6 th Grade Reading AZAC Quiz Show

1. 6th Grade Reading AZAC Quiz Show Question and Answer Samples and Techniques

2. Here Come the Short Passage DetectivesFive clues 6th grade students can use to read short passages successfully. By Jayna Rust Why is answering comprehension questions a Sherlock-Holmes worthy challenge for readers at all levels? For one, the short passages on tests are de-contextualized-covering everything from essential science topics such as photosynthesis to esoteric, what-were-they-thinking excerpts on the Victorian footstool. These nonfiction passages typically bear little relevance to students' real lives. As such, they call on a reader's ability to recognize the subject and know what to expect.But experts agree that it's crucial for 6th graders to master short passages, since the majority of reading that adults do-including up to 96% on the Web-is nonfiction. So we asked dozens of experts and teachers what nonfiction skills they emphasize. From looking for signs of a topic sentence to using caption clues, here are their tips for turning out street-wise short-passage readers.

3. Reading Short Passage Testing Strategies • Observe the suspect passage closely. The best reading detectives know that it's important to investigate and preview a text before reading. The purpose of this step, says Laura Robb, author of Teaching Reading in Social Studies, Science, and Math (Scholastic, 2003), is “to build background knowledge” so that you have a sense of what the passage is about before reading. It's like giving a suspect a once-over.What does this first glance tell you? Looking at titles, captions, and boldface words can reveal a trove of hidden information. The title “Why Columbus Isn't a Hero,” for example, not only lets your detectives know they'll need their history “toolbox” for reading, it also clues them into the author's purpose (convincing the reader of his belief) and point of view.Get your gumshoes in the habit of previewing by asking them to read the title and headings before tackling any nonfiction selection, says Wiley Blevins, co-author of Nonfiction Passages with Graphic Organizers (Scholastic, 2004). Then have them write down their predictions for what the piece will be about. This footwork provides a “framework for reading,” Blevins says-and goes a long way to cracking the case of tricky comprehension cases.  

4. Reading Short Passage Testing Strategies 2. Spot who's who in the lineup. Like a badly-drawn crime sketch, obscure pronoun references in a short passage can easily confuse a detective just starting out. (It's hard to keep track of the “shes,” for example, in a passage about the wives of King Henry the VIII). To ensure success, Ron Klemp, Coordinator of Reading for the Los Angeles Unified School District and co-author of Reader's Handbook: A Student Guide for Reading and Learning (Great Source Education, 2002), suggests you teach students a method for relating pronouns to their antecedents. He recommends having students draw arrows to antecedents clarifying to what, or whom, pronouns refer.

5. Reading Short Passage Testing Strategies 3. Highlight the crucial evidence. “While it may sound obvious, I encourage my students to underline words or phrases in passages that stand out to them as important,” says Jessica Hughes, mentor detective (and sixth-grade teacher) at Matawan Avenue Middle School in Cliffwood, New Jersey. “It helps them be more careful readers.”But anyone who's ever seen a rookie highlight a whole passage knows that what's important isn't always obvious to middle schoolers. You can help students learn to identify incriminating evidence by modeling how you yourself approach short passages. This is especially helpful for lower-level readers. Tim Rasinski, co-author of the 3-Minute Reading Assessments series (Scholastic, 2005), advises teachers to “first read the passage with appropriate expression and meaning. Then talk with students about the process you used to make sense of the passage-such as pointing out important words and talking about how you connected the meaning to your own background. Then have the students read the passage on their own. They can then write a quick response, summary or question to what they read.”

6. Reading Short Passage Testing Strategies 4. Keep on top of the case. Reading detectives need to constantly distill and synthesize information, asking themselves “what's the author's main point here?” The easiest way to do this is by finding topic sentences, according to Jennifer Karan, Director of College Prep Programs for Kaplan Test Prep. “This helps students identify what the passage is about as well as its purpose,” she says.Gretchen Peterson, a social studies teacher at Vailsburg Middle School in Newark, New Jersey, trains her students to read each paragraph and then cover up all but one sentence. “If the sentence remaining sums up the paragraph, this is probably the topic sentence,” she says. She advises them to look especially at the first and last sentences of the paragraph, since these are the most likely candidates for the topic sentence. After mastering the ability to analyze one paragraph, students work up to decoding the main idea of the entire article.

