Sixth Grade Cheat Sheet

Transcription

1 Sixth Grade Cheat Sheet Supporting Stems when using text evidence. In the text it says One detail is The text states I know this because For example According to the text Mood The overall feeling the reader gets from a text. Positive Negativeamused, calm, dreamy, cold, anxious, gloomy, thoughtful, sentimental, restless, serious, tense, peaceful, hopeful, warm dreary, disappointed Theme The life lesson or message of the story. Gist The WHO and The WHAT Inference My thoughts about the character that s not directly stated. Character Development Our characters reveal themselves through their Thought/Feelings Actions Dialogue Tone The way the author feels about the topic. Name: Homeroom:

2 Central Idea Supporting details Summarize Inference Analysis Figurative Language Simile Metaphor Alliteration Onomatopoeia Personification Hyperbole Author s purpose Significance Tone Mood Cause/Effect Compare/contrast Plot Conflict Rising action Turning point Falling action Resolution What the passage or text is mainly about. Details that help to explain the central idea/topic sentence. Tell in your own words what a passage is about including only the central idea and most important supporting details. NO OPINIONS Use your prior knowledge on the subject and information gained in your reading to draw a conclusion. Detailed examination of text to decide what it means: word choice, character development, and plot. Words that may not LITERALLY mean what they say. Using words like or as to compare ideas. When you compare ideas not using like or as. Repetition of a single consonant. Sound words Giving human qualities to non living things Great exaggeration to emphasize a point. Reason the author writes Importance!! How the author feels How the text makes the reader feel Makes something happen/happens because of something similar/different Sequence of events that tell a story from beginning to end Problems or struggles a character needs to work through or resolve Events in a plot that build to a turning point Moment of realization in a story Events that occur after the turning point, loose ends tied up Conflict is resolved/fixed

3 Theme Moral or message determined by characters thoughts & actions, repeated ideas throughout the story Point of view The author/character s feelings about someone/something Stanza Group of lines in a poem Character Development How characters reveal themselves (thoughts, actions, dialogue) Sequence/Chronological Events or items are in order of time or which they happened Problem/Solution A problem is given with one or more possible solutions Gist The WHO and the WHAT Setting Who, what, where, and when of a story, the whole environment Flashback Looking back to a previous time (going back in time from the current text)

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5 Character Traits humble stubborn independent timid proud ambitious brave loyal generous intelligent shy fun-loving wild curious honest gullible self-confident courageous bold responsible respectful mischievous daring witty serious fighter disagreeable caring care-free considerate cooperative dainty helpful joyful determined humorous imaginative adventurous bossy dreamer friendly energetic resourceful selfish inventive hard-working lazy funny lovable cheerful conceited leader gentle demanding loving quiet thoughtful polite patient daring calm rude clever neat eccentric outgoing

6 Story Arc Conflict Exposition Climax Theme

7 Common Themes in Books You will find that many books include a theme, or lesson, that is revealed as you read the story. Below are common themes you will find in your books. Acceptance These books have characters who respect & accept others' differences and beliefs. Courage These books have brave characters who have the strength to overcome a fear or accept a risk. Perseverance These books have characters who never give up even when facing difficult times. Cooperation These books have characters who work together to solve a problem or achieve a goal. Compassion These books have characters who want to make those who are suffering feel better. Honesty These books have characters who find that it is best to always tell the truth. Kindness These books have friendly characters who are generous and considerate of others. Loyalty These books have characters who trust each other and never turn their backs on their friends.

8 Tone and Mood Tone tells us how the author/character thinks/feels about his or her subject. Mood is the effect of the writer's words on the reader. How the reader feels while reading the text. admiring adoring affectionate hilarious hopeful humorous appreciative approving benevolent calm casual celebratory cheerful comforting comic compassionate complimentary confident contented delightful ecstatic elated empathetic encouraging excited exhilarated expectant friendly Tone words POSITIVE TONE WORDS NEUTRAL NEGATIVE TONE WORDS funny commanding hostile evasive gleeful direct impatient fearful gushy impartial incredulous forceful happy indirect angry frantic interested meditative annoyed frightened joyful objective antagonistic frustrated light questioning anxious furious lively speculative apathetic gloomy modest unambiguous apprehensive greedy optimistic unconcerned belligerent grim passionate understated bewildered harsh playful bitter haughty proud blunt hopeless reassuring bossy indifferent reflective cold indignant relaxed conceited inflammatory respectful condescending insecure romantic confused insolent scholarly contemptuous lethargic self assured cynical melancholy sentimental demanding mischievous serene depressed miserable silly derogatory mocking straightforward desperate mournful sympathetic disappointed nervous tender disliking ominous tranquil disrespectful outraged zealous doubtful embarrassed enraged paranoid pathetic pessimistic pretentious psychotic sarcastic scornful selfish serious severe sinister skeptical sly solemn somber stern stressful suspicious tense threatening tragic uncertain uneasy unfriendly unsympathetic upset violent

