NAME
DATE
CLASS
for VOCABULARY MINI-LESSON
ADDITIONAL PRACTICE
Parts of Speech and Context Clues DIRECTIONS Use the italicized word's part of speech and its context to figure
out its meaning. Consult a dictionary to check your answers.
I~ PART OF SPEECH
~ CONTEXT CLUES
~ MEANING
1. Her acute reaction to the bee sting made a trip to the emergency room necessary.
2. The school could avert the spread of the flu by shutting down during flu season.
3. Mom's birthday and Mother's Day coincide, so I will send only one card.
4. She compensated the staff for their good work with raises and bonuses.
S. I felt conspicuous wearing the silly hat with so many people around.
u.
6. Now that it's summer, we can sit and read out in the gazebo.
7. Are you sure this river is navigable? I think it is too shallow.
l
8. The directions to the theater were too vague, and I got lost.
CHAPTER
1 I Witnessing an Event I Reading Workshop
11
NAME
DATE
CLASS
for TEST-TAKING MINI-LESSON
PRACTICE
Identifying an Implied Main Idea
DIRECTIONS Read each passage carefully, and then answer the questions. Use
the steps in Thinking It Through on page 26 of your textbook.
PAS SAG E A - - - - - - - - - - - - - - - - - - - - - - - - G U a D E D PR ACTa C E
Don't Call Me Chicken
At first my little brother thought he just had
a cold. Then he noticed red bumps on his face
and neck. The bumps were a sign of no ordinary
breakout. He had chickenpox. Within hours his
entire body was covered with tiny red spots.
The doctor told him to forget about school and
go to bed.
He missed an entire week of third grade, but
having chickenpox was no vacation. Once
the swelling went down, the blisters turned
crusty and itchy. It seemed impossible to refrain
from scratching them, even though scratching
could cause infection or scarring. Even worse,
while the old blisters were itching, new ones
kept appearing. The process seemed never
ending, and my brother found it very hard to
believe that he couldn't be cured quickly by tak­
ing some kind of medicine.
The remedies in the end were pretty simple.
To soothe the itching, he used calamine lotion
and took lukewarm baths with baking soda. To
help with the headaches and fever, he took
an over-the-counter painkiller. I offered him
chicken soup, but he told me, "No way. No
more chicken anything for me."
ANALYZE
This item asks you to identify the implied main idea
of the passage.
The implied main idea of the passage is ­
A chickenpox is an illness
B chickenpox requires special medication
C chickenpox can keep you out of school
D chickenpox is an annoying illness
1
12
What details suggest that the writer's
brother was uncomfortable?
A is incorrect: This subject of chickenpox as an
illness is too broad for this passage.
B is incorrect: The passage explains that there is no
special cure-all for chickenpox.
C is incorrect: This is a detail, not the main idea.
D is the best answer: This answer sums up the
writer's point ofview toward chickenpox.
2
In this passage, the word refrain
means to-
A He noticed spots on his face and neck.
B The writer calls chickenpox an
annoying illness.
F train oneself
C It was hard not to scratch the blisters.
D The writer's brother missed a week
of school.
J
G keep from doing
H stop completely
try again
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME CLASS
continued
for TEST-TAKING MINI-LESSON
3
DATE
What is the implied main idea of the third paragraph? 4
What detail does not support the implied
main idea of the passage?
A Nothing helps when you are sick. F tiny red spots
B Treating chickenpox can be expensive. G some kind of medicine
C Simple remedies are often effective. H itchy blisters
D Never eat chicken soup. J headache and fever
PASSAGE B - - - - - - - - - - - - - - - - - - - - - I N D E P E N D E N T PRACTICE
The Force of Nature
I had invited two friends over for dinner one
Friday. All evening the news reports warned
about the hurricane. In four neighboring coun­
ties, rain was pouring and the wind was rising.
Our town was a hundred miles from the coast,
so we all thought that even if the storm reached
us it would not be a big deaL
We were wrong. While we were playing
video games, the lights went out. My mother
lit candles, but darkness was not our only prob­
lem. The wind started to roar and shake the
house like an angry child shaking a toy. Soon we
heard warning sirens. We grabbed blankets,
towels, a jug of water, and a flashlight, and we
ran to the basement.
5 The passage is about ­
A preparing for a storm
We huddled under the staircase. Above us,
we could feel the house vibrating as it resisted
the powerful winds. Unfortunately, we had for­
gotten the radio and had no idea how long we
might have to stay in the basement. After a
while, the air grew quiet and still, and I volun­
teered to go upstairs. My mother
the
idea with a stem "No."
Later, we discovered we had been in the eye
of the storm, which was why everything
seemed so calm. Within minutes the wind was
howling again, so we waited another hour
before going back upstairs. It was two days
before we had electricity, and it was weeks
before we had cleaned up all the branches and
repaired the damage from the storm.
6 Which statement describes the main idea
of the passage?
B surviving a storm
C hosting a party for friends
D recovering from a storm
F It is important to stay at home during
a storm.
G It is important to listen to a radio
during a storm.
H It is important to take cover during
a storm.
J Storms can take you by surprise.
CHAPTER
1 I Witnessing an Event I Reading Workshop
13
NAME for TEST-TAKING MINI-LESSON
7
DATE
CLASS
continued
What is the main idea of the second
paragraph?
9 In this passage, the word vetoed means ­
A agreed with A The storm was dangerous.
B
B The writer was not prepared for
C ignored the storm.
hated D disagreed with C The storm was like an angry child.
D Always hide in the basement during
a storm.
8 The details in the third paragraph
suggest that the writer's motherF
was nervous
G was afraid for her life
H knew exactly what to do
J
14
10 From the passage, you can tell that-
F everyone wanted to get back to
the game
G everyone enjoyed the storm
H everyone was disappointed by
the storm
J
everyone survived the storm
wished she had brought the radio
ELEMENTS OF LANGUAGE
I First Course I Communications
.J
DATE
CLASS
NAME
ADDIl"IONAL PRACTICE
for GRAMMAR LINK
Proofreading: Punctuating Dialogue------------------0
DIRECTIONS Proofread and revise the following passage by correcting the
mistakes in dialogue punctuation.
