1. hobbies and interests
2. reading

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Sample Booklet
Grade 6
Close Reading
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Sample pages from Teacher Guide ......................................................................................2–11
Sample pages from Student Work Text ............................................................................12–27
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Selected pages from
Student Work Text
Close Reading
Grade 6
Literary & Informational Texts
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Teacher Guide
Lori Mammen
Editorial Director
ISBN: 978-1-60539-865-5
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Table of Contents
What’s Inside the Student Work Text?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Understanding Rigor and Cognitive Complexity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Descriptions of TestSMART® Complexity Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Understanding Close Reading in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Definition of the Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
How to Use the Student Work Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Suggestions for Integrating the Literacy Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Master Skills List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Close Reading Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
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References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
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TestSMART® Common Core Student Work Text, Teacher Guide
© ECS Learning Systems, Inc.
TestSMART® Common Core Teacher Guide—Close Reading, Grade 6
© ECS Learning Systems, Inc.
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
What’s Inside the Student Work Text?
An Overview
The instructional material in the TestSMART ®
Common Core Student Work Text is designed
to help students develop close-reading skills
appropriate for their grade level. Each work
text in this series includes the following
elements—
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In addition, the Teacher Guide for each work
text includes the following elements—
• overview of the work text and
explanation of its key components
• complete list of the Common Core State
Standards for Reading at each grade level
• explanation of “rigor” and complexity
levels as they apply to the questions and
activities in the work text
• explanation of “close reading” in the
classroom and methods to support
student thinking during close-reading
activities
• suggested methods for using the texts
and activities for classroom instruction
• suggested ways to integrate the literacy
strands while using the texts and
activities
• complete answer key
© ECS Learning Systems, Inc.
Literary texts include fiction, poetry, and
drama (at appropriate grade levels). Fiction
may include fables, myths, folk tales, and
adapted classics, as well as historical and
contemporary stories.
Informational texts may include biographies
and autobiographies, argumentative
(persuasive) selections, and expository
selections. Argumentative selections present
an argument from a specific point of view.
Expository texts present interesting
information from science, social studies,
art, current events, and other curricular
areas. Informational texts may also include
procedural selections that provide multistep or detailed directions for a particular
task or activity.
Beginning at the fourth-grade level, students
also encounter graphic texts, as well as digital
texts. Graphic texts include charts, graphs,
diagrams, and time lines. Digital texts might
include samples of Web sites or online reviews.
Graphic and digital texts appear along with the
informational texts in the work text.
Vocabulary
The Common Core Student Work Text contains
challenging texts that require students to use
close-reading skills. Most texts will include
some words above a student’s expected
reading level. Such words are underlined
in each text (see Figure 1, “Key Vocabulary
Support,” page 4). In addition, a brief definition
appears in the margin beside the line where
the word appears. Having these definitions
will help students work through a text with
less difficulty. For a complete list of vocabulary
words found in the work text, see page 30 of
this Teacher Guide.
TestSMART® Common Core Student Work Text, Teacher Guide
TestSMART® Common Core Teacher Guide—Close Reading, Grade 6
4
© ECS Learning Systems, Inc.
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• literary and informational texts that
reflect the types of texts students
encounter in the classroom or everyday
reading
• authentic reading texts on interesting
topics and ideas, including excerpts
from well-known literary selections
• paired texts that require students to
compare and contrast important points
and key details in the texts
• open-ended and extended-response
tasks that require students to use close
reading to develop correct, complete
answers
• emphasis on the critical-thinking skills
necessary for close reading
• skill tags (labels) to identify both the
standard(s) and the complexity level(s)
for questions or an activity
• diagrams and/or graphic organizers to
help students organize their thoughts
and responses (when appropriate)
Reading Selections in the Student Work Text
The Common Core Student Work Text includes
both literary and informational texts. Literary
selections appear in the first section of the
work text, and informational selections appear
in the second section of the work text.
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Teachers should preview each text and identify
any other words that may challenge their
students. In some cases, the teacher will want
to pre-teach these words (e.g., topic-specific
words). However, students often benefit more
by consulting a dictionary for a definition or
by using context clues to determine a word’s
meaning in a text. (For more information about
vocabulary instruction, see page 16 in this
Teacher Guide.)
