Grade 6 SAMPLER
MCAS English Language
Arts Student Set
Click on the book titles below to navigate.
MCAS Finish Line
MCAS Performance Indicator
Contents
Introduction to MCAS Finish Line English Language Arts 6 . . . . . . . . . . . . . 4
Unit 1: Vocabulary Strategies [Standards 4, 5] . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 1 Word Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 2 Words in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 3 Structure of English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 4 Mechanics of English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit 2: Understanding a Text [Standards 8, 9, 13] . . . . . . . . . . . . . . . . . . . . . . . . . 43
Lesson 5 Main Idea and Supporting Details. . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson 6 Recognizing Organizational Structures . . . . . . . . . . . . . . . . . . . . . . 54
Lesson 7 Inferences and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 8 Making Reading Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 9 Fact, Opinion, and Point of View. . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 10 Author’s Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Unit 3: Understanding Literature [Standards 8, 10–12, 14–17] . . . . . . . . . . . . . . . . 99
Lesson 11 Genre and Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 12 Style and Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson 13 Elements of Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson 14 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 15 Myths and Traditional Narratives . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 16 Dramatic Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Unit 4: The Writing Process [Standards 19–23] . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Lesson 17 Planning and Drafting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson 18 Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lesson 19 Editing and Publishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Lesson 20 Writing on Demand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
LESSON
Fact, Opinion, and
Point of View
9
Standards 8.15, 17, 19; 13.9, 11
When you read nonfiction, you are reading facts—mostly. Some of
the statements you read may be the author’s opinions. As you read
you need to distinguish the author’s opinions from facts. A fact is a
statement that can be proved. An opinion tells you how someone
thinks and feels about something. It is a statement that the author
can’t possibly know to be a fact.
These words can be clues that the author is expressing an
opinion:
think
feel
believe
seem
should
nobody
all
worst
best
never
always
Guided Practice
Read a student’s editorial and answer the questions that follow.
Something really interesting is happening out west. The state of
Washington recently passed a law setting up a Youth Advisory
Council. It’s made up of 22 kids ages 18 and younger. They will advise
lawmakers on ideas relating to the interests of young people. I think
something like this belongs in our state government, too. It’s the best
idea any politician has had in years.
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Understanding a Text
The “politician” behind Washington’s law is a sixth-grade kid, Alex
Jonlin. He’s been interested in history and government since he was
eight. He wrote to President George W. Bush after the September 11
terrorist attacks and never got a reply. He later wrote to the governor
of his state about an issue that concerned him. The governor never
wrote back either. Alex concluded that politicians never take kids’
ideas seriously. So he came up with the idea of an Office of Children’s
Opinion. A teacher at his school was the wife of a state senator. Like
any smart politician would do, Alex networked through her. He gained
the support of her husband and other state lawmakers. He collected
signatures on a petition. He traveled to the state capital for hearings
on his idea. He agreed to a compromise that would create a “council”
instead of an “office.” And last spring, Alex’s idea became law.
Our state could use someone like Alex Jonlin. Kids have a lot of
valuable ideas that the government never listens to. True, we don’t
vote or pay taxes. But we care about the same things adults care
about. The government should make sure all children have access to
health care. Nobody thinks that sports are more important than
education. So why does the government vote money for a new
stadium when our school’s roof leaks? It’s because children are one
group of Americans without political rights—except, that is, the kids
of Washington. Maybe in 30 years we’ll be able to vote for Alex for
president. For now, though, I believe we ought to follow his example
and get involved.
Which of these sentences in the editorial states an opinion?
A
Something really interesting is happening out west.
B
The state of Washington recently passed a law setting up a
Youth Advisory Council.
C
It’s made up of 22 kids ages 18 and younger.
D
They will advise lawmakers on ideas relating to the interests
of young people.
Choices B, C, and D can all be proved. But choice A is a statement that the author
can’t prove. It’s only her opinion that a sixth-grade kid getting a state law passed is
“interesting.” Some people might not find it so. The correct answer is choice A.
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Understanding a Text
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Which of these sentences states a fact?
A
I think something like this belongs in our state government, too.
B
The “politician” behind it is a sixth-grade kid, Alex Jonlin.
C
It’s the best idea any politician has had in years.
D
Politicians never take kids’ ideas seriously.
When you need to decide what is a fact and what is an opinion, it doesn’t matter
whether you agree with the author. Words like think, believe, best, worst, right,
wrong, never, must, and should are clues that the author is stating an opinion.
Only one answer choice can be proved. Choice B is correct.
Which of the following sentences best expresses the author’s point of
view?
A
Like any smart politician would, Alex networked with his
teacher.
B
Kids have a lot of valuable ideas that the government never
listens to.
C
True, we don’t vote or pay taxes.
D
We ought to follow Alex’s example and get involved.
Choice C is the only fact able to be proved. Choice A is part fact (Alex networked
with his teacher) and part opinion (do all smart politicians network?). Choice B is an
opinion from the editorial, but it is not the author’s main point. If you were going to
choose a one-sentence summary of the author’s point of view, it would be choice D.
Now read a review of a play and answer the questions that follow.
