Buckle Down Tennessee
TCAP 7 Reading & Language Arts
Reading Skills
Lesson 1: Vocabulary
Lesson 2: Reading Strategies
Lesson 3: Reading for Information
Lesson 4: Connections
Lesson 5: Author’s Purpose
Lesson 6: Research
Unit 2 Literary Elements
Lesson 7: Story Elements
Lesson 8: Literary Techniques
Unit 3
Writing Skills
Lesson 9: Prewriting
Lesson 10: Sentences
Lesson 11: Paragraphs
Unit 4
Language Skills
Lesson 12: Spelling
Lesson 13: Punctuation
Lesson 14: Grammar
Tennessee
Tennessee TCAP
Go to www.BuckleDown.com to review our complete line of TCAP materials for Grades 3–12
READING & LANGUAGE ARTS • WRITING • MATHEMATICS • SCIENCE
Student Set TN02050S1
P.O. Box 2180
Iowa City, Iowa 52244-2180
Includes: Student Workbook, Form A
Practice Test, Form B Practice Test
PHONE: 800-776-3454
FAX: 877-365-0111
Individual Products:
www.BuckleDown.com
Student Workbook TN02050W1
Form A Practice Test TN02050A1
Form B Practice Test TN02050B1
ISBN 0-7836-5916-4
51599
9 780783 659169
7 READING & LANGUAGE ARTS
The Elephant Sanctuary in
Hohenwald, Tennessee, is the nation’s
largest natural habitat shelter for
elephants. The Sanctuary houses
endangered elephants that have
health problems after being in the
circus or zoo.
Unit 1
7
Reading &
Language
Arts
TCAP
TABLE OF CONTENTS
Introduction............................................................................................................... 1
Test-Taking Tips.......................................................................................... 2
Part One—Reading
Unit 1 – Reading Skills............................................................................................. 5
Lesson 1: Vocabulary.................................................................................. 6
SPIs: 0701.1.17, 0701.1.18, 0701.1.19, 0701.1.20, 0701.1.21, 0701.1.22,
0701.5.5
Lesson 2: Reading Strategies.................................................................... 24
SPIs: 0701.3.10, 0701.5.1, 0701.6.1, 0701.6.2, 0701.6.3, 0701.8.5
Lesson 3: Reading for Information......................................................... 35
SPIs: 0701.5.6, 0701.6.3, 0701.6.4, 0701.6.5, 0701.6.6
Lesson 4: Connections.............................................................................. 52
SPIs: 0701.5.1, 0701.5.3, 0701.5.8, 0701.6.6
Lesson 5: Author’s Purpose...................................................................... 63
SPIs: 0701.3.11, 0701.5.2, 0701.5.4, 0701.5.7, 0701.8.12
Lesson 6: Research..................................................................................... 73
SPIs: 0701.4.1, 0701.4.2, 0701.4.3, 0701.4.4, 0701.4.5, 0701.6.2
Unit 2 – Literary Elements..................................................................................... 85
Lesson 7: Story Elements.......................................................................... 86
SPIs: 0701.8.1, 0701.8.2, 0701.8.3, 0701.8.4, 0701.8.6, 0701.8.7, 0701.8.9,
0701.8.11
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Lesson 8: Literary Techniques............................................................... 104
SPIs: 0701.8.7, 0701.8.8, 0701.8.10
Part Two—Writing
Unit 3 – Writing Skills.......................................................................................... 115
Lesson 9: Prewriting................................................................................ 116
SPIs: 0701.3.1, 0701.3.2, 0701.3.3, 0701.3.9, 0701.3.12, 0701.3.13
Lesson 10: Sentences............................................................................... 125
SPIs: 0701.1.7, 0701.1.8
Lesson 11: Paragraphs............................................................................. 136
SPIs: 0701.3.4, 0701.3.5, 0701.3.6, 0701.3.7, 0701.3.8
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Table of Contents
Unit 4 – Language Skills....................................................................................... 147
Lesson 12: Spelling.................................................................................. 148
SPIs: 0701.1.9, 0701.1.16
Lesson 13: Punctuation........................................................................... 158
SPIs: 0701.1.6, 0701.1.10, 0701.1.13, 0701.1.14, 0701.1.15
Lesson 14: Grammar............................................................................... 165
To the Teacher:
Tennessee English Language Arts State
Performance Indicator (SPI) codes are listed for
each lesson in the table of contents and for each
page in the shaded gray bars that run across the
tops of the pages in the workbook (see the
example at right). These codes identify the SPIs
covered on a given page.
................................................................................
© 2009 Buckle Down Publishing. COPYING IS FORBIDDEN BY LAW.