Skill and Complexity Tags
Skill tags appear with each set of questions
and individual activities in the work text. The
skill tags identify the specific Common Core
State Standard(s) addressed in the item(s). The
other tag identifies the complexity level(s) for
the questions or task. (For more information
about complexity levels, see pages 5–6 in this
Teacher Guide.)
Strand
Grade
Close Reading, Grade 6
Standard
A Perfect Imitation
2
“Psssst! Come on in!” the miserable man would hiss as people passed
the doorway. “You can’t go about town dressed so unfashionably!” By
humiliating the villagers in this way, he persuaded them to buy his
cheaply made, overpriced clothing and shoes. “Ha!” he would exclaim
once they left his store, their wallets and purses slightly emptier. “What
a bunch of fools people are…easily convinced of anything!”
3
5
6
One day, the eldest man in the village passed in front of the store.
He was a small man with deep creases around his eyes. His face, a map
of mountains and valleys, had a gentle look about it. He walked with his
palms folded in front of his ample belly, and he smiled and nodded at
each person he saw.
“Hello, teacher,” the parrot could hear people
murmuring. Many put their hands together and
bowed their heads as they greeted the man.
“Hello, Baba,” some said. The parrot knew that
their behavior meant the man was very kind and
very wise. After all, a baba is revered for being
honorable—the sort of man people often go to
for advice.
Read & Respond (RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5) L–H
embarrassing; shaming
Directions: Think about the following questions as you read the story. When you reread the story
with your teacher, you and your classmates will answer these questions. Use evidence from the story
to support your answers.
1. What is this story mostly about?
shout in a deep voice
drawn in with promises
of personal gain
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4
Sometimes passersby would stop to speak with the parrot. This
delighted the parrot, for although the man had long ago taught the
bird to speak, the two had never had a proper conversation. Only now
and again would the man bellow at the parrot, “We made plenty of
money today!” or “Such a useless bird! You should have said more to
that ridiculous woman! You could have lured her into the store if you’d
tried harder!”
Close Reading, Grade 6
Complexity
Level(s)
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Vocabulary
full of activity; very busy
There once was a parrot imprisoned in a wrought-iron cage in a
bustling village in India. He was held there by a miserable man with an
icy heart who owned a clothing store in the market. The man kept the
parrot’s cage hanging just inside the door, which was propped open
every day to attract shoppers.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Why might the store owner believe the parrot will attract shoppers?
very large
_________________________________________________________________________
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A Folk Tale from Northern India
1
admired; viewed with
approval and respect
_________________________________________________________________________
_________________________________________________________________________
3. How does the parrot feel about the store owner? Why?
_________________________________________________________________________
_________________________________________________________________________
“Hello, Baba,” the parrot said as the old man
approached. In the very same way he had done
with the countless people greeting him, the old
man smiled and nodded at the parrot.
_________________________________________________________________________
4. Why is the eldest man in the village so well-liked?
_________________________________________________________________________
_________________________________________________________________________
© ECS Learning Systems, Inc.
TestSMART® Common Core Student Work Text
_________________________________________________________________________
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5. How does the store owner attempt to persuade the old man? How does the old man react?
_________________________________________________________________________
Figure 1: Key Vocabulary Support
_________________________________________________________________________
_________________________________________________________________________
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TestSMART® Common Core Student Work Text
© ECS Learning Systems, Inc.
Figure 2: Practice-Item Skill and Complexity Tags
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TestSMART® Common Core Student Work Text, Teacher Guide
© ECS Learning Systems, Inc.
TestSMART® Common Core Teacher Guide—Close Reading, Grade 6
© ECS Learning Systems, Inc.
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Descriptions of TestSMART®
Complexity Levels
Close Reading, Grade 6
Three-Word Summary (RL.6.2; RL.6.3; RL.6.6) M
Moderate Complexity
A. Directions: The old man’s plan unfolds as a series of events in the story. Read the events listed
below. Then, brainstorm a three-word summary for each event (e.g., Event 3 might be summarized as
“Greed Sets In” or “Pocketing the Difference”).
The following descriptions provide an overview of the
three complexity levels used to align the TestSMART®
Common Core Student Work Text items to the Common
Core State Standards (CCSS) for Reading (NGA/CCSSO,
2010). Each explanation details the kinds of activities
that occur within each level. However, these
explanations do not include all of the possible
thought processes for each level.