Everyone in our school should rush to
see Johnny Tremain at the North End
Children’s Theater. The play is by John
Olive, based on the famous book by Esther
Forbes. It’s a tale of a boy caught up in the
events leading to the American Revolution.
Even if you have no interest in history, you’ll
be on the edge of your seat for this play.
The play is set in Boston during the
1770s. Johnny Tremain, a teen-age orphan,
is apprenticed to Mr. Lapham, a silversmith.
He is a talented artist who intends to take
over his master’s business some day. He is
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also a conceited brat who thinks he’s better
than the people around him. When his hand
is horribly burned in an accident, he can no
longer work. The Laphams turn him out to
make his own way. He meets Rab Silsbee, a
boy his age who works for a printer. Rab is
involved with the Sons of Liberty, a group of
patriots opposed to British laws and taxes.
Through Rab and his newspaper, Johnny
comes to know Sam Adams, Paul Revere,
and other figures from history. He becomes
involved in the Boston Tea Party and other
events, all while trying to uncover a secret
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Understanding a Text
regarding his family. The play ends as the
war begins, with Johnny going off to fight
for America’s independence.
North End Children’s Theater does a
fantastic job putting this complicated story
on the stage. Lighting is used to suggest
different scenes. You think you’re seeing
church steeples and ships’ masts, but they’re
really shadows. Daniel Alben plays Johnny.
He does a great job showing a teen boy’s
shifting feelings, from puffed-up apprentice to
self-pitying cripple to proud freedom fighter.
Andrea Lee plays Cilla Lapham. You see her
feelings for Johnny change from resentment
and disgust to respect and love. Peter Otero
is disappointing as Rab. He seems to be
playing “an American patriot” instead of an
individual human being. Two of the more
interesting characters are Dr. Joseph Warren
(played by Noel Giomi) and Lavinia Lyte
(Jennifer Keehn). I’d never heard of Dr.
Warren. I thought he was just a character,
but it turns out he was a real person. He
would have been one of the “founding
fathers” except he was killed in the fighting.
Lavinia is the daughter of Merchant Lyte
(Tim Dakin), the Tory villain who tries to get
Johnny hanged. She knows the secret about
Johnny’s family. She makes you understand
the feelings of the people on “the other side.”
Johnny Tremain is a hard book for sixth
graders. I started reading it last fall and gave
up, but I’m reading it now. It’s a lot easier if
you know the characters and the background
of the story. Of course, a book can be more
richly detailed than a play. People should see
the play and read the book. And then they
should read some actual history.
Which of these best describes how the author organizes information
in this review?
A
He discusses his opinions first and then summarizes the plot.
B
He gives facts about the play first and then discusses the
actors’ performances.
C
He summarizes his point of view first, then the plot, and then
details his opinions.
D
He mixes facts and opinions throughout the review and then
summarizes his point of view at the end.
A review of a play, book, or film may be organized in any of these ways. In this
review, the author follows the plan described in choice C. That’s the correct answer.
Unit 2
Understanding a Text
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Which of these sentences about the play states an opinion?
A
It’s a tale of a boy caught up in the events leading to the
American Revolution.
B
Even if you have no interest in history, you’ll be on the edge
of your seat for this play.
C
Johnny comes to know Sam Adams, Paul Revere, and other
figures from history.
D
Johnny Tremain is apprenticed to Mr. Lapham, a silversmith.
Three of these statements are facts about the play that anyone could prove by
seeing the play. The fourth presumes that the reader will share the reviewer’s
opinion about the play. He has no way of knowing how “you” will feel about it.
Choice B is the correct answer.
Which of these statements about the play is a fact?
A
Peter Otero is disappointing as Rab.
B
Lighting is used to suggest different scenes.
C
North End Children’s Theater does a fantastic job.
D
It’s easier to understand the book if you see the play first.
Which of these statements can be proved? Three of these choices are true only
from the author’s point of view. The one fact among them is his statement about
the lighting. The correct answer is choice B.
Write your answer to this open-response question on a separate sheet of paper. Your answer should
be about one-half page long.
Summarize this review. Explain whom the reviewer is writing for, and
discuss how well he advances his point of view. Use important and
specific information in the review to support your answer.
This question is asking you to do two things. When you summarize the selection,
you are giving its main idea and most important supporting details. But you’re also
“reviewing the review”—giving your opinion about it. Here is one possible answer:
The reviewer thinks that Johnny Tremain is an outstanding play
that children our age will find exciting. The plot involves a teen-age
boy caught up in events of the Revolutionary War. The reviewer has
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Unit 2
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Understanding a Text
positive things to say about the sets, the lighting and the
principal actors, except the one who plays Rab. He particularly likes
the way the actors who play Johnny, Cilla, and Lavinia express their
characters. The play gave the reviewer an appreciation both for the
book it is based on and the history it describes.
The reviewer does a good job in briefly describing the plot and
details about the way the play is produced. I’m not sure, though,
that his opinions about the acting will help other people decide if
they want to see the play. He says which actors’ performances he
liked and which he didn’t, but he doesn’t give any examples to back
up his opinions.
Test Yourself
Read a letter to a newspaper and answer the questions that follow.