7. Reading Short Passage Testing Strategies 5. Identify a motive. Angry? Enthusiastic? Cautiously weighing both sides? Your detectives will have to know how to spot tone when it comes to the test-day trial. Motive always has its moment in court, says Jennifer Karan of Kaplan, and so it's crucial that kids know how to “predict the author's intent in writing the passage.”Brendon Mitchell, of New York City's Harbor Science and Arts Charter School, preps his PIs by “providing them with models and labeling the feelings of authors according to the piece.” He begins teaching the concept by using letters to the editor and some political cartoons (which are especially effective for lower-level readers). Gradually, his students move-and yours will too-to the colder cases that appear on tests.

8. Chancie and Marlon Chancie finished the last step in her hip-hip routine. She was just as nervous now as if she were performing in front of an audience. “If I am this edgy at the performance on Sunday,” she thought, “I will surly make a misstep.” To reassure herself, she decided to try the routine one more time. Suddenly, Marlon, Chancie’s little brother, burst into the room. Chancie didn’t miss a step, she kept right on dancing. When she finished, Marlon began to clap and cheer. It was at that moment, Chancie realized, “I don’t have to be worried about an audience. Not when I have a little brother who barges in and makes all kinds of racket while I practice.” Then she thought, “Next to him, a quiet auditorium will be no problem.”

9. What did Chancie do that made Marlon applaud her? None of the Above All of the Above Fell down while practicing Sang a Song A Dance Routine

10. After reading this passage, you could predict that - None of the above Marlon will not come to the recital. Marlon will dance with Chancie. Chancie will not go to the performance. Chancie will do well at the performance.

11. This story is written from the point of view of - Marlon. the little brother. the audience. Chancie. A narrator.

12. Which of the following could be a simile used for the passage? Chancie felt ready to perform. Chancie danced with little confidence. Chancie a nervous dancer. Marlon is Chancie’s little brother. Marlon is like a private audience.

13. In the passage, what does the word edgy mean? Frightened Excited Scared Ready Nervous

14. In the passage, the word racket means? None of the Above Something you hit a ball with. Something that is quiet. Something that you play with. Something that is noisy.

15. How did the main character’s emotions change throughout the story? Confident to Frustrated Confident to Nervous Scared to Nervous Nervous to Scared Nervous to Confident

16. Why did the author choose the word burst to describe how Marlon entered the room? None of the above To show that Chancie didn’t know he was there To show he snuck in quietly To show that brothers are annoying To show he was distracting

17. Which of the following best describes Marlon? Shy, but loving Nervous, but confident Loud and rude Annoying and bothersome Noisy, but supportive

18. Which of the following is the best summary of this passage? Chancie is a dancer who has a little brother. Marlon loves to watch his sister dance. Chancie and Marlon support each other. Chancie has a bothersome brother. Chancie nervously practices for her upcoming performance.

19. Author's Purpose The Surgeon General has reported on the effects smoking has on the health of adults. Furthermore recent studies have found that individuals exposed to second-hand smoke over a period of time also suffer adverse affects to their health. Parents should avoid exposing their children to cigarette smoke and should educate their children on the affects smoking can have on health.

20. The author most likely wrote this story too - None of the Above Describe Smoking to readers Inform readers about smoking. Entertain readers about smoking. Persuade readers not to smoke.

21. Author’s Purpose The  giant panda is a bearlike animal that has thick white fur with black markings on its ears, limbs, shoulders, and around its eyes. The giant panda feeds on bamboo forests at high altitudes in western China. It also eats bulbs, roots, eggs, and some small mammals. The cubs are born in late winter. The giant panda is an endangered species and is protected by the Chinese government.

22. The author most likely wrote this story to - None of the above. Describe pandas to readers. Persuade readers to save pandas. Entertain readers about pandas. Inform readers about pandas.