Event 1: The old man insists his small bars of silver equal exactly ten taels.
Three-Word Summary: ________________________________________________________________
Event 2: A young man brings the old man a letter from his “son.”
Three-Word Summary: ________________________________________________________________
Event 3: The money changer reads the letter aloud and purposely cheats the old man.
Three-Word Summary: ________________________________________________________________
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________________________________________________
Low Complexity (L)
Low-complexity items align with the CCSS at Level 1
of the Webb (2002a) model. Items of low complexity
may involve recalling—but not analyzing—story
events and other basic elements of a text structure.
An item may ask students to recognize or reproduce
—but not interpret—figurative language. Items of
this complexity may require identifying the meaning
of a word through language structure or word
relationships. At this cognitive level, students may
need to locate details in a chart, graph, or diagram.
A low-complexity item may ask students to recall,
identify, arrange, locate, or define information and
concepts.
Low Complexity
Close Reading, Grade 6
Read & Respond (RL.6.1; RL.6.2; RL.6.3; RL.6.5) L–H
Directions: Think about the following questions as you read the story. When you reread the story
with your teacher, you and your classmates will answer these questions. Use evidence from the story
to support your answers.
1. Why does the shepherd boy enjoy yelling “wolf”?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
High Complexity (H)
High-complexity items align with the CCSS at Level 3
and/or Level 4 of the Webb model*. Items of high
complexity require students to use strategic, multistep thinking; develop a deeper understanding of the
text; and extend thinking beyond the text. Major
concepts, such as theme and figurative language, are
now identified and examined in an abstract manner.
Students are asked to demonstrate more flexible
thinking, apply prior knowledge, and support their
responses. Students may need to generalize and
transfer new information to new tasks. Highcomplexity items may require students to make
inferences across an entire passage or analyze
relationships between ideas or texts. At this cognitive
level, students will need to analyze similarities and
differences. Items may involve relating information
in a text feature, such as a chart, graph, or diagram,
to the text. A high-complexity item may ask students
to plan, reason, explain, hypothesize, compare,
differentiate, draw conclusions, cite evidence, analyze,
synthesize, apply, or prove. Some items also require
students to apply low- and/or moderate-complexity
skills and concepts.
High Complexity
2. What words would you use to describe the shepherd boy? Why?
ced.
This page ma
Event 4: The money changer is informed by a customer that he has been tricked
__________________________________________________
Close Reading, Grade 6
Understanding a Problem-Solution Passage (RI.6.1; RI.6.3; RI.6.5; RI.6.7) H
Directions: Authors can organize their writing in several different ways. The author organized
“Wanted: Comfortable Teeth” as a problem-solution passage. Read about problem-solution passages
below. Then, complete the problem-solution chart for “Wanted: Comfortable Teeth.”
When writing a problem-solution passage, the author first presents a problem that needs a
solution. Then, the author explains attempts to solve the problem. The author concludes
the passage by identifying the final solution to the problem.
Problem:
produced.
Moderate Complexity (M)
Moderate-complexity items align with the CCSS
at Level 2 of the Webb model. Items of moderate
complexity involve both comprehension and the
subsequent processing of text. Students are asked
to make inferences and identify cause-and-effect
relationships. However, students are not required to
go beyond the text. Major concepts, such as main
idea, are considered in a literal, rather than abstract,
manner. Students are asked to compare word
meanings, which they determine through context
clues. At this cognitive level, students may need to
identify similarities and differences. Items may involve
determining information in a text feature, such as a
chart, graph, or diagram. Items of this complexity
may ask students to predict, organize, classify,
compare, interpret, distinguish, relate, or summarize.
Some items also require students to apply lowcomplexity skills and concepts.
*Note: Although standards may include expectations
that require extended thinking, many large-scale
assessment activities are not classified as Level 4.
Performance and open-ended assessment may
require activities at Level 4.
Box 1: Descriptions of TestSMART® Complexity Levels
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TestSMART® Common Core Student Work Text, Teacher Guide
© ECS Learning Systems, Inc.
TestSMART® Common Core Teacher Guide—Close Reading, Grade 6
6
© ECS Learning Systems, Inc.
