Buckle Down Missouri
MAP 11 Communication Arts
Lesson 1: Vocabulary
Lesson 2: Reading Strategies
Unit 2
Literary Text
Lesson 3: Narrative Elements
Lesson 4: Literary Devices
Unit 3
Going Beyond the Text
Lesson 5: Text Features
Lesson 6: Analyzing the Author
Lesson 7: Comparing Texts
Lesson 8: Following Instructions
Unit 4
The Writing Process
Lesson 9: Planning
Lesson 10: Drafting
Lesson 11: Paragraphs and Transitions
Lesson 12: Editing
Unit 5
Forms of Writing
Lesson 13: Personal Narratives
Lesson 14: Persuasive Essays
Lesson 15: Informative Essays
Lesson 16: Responses to Literature
Missouri
Go to www.BuckleDown.com to review our complete line of MAP materials for Grades 3–11
COMMUNICATION ARTS • MATHEMATICS • SCIENCE
Student Set MO05058S1
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 MO05058W1
Form A Practice Test MO05058A1
Form B Practice Test MO05058B1
ISBN 0-7836-5527-4
5 1 5 9 5
9
780783 655277
MAP
11
Communication
Arts
11 COMMUNICATION ARTS
The Reading Process
Missouri MAP
Different variations of the ice cream
cone have been created in the last
century. Many claim to have invented
the ice cream cone, but the first
version of the cone that we eat today
was invented in 1904 at the St. Louis
World’s Fair.
Unit 1
TABLE OF CONTENTS
Introduction.......................................................................................................... 1
Test-Taking Tips...................................................................................... 2
Part One—Reading
Unit 1 – The Reading Process............................................................................. 7
Lesson 1: Vocabulary.............................................................................. 8
GLEs: R1C11, R1E11
Lesson 2: Reading Strategies................................................................ 25
GLEs: R1F11, R1G11, R1H11
Unit 2 – Literary Text......................................................................................... 35
Lesson 3: Narrative Elements............................................................... 36
GLEs: R2A11, R2C11
Lesson 4: Literary Devices................................................................... 51
GLEs: R2A11, R2B11, R2C11
Unit 3 – Going Beyond the Text....................................................................... 67
Lesson 5: Text Features......................................................................... 68
GLEs: R2A11, R3A11
Lesson 6: Analyzing the Author.......................................................... 80
GLEs: R2C11, R3A11, R3B11, R3C11
Lesson 7: Comparing Texts.................................................................. 94
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GLE: R1I11
Lesson 8: Following Instructions....................................................... 106
GLE: R3D11
Part Two—Writing
Unit 4 – The Writing Process.......................................................................... 117
Lesson 9: Planning.............................................................................. 118
GLEs: W1A11, W2F11, W3B11, W3E11
Lesson 10: Drafting............................................................................. 130
GLE: W2F11
Lesson 11: Paragraphs and Transitions............................................. 136
GLEs: W2F11, W3C11
Lesson 12: Editing............................................................................... 149
GLEs: W2B11, W2C11, W2D11, W2E11
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Table of Contents
Unit 5 – Forms of Writing............................................................................... 165
Lesson 13: Personal Narratives.......................................................... 166
GLEs: W3A11, W3C11
Lesson 14: Persuasive Essays.............................................................. 176
GLE: W3C11
Lesson 15: Informative Essays........................................................... 186
GLE: W3C11
Lesson 16: Responses to Literature................................................... 196
To the Teacher:
Missouri Communication Arts Grade-Level
Expectation (GLE) 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 GLEs covered
on a given page.
................................................................................
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GLE: W3C11
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Unit 1 – The Reading Process
GLE: R1E11
Lesson 1: Vocabulary
You’re reading the newspaper one morning when you come across a news article that
says this:
The proposed project is not the type of situation which is geared to impact
or postulate a conceptualization for congruency of purposes which would
complement the present team assignments after several stringent political
posture conditions are met to assist legislatures on an ad hoc basis as issues
emerge toward a legislative agenda-of-imperatives.