23. Gift From the Heart • 1 Rebecca didn’t enjoy having long hair. In the swimming pool, her waterlogged hair weighed her head down. If she braided it while it was wet, it took forever to dry. In gymnastics class, it often got in the way. Still, day after day, month after month for two and a half years, Rebecca let her hair grow until it nearly reached her waist. • 2 Even though Rebecca often became frustrated with her long hair, the fifth grader had a good reason for letting it grow. As soon as it was long enough, she would donate her beautiful hair to a group in Lake Worth, Florida, called Locks of Love. She would have her hair cut and send it to them as a gift. • 3 Rebecca first learned about Locks of Love from a television commercial. Locks of Love is a special charity organization. The members of this group work to help others in need. The members make no money. Using the healthy cut hair that people like Rebecca send them, they will have a wig made for a child who needs it. After watching the commercial, Rebecca decided this was something she could do to help someone else. • 4 Children who need wigs are those who lose all their hair because of illness or as a side effect from certain medicines they have to take. Rebecca’s hair will be used to help replace the hair that another child has lost. It will also help make that child feel a little better as she looks in the mirror. • 5 Through Locks of Love, kids have the opportunity to help other kids. In fact, about 75 percent of the hair sent to this special charity comes from children. As many as twelve ponytails go into the making of each wig. It takes workers about four months to hand-make each hairpiece. If a family had to buy the hairpiece, it would cost about $3,000. • 6 The day finally came to cut her long locks. Rebecca had chosen a beauty shop in her city that gave to the Locks of Love program. The hairstylist who worked there took the time to cut and properly package Rebecca’s hair. • 7 First the hairstylist made sure that Rebecca’s hair was clean, dry, and not damaged by chemicals. Since Rebecca had neither a permanent nor dye in her hair, there was no need to worry about that. The hairstylist also made certain that the cut hair would be at least ten inches long. Then, with a few snips of the scissors, he cut Rebecca’s hair. Rebecca had chosen to have her cut hair bundled into a ponytail. She took great pride in placing the cut ponytail into a plastic bag and then a padded envelope to be mailed to Locks of Love. Finally, as her reward, Rebecca’s short hair was styled. • 8 Now with short hair, Rebecca made another important decision. She decided to let it grow long again! Again she will give it to Locks of Love. Even though she sometimes got upset and even though it will take a long time to grow out again, Rebecca also knows it is well worth it. Judging from last time, she predicted it will take about three years. Even though Rebecca no longer has long hair, she certainly has a big heart.

25. The story, “A gift from the Heart,” is mostly about which of the following? none of the above a fifth grade student proper ways to cut hair children who are very ill a program that helps people

26. The author uses Rebecca’s experience to show… none of the above. that growing one’s hair out can be frustrating . how wigs are made from donated hair. how to become involved in a worthwhile program that one person can make a difference.

27. Which question is answered in paragraph 3 of the story? None of the above. How do they make a wig from donated hair? How did Locks of Love first get started? Why do some children need to have wigs? Why did Rebecca decide to donate her hair?

28. Carefully read the steps on the flyer under the section titled “Sending in a Donation.” Which paragraph in the story includes some of these details? none of the above paragraph 8 paragraph 5 paragraph 3 paragraph 7

29. What is the primary purpose of the flyer titled “Locks of Love”? none of the above to describe the process of making a wig to explain how to properly care for hair to convince people to donate their hair to provide details about how to donate hair

30. Which of the following words best describes Rebecca? none of the above smart nervous outgoing determined

31. Which statement can be supported with information from paragraph 5? None of the above One ponytail can usually make up to 12 wigs. Special machines are used to make the hairpieces. Not all hairpieces are made from human hair. Most of the people who donate hair are children.

32. What can the reader logically conclude about Rebecca? None of the above She has difficulty making decisions. She has many good friends at school. She was unhappy with her new hairstyle. She will continue to find ways to help others.