SPIs: 0701.1.1, 0701.1.2, 0701.1.3, 0701.1.4, 0701.1.5, 0701.1.9, 0701.1.11,
0701.1.12
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Unit 1 – Reading Skills
SPIs: 0701.1.20
Lesson 1: Vocabulary
As human knowledge grows, so does our vocabulary. For example, the word biology was
first used in 1802 and comes from the Greek words for ‘‘life’’ and ‘‘study.’’ When people
needed a word to describe the study of living creatures, they turned to the language of the
ancient Greeks.
Ruins of the Parthenon in ancient Greece still stand today.
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As you learn more and read more, you will come across words that are new to you. In this
lesson, you will learn some tips for figuring out the meanings of new words.
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Lesson 1: Vocabulary
SPIs: 0701.1.20
Words in Context
Directions: Read the following passage. It will be used to help you understand the tips in
this lesson.
Wherever the Twain Shall Meet
by Max Shadrach
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It was going to be a big day in Promontory, Utah.
Some of the folks of Promontory ambled out to watch the sight. They had
nothing better to do and were in no hurry. These townsfolk were made up mostly
of gamblers, bartenders, con men, and their assorted ladies. One of the gamblers,
Lucky Cross, looked at the crowd surrounding the event and said, “I’ll bet anyone
a ten-dollar silver piece that Chinese or Irish men gotta do the work for these
railroad executives.”
The railroad ran from Sacramento, California, on one end to Omaha,
Nebraska, on the other. Because Chinese and Irish labor had built the railroad, no
one was willing to take up Lucky on his bet. The two sides of the railroad were
supposed to meet in Promontory several days ago, but it hadn’t happened yet. It
wasn’t the fault of the workers. The big bosses from the Central Pacific and Union
Pacific railroads had been delayed. The workers, for their part, had been working
10 to 12 hour days of hard labor.
“You hear that Chinese work gang laid 10 miles of track just west of here?”
asked bartender Bill Harvey.
“An Irish worker led the crew,” added Lil O’Grady. She was proud of her Irish
roots, and she wanted it on record that one of her people had been in charge of
that crew. “It’ll never happen again, I can assure you.”
Rail workers like these connected both coasts of the United States.
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Unit 1 – Reading Skills
No dispute came from the others. These Promontory slickers weren’t capable
of hard labor. Their interest in the workers centered on how they could separate
them from the money they had earned. They wanted the workers to gamble away
and spend their paychecks.
Lucky was right, though. The last two rails from the east were put down by
Irish workers—big, brawny men. The last two rails from the west were put down
by Chinese men. They were small and wiry but much stronger than they looked.
As the heads of the two giant railroad companies approached to hammer in the
golden spikes, their work was begun by members of each crew.
“Told ya,” said Lucky. He looked at his pocket watch, a gold timepiece that he
kept in a vest pocket, secured to his garment by a long, gold chain. “Twelve-thirty,
it is. May 10th, 1869. Consider yourself a witness to history.” Lucky sighed and
looked off into the distance. He was used to these kinds of ceremonies, where the
closing of one occasion creates new opportunities and a need to make plans.
“Well, folks, it won’t be long before they shut this town. We’ll need to look for
another boomtown to fleece.”
“Yeah,” a couple of the men grumbled. For those who had gotten to
Promontory early, it had been a good run of luck. They had made money. Those
late to the game got leftovers from a tired workforce. They were either too broke
or too set on finishing the job to spend any more money in town.
Still, Lucky was right again. They were witnesses to history. The Central
Pacific and Union Pacific railroads, led by immigrant work crews, had tied
America by rail on this flat spot in Utah. People could now cross the vast
mountains of the Rockies and High Sierras in a few days. The 2,000 miles from
Omaha to San Francisco had once taken six months and a thousand dollars to
cross. The trip was once filled with dangers not fit for women, children, or old
folks. Now, it could be covered in six days for about $70. The country could now
truly call itself “the United States of America.”
“Well, as they say,” said Lucky, “‘Wherever the twain shall meet.’ And the
twain just met out here in Promontory.”
Bill Harvey scratched his head. He got a puzzled look on his face. “Now
what’s that supposed to mean?”
“Just what he said,” said Lil. She had come into town with Lucky and would
be leaving with him when Lucky had figured out the next place they could strike
gold. “‘Wherever the twain shall meet.’ It’s a saying.”
Harvey continued scratching his head. Workers from both sides jumped for
joy and the railroad bosses shook hands. Telegraph operators back at Promontory
were busy relaying the news to the rest of the world.
© 2009 Buckle Down Publishing. COPYING IS FORBIDDEN BY LAW.
SPIs: 0701.1.20
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Lesson 1: Vocabulary
SPIs: 0701.1.19
TIP 1: Look for other words in the passage that have a similar
meaning.