9 Mood Words POSITIVE MOOD WORDS NEGATIVE MOOD WORDS amused awed calm cheerful confident contemplative content determined dignified dreamy ecstatic empowered energetic enlightened excited exhilarated flirty giddy grateful hopeful hyper joyous light hearted Loving mellow nostalgic optimistic passionate peaceful playful pleased refreshed rejuvenated relaxed relieved satisfied sentimental silly surprised sympathetic thankful thoughtful touched trustful warm welcoming aggravated annoyed anxious apathetic apprehensive barren cold confining confused cranky crushed cynical depressed disappointed discontented distressed drained dreary embarrassed enraged envious exhausted frustrated gloomy grumpy haunting heartbroken hopeless hostile indifferent infuriated intimidated irate irritated jealous lethargic lonely merciless moody nauseated nervous nightmarish numb overwhelmed painful pessimistic rejected restless scared serious sick somber stressed suspenseful tense terrifying threatening uncomfortable vengeful violent worried

10 Figurative Language & Poetry Structure Figurative Language: Term Definition Example alliteration hyperbole metaphor the repetition of consonant sounds in two or more neighboring words or syllables big exaggeration, usually with humor a figure of speech in which two things are compared, usually by saying one thing is another w/o using like or as The wild and wooly walrus waits and wonders when we ll walk by. mile-high ice cream cones The sun is a yellow ball of fire in the sky. The boxer was a true warrior. onomatopoeia a figure of speech in which words are used to imitate sounds personification giving something human qualities simile a figure of speech comparing two unlike things using like or as buzz, hiss, zing, clippety-clop, and tick-tock Even the sky wept. The trees danced in the wind. Her eyes twinkled like the stars.

11 Structure: rhyming repetition stanza line having the same or flight/night similar sounds moon/spoon repeated lines in a poem Rockin Robin or song goes tweet, tweet, tweet. Two or more lines of poetry that together form one of the divisions of a poem. The stanzas of a poem are usually of the same length and follow the same pattern of meter and rhyme. individual or separate lines in a poem As soon as the bell rings, students pour out the doors, surging down the halls shoving, jostling, dodging, in a roar of voices. 2 stanzas 10 lines Pushing forward, I weave in, out, and among a thousand others, feeling as if I'm swimming upstream.

12 Prefix List Prefix Meaning Example anti- against Antitrust de- opposite Defrost dis- not; opposite of Disagree en-, em- cause of encode, embrace fore- before Forecast in-, im- in Infield in-, im-, il-, ir- not injustice, impossible inter- between Interact mid- middle Midway mis- wrongly Misfire non- not Nonsense over- beyond Overlook pre- before Prefix re- again Return sem; semi- half Semicircle sub- under Submarine super- over or above Superstar trans- across Transport un- not Unfriendly under- below undersea

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15 Name 6 th Grade Reading Journal/Log Response Requirements: 120 minutes of reading and 2 Journals are to be completed weekly (Friday to Friday). Journals and logs will be graded on Fridays. Each response needs to between 5 7 sentences, clearly written in your reading response journal, with a heading. You may only use a topic # once a month, no repeat topics within a month. Week 1 Log: Date: Minutes: Signature: Sample Journal Response: Title: The Lightning Thief Date: 9/3/2018 Minutes: 25 minutes Topic #: Fiction # 3 Topic: Explain how the author builds the suspense and excitement. Response: In Chapter 1 Percy finds himself in danger at the museum. He is asked to meet his teacher, Mrs. Dodds, privately during the field trip. Within seconds, Mrs. Dodds turns into a frightening monster and attacks him. Suddenly, Mr. Brunner shows up with a pen that turns into a bronze sword. Percy is able to fight the hideous monster off with his new strength. Percy and the reader are left feeling excited and confused.