• Correct the errors by inserting the correct punctuation in or above the lines.
• After you have completed this exercise, proofread your eyewitness
account for errors in dialogue punctuation, as directed in Your Tum 9.
A Saturday with Didi
In one year said Mr. Goldman the average American teenager sees more
than twenty thousand commercials. Twenty thousand! And what do those
commercials make you want to do?
We thought for a moment, and then someone raised a hand and said Buy
stuff. Mr. Goldman nodded his head in agreement.
I decided to watch television one Saturday morning with my neighbor
Didi, who is seven. I like programs about animals that talk Didi told me, so
we watched a show about a pink talking elephant. The show was predictable,
so mostly I watched Didi watch television. She laughed at all the jokes, but
her eyes lit up like fireworks when the commercials came on. The ad for
a talking doll made her say Wow! The one for the sugary sweet cereal
prompted her to comment I like that stuff. It makes the milk tum blue.
During an hour of television, there were seventeen commercials. Four
were for other television shows, five were for cereals or food, and eight were
for toys.
I asked Didi Do you think television is a good thing? Her answer was Yes. How else do you know what you want? CHAPTER
1
Witnessing an Event
I
Writing Workshop
2S
NAME
DATE
ClASS
for PREVIEW
Journal Warm-up: Instructions Fruit' slVlootnies lVIake great after-school snacks. In a. 6/ender,
Mix
one
cup of lVIilk wiM a. cup of sliced banana. or oMer fruit: Itdd three ice
cu6es and turn on the 6/ender: Pour into a. tall glass a.nd erjoy!
Organizing a. car wash for your clu6 requires only three easy steps.
Arst, local:e a. site and get perwtission to hold Me car wash there.
/tdverlise the event wiff1 radio announceMents and posters placed in
high-fra.ffic areas.
~mi;e
at Me
site wiM your own
6ucket, sponges,
and clean towels.
JOURNAL STARTERS
Write for five minutes about how to do something, using one of these prompts. ~.
Explain how to playa sport or game you like. \!!-'57 Write the directions from your school to your home. \!!-'57 Describe the steps you follow to do something on your computer.
\!!-':P. Explain how to start a club at school.
\!!-'57 Describe how to operate a particular machine or device.
26
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME
ClASS
DATE
for VOCABULARY MINI-LESSON
ADDITIONAL PRACTICE
Identifying Greek and Latin Word Roots Use the first chart to determine the meaning of each italicized
word in the second chart.
• First, separate any roots from the rest of the word and define the roots .
• Then, guess at the word's meaning, based on the meanings of the roots, and
see if your meaning makes sense in the sentence.
DIRECTIONS
I ""Oreek Root
Meaning
Examples
-Iog(ue}­
speech, word, or reason
monologue
-op(t}­
eye; to see
optician
-pol(is}­
city, state
politics
!
I.- Llttn Root
•
-man(u}­
hand
manipulate
-script­
to write
script
-spec­
to look
inspect
-un­
one
unicycle
to see
vision
• -visWORD
~ROOT(S)
~ WORD'S MEANING
1. Manual labor is hard work.
2. The surgeon found damage to the optic nerve.
3. She speculated about what caused the accident.
4. Re-read the dialogue, and explain the conflict between the two characters.
5. When you revise your work, you have the chance to improve it.
6. When the team won, the fans screamed in unison.
7. Your conclusion does not seem logical.
8. Be sure to supervise young children when they swim.
9. Living in a metropolitan area is often exciting.
10. It took seven years to complete the manuscript.
CHAPTER
2 I Explaining a Process I Reading Workshop
31
NAME
DATE
CLASS
for TEST-TAKING MINI-LESSON
PRACTICE
Identifying Sequence of Events
DIRECTIONS Read each passage carefully, and then answer the questions. Use
the steps in Thinking It Through on page 58.
PASSAGE A - - - - - - - - - " - - - - - - - - - - - - - - - G U IDE D PRACTICE
Going Fishy
Having a tankful of colorful fish in your
room can be a lot of fun, but buying fish is not
the first step in setting up an aquarium. First,
you must assemble a tank with the right equip­
ment. Once you are sure that your tank has no
leaks and the water chemistry and temperature
are fine, you can add the fish.
Do not pick fish at random or because they
are attractive or have interesting names. Instead,
find out which fish will live well together and
will not grow too large for your tank. Start with
just a few fish. Swordtails, rosy barbs, and silver
dollars are good choices. The fish store will
probably send them home with you in a plastic
bag filled with water.
Place the unopened bag with the fish in your
tank. This allows the water in the bag to adjust
to the tank's temperature. After waiting at least
fifteen minutes, open the bag with the fish and
let in a little water from the tank. Then, wait
fifteen more minutes and let in more water from
the tank. Repeat this process one more time, and
then release the fish.
Do not be surprised if the fish act nervous
and try to hide. You would be stressed, too, if
you had to travel in a plastic bag to a strange
place. Your fish will feel right at home in no time
at all.
ANALYZE
This item asks you to identify the correct order for
a particular step in a process.
According to the passage, when setting up
an aquarium, you should buy fish ­
A is incorrect: First, the tank must be set up.
B is the best answer: You should buy fish after
the tank is set up.
C is incorrect: The fish should not be bought until
the tank is prepared.
D is incorrect: Anytime after the tank is ready
will work.