Finding the synonym of an unknown word can give you a clue to the word you don’t
know. Remember that synonyms are words that mean almost the same thing. Reread the
following sentences from the passage.
The last two rails from the east were put down by Irish workers—big, brawny men.
The last two rails from the west were put down by Chinese men. They were small and
wiry but much stronger than they looked.
1. Underline any words in the passage that have meanings similar to wiry.
2. What does the word wiry mean in the passage?
A.
B.
C.
D.
large
brown
weak
lean
TIP 2: Look for words that have the meaning opposite to that of
the unknown word.
Sometimes, the passage will include a word or phrase that has the opposite meaning of the
unknown word. Antonyms are words that have opposite meanings. If you know the
opposite meaning of the unknown word, you can probably figure out the difficult word’s
meaning. Take a look at the following example:
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Some of the folks of Promontory ambled out to watch the sight. They had nothing
better to do and were in no hurry.
3. Circle a word above that means the opposite of ambled.
4. Based on the sentences above, the word ambled most likely means
A.
B.
C.
D.
walked quickly.
walked slowly.
walked aimlessly.
walked away.
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Unit 1 – Reading Skills
SPIs: 0701.1.21, 0701.5.5
TIP 3: Determine the category of words in a list.
When you see a list of things, you might not always recognize every word on the list. But
you can assume the words are all part of the same category, which should give you an idea
about the meaning of the unfamiliar word. Read the following example.
Nicole thought that if she could play the trumpet, then she could play them all:
trombone, French horn, flügelhorn, tuba, bugle, and cornet.
In the list above, you probably recognize most of the words, such as trumpet and
trombone, as musical instruments. You may also know that these instruments are made of
metal and have a similar mouthpiece. These facts will help you to zero in on the correct
meaning of flügelhorn.
5. What is a flügelhorn?
A.
B.
C.
D.
a type of drum
a brass instrument
a stringed instrument
an electronic piano
TIP 4: Create a sentence to help you answer analogy questions.
An analogy is a comparison of two things. An analogy question will ask you to
understand the relationship between two words and then find another pair of words with
the same relationship. Read Number 6, but don’t answer it yet.
A.
B.
C.
D.
wide.
thin.
straight.
broad.
In this question, you are being asked to find a word
that relates to thick in the same way that large relates
to small. (The sidebar on page 11 contains a list of
common relationships between words.) How are
large and small related? A quick way to figure out
the relationship in an analogy is to make up a
sentence that tells how the words relate. The
following would be a good sentence for Number 6:
Large is the opposite of small.
Types of Analogy
You may see the word
analogy used in many
different contexts. The word
analogy simply means “a
comparison of two things.”
Often in prose, a complex
situation is compared to a
simpler, more familiar one.
Read the following sentence.
It makes a complex situation
(passing a law) simpler by
comparing that situation to a
dog on a leash: “Passing that
law would be like putting a
leash on a dog with no legs.
It won’t do any good; it’ll just
make him mad.”
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6. Large is to small as thick is to
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Lesson 1: Vocabulary
SPIs: 0701.5.5
Next, plug each answer choice into your sentence: “Thick is the opposite of ________.”
Which word makes the most sense in the sentence?
Now answer questions 6 and 7.
6. Large is to small as thick is to
A.
B.
C.
D.
wide.
thin.
broad.
slow.
7. Which pair of words is related in the same way as the words candy and sweet?
A.
B.
C.
D.
lemon and sour
cavity and dentist
coffee and tea
lettuce and vegetable
Common Word Relationships
Following are some of the most common types of analogies.
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antonyms (“is the opposite of”)
hot is the opposite of cold
synonyms (“is the same as”)
happy is the same as glad
function (“is used to”)
guitar is used to play music
whole to part (“is made up of”) or part to whole (“is a part of”)
team is made up of players; cup is part of a gallon
category (“is part of a group”)
milk is in the beverage category
subcategory (“is part of a group within a group”)
chocolate milk is in the milk subcategory, which is in the beverage category
verb forms (“is a form of a verb”)
ran is a verb form of to run
rhymes (“rhymes with”)
sing rhymes with ring
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Unit 1 – Reading Skills
SPIs: 0701.1.17, 0701.1.18, 0701.1.22
TIP 5: Some foreign words and phrases have become part of
the English language.
The English language has taken many words from other languages and turned them into
something new. But there are also many words and phrases from other languages that we
use the same way they are used in the foreign language. A lot of these foreign words and
phrases happen to be French. Look at the following list of examples.
Word or Phrase
Definition
RSVP
an abbreviation for réspondez s’il vous plaît, which
means “Respond, if you please”
déjà vu
already seen (feeling you have experienced
something new another time)
faux pas
false step (a breaking of unwritten social rules)
du jour
of the day
bon voyage
Have a good trip!