(This bad example is used in Words on Words, A Dictionary for Writers and Others Who Care About
Words, by John B. Bremner, Copyright © 1980.)
Your first thought is probably Say what?
Don’t worry. You aren’t likely to see any passages written by this reporter on a state test.
Even if you don’t recognize some words on the test, there will usually be enough clues to
help you determine their meanings. You are expected to have a few skills for figuring
out the meanings of new words, and that’s where the tips in this lesson come in.
You won’t be given isolated words and asked to define them. What you will find is an
occasional vocabulary word or phrase within a reading passage. There will be lots of
clues right in the passage to help you determine what the word or phrase means.
Word Knowledge Categories
A person’s vocabulary can usually be grouped into three main categories: (1) words that
are well known, (2) words that sound familiar, and (3) words that are not known at all.
Words from categories 2 and 3 are most likely to show up in vocabulary questions on a
communication arts test. As a rule, you can expect a reading passage to give you enough
information to help you determine the meaning of the word or phrase you are being
asked to define. The following tips will help you identify that information and show you
how to answer a variety of question types.
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You don’t have to memorize a dictionary in order to do well on these kinds of questions.
The main thing you need to learn between now and test day is how to figure out the
meaning of a word by the way it is used. This is called understanding the word in
context.
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Lesson 1: Vocabulary
GLE: R1E11
TIP 1: Look for words or phrases with meanings the same as
the unknown word.
Synonyms are words that have the same, or almost the same, meaning. They can often
help you answer a vocabulary question. For example, read the following sentence, and
then answer Numbers 1 and 2.
Times grew worse and worse with Rip Van Winkle as years of matrimony
rolled on; a tart temper never mellows with age, and a sharp tongue is the only
edged tool that grows keener with constant use.
1. Which words in the sentence help the reader to understand the meaning of the
word keener?
2. Which of the following is the best meaning of the word keener as it is used in
the sentence?
A.
B.
C.
D.
sharper
older
mellower
faster
In answering Number 2, you might ask yourself, “Which choice fits best with the words
sharp and edged tool?”
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TIP 2: Use antonyms to determine a word’s meaning.
1BDMO11EL01_L1_07-24.indd 9
An antonym is a word’s opposite meaning. If you know the meaning of an antonym,
you can make usually find the meaning of the unknown word itself. Look at the
following sentence.
Unlike the club’s treasurer, who is accused of malfeasance, the vice president is
thought to be capable and honest.
3. Underline words in the sentence that have meanings opposite that of the word
malfeasance.
4. In this sentence, what is the best meaning of the word malfeasance?
A.
B.
C.
D.
rebellion
wrongdoing
indifference
movement
Notice the word Unlike in the sentence. It signals a contrast. Other contrast words
include though, but, however, although, instead, and on the other hand.
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Unit 1 – The Reading Process
GLEs: R1C11, R1E11
TIP 3: Look for a cause or an effect that is related to the
unknown word.
Sometimes you can figure out the meaning of a word by looking at a related cause or
effect. Here’s an example:
The conflagration sent sparks and flames leaping into the night sky.
Think about what would send sparks and flames shooting into the sky, then answer the
following question.
5. What does the word conflagration mean?
A.
B.
C.
D.
outrage
smoke
fire
scuffle
TIP 4: Fit the unknown word into a category.
Sometimes a vocabulary word will fit into a category of similar words. Once you
determine the type of group the word fits into, you might be able to figure out the
word’s meaning.
During the show, the judges considered terriers, beagles, boxers, salukis, and
poodles.
6. What do terriers, beagles, boxers, and poodles have in common?
7. What are salukis?
A.
B.
C.
D.
flowers
dogs
cats
vegetables
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Lesson 1: Vocabulary
GLEs: R1C11, R1E11
TIP 5: Plug multiple-choice answer choices into the sentence.
Once you have narrowed down the possibilities, plug each answer choice into the
sentence to see which one makes the most sense. The best answer choice may not have
exactly the same meaning as the unknown word. Also, the substitute word might need
to be preceded by a instead of an, or there may be some other minor problem when you
try to plug it in. But the choice that makes the most sense in the sentence is often the
correct answer.