A whenever you can
B after the tank is set up
e
before doing anything else
D a day after the tank is set up
1
What is the first thing to consider when choosing fish? 2
According to the passage, after purchasing
fish, you should not
A The fish should be pretty. F
B The fish should get along well. G dump the fish in the tank immediately
e
H
The fish should survive the trip home. D The fish should be young. let the bag float in the tank
add tank water to the bag
J let the bag adjust to the temperature in
the tank
32
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME continued
for TEST-TAKING MINI-LESSON
3
DATE
CLASS
You can tell from the passage that the word
random means ­
4
According to the passage, what should you do before adding fish to an aquarium? A without purpose
F Add fresh water to the tank. B with consideration
G Put lots of gravel in the tank. e
H Make sure that the tank does not leak. quickly
J
D awkwardly
Read books on setting up aquariums. PASSAGE B - - - - - - - - - - - - - - - - - - - - - I N D E P E N D E N T PRACTICE
No One Is a Desert Island
Hiking in the desert is one of the most peace­
ful and solitary outdoor activities. There are
some things you should know, however, before
you spend time in a desert climate. First, you
should always pack plenty of water; you will
need at least a gallon a day per person. You
should wear a light-colored, broad-brimmed
hat and loose, lightweight clothing that covers
your arms and legs to protect you from sunburn
and weather changes. You should also carry
sunblock and a good compass. Finally, study a
map of your trail before you hike and let others
know where you are going.
If you become stranded without enough
water in the desert, there is no need to panic.
There is actually something you can do. The
5 According to the passage, the first step
in collecting water in the desert is to
process of creating water in the desert is not
intricate. The only materials you need are a dig­
ging tool, a cup, and a clear sheet of plastic.
The first thing to do is dig a hole in the
ground about two feet deep and four feet wide.
Next, place the cup in the center of the hole.
Then, place the sheet of plastic over the hole.
Secure the sheet by placing a rock or sand on
each comer. Put a small rock in the center of the
plastic sheet to make it sag a little just over the
cup. The heat of the sun will cause the moisture
rising from the ground to collect on the under­
side of the plastic and then dribble into the cup.
You can collect about three pints of water per
day this way.
7 What should you do before you cover the
hole with plastic?
A use your cup to collect rainwater
A Line the hole with rocks.
B find a cactus
B Squeeze water from the soil.
e dig a hole
e
D cover the ground with plastic
D Lie in the hole and wait for rain.
6 According to the passage, water collects
when you-
Place a cup in the hole.
8 Which of the following is the meaning
of intricate in the passage?
F line a hole with plastic
F
G cover a hole with plastic
G simple
H dig until you reach water
H delicate
J
J
place a cup in a hole
CHAPTER
2 I Explaining a Process I Reading Workshop
desperate
complicated
33
NAME
for TEST-TAKING MINI-LESSON
9
DATE
CLASS
continued
What happens when the heat of the sun
warms the ground under the plastic?
10 The first thing to do when you are
stranded without water in the desert is ­
A The plastic melts and pulls water from
the ground.
F avoid panicking
B Moisture rises from the ground and
collects on the plastic sheet.
H conserve energy
C The heat boils the water in the ground.
G call for help
J abandon your gear
D The rocks begin to sweat and even­
tually crack open.
34
ELEMENTS OF LANGUAGE
I First Course I Communications
CLASS
NAME ~or TEST-TAKING MINI-LESSON I
DATE
PRACTICE
Drawing Conclusions
-----------=-----------------------------------------------------------0
L.
DIRECTIONS Read each passage carefully, and then answer the questions. Use
the steps in Thinking It Through on page 90. PA S SAG E A - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - G U IDE D P R A CT ICE Hey, Not So Fast!
To Jessica, using the expression "I'm starv­
ing" to describe ordinary hunger did not seem
right anymore. She was in the final hours of a
fast, and she felt a little weak. Still, knowing
that her discomfort was the result of helping
others made her feel better.
Jessica knew, too, that there would be a
downside to the fast. Without breakfast and
lunch, she would be hungry all day, and she
would not have as much energy as usual for
homework and fun. Secretly, she worried that
the fast might ruin her weekend.
When the student council suggested that the
seventh-grade class participate in the fast,
Jessica knew it was a good idea. By giving up
two meals, she would be helping to raise money
and food for the local food bank. She also
thought fasting would help her better under­
stand what hungry people around the world
feel every day.
Many of Jessica's classmates were excited by
the idea. They got pledges from family mem­
bers and friends, and they got checkups from
the school nurse and received water bottles to
remind them to drink lots of water. Then, on
Friday night, the students gathered for a meal
in the school cafeteria. They left school that
night thinking they would never be hungry
again. As Jessica learned, however, hunger is
never far away.
ANALYZE
You can tell from the passage that Jessica
A is hungry all the time
B cares about other people
C worries too much
D did not join the fast
CHAPTER
Re-read the passage carefully, and choose the
best answer.
A is incorrect: Nothing in the passage implies that
Jessica is always hungry.
B is the best answer: Jessica was willing to suffer
some discomfort while fasting in order to raise
money for the food bank.
C is incorrect: Although Jessica secretly worried
that the fast would ruin her weekend, the pas­
sage does not say that she was overly worried
about anything.
D is incorrect: The first paragraph states clearly
that Jessica fasted.
3 I Looking at Both Sides I Reading Workshop
53
NAME
continued
for TEST-TAKING MINI-LESSON
1
After reading the passage, you can tell that
the word participate means to
3
Jessica probably took part in the
fast because
A take something apart
A she did not want to be left out
B expect something
B she wanted to prove to herself that
she could go without food
C take part in something
2
DATE
CLASS
D agree to do something
C she wanted an excuse not to do
her homework
How do you know that Jessica is a
good student?
D she wanted to do something that
would help others
F She considered how the fast might
affect her energy for doing homework.
G She worried that the fast would ruin
her weekend.
4
You can tell from the passage that
Jessica ­
F did not eat enough before the fast
G drank too much water during the fast
H At first, she knew it was a good idea to
take part in the fast.
H ate a big meal the night before the fast
J She wanted to know what hungry
J
probably ate during the fast
people go through.