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Understanding Close Reading in the Classroom
Common Core State Standards*
•
•
•
•
selected response items (multiple choice)
constructed response items
technology-enhanced items/tasks
performance tasks
For more information about the CCSS initiative,
please visit http://www.corestandards.org.
*
This information was current at time of publication.
Box 2: Definition of the Common Core State Standards
Close Reading and Education
There are a variety of ways to read, and the
manner in which one chooses to read a text
often depends on the purpose for reading
and the type of text. One type of reading is
called close reading. Much debate has taken
place over the definition and purpose of close
reading in the classroom, and the practice
of close reading has become synonymous
with a range of instructional approaches
and activities.
© ECS Learning Systems, Inc.
critical/evaluative thinking
creative/innovative thinking
elaborative thinking
problem solving
decision making
collaboration
communication
organizing and connecting ideas
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Forty-five states and the District of Columbia
have adopted the standards, but Alaska,
Minnesota, Nebraska, Texas, and Virginia have
yet to adopt them. During the 2014–2015
academic year, adopting states should begin
formal CCSS assessments. Assessments will
include the following types of items:
•
•
•
•
•
•
•
•
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The Common Core State Standards (CCSS)
(NGA/CCSSO, 2012) is a standards-based U.S.
education reform initiative sponsored by the
National Governors Association (NGA) and the
Council of Chief State School Officers (CCSSO).
The initiative seeks to provide a set of national
curriculum standards to create more rigorous,
consistent instruction and learning across the
country. These standards were developed based
on models from various states and countries,
as well as recommendations from K–12
educators and students. The expectations,
aimed at college and career readiness, focus
on core concepts and processes at deep and
complex levels. The curriculum standards for
ELA/literacy and mathematics were released
in 2010. Science and history standards are in
development.
Our Definition of Close Reading
“Close reading is the mindful, disciplined
reading of an object with a view to deeper
understanding of its meanings” (p. 25,
Brummett, 2010). Through close reading,
readers mindfully attend to elements of form
and content—including language choice
and patterns—of a sufficiently complex text.
This disciplined study involves reading and
rereading to better understand how form and
content work together in systems of meaning
(Paul & Elder, 2008). Close-reading skills are
closely tied to skills that are essential for
success in school, career/work, and life,
such as—
Appropriate Texts for Close Reading
Proficient readers understand that they read
differently depending on the type of text and
purpose for reading. A reader might conduct a
close reading of either informational or literary
texts. However, close reading is not required
or appropriate for some reading purposes or
specific texts. For instance, reading for pleasure
may not require a close reading. Similarly,
some texts are not complex enough to
demand or allow a close read.
The CCSS require students to encounter a
breadth of “sufficiently complex, high-quality
texts” (NGA/CCSSO, 2010). The process of text
selection is guided by complexity, quality,
and range. Complexity is broken into three
measures: qualitative, quantitative, and
task-related. Refer to Common Core State
Standards for English Language Arts and Literacy
in History/Social Studies, Science, and Technical
Subjects Appendix A (NGA/CCSSO, n.d.) for more
information on how to measure and select
complex, high-quality texts that are
appropriate for a specific group of students.
TestSMART® Common Core Student Work Text, Teacher Guide
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TestSMART® Common Core Teacher Guide—Close Reading, Grade 6
© ECS Learning Systems, Inc.
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Instructional Components of Close Reading
Close reading requires mastery of a range of
comprehension skills in context and at the
word, sentence, and text level. Evaluating true
mastery of comprehension skills is difficult.
However, teachers can use the practice of close
reading to continually assess skill mastery
within the context of a rich task. These
student-constructed interactions with text
provide an accommodating instructional space
for students while still remaining a systematic,
structured method of reading instruction
overall (see Figure 3, “A Model of Quality
Literacy Instruction and Learning”). When used
as an intentional learning activity, close
reading can transform how students construct
meaning.
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A reader can closely read any length of text.
However, in the classroom, teachers commonly
use short passages for close readings. The
nature of close reading—involving careful
attention—often requires time. Thus, short
passages are generally best suited for this type
of reading in classroom group settings. This
allows all students—even struggling readers—
the opportunity to adequately read, reread,
and discuss complex texts, thoughtfully
determining how the texts work and analyzing
the systems of meanings within them.