Known for his parsimony, the old man refused to donate money to any charity.
8. Which of the following is the best meaning of the word parsimony as it is used in
this sentence?
A.
B.
C.
D.
generosity
kindness
accomplishments
stinginess
Imagine that a blank space is printed in the place of the word parsimony in the sentence.
Then plug each of the answer choices into the blank, as shown below.
A. Known for his generosity, the old man refused to donate money to any charity.
B. Known for his kindness, the old man refused to donate money to any charity.
C. Known for his accomplishments, the old man refused to donate money to any
charity.
D. Known for his stinginess, the old man refused to donate money to any charity.
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Which choice makes the most sense in the sentence? Some people think this tip is the best approach of all. But don’t use it until you’ve tried
every other reasonable tip. Sometimes an answer choice may sound okay when it’s
plugged into a sentence, but that doesn’t always guarantee it is the correct answer.
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Unit 1 – The Reading Process
GLEs: R1C11, R1E11
TIP 6: Be careful of words with more than one meaning.
Some words can confuse you because they have more than one meaning. One example
of a multiple-meaning word is bow, which can have a dictionary definition of “the front
part of a ship,” “to bend,” or “a decorative knot.”
Multiple-meaning words are often very simple, everyday words. You can’t count on
getting the right answer just because you know their definitions. You’ll have to go back
to the sentence to see how each word is used in context. Here’s an example:
The school board’s approval was a key step in the implementation of the
new policy.
9. In which of the following sentences does the word key have the same meaning as in
the sentence above?
A.
B.
C.
D.
The concert would have been better if the musicians were on key.
Use the map’s key to determine the distance to St. Louis.
The key reason Caitlin did poorly on the test was that she didn’t study.
Jason was upset with himself when he locked his key in the car.
All four choices correctly use the word key, but which one is closest to the word’s
meaning in the context of the original sentence?
Word Parts
TIP 7: Learn to recognize common roots, prefixes, and suffixes.
The English language is constantly growing, changing, and becoming more complex.
The more you know about the origins of words, the more you will be able to figure out
and master the spellings and meanings of many unfamiliar words.
If you want to know more about people, one thing you can do is learn about their
families. The same thing is true for words. Words also have families, based on their
parts: roots, prefixes, and suffixes. Learning some common word parts will give you
insight into other words of the same family. A root is the foundation of a word.
In the tables on the next few pages, you will learn about some common roots and affixes
derived from other languages.
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Another way to think about words and to help yourself learn new words is to look at
word parts. There are several word parts that come up over and over, and by
memorizing those parts, you will help yourself learn many new words.
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Lesson 1: Vocabulary
GLE: R1E11
A prefix is a word part that is added to the beginning of a root word in order to make a
new word. The following table shows some common prefixes and their meanings.
Prefix
Meaning
Examples
ante-
before
anteroom
anti-
against
antifreeze
auto-
self
automobile
bi-
two
bicycle, biweekly
circum-
around
circumnavigate
counter-
against
counteract
de-
away, down
dehumidify, debase
fore-
in front
forefront, forehead
il-
not
illegal
mid-
middle
midday
mis-
wrong
misspell
non-
not
nonviolent
trans-
across
transpose
un-
not
unfair
over-
over, more
overactive
re-
again
refinish
Practice Activity 1
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Directions: Fill in the blanks to see how prefixes can affect the meaning of root words.
Once you have guessed at the meanings of the new words, look them up in a dictionary
to see whether your meanings and spellings are correct.
Prefix
Root
New Word
Meaning
1. ante-
chamber
_____________________
_____________________
2. auto-
biography
_____________________
_____________________
3. counter-
attack
_____________________
_____________________
4. de-
grade
_____________________
_____________________
5. fore-
ground
_____________________
_____________________
6. il-
logical
_____________________
_____________________
7. mis-
step
_____________________
_____________________
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Unit 1 – The Reading Process
GLE: R1E11
A suffix is added to the end of a root word in order to change its meaning. Sometimes
the spelling of the root word changes when a suffix is added.