PASSAGE B - - - - - - - - - - - - - - - - - - - - - I N D E P E N D E N T PRACTICE
Sands of TIme
More than three thousand years ago, the
Egyptians carved two enormous temples out
of rock at a place called Abu Simbel, about
175 miles south of modem-day Aswan, Egypt.
The temples, along with their statues and wall
paintings, became world famous.
Abu Simbel is on the west bank of the Nile
River, Egypt's main source of water for farm
irrigation. Because the Nile was not a reliable
source of water for irrigation year-round,
Egypt's leaders decided to build a dam on
the Nile in the 1960s. Unfortunately, one
died; would be the permanent flooding of
the temples at Abu Simbel.
Engineers from different countries proposed
solutions. The French suggested building
another, costly dam to protect the temples. The
54
Italian plan was to raise the temples a fraction
of an inch at a time until they were above the
flood line. This plan would be expensive as well
as time-consuming.
The British plan involved enclosing the
temples with glass walls and filling the enclo­
sure with clear water before allowing the Nile
to flood them. Visitors would be able to gaze
down on the flooded temples from boats and
to see the temples up close through reinforced­
glass tunnels underneath the temples. Experts
worried, however, that the water would
damage the stone.
The last solution came from Sweden. It
involved cutting the temple into blocks and
moving it, piece by piece, to safer ground. The
experts chose this solution.
ELEMENTS OF LANGUAGE
I First Course I Communications
1::
01
.~
o
U
NAME for TEST-TAKING MINI-LESSON
\...
5
6
DATE
CLASS
continued
You can tell from the passage that the
temples at Abu Simbel were ­
8
The Egyptians wanted to build a dam on
the Nile to ­
A of interest only to scientists
F
B important to people arotmd the world
G control the waters of the river
C important to the people of Egypt
H attract more visitors
D not important to anyone
J
From reading the passage, why do you
think people wanted to save the temples?
F
9
save the temple
create farmland
Which of the following best defines the
word~?
They had historical value.
A damage
G They were tmsafe.
B cause
H They had religious meaning
to Egyptians.
C focus
J
They were interesting to live in.
D result
10 The Swedish plan to save the temple was
7 Why were the French and Italian plans to
save the temple rejected?
probably accepted because it ­
F
was the least expensive
A They required moving the temple. G caused the least damage to the temple
B They were not well planned. H was the only way to save the temple
C They cost a lot. J
allowed the temple to be flooded
D They did not cost enough. CHAPTER
3 I Looking at Both Sides I Reading Workshop
55
DATE
CLASS
NAME
for YOUR TURN 4
Prewriting: Possible Topics and Audience DIRECTIONS Use the graphic organizer below to evaluate topics for your
advantages/ disadvantages essay and to help you understand your audience.
• Jot down at least three advantages and three disadvantages for each topic.
CHOOSE A TOPIC
Topic A:
TopicS:
TopicC:
Advantages:
Advantages:
Advantages:
Disadvantages:
Disadvantages:
Disadvantages:
Sesttopic:
IDENTIFY YOUR AUDIENCE
III' Who will need information
about my topic?
I" What will this audience need
to know to get a balanced
picture of the advantages
and disadvantages of my
topic?
I" What does this audience
already know about my
topic?
56
ELEMENTS OF LANGUAGE I
First Course
I
Communications
DATE
CLASS
NAME
ADDITIONAL PRACTICE
for VOCABULARY MINI-LESSON
PrefIXes and SuffIXes
DIRECTIONS Use the prefixes and suffixes listed in the first chart, and follow
the steps in the second chart to define the italicized words.
Prefix
con-
Meaning
with, together
STEP 1:
Separate word parts.
Prefix Meaning
in-, im- not
I Suffix
-ary
~STEP 2:
·1 Find the meaning of
i each part.
Meaning
relating to
Suffix
-ist
STEP 3:
Combine the meanings
to define the word.
Meaning
one who specializes in
STEP 4:
Adjust the definition
to fit context.
1. The Greek gods were considered immortal.
2. The scientists will be in Antarctica for an indefinite period.
3. Their ideas conform to the evidence.
1
.E!
4. The naturalist was able to identify the rare plant.
.~
~
i
~
~
t
1'"
5. Planetary exploration is just one part of the space program.
6. The puppies' immature behavior delighted the children and worried the adults.
CHAPTER
5 I Finding and Reporting Infonnation I Reading Workshop
9S
NAME
CLASS
DATE
for TEST-TAKING MINI-LESSON
PRACTICE
Answering Questions That Include Graphs DIRECTIONS Study each graph carefully, and then answer the questions. Use
the steps in Thinking It Through on page 167.
PA S SAG E A - - - - - - - - - - - - - - - - - - - - - - - - G U IDE D P RACTI CE
What's on Their Minds?
The local health department wants to edu­
cate people about staying healthy. It plans to
publish booklets and create public-service
advertisements. As a first step, it developed a
survey, and volunteers telephoned 600 people,
asking them to identify one area of healthy liv­
ing they would like to know more about. There
were 500 responses to the survey. The health
department had expected that diet would be the
primary concern. To their surprise, people were
most concerned with issues of stress. The results
of the health department's survey are shown in
the bar graph.
Public Interest in Healthy living 200 ....................................................................................................... . +........................................................................................................ Management
Checkups
Needs
ANALYZE
This question asks you to use the graph to deter­
mine about which area ofhealthy living people
most want to know.
According to the graph, about which area
of healthy living do most people want to
know more?
A is incorrect: Exercise is the second highest area
ofinterest.
B is correct: About 173 people were interested in
this topic.
e is incorrect: Medical checkups rated next to last.
D is incorrect: This topic had the lowest
response rate.