Responsive
Soc
ic
ced
lan
Ba
Active
cit
pli
Ex
Integ
rat
ed
Dyn
am
ial
Fle
Acco
un
xtual
nte
Co
bl e
xi
Rele
van
t
bl e
ta
Transfe
rab
le
s
orou
Rig
System
ati
c
Instruction
Learning
Figure 3: A Model of Quality Literacy Instruction
and Learning
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TestSMART® Common Core Student Work Text, Teacher Guide
Wonder
&
Question
Connect
&
Expand
Investigate
&
Construct
Text/
Evidence
Reflect
&
Revise
Create
&
Express
Figure 4: Meaning-Making Process
How Close Reading Impacts Student
Writing, Speaking, Listening, and
Language Skills
Reading, writing, speaking, and listening are
all similar processes of constructing meaning.
Language is a primary vehicle in all of these
meaning-making processes. An integrated,
focused, cohesive approach to literacy
instruction allows students to develop
mutually reinforcing skills concurrently (Block
& Parris, 2008; Newkirk, 2012; NGA/CCSSO,
2010; Pearson & Tierney, 1984; Shanahan, 2006;
Tierney & Shanahan, 1991).
For instance, the text used in reading can
become what is called a mentor or anchor text,
serving as a model of good writing. Students
can also apply text-dependent questions to
the writing process. As with reading, expert
modeling by the teacher is critical for students
as they learn how writing and other
communication processes work (see Figure 4,
“Meaning-Making Process”). Students should
begin to see and translate relationships and
patterns in form or content—or systems
of meaning—across all literacy strands.
Furthermore, students should understand
that reading strategies are, in fact, essential
learning tools. Total integration involves the
specialized development of meaning-making
processes across the curriculum in history,
science, information and communication
technology (ICT), mathematics, and beyond.
© ECS Learning Systems, Inc.
TestSMART® Common Core Teacher Guide—Close Reading, Grade 6
8
© ECS Learning Systems, Inc.
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
How to Use the Student Work Text
Time Requirement: Reading each text and
completing its accompanying activities usually
requires 2–3 days of class time.
Choosing a Text: The reading selections in the
TestSMART ® Common Core Student Work Text
may be used independently of other selections
in the book*. Since the selections are generally
arranged from easiest to most difficult, the
teacher may choose to begin with the first text
in each section and work through the texts in
order.
*
• Establish a purpose for reading (e.g., for
pleasure; to figure out a simple idea; to
gain technical information; to identify
and/or understand a different point of
view; to learn new subject matter).
• Direct the students’ attention to the
questions in the “Read & Respond”
activity that follows each text. Consider
reading the questions together with
students before they read the text. Or,
have small groups of students read the
questions together before they read the
text individually. Instruct students to use
these questions as a guide for their
reading. This might include writing the
number of the paragraph where an
answer appears or taking notes to use
during class discussion.
© ECS Learning Systems, Inc.
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Prereading: Some educators have suggested
that prereading should be de-emphasized (or
even removed) during reading instruction, but
this step of the reading process remains
important for establishing a context for
reading. The authors of this book suggest that
the teacher follow the steps below before
students begin to read the text.
(For more information about prereading
instruction, see pages 9–10 in this Teacher
Guide.)
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Paired texts present the only exception to using
texts independently. Students read and study each
set of paired texts (e.g., “Rescuing History” and
“Washington Under Fire”) together. At least one
follow-up activity requires students to compare
and/or contrast information from both selections.
Paired texts are indicated in the work text’s table of
contents.
• Other prereading strategies may be
appropriate for a text. One word of
caution—a prereading activity should
never supersede the actual reading of
a text. Neither should a prereading
activity provide so much information
that actually reading the text becomes
unnecessary. The appropriate use of any
strategy is simply a question of balance.
In general, a prereading activity for any
selection in the work text should not
extend beyond five to ten minutes.
Reading: Provide time for students to read the
text during class time, or assign the reading as
homework. Encourage students to be active
readers who read the text closely and ask
themselves questions as they read. Remind
students to use the questions in “Read &
Respond” as a guide for their reading. Students
might note paragraph numbers where answers
appear or take notes to use during class
discussion. Encourage students to mark parts
of a text that they find difficult, surprising,
contradictory, incorrect, etc. (see pages 13–15).