Word Parts
A key tip for figuring out what words mean is to use what you already know about words.
Think about words or word parts you have learned or read before. Does this new word
remind you of any words you already know? If so, the knowledge you already have can
help you define the new word. It won’t help you every single time, but it will help most of
the time.
Many words in the English language are made up of smaller parts. Such words can give
you clues to what they mean if you know something about the meanings of common root
words and affixes. A root word is the foundation of a word: it gives a word its basic
meaning. An affix is a smaller part of a word added onto a root word to change its
meaning. An affix that comes before a root word is called a prefix. An affix that comes
after a root word is called a suffix.
Adding a prefix or a suffix to a root word changes its meaning. Think of a root word as the
roots and trunk of a tree. Affixes are the branches and leaves. The branches and leaves
change through seasons and weather, but the roots and trunk stay the same. For example,
think of the root word kind. Prefixes and suffixes might change the overall meaning
(unkind, kindness, kindly), but the root word still means “nice” or “friendly.”
Understanding the way an affix changes a root word’s meaning often will help you figure
out the meaning of unfamiliar vocabulary words. The sidebars on pages 13 through 15 list
common prefixes and suffixes, along with their meanings.
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TIP 6: Let the word tell you what it means.
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Lesson 1: Vocabulary
SPIs: 0701.1.17, 0701.1.18
TIP 7: Understand how words are made.
The most important meaning of a word comes from its root. Words are made using
one root, two roots, or even three roots. In addition to roots, affixes also create meaning.
Remember, prefixes are parts of a word that come before the root and add meaning.
(The prefix pre- means “before.”) Suffixes come after the root.
8. What is the root of the word prehistoric?
A.
B.
C.
D.
pre
his
history
tale
9. What does prehistoric mean?
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Prefixes
Some common prefixes include the following:
ambi- both (ambidextrous, ambiguous)
anti-
against, preventing (antibody, antifreeze)
dis-
the opposite of, not (disappear, disagree)
il-
against, not (illiterate, illegal)
im-
in, within, toward, on, not (important, impress, improper)
in-
the opposite of (inability, inaccurate)
mis-
badly, wrong, not (misprint, misjudge)
non-
the opposite of, not (nonsense, nonrefundable)
pre-
in front of, before (preheat, prejudge)
un-
the opposite of, not (unlikely, unheard)
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Unit 1 – Reading Skills
SPIs: 0701.1.17, 0701.1.18
TIP 8: The meanings of roots and affixes can help you
understand a new word.
You may be wondering what the prefix suf- means. Do you think it means “after”? Well,
almost. The prefix suf- (or sub-) means “below.” So if you break down the word submarine
into parts, it means “below water.” Sub- can also mean “secondary,” as in substation. So in a
way, a suffix comes below the meaning of the root. It is not as important as the root itself.
10. The root stat- or stit- means ‘‘to stand.’’ When broken down into parts, what is the
meaning of substitute?
Root Words
Here are some common root words you should know. Add prefixes and suffixes to help your
vocabulary grow.
bibl – book (Bible, bibliography)
civ – citizen, city (civic, civilization)
fract, frag – break (fracture, fragment)
log, logo, ology – word, thought, study, speech (catalog, biology)
soph – wise (philosophy, sophisticated)
tele – far (telephone, television)
voc – call, voice (vocation, provoke)
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Lesson 1: Vocabulary
SPIs: 0701.1.17, 0701.1.18
TIP 9: Learn the key suffixes.
Many of the words we will review in this lesson relate to science, social studies, math, and
the language arts. The following roots appear in words across all these subject areas. That
means you already know a lot of them. Use that specialized knowledge wherever you can.
The first two roots, graph and logy, are by far the most widely used in the fields that use
special language.
Root
Meaning
Examples
graph, gram, graphy
something written
down or recorded
photograph
telegram
geography
logy
the study of
cardiology
neurology
geology
seismology
nomy
arrangement,
management
economy
astronomy
taxonomy
scope
instrument for
viewing or observing
telescope
stethoscope
microscope
Suffixes
Here are some common suffixes you should know.
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-ablepossible to be or to become something; worthy of being something (avoidable,
lovable)
-al
of, like, or relating to (memorial, industrial)
-en
to make more so; made of (strengthen, wooden)
-ful
having a lot of (beautiful, fearful)
-ic
state of being like, or full of (acidic, gigantic)
-ity
having or being a certain way (agility, fertility)
-less
without something (odorless, spineless)
-lyin such a manner; like or suited to; occurring every so often (quickly, heavenly,
weekly)
-ness the state of being something (preparedness, goodness)
-ous
full of or having something (adventurous, famous)
-tion
the act of, state of, result of (regulation, dehydration)
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