A exercise
B stress management
C medical checkups
D sleep needs
1
96
In this graph, the word nutrition means­
2
People care least about ­
A nourishment for the body
F
nutrition
B weight-loss plan
G exercise
C health-care professional
H sleep needs
D vitamins
J
medical checkups
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME CLASS
for TEST-TAKING MINI-LESSON
3
DATE
continued
4 If the health department has enough funds
to publish only two booklets about healthy
living, the booklets should focus on
Almost 100 people want information
aboutA exercise
B stress
F
C nutrition
G medical checkups and sleep needs
D medical checkups
H stress management and exercise
J
stress management and sleep needs
nutrition and exercise
PASSAGE 8 - - - - - - - - - - - - - - - - - - - - - - I N D E P E N D E N T PRACTICE
Just Park It
The local parks and recreation department is
planning youth activities for the coming year.
As part of the process, the department is study­
ing the ages and number of young people who
took part in each activity this year.
Recreation Programs
70
...
r
fi
so
~
40
Q.
30
.....
0
G.I
.a
E
:::I
Z
20
10
0
Dance
5 According to the graph, what was the most
popular activity among children 6 to 10?
Nature Hikes Swimming
7 Which activity attracted almost the same
number of people from both age groups?
-0
A soccer
A soccer
~
B dance
B dance
C swimming
C swimming
D nature hikes
D nature hikes
~
Soccer
j!l
.<;;
OJ
0;::
::t
~
~
"0
c
'"
1::
'"c::<IJ
6
Which was the least popular activity
among young people 11 to 16?
8 Sixty children 6 to 10 and 35 young people
11 to 16 took part in ­
.<;;
C2
F soccer
~
:r
G dance
F soccer
G dance
H swimming
H swimming
};
@
.E
'"
a.
-~
0
U
J
nature hikes
CHAPTER
J
nature hikes
5 I Finding and Reporting Information I Reading Workshop
97
NAME for TEST· TAKING MINI·LESSON
9
DATE
ClASS
continued
In this graph, the word participants
means
A people, ages 11 to 16
B people who travel in groups
C people who take part in an activity
D park rangers who guide nature hikes
10 Based on the graph, next year the parks
and recreation department should
definitely offer
F soccer and nature hikes G soccer and dance H swimming and nature hikes J
soccer and swimming Een
.~
o
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98
ELEMENTS OF LANGUAGE
I First Course I Communications
CLASS
NAME
~or YOUR TURN :3
DATE
ADDITIONAL PRACTICE
Logical Support
DIRECTIONS Use the graphic organizer below to identify the issue, the
author's point of view, and the reasons and evidence supporting the point
of view in the following passage. Label each piece of evidence as fact (F),
anecdote (A), or expert opinion (EO).
Starting Right
Eating breakfast is a great way to begin the
day! Although many of us are tempted to catch
a few extra minutes of sleep instead of taking
time for breakfast, this strategy works against
us. Ten minutes of sleep cannot provide the
energy of a well-balanced meal.
Not eating breakfast can lead to physical
problems and a lack of concentration. My
cousin experienced nausea, stomach pains,
and headaches because she went to work with­
out first providing her body with fuel. Some
of my friends have been easily upset or unable
to concentrate on their studies because they
are hungry.
Results of a Minnesota study demonstrated
that students who ate breakfast scored higher
on both reading and math tests. Clearly, stu­
dents who eat breakfast have an academic
advantage.
Skipping breakfast has been identified as
one of seven critical factors in increased health
risk. A study by Dr. Lester Breslow indicates
that not eating breakfast could signal not pay­
ing attention to one's general well-being. Dr.
Breslow links a frantic lifestyle, which keeps
some people from eating breakfast, with
damaging stress levels.
Let's begin each day by treating ourselves
well. Let's make time for a healthful breakfast.
l
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CHAPTER 6 I Convincing Others I Reading Workshop
119
NAME DATE
CLASS
:O( VOCABULARY MINI-LESSON
"'"
ADDITIONAL PRACTICE
I~W_o_ro_bu_s_tin~g~S_tr_m~eg~y_(C_S_SD_)__________• DIRECTIONS Determine the meanings of the italicized words below.
• In the chart, check off the step or steps of CSSD (Context, Structure, Sound,
Dictionary) that you use.
• Show how you used the step or steps to define each word.
Strategy How I used the strategy
~ Meaning
1. Her voice was barely audible on the telephone. CDS
5
DO 2. It is hard to enter the building because so many people congregate in front of the door.
C
SO SO
DO
3. He was so eloquentthat a hush came over the room when he spoke.
CD SO
5
D
4. An idea began to germinate in her mind. C
5
SOD 0 5. The teacher tried to answer the inquisitive student's questions.
CD
SO SO
D
6. Her luminous smile lit up the room. C
5
5
DO 7. Some advertisements promise so much that it is difficult to think the manufacturer is credible.
CD SO SO
D
8. I bought a new computer because myoid one had become obsolete. C
5
5
D
9. Her time in the preliminary race determined her starting position in the afternoon event.
C
SO SO
DO
10. After being in the city, they found the countryside
l____
C_O
_ __S_O
_ __S____
D____
120
tranquil.
~____________~~____________________~
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME CLASS
DATE
for TEST·TAKING MINI-LESSON PRACTICE
Identifying Author's Purpose and Point ofView DIRECTIONS Read each passage carefully, and then answer the questions. Use
the steps in Thinking It Through on page 210.
PASSAG E A - - - - - - - - - - - - - - - - - - - - - - - - G U I D ED P RACTI C E
Eating Well on the Go
We have all heard the expression "You are
what you eat." That's a pretty uncomfortable
thought when you're about to indulge in fast
food. Do you really think of yourself as a
double-decker hamburger with creamy dress­
ing, accompanied by a mountain of greasy
french fries and a fat-filled milkshake?
People should eat to stay healthy. They
should eat healthful foods. Does that mean that
you have to give up eating out with your
friends after a soccer game or a movie? No. If
you're careful, you can find good nutrition even
at a fast-food restaurant.
Just go lightly on the high-fat, high-cholesterol
butter spread. Better yet, skip the butter and use
only syrup.
If you really want a burger, go to a restaurant
that grills rather than fries its hamburger patties.