These observations will be useful during class
discussion.
Depending on the skill level of the students, a
teacher may choose to read a text along with
them. Using this approach, the teacher can
model useful reading strategies for students
who have not yet developed such skills (e.g.,
self-questioning). Together, the teacher and
students use the questions in “Read &
Respond” to guide their reading. They may also
pause to briefly talk about an idea or event
found in the text.
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Close Reading, Grade 6
Answer Key
LITERARY TEXTS
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A Perfect Imitation
Read & Respond: 1. This story is mostly about a caged parrot who wishes to escape from a cruel store owner.
2. Answers will vary, but students should assume the store owner believes the villagers will be interested in the talking
bird and therefore will enter his store (paragraph 1). 3. The parrot dislikes the store owner because he keeps him caged
all day and never speaks to the parrot except to yell at him (paragraphs 1 and 3). 4. The old man appears gentle, has a
pleasant manner, and is known for being kind and wise (paragraphs 4 and 5). 5. The store owner tells the old man that
he deserves a new pair of shoes so the old man will buy some from the store. The old man ignores the store owner’s
veiled insult and claims his shoes are in fine condition (paragraphs 8 and 9). 6. The parrot asks the old man to free him
from his cage. He believes the old man will help him as a kindness (paragraph 11). 7. Answers will vary, but students
should realize that the old man has shown the parrot how to free himself from the cage. Students can assume that the
old man’s fainting spell demonstrates what the parrot needs to do (paragraphs 14 and 15). 8. The parrot pretends that
he is dead. When the store owner opens the cage to remove his body, the parrot flies away. This shows that the parrot is
clever and the store owner is easily fooled (paragraphs 16–18). 9. Answers will vary. Students should note that the store
owner is not a good person. He is cruel to the parrot, purposely embarrasses the villagers, and is rude to the old man.
B
ti ally referring to him as “the miserable man,” the author is emphasizing the store owner’s harsh nature and
r
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Close Reading, Grade 6
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Mathematics
Mathematics, Grade 3
Mathematics, Grade 4
Mathematics, Grade 6
Mathematics, Grade 6
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Mathematics, Grade 8
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
References
* All Web sites listed were active at time of publication.
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading
strategies. The Reading Teacher, 61, 264–373.
Anderson, R. C. (2004). Role of the reader’s schema in comprehension, learning, and memory. In R. R. Ruddell and
N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 594–606). Newark, DE: International
Reading Association.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching:
Research reviews (pp. 77–117). Newark, DE: International Reading Association.
Baker, S., Simmons, D., & Kame’enui, E. (1998). Vocabulary acquisition: Synthesis of the research. Washington, D.C.:
U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources
Information Center.
Barnes, D. (1976/1992). From communication to curriculum. London: Penguin. (2nd ed., 1992, Portsmouth, NH:
Boynton/Cook-Heinemann).
This page may not be reproduced.
This page may not be reproduced.
Beck, I. L., & McKeown, M. G. (1985). Teaching vocabulary: Making the instruction fit the goal. Educational
Perspectives, 23(1), 11–15.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York:
Guilford Press.
Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended
examples. New York: Guilford Press.
Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). The effects of long-term vocabulary instruction on lexical
access and reading comprehension. Journal of Educational Psychology, 74(4), 506–521.
Blachowicz, C., & Fisher, P. (1996). Teaching vocabulary in all classrooms. Upper Saddle River, NJ: Prentice Hall.
Block, C. C., & Parris, S. R. (Eds.) (2008). Comprehension instruction: Research-based best practices (2nd ed.). New
York: Guilford Press.
Brummett, B. (2010). Techniques of close reading. Thousand Oaks, California: SAGE Publications, Inc.
Coleman, D., & Pimentel, S. (2012, April). Revised publishers’ criteria for the Common Core State Standards in English
language arts and literacy, grades 3–12. Retrieved from National Assessment Governing Board, U.S.
Department of Education Web site: http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf
Cummins, S. (2013). Close reading of informational texts: Assessment-driven instruction in grades 3–8. New York:
Guilford Press.
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1 & 2), 8–15.