33. The Titanic The story of the Titanic is one of the greatest tragedies of the sea. Her tragic fate is also the basis for one of the most popular Hollywood movies of the late 20th century. One reason her story is so fascinating is that she represented the very best of available technology at the time. She was deemed unsinkable; yet four days after setting sail aboard this enormous vessel some of the wealthiest and most influential people of the early 20th century lost their lives. The Titanic was the largest and most luxurious ship in the world when she set sail on her first voyage on April 10, 1912. She stretched 882 feet in length - almost three football fields and stood eleven stories high. She was believed to be the safest ship ever built. Within 96 hours, however, this most remarkable vessel would be resting 2.5 miles underwater on the floor of the North Atlantic Ocean. Fewer than one-third (705) of the 2,228 people aboard this magnificent ship would survive to tell their stories. One of the most disturbing things about this terrible tragedy is that it could have been avoided. The telegraph operator aboard the Titanic had received numerous warnings about huge icebergs from other ships navigating through the area off Newfoundland, Canada. The operator delivered the messages to the ship’s captain. The captain, however, decided to keep the ship sailing at near top speed – over 23 miles per hour, even though it was nighttime and difficult to see. By the time the crew realized an iceberg was looming directly in front of them, it was too late. They could not turn the huge vessel and avoid collision. At 11:40 p.m. on the night of April 14, 1912, an iceberg grazed the side of the ship causing her to take on water. Three hours later, the Titanic was a part of history. Over 1,500 people died in the icy waters that night. It would be 70 years before the remains of the Titanic would be discovered. In 1985, Dr. Robert Ballard, a marine biologist and oceanographer, located the vessel. He kept his find a secret for over a year to prevent treasure-seekers from plundering the ship’s booty1. On his second visit, Ballard left a plaque honoring the 1,500 people who died that night and requesting that future explorers leave their grave undisturbed.

34. Using context clues and your knowledge of root words and affixes, what is the best definition for the word plundering? none of the above selling destroying hiding stealing

35. Irony is when an event occurs that is the opposite of what is expected. Which statement from the passage is ironic, considering the tragedy that occurred? None of the Above He kept his find a secret… They could not turn the huge vessel… The Titanic was a part of history. She was deemed unsinkable;

36. Which statement best summarizes the main idea of paragraph 3? None of the Above The captain of the Titanic tried to avoid the accident. The iceberg caused significant damage to the Titanic. Other ships in the area sent warnings to the Titanic. The Titanic could have escaped disaster that night.

37. What is the overall purpose of this passage? All of the Above To explain To persuade To entertain To inform

38. Which of the following would be a primary source of information about what happened aboard the Titanic on April 14, 1912? None of the Above a television documentary on the Titanic a nonfiction book about disasters at sea the daughter of a survivor of the disaster the journal entries of a victim of the tragedy

39. The writer infers that… none of the above the sinking of the Titanic was not a surprise to most people. the telegraph operator was to blame for the accident. the Titanic was poorly constructed and unsafe. the Captain was responsible for the tragedy.

40. Based on information found in the reading, all of the statements are true except… None of the Above the Titanic had departed from England and was on her way to New York. there were not enough lifeboats for all of the people aboard the ship. the last male survivor from the tragedy died several years ago. Dr. Ballard plans to bring the remains of the ship up from the ocean floor.

41. Marco wants to know more about those people who survived the disaster. He found the following sources on the web. Which of the sources will most likely have information about the survivors? All of the Above On April 10, 1912, the Titanic, largest ship afloat, left Southampton on her .... The first wish on the part of all was to stay near the Titanic. www.eyewitnesstohistory.com/titanic.htm Geographical survey of where the ship lies. Various links to numerous stories and news reports of the time. seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/titanic.html The story of the Titanic and the iceberg has grown into a legend of the sea. It took her discovery in 1985 to begin to find the truth behind the myth…www.gma.org/space1/titanic.html Titanic - main page of History on the Net.The sinking of the Titanic is a topic that has almost universal appeal. Passenger and crew biographies, stories of survival. www.historyonthenet.com/Titanic/

42. Dragon in the Tunnel The first time I saw a train, I was standing on a wooded slope outside a tunnel in the foothills near Simla in India. Suddenly, with a shrill whistle and a great burst of steam, a green and black engine came snorting out of the darkness. I turned and ran to my father. “A dragon!” I shouted. “There’s a dragon coming out of its cave!” Since then, steam engines and dragons have always inspired the same feelings in me—wonder, awe, and delight. I would like to see a real dragon one day—green and gold—and, because I have always preferred the reluctant sort, rather shy and gentle. But until that day comes, I shall be content with steam engines. India has one of the most extensive railway systems in the world, and the steam engine is still in use on some lines. Some of the trains that crisscross the subcontinent, panting over desert and plain, through hill and forest, are pulled by these snorting monsters that belch smoke by day and scatter red stars at night. Even now when I see a train coming round the bend of a hill, crossing a bridge, or cutting across a wide plain, I experience the same sort of innocent wonder that I felt as a boy. Where are all these people going and where have they come from? What are they really like? When children wave to me from carriage windows, I wave back. It is a habit I never lost. And sometimes I am in a train, waving, and the village children wave back—not to me exactly. It is the train they are waving to. Small wayside stations have always fascinated me. Manned sometimes by just one or two railway employees and often situated in the middle of a damp subtropical forest or clinging to a mountainside, these little stations are outposts of romance—lonely symbols of the pioneering spirit that led people to lay tracks into the remote corners of the earth.