Drink water or milk, and stay away from the
jumbo-size meals with huge portions of french
fries and fried onion rings. These meals are
loaded with fat, cholesterol, and sodium.
Eating at a fast-food restaurant doesn't have
to be bad for you. All it takes is a little knowl­
edge and some wise choices.
For example, you could order a plain muffin
and juice, and you can even have pancakes.
ANALYZE
The author probably wrote this passage to ­
A explain the benefits of eating out
B tell a story about eating at a fastfood restaurant
C inform readers about the nutritional
value of a meatless diet
D convince readers that fast-food
restaurants offer some healthful
choices
CHAPTER
This item asks you to identify the author's
purpose.
A is incorrect: The author does not give an
explanation.
B is incorrect: The author does not tell a story.
C is incorrect: The author does not mention a
meatless diet.
D is the best answer: The author argues that eating
at fast100d restaurants doesn't have to be bad
for you.
6 I Convincing Others I Reading Workshop
121
DATE
CLASS
NAME continued
for TEST-TAKING MINI-LESSON
3 Which of the following is used to support
the author's point of view?
1 Which of the following best describes the
issue addressed in this passage?
A places to eat out
A examples of healthful fast-food choices
B nutrition at fast-food restaurants
B a story about how fast foods are
prepared
C good nutrition
C personal experience at fast-food
restaurants
D health benefits of eating at home
2 Which of the following best summarizes
the author's point of view?
F
D an official study of the nutritional value
of fast foods
People can find good nutrition at
fast-food restaurants.
4 In this passage, the word nutrition
means-
G People who eat fast food have
poor nutrition.
F
H People who eat fast food always make
healthful choices.
J
..,J G three meals a day
H what is needed for life and growth
J
People who make healthful food
choices usually don't eat fast food.
vitamins and minerals
a person's usual pattern of eating
PASSAGE B - - - - - - - - - - - - - - - - - - - - - - I N D E P E N D E N T PRACTICE
Let the Chips Fall!
All television sets larger than 13 inches man­
ufactured after January I, 2000 must be
equipped with a computerized V-chip. The V
stands for violence. The V-chip allows parents to
block access to programs rated inappropriate
for their children. This device, however well­
intentioned, is not a solution to the problem of
media content.
Parents and guardians have a responsibility
to educate children about appropriate viewing.
They should not relinquish this responsibility to
a computer chip. Recently, my parents and I
began watching a show that my mother soon
turned off. We sat in the living room and talked
through the issues that the program presented. I
learned more from that experience than I would
have if my parents had simply blocked
the show.
The issue of media censorship is much too
complex to be handled by a computer chip.
Doug Allaire, adjunct professor at University of
Iowa, states, "The best control (of violence on
television) is the power button." The V-chip
allows the television industry to set standards
that should properly be in the control of the
parents and guardians of children.
While the desire to protect children is good,
the problem is much broader. Television net­
works broadcast shows that satisfy viewer
demands. Until we demand less violence in pro­
gramming, shows that created support for the
V-chip will continue to be broadcast.
1:
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u
122
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME for TEST-TAKING MINI·LESSON
continued
8 What kind of evidence does the writer not
use as support?
5 The writer probably wrote this passage
toA encourage parents to watch television
with their children
F
B convince the television industry to
change their programs
H facts
0
show why the V-chip is not a good
solution
J
allow
G rule against
H give up
J
not care
7 Which statement expresses the writer's
opinion most dearly?
A We sat in the living room and talked
through the issues that program
presented.
B The issue of media censorship is
much too complex to be handled by
a computer chip.
lil: C Television networks broadcast shows
that satisfy viewer demands.
E
0
.~ ~
anecdote
9 The writer's point of view is based on-
6 In this passage, the word relinquish
meansF
expert opinion
G statistics
C criticize the government
i!!
DATE
CLASS
A a class on media
B a television special
C facts
0
neighborhood surveys
10 Which of the following best summarizes
the writer's point of view?
F Controlling children's exposure
to media violence is everyone's
responsibility.
G Parents should watch television with
their children.
H Computers can't solve our problems.
J
No one should own a television.
"The best control (of violence on
television) is the power button." c:
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CHAPTER 6 I Convincing Others I Reading Workshop
123
NAME
DATE
CLASS
for YOUR TURN 4
Prewriting: Choose an Issue/State Your Opinion
DIRECTIONS Use the graphic organizer below to help you choose an issue and
state your opinion .
• Brainstorm several issues about which you have strong opinions, or use the
quickwrite sentences provided:
If I were president, the first thing I'd change is _ _ _ _ _ _ _ _ _ __
One thing that really bothers me about _ _ _ _ _ _ is _ _ _ _ _ __
• List the issues along with your point of view on each. Circle the issue that
you want to address in your essay.
• Then, write your opinion statement in the space provided.
Issue:
My point of view:
Issue:
My point of view:
Issue:
My point of view:
Opinion statement: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
124
ELEMENTS OF LANGUAGE
I First Course I Communications
,.J NAME
DATE
CLASS
for TEST-TAKING MINI-LESSON
PRACTICE
·Writing aPosition Paper ~----------------------------~--------o
DIRECTIONS Use the graphic organizer below to help you organize thoughts
for a position paper.
• Choose one of the writing prompts below, and take a position on the issue.
• Identify the issue, the two options, the purpose, and the audience.
• List the benefits of two options related to the issue, using the memory
strategy THEMES: time, health, education, money, environment, safety.
• Decide which option you support. Then, list the drawbacks of the option
you do not support, again using the memory strategy THEMES.
PROMPTS
• Noise and loitering have become problems
at the public library in your community.
The city council is considering whether to
keep the library open to all or to limit its use
to people with library cards. Which option
do you support? What are the benefits and
drawbacks of the option you support?
• All seventh-grade students at your middle
school have the same lunch period. Next
semester, however, lunch periods may be
mixed, with students from all three grades
eating together. Which option do you sup­
port? What are the benefits and drawbacks
of the option you support?