Suffix
Meaning
Examples
-able
able to be
washable
-al
relating to
technical
-en
having the nature of
ashen, golden
-en
make or become
flatten, widen
-ic
like, pertaining to
artistic, classic
-ish
having the nature of
bluish, childish
-or
person who
actor, debtor
-ion, -tion
act, process, state
correction, education
-ous
state, condition, with the quality of
dangerous, joyous
-ship
office, profession, art, skill
friendship, marksmanship
Practice Activity 2
Root
Suffix
New Word
Meaning
1. enjoy
-able
_____________________
_____________________
2. electric
-al
_____________________
_____________________
3. length
-en
_____________________
_____________________
4. class
-ic
_____________________
_____________________
5. fool
-ish
_____________________
_____________________
6. audit
-or
_____________________
_____________________
7. elect
-ion
_____________________
_____________________
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Directions: Fill in the blanks below to see how suffixes can be added to root words to
create new words.
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Lesson 1: Vocabulary
GLE: R1E11
Here is a list of some common root words. In addition to the examples shown, can you
think of other words with these roots?
Root
Meaning
Examples
astro
star
astronaut, astronomy
claim
shout
exclaim
flect, flex
bend
flexible, reflection
gen
birth, race, produce
genetics, genealogy
here, hes
stick
adhere, cohesive
liber
free
liberation
man
hand
manual
mob, mot, mov
move
emotional, motivate
nat
born
native, nation
path
disease, feeling
sympathy
rad
ray, spoke
radio, radiation
reg, recti
straighten
regular, rectify
ridi
laughter
ridicule, ridiculous
sat, satis
enough
saturate, satisfaction
sent, sens
feeling
sentiment, sensitive
term
end
terminate
vac
empty
vacant, vacuum
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Practice Activity 3
Directions: For Numbers 1 through 6, circle the letter of the choice closest in meaning
to that of the given word.
1. satisfied
A.
B.
C.
D.
having enough
having emptiness
having an end
having stars
2. terminal
A.
B.
C.
D.
eat
feel
end
move
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Unit 1 – The Reading Process
GLE: R1E11
3. liberal
A.
B.
C.
D.
free
stick
weave
laugh
4. manipulate
A.
B.
C.
D.
shout
teach
straighten out
move with the hands
5. mobile
A.
B.
C.
D.
lovable
movable
teachable
laughable
6. nativity
birth
laughter
freedom
vacuum
Word Resources
There are many resources available to help you learn more about vocabulary.
TIP 8: Practice using a dictionary.
A dictionary can help you learn all sorts of things about a word. It gives a word’s
correct spelling, definition, part of speech, pronunciation, and examples of the word
used in a sentence.
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A.
B.
C.
D.
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Lesson 1: Vocabulary
GLE: R1E11
A dictionary may also provide the following:
• synonyms (words that mean about the same thing and can be helpful when you
want to find a different way to describe something)
• geographical names and biographical names
• idiomatic expressions (often listed after the word in which the expression is used)
For example, in the entry for the word take, you might find the following idioms
and their meanings: take by storm, take it easy, take it from me, and take your time.
Directions: Read the following dictionary entry, and then answer Numbers 10 and 11.
scene \’sen\ n. [Middle French, stage, from Latin scena, (scene) scaena (stage),
perhaps Etruscan, from Greek skáná (shelter, tent, building forming the
background for a dramatic performance)] 1. one of the subdivisions of a play
2. a stage setting, or a real or imaginary prospect suggesting a stage setting
3. a public display of anger or bad behavior <Don’t cause a scene!> 4. a sphere
of activity <the music scene>
10. Read this sentence.
Officials described the tornado-ravaged city as a scene of total destruction.
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Which dictionary definition of the word scene best applies to its use in this
sentence?
A.
B.
C.
D.
definition 1
definition 2
definition 3
definition 4
11. Read this sentence.
When the customer didn’t get what she ordered, she made a scene.
Which dictionary definition of the word scene best applies to its use in this
sentence?
A.
B.
C.
D.
definition 1
definition 2
definition 3
definition 4
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