43. Dragon in the Tunnel Cont. I remember such a stop on a line that went through the Terai forest near the foothills of the Himalayas. At about ten at night, the khalasi, or station watchman, lit his kerosene lamp and started walking up the tracks into the jungle. “Where are you going?” I asked. “To see if the tunnel is clear,” he said. “The Overland Mail comes in twenty minutes.” I accompanied him along the track through a deep cutting that led to the tunnel. Every night the khalasi walked through the dark tunnel and then stood outside to wave his lamp to the oncoming train as a signal that the track was clear. If the engine driver did not see the lamp, he stopped the train. The train always slowed down near the cutting. Having inspected the tunnel, we stood outside, waiting for the train. It seemed like a long time. There was no moon, and the dense forest seemed to be trying to crowd us into the narrow cutting. The sounds of the forest came to us—the belling of a sambar deer and the cry of a jackal told us that perhaps a tiger or leopard was on the prowl. There were the strange nocturnal voices of birds, and then silence. The khalasi stood outside the tunnel, listening to the faint sounds of the jungle—sounds that only he could identify and understand. Something made him stand very still for a few moments. Peering into the darkness, I felt that something was wrong. “There is an animal in the tunnel,” he said. I could hear nothing at first, but then there came a regular sawing sound, just like the sound made by someone sawing through a branch of a tree. “Bagh,” whispered the khalasi. He had said enough for me to recognize the sound-the sawing of a leopard trying to find its mate. “The train will be coming soon. We must drive the animal out or it will be run over!”

44. Dragon in the Tunnel Cont. He must have sensed my surprise because he said, “Do not be afraid. I know this leopard well. We have seen each other many times. He has a weakness for stray dogs and goats, but he will not harm us.” He gave me his small hand ax to hold, and, raising his lamp high, he started walking into the tunnel, shouting at the top of his voice to try to scare the leopard away. I followed close behind. We had gone about twenty yards into the tunnel when the light from the lamp fell on the leopard that was crouching between the tracks, only about twenty feet away from us. It bared its teeth in a snarl and went down on its belly, tail twitching. I thought it was going to spring. The khalasi and I both shouted—together. Our voices rang and echoed through the tunnel. The leopard, uncertain as to how many humans were in the tunnel with him, turned swiftly and disappeared in the darkness. The khalasi and I walked to the end of the tunnel without seeing the leopard. As we returned to the entrance the rails began to hum, and we knew the train was coming. The khalasi began waving his lamp. I put my hand to one of the rails and felt its tremor. And then the engine came round the bend, hissing at us and scattering sparks into the darkness, defying the jungle as it roared through the steep sides of the cutting. It charged straight at the tunnel and into it, thundering past us like the beautiful dragon of my dreams. And when it had gone, the silence returned and the forest breathed again. Only the rails still trembled with the passing of the train.

45. From which point of view is this story told? None of the Above third person omniscient through eyes of observer first person through eyes of a child as events are occurring third person limited through eyes of the khalasi first person through eyes of adult reflecting on childhood

46. Which analogy does the author use throughout the story? None of the above a khalasi is like a leopard a dragon is like a dark tunnel a leopard is like a huge monster a steam engine is like a dragon

47. There was no moon, and the dense forest seemed to be trying to crowd us into the narrow cutting. The sounds of the forest came to us—the belling of a sambar deer and the cry of a jackal told us that perhaps a tiger or leopard was on the prowl. There were the strange nocturnal voices of birds, and then silence. Which phrase best describes the mood created by the above excerpt. All of the Above intense frustration surprised amazement joyful excitement fearful anticipation

48. The narrator in this story can best be described as None of the Above humorous. lonely. disrespectful. imaginative.

49. …the silence returned and the forest breathed again. The author’s use of figurative language in this statement suggests that None of the Above the dragon was no longer a threat . the leopard had returned to the cave . danger was still lurking nearby . everything was safe for the moment.

50. To which genre does this story belong? None of the Above fantasy biography science fiction historical fiction