Issue: Two options: Purpose: ------------------------------------­
Audience: OPTION #1
OPTION #2
Benefits
(time, health,
education,
money, environ­
ment, safety)
~.
"£
Option I support: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~_ _ _ _ _ _ __
£
@
.E
en
!
OPTION I DO NOT SUPPORT
Drawbacks
(time, health,
education,
money, environ­
ment, safety)
CHAPTER
6 I Convincing Others I Writing Workshop
131
NAME
DATE
CLASS
for YOUR TURN 9
Revising: Persuasive Essay DIRECTIONS
132
Use this chart to help you improve your persuasive essay.
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME
CLASS
for FOCUS ON WORD CHOICE
DATE
ADDITIONAL PRACTICE
Cliches
DIRECTIONS Revise each of the following passages by replacing the cliches
with original, forceful words or phrases .
• Cross out the words you need to replace, and write new phrases
above them.
• After you have completed this exercise, revise your essay to eliminate
cliches as directed in Your Tum 9.
PASS AGE A
The Leeville Town Council is trying to decide whether the town
should continue to support the Weekend Youth Recreation Program. Without
this program, many kids in this town would be bored stiff. Why would the
town council want to take away a sure thing? The town council members
obviously don't have a clue about how we feel.
PASS AGE 8
For a while, it seemed that Americans were like eager beavers trying
to save the planet. Everywhere you went, the message was clear as a bell.
"Don't waste energy." "Recycle." "Don't litter." I think the message has been
lost in the shuffle. For example, has anyone else noticed how much paper and
plastic we throwaway at lunch in the cafeteria? It's time for a wake-up calL
PASS AGE C
Membership in student organizations should not depend on grades.
This school policy should be changed. The idea behind the policy is that if
students want something, they'll work like crazy to get it. The idea is not
totally off base. However, there are some kids who work like horses but still
get poor grades. These students need a place where they can be the cream of
the crop.
CHAPTER 6 I Convincing Others I Writing Workshop
135
NAME
CLASS
DATE
for GRAMMAR LINK
ADDITIONAL PRACTICE
I Proofreading: Using Comparatives
DIRECTIONS Proofread the following passage .
•
• Underline the incorrectly used modifiers, and give the correct form of
the modifier.
• After you have completed this exercise, proofread your persuasive essay for
errors in comparatives as directed in Your Turn 10.
If Principal Hughes and the PTG (Parents Teachers Group) have their way,
Carter Middle School students will have to wear uniforms next year. The more I
think about it, the more clearer the picture is in my mind. Everybody will wear
dark blue pants or skirts, white shirts, and green sweaters. We will all kind of blend
together, like melted crayons. Nothing could be more scarier! Since how I dress
expresses who I am, I think that we students should not be forced to wear uni­
forms. Uniforms are much more bad than a strict dress code.
At assembly last week Mr. Hughes said that students will have a more easy time
focusing on schoolwork if they don't have to worry about what to wear. In other
words, uniforms will make the school a gooder environment for learning.
Uniforms aren't going to change how we feel about one another. Even with uni­
forms on, we'll still get along weller with some kids than others. I think Mr.
Hughes underestimates us by suggesting that we judge one another by our clothes.
Some students may think that way, but most of us are more smart than that.
Write letters to Mr. Hughes and the PTG to explain why uniforms are a less
good idea than a dress code. Ask your families to attend the PTG meeting and
vote against the school uniform proposal. Let's stand up for what we want:
No uniforms!
136
ELEMENTS OF LANGUAGE
I First Course I Communications
DATE
CLASS
NAME
for YOUR TURN 2
ADDITIONAL PRACTICE
Making Inferences: Forming Generalizations
DIREcnoNs Use the organizer below to form and evaluate a generalization
about the product in the following ad.
Unfamiliar sight? OK, you forget to write things down-like when
stuff is due. And teachers really frown on
late papers.
The U'I Reminder pocket programmer can
help. Smaller than a CD, smarter than your
dog, it holds a lot of information and
reminds you when stuff is due before
it's late.
Get the U'I Reminder, and your
teachers will be all smiles.
STEP 1: What does the ad say
about the product or company?
What does it suggest?
TOPIC:
STEP 2: What do you already
know about the topic?
~ STEP 3: What is your generalization?
STEP 4: Is your generalization faulty? Why or why not7
CHAPTER 7
I Advertising I Reading Workshop
139
NAME
CLASS
DATE
ior YOUR TURN 3,
~ip_er_s_u_as_w_e_]_ec_h_n_iq_u_e_s______~~_ND~_____o
DIRECTIONS Re-read the pharmaceutical company advertisement on page 235.
• Complete the organizer below to identify how the advertiser is trying to
convince you.
• Provide examples from the ad to support your answer.
What is the ad trying
to persuade me to do,
think, or feel?
What persuasive words
and images appear in
the ad?
Which technique would
use those types of
words and images?
What logical or
concrete support
does the ad give?
How is the advertiser trying to persuade me?
140
ELEMENTS ·OF. tA~OUAGE I, First Course I
Communications
NAME CLASS
for TEST-TAKING MINI-LESSON DATE
PRACTICE
\... Identifying Causes and Effects
DIRECTIONS Read each passage carefully, and then answer the questions. Use
the steps in Thinking It Through on page 241.
PAS SAG E A - - - - - - - - - - - - - - - - - - - - - - - - - G U IDE D P R ACT I C E
Tube Test
Give up TV? How hard can that be? You
might be surprised. American teens watch up to
four hours of television a day during the school
week. What is the impact of so much TV? Well,
think of all the other things you could be
doing-working part time, playing sports, com­
pleting your homework, practicing a musical
instrument, reading, talking with someone,
enjoying a hobby, or trying something new. Face
it, too much TV watching leads to a limited life.
Here's something new to try: give up TV for
one week. That's right-tum off your television.