Our City Loses a Work of Art but Gains a Six-Unit Apartment Building
Editors:
The city zoning board should feel proud of itself. With little
discussion, it has granted Creative Construction Company a permit
to begin building apartments on the vacant property at 3420 Fairview
Avenue. When asked to comment on the decision, board chair Ann
Reimer’s only response was, “The River South district needs low-cost
housing.” True enough, Ms. Reimer. But why there?
At issue is the mural on the wall of the existing building at 3400
Fairview, adjacent to the site. “Waiting for the No. 37” has been a
point of pride to the River South community since 1968. Designed by
Sundiata Michael Brown and painted by a team of artists under his
direction, it depicts neighborhood people waiting at the bus stop
across the street. Then, as now, Brown’s work celebrates the
diversity of this inner-city neighborhood. Hair and clothing styles
have changed, but people are still waiting for the 37. “It’s like looking
in a mirror,” more than one bus rider has said of the mural.
Now, however, no one will be looking back. Creative Construction’s
design places a wall of its apartment building less than a foot away
from the mural. If you stand close and peer between the two buildings,
you’ll still be able to see part of it. So Mr. Laurence Crabbe, owner of
Creative Construction, is literally correct when he claims he is not
destroying a work of art.
The River South Community Organization presented to the zoning
board a petition to save this civic treasure. It bore nearly 400
signatures. Artists and art experts from across our state attended a
Unit 2
Understanding a Text
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hearing to plead for the mural. Their protests fell on deaf ears.
Apparently, board members can only hear the sound of money.
Sundiata Michael Brown, who died in 1991, was our city’s most
honored artist. The zoning board’s decision is a disgrace to his
memory. That whirring sound you’ll hear over the construction noise
on Fairview Avenue is Mr. Brown spinning in his grave.
Webster Hayden
1 Which of the following is the main reason the author begins his
letter with the statement, “The city zoning board should feel
proud of itself”?
A
to summarize his point of view
B
to state the issue that his letter will discuss
C
to introduce a paragraph of facts about the issue
D
to emphasize that he really feels just the opposite
2 Which of these statements about the mural is an opinion?
88
A
“Waiting for the No. 37” has been a point of pride to the
River South community since 1968.
B
It was designed by Sundiata Michael Brown and painted by
a team of artists under his direction.
C
It depicts neighborhood people waiting at the bus stop
across the street.
D
Creative Construction plans to put up a building less than a
foot away from the mural.
Unit 2
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Understanding a Text
3 Which of these statements by the author is a fact?
A
Brown’s work celebrates the diversity of an inner-city
neighborhood.
B
A community organization collected 400 signatures on a
petition to save the mural.
C
Board members can only hear the sound of money.
D
The board’s decision is a disgrace to Brown’s memory.
4 To evaluate Mr. Hayden’s main idea, you would most want to
know
A
how the zoning board reached its decision.
B
how many people would live in the new building.
C
what an art critic would have to say about the mural.
D
how much Sundiata Michael Brown was paid for the work.
5 Which of the following sentences best summarizes the author’s
point of view?
A
Art is more important than housing.
B
City zoning board members are crooked.
C
Losing the mural is a community tragedy.
D
Honest differences of opinion ought to be heard.
Write your answer to open-response question 6 on a separate sheet of paper. Your answer should be
about one-third page long.
6 Identify and describe the main technique Mr. Hayden uses to
support his point of view in his letter. Use important and
specific information from the letter to support your answer.
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Poetry can be dark and serious. It can also be filled with strong feelings, such as love, courage,
or patriotism. Some poems, on the other hand, are light and amusing. See which category you
think best fits the following poem.
Ode to Pasta
by Judith Lipsett
Some people swear by chocolate cake,
They think it is delicious.
Others say that steak and fries
Are their most favorite dishes.
5
10
But if you want to see me grin,
I think you know already—
Just let me know where I can find
A big bowl of spaghetti.
No matter what you call the stuff,
It’s all the same to me:
Noodles, pasta, angel hair,
All suit me to a “T.”
Top it with tomato sauce,
Or choose a chunk of cheese,
15 Or garlic cooked in olive oil—
These all are sure to please.
If other people are around,
Of course I am polite.
I twist the noodles ’round my fork
20 Before I take a bite.
But if I get to dine alone,
I’ll tell you my technique:
I slowly slurp the slippery strands
As sauce bedecks my cheek.
25
And soon the dancing droplets
Grace my shirt, my hair, my nose.
I am a work of modern art—
A sculpture, I suppose.
If Mom comes in the room just then,
30 And sees what I’ve created,
She disappears like vapor and
Pretends we’re not related!
Session Three
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Go On
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29 Which technique of poetry is seen in line 14?
A using rhyming words
B repeating beginning sounds
C making descriptive comparisons
D giving human qualities to objects
30 The speaker in the poem is a
A child.
B cook.
C teacher.
D worker.
31 The setting of the poem is most likely in a
A yard.
B kitchen.
C bedroom.
D living room.
32 The last word in line 6 rhymes with the last word in
A line 5.
B line 7.
C line 8.
D line 10.
Session Three
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Go On
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