time,

the

sea

has

beco

me

mor

e an

d m

ore

salty

, and

it is

now

abo

ut 5

0% m

ore

salty

than

the

Paci

fi c O

cean

.

You

can

visi

t the

Sal

ton

Sea

to g

o bo

atin

g or

fi sh

ing.

Man

y ty

pes

of b

irds

live

near

the

sea,

so

bird

w

atch

ing

is a

pop

ular

act

ivity

. Kee

p in

min

d th

at a

lthou

gh y

ou a

re v

isiti

ng th

e se

a, y

ou a

re a

lso

visi

ting

the

dese

rt, a

nd th

e te

mpe

ratu

re b

etw

een

June

and

Sep

tem

ber

can

reac

h 11

5 de

gree

s.

How

ever

, thi

s is

the

best

tim

e to

go

fi shi

ng!

[Rea

ding

Lev

el: 9

00–1

000L

; Wor

d C

ount

: 148

]S

ampl

e an

swer

: The

fi rs

t par

agra

ph u

ses

a tim

e-or

der s

truct

ure.

The

au

thor

talk

s ab

out t

he fl

oodi

ng o

f the

Col

orad

o R

iver

. The

fi rs

t fac

t sta

tes

that

it fl

oode

d in

190

5. T

hen,

it s

ays

the

fl ood

ing

stop

ped

in 1

907.

Las

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TEACHER NOTESREAL-WORLD GOAL FOR STUDENTS• Analyze how various sections of a text fi t into the overall structure of a text and

contribute to the development of the ideas.

TIPS FOR THE STRUGGLING LEARNER• Students may have trouble understanding how structure can impact the meaning of a text.

Explain that each paragraph in a text communicates a main idea or key detail about a topic, and the individual sentences in a paragraph help to develop and refi ne that concept. Carefully organizing a paragraph ensures that the details in each sentence add meaning to the text and support the paragraph’s main idea. Encourage students to use questions about the topic to fi nd what the author may be trying to accomplish. Then, students can look for ways the text answers questions with details about the topic.

• Help students see that there are diff erent ways of structuring a text for diff erent purposes. Explain that most paragraphs in an informational text include a topic sentence, supporting details, and a concluding sentence. Authors organize these key components within a paragraph to achieve diff erent purposes.

For example, imagine an author who is writing an essay to persuade readers to exercise more often. This author might use a problem and solution structure in one paragraph to help achieve this purpose. The author could describe the negative eff ects of not exercising and then explain how to solve these problems with a particular kind of exercise.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• English learners may have diffi culty deciding how the structure of a text aff ects the

development of the ideas in the text. For the passage “The Golden Gate Bridge,” have students work in pairs to discuss the underlined sentences and how they aff ect the development of a main idea. Remind students that these sentences use a common structural pattern to help the author achieve a particular purpose.

ACTIVITIES FOR THE ADVANCED LEARNER• Students can choose topics, conduct research, and write brief informational texts, such as a

persuasive or explanatory essay, that uses multiple organizational patterns in the structure of the sentences and paragraphs. Have students identify where in the text they use these patterns and the purposes they hope to achieve in doing so.



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