In fact, do more than tum it off. Unplug it, and
then cover it with a blanket or move it out of
your room. Pretend TV doesn't exist.
Then, jot down the reasons you watch TV.
Do you watch to avoid doing chores or home­
work? Do you watch because it distracts you
from thinking about something unpleasant?
Understanding why you have a habit can result
in ideas for improving your life.
At the end of the week, write to us. Send
us your thoughts on the effects of giving
up Tv. Did you feel bored or lonely, or did you
find other things to do? Send your letter to
KidStuff Magazine. We'll print the best responses
in an upcoming issue, and the writers of the
selected letters will get a free year's subscription
to KidStuff!
ANALYZE
According to the passage, what is one effect
of watching TV?
A People have full lives.
B People miss out on other activities.
C People find out what is going on in
the world.
D People have conversations with
each other.
The question asks about an effect of watching TV.
A is incorrect: The passage says that TV watching
limits people's lives.
B is correct: The passage provides many examples
ofactivities a person might do if he or she did
not watch TV.
C is incorrect: The passage says nothing about
people using TV to learn about what's going
on in the world.
D is incorrect: The passage suggests that people
might have time to talk with others if they did
not watch TV.
EOJ
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CHAPTER
7 I Advertising I Reading Workshop
143
for TEST-TAKING MINI-LESSON
1
DATE
CLASS
NAME
continued
3
The passage suggests that some people
might watch TV because they ­
What might happen if a person lists
reasons for watching TV?
A The person might win a contest.
B The person might decide to
do homework.
A like certain shows
B want to avoid work
C have nothing else to do
C The person might think of ways to
change his or her behavior.
D The person might talk to friends more.
D can do it alone
2 In the passage, the word distracts means ­
F brings closer
G draws away
H focuses on
J tells about
4 According to the passage, turning off
the TV for a week would probably cause
someone toF find more interesting things to do
G listen to the radio more often
H become a better writer
J
form a club for people who do not
watch TV
PASSAGE B
INDEPENDENT PRACTICE
Having a Fit
Who can't find a reason not to exercise?
Olympic track-and-field coach Mimi Everett
wants to help people hurdle the obstacles that
keep them from getting fit. Too many people
avoid exercise, she says, because they think they
have to buy fancy equipment or join an expen­
sive gym. Coach Everett also points out that a
person's feelings about exercise can be influ­
enced by body image. People who feel out of
shape are often too self-conscious to work out.
These are not good reasons to avoid exercise,
Everett says.
"Equipment doesn't make you fit; move­
ment does," Everett explains. "What's more,
you feel better about yourself and your whole
life when you're physically fit. You want to try
144
new things and meet new people. Exercise
improves your mind as well as your body."
If you're not convinced, come to Coach
Everett's free health and fitness seminar next
Saturday at 2 P.M. in the Lernmoor College
auditorium. The coach will provide information
on starting an exercise program that will meet
your specific needs.
liThe effects of exercise are terrific," Coach
Everett reminds us. "You look and feel better.
You are more flexible and have stronger mus­
cles, including a stronger heart. You feel less
stress, and you sleep better at night. All you
need to get started are a good pair of sneakers
and the desire to feel great."
ELEMENTS OF LANGUAGE
I First Course I Communications
for TEST-TAKING MINI-LESSON
5
continued
According to the coach quoted in the passage, which of the following causes people to avoid exercising? 8 According to the coach, what can cause a
person to feel better about his or her life?
F
buying exercise equipment
A They think exercise is not ftm. G being physically fit
B They don't want to meet new people. H
trying new things
C They think they have to buy special equipment.
J
attending the seminar
D They don't have very much free time.
6
DATE
CLASS
NAME In the passage, the word self-conscious
meansF
concerned about what others think
of you
G worried about what will happen
to others
H focused only on yourself
J
aware of your own abilities
7 According to the passage, what is the effect
9
As a result of attending the seminar,
you mayA become physically fit
B never want to exercise again
C know how to plan an individualized
exercise program
D become a successful coach
10 Which of the following is an effect of
getting fit?
F
breathing more easily
G not having to exercise anymore
of feeling self-conscious about being out
of shape?
H being friendlier
A You want to exercise alone. J
sleeping better
B You do not want to exercise. C You want to join an expensive gym. D
You want to go to the coach's fitness seminar.
-"
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I
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CHAPTER
7 I Advertising I Reading Workshop
145
NAME
DATE
CLASS
for YOUR TURN 4
Prewriting: Choosing aProduc
DIRECTIONS Use the graphic organizer below to choose a product or service
for your advertisement and to identify a target market.
Name of product
or service:
Who will buy it?
Who will use it?
\
146
Target market:
I
ELEMENTS OF LANGUAGE
I First Course I Communications
NAME
DATE
CLASS
for GRAMMAR LINK
ADDITIONAL PRACTICE
Proofreading: Punctuating Possessives Proofread the following passages.
• Underline the words that need an apostrophe, and write the words correctly.
• After you have completed this exercise, proofread your print advertisement
for errors in possessive nouns as directed in Your Tum 12.
DIRECTIONS
PASS AGE A
Book lovers, share your passion! Volunteer at the toddlers story time,
10 A.M. every Monday, Wednesday, and Friday at Los Angeles Drop-In
Childrens Center. Read aloud your favorite stories from the centers huge
collection, or bring books from home. The delight on kids faces will make
your day! To become a volunteer, attend the readers-group training session
any Saturday at noon. Your adventure in reading can begin as soon as
Mondays session.
PASSAG E B
Need answers to lifes hard questions? You're not alone. In todays
world, students questions about important issues challenge many teachers.
How do you respond to your class tough questions? You could adopt the
Socratic method of answering with a question. Better yet, share some of
Socrates and other philosophers wisdom with the video "Philosophy for
Teens." The ideas of historys greatest philosophers have never been easier
to understand.
CHAPTER
7 I Advertising I Writing Workshop
159