16 6 th Grade Reading Response Journal Topics Fiction: Respond based upon the section/chapter you read. 1. Explain how the title relates to the story. 2. How did the story change? Provide text evidence to support your thinking. 3. Explain how the author builds suspense and excitement. 4. Describe your favorite part of the book or a part that you found interesting or surprising. Explain. 5. Describe parts of the book that puzzled you or made you ask questions. 6. Write a letter to the author or a character to discuss the events or other characters in the story 7. Select a part of the text and identify the mood. What writing techniques help you to determine the mood? 8. Identify a theme and support with evidence. 9. Summarize what happened in the story. 10. Describe your feelings about the characters, setting, or the events of the plot. 11. Describe an interesting or important character in your book. 12. Did any of the main characters change? Discuss how an event, person, or decision changed a character. 13. What traits does the main character possess that enables him or her to solve the problem in the book? 14. Describe a conflict between two characters. 15. Compare and contrast two characters in the book. 16. Compare a character in your book to a character from another book. 17. Identify and explain an example of figurative language. How does it affect the reader? 18. Select a quote from a character and explain why you think it is important and the impact on the reader. 19. Compare and contrast your feelings to the character s feelings in your book. 20. Make a text to text connection. Explain how the book reminds you of other books, especially the characters, events, or setting. Use evidence to support.

17 6 th Grade Reading Response Journal Topics Informational: Respond based upon the section/chapter you read. 1. What new information have you learned from the text? EXPLAIN. 2. What is the most important, or surprising, or interesting thing you have learned? EXPLAIN. 3. Did the text change your thinking on this topic? EXPLAIN. 4. What are the most important ideas presented in this text? 5. Is there a lesson to learn from reading this text? Explain what the lesson is and how it applies to you. 6. Identify the central idea(s) of the text. Support with evidence. 7. Summarize the text based on the central idea. 8. Discuss the people or events from the text. How do the people or events influence the ideas presented in the text? 9. Identify and discuss the important ideas presented in the text. 10. Identify the new vocabulary words. Explain why they were important. 11. Identify any figurative language. Analyze the impact of the language for the reader. 12. Explain how the text features help you to understand the information in this text. 13. Identify the text structure. Support with evidence. 14. Identify the author s point of view. Explain with evidence. 15. Describe the author s purpose. Explain with evidence. 16. Is there anything that you don t understand? Does the author need to be clearer about any information presented? EXPLAIN. 17. Make a text to text connection. Does this text connect to any other text you have read? Explain the connection. 18. Explain how the author presents the information to get the reader s attention. 19. Write a book review for a friend who wants to read this book. 20. KWL What did you know before reading this book? What did you want to know? What did you learn?

18 Genre and heading Proper heading o Book title o Date o Time o Pages read READING JOURNAL RUBRIC *On time= score Meets the current genre criteria Has proper heading on all pages Meets the current genre criteria Has proper heading on most pages Not the current genre criteria OR Missing or incomplete heading on a number of pages Wrong genre AND missing or incomplete headings on many pages Volume/frequency Number of responses Meets the required number of responses for the week (2). Missing 1 of 2 required responses.. Variety of prompts Content Development Degree of thought and reflection Literary elements CUPS Uses a wide variety of prompts never repeating a prompt more than twice. Responses are fully developed, thoughtful, insightful, and reflective. Shows familiarity with literary elements. Practices proper (CUPS). Uses a variety of prompts occasionally repeating a prompt more than twice. Responses are mostly developed, show some thought, insight, and reflection. Shows some familiarity with literary elements. Practices proper (CUPS). Uses a limited variety of prompts repeating prompts more than twice. Responses are basic in development, thoughtfulness, insight, and reflection. Shows little familiarity with literary elements. Inconsistent use of (CUPS). Uses a lack of variety or all the same prompts. Responses lack development, thoughtfulness, insight, or reflection. Shows little to no familiarity with literary elements. Poor use of (CUPS). No journal or empty journal 0 Total /17