Eeds, M., & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study
groups. Research in the Teaching of English, 23(1), 4–29.
Fisher, D., Frey, N., & Lapp, D. (2012). Teaching students to read like detectives: Comprehending, analyzing, and
discussing text. Bloomington, IN: Solution Tree Press.
Graves, M. F. (2007). Vocabulary instruction in the middle grades. Voices from the Middle, 15(1), 13–19.
Graves, M. F., & Watts-Taffe, S. (2008). For the love of words: Fostering word consciousness in young readers.
The Reading Teacher, 62(3), 185–193.
© ECS Learning Systems, Inc.
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Selected pages from
Student Work Text
Close Reading
Grade 6
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Literary & Informational Texts
Lori Mammen
Editorial Director
ISBN: 978-1-60539-853-2
Copyright infringement is a violation of Federal Law.
©2013 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Literary Texts
A Perfect Imitation..........................................................................................................................7
* No Luck for Liars............................................................................................................................14
Seeds of Truth ................................................................................................................................20
An Uncertain Genius ...................................................................................................................29
The Silver Swindle ........................................................................................................................35
The Mystery is in the Mail ..........................................................................................................43
The Man Who Was Nothing ......................................................................................................50
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The Big Trip .....................................................................................................................................57
* Paired Passages
Informational Texts
Nobody Likes a Show-Off ..........................................................................................................71
Fifty Years of Peanuts ...................................................................................................................77
* Rescuing History ...........................................................................................................................84
Washington Under Fire...............................................................................................................90
Extreme Music ...............................................................................................................................97
Art You Could Eat .......................................................................................................................105
Daylight Saving No More ........................................................................................................113
Wanted: Comfortable Teeth ...................................................................................................120
* Paired Passages
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TestSMART® Common Core Student Work Text
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
A Perfect Imitation
A Folk Tale from Northern India
1
2
4
5
6
“Psssst! Come on in!” the miserable man would hiss as people passed
the doorway. “You can’t go about town dressed so unfashionably!” By
humiliating the villagers in this way, he persuaded them to buy his
cheaply made, overpriced clothing and shoes. “Ha!” he would exclaim
once they left his store, their wallets and purses slightly emptier. “What
a bunch of fools people are…easily convinced of anything!”
Sometimes passersby would stop to speak with the parrot. This
delighted the parrot, for although the man had long ago taught the
bird to speak, the two had never had a proper conversation. Only now
and again would the man bellow at the parrot, “We made plenty of
money today!” or “Such a useless bird! You should have said more to
that ridiculous woman! You could have lured her into the store if you’d
tried harder!”
One day, the eldest man in the village passed in front of the store.
He was a small man with deep creases around his eyes. His face, a map
of mountains and valleys, had a gentle look about it. He walked with his
palms folded in front of his ample belly, and he smiled and nodded at
each person he saw.
“Hello, teacher,” the parrot could hear people
murmuring. Many put their hands together and
bowed their heads as they greeted the man.
“Hello, Baba,” some said. The parrot knew that
their behavior meant the man was very kind and
very wise. After all, a baba is revered for being
honorable—the sort of man people often go to
for advice.
full of activity; very busy
embarrassing; shaming
shout in a deep voice
drawn in with promises
of personal gain
very large
admired; viewed with
approval and respect
“Hello, Baba,” the parrot said as the old man
approached. In the very same way he had done
with the countless people greeting him, the old
man smiled and nodded at the parrot.
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TestSMART® Common Core Student Work Text
TestSMART® Common Core Student Work Text—Close Reading, Grade 6
14
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3
There once was a parrot imprisoned in a wrought-iron cage in a
bustling village in India. He was held there by a miserable man with an
icy heart who owned a clothing store in the market. The man kept the
parrot’s cage hanging just inside the door, which was propped open
every day to attract shoppers.
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8
Upon hearing voices, the miserable man emerged from the back of
the store. “Teacher!” he barked with an unconvincing smile that was
more like a sneer. “A wise gentleman with so many friends to visit needs
better shoes for walking. Yours must be at least a century old!”
9
The baba was not at all moved by the miserable man’s flattery and
insults. He smiled courteously and replied, “Thank you, but I am content
with these shoes, which are neither torn nor ill-fitting. They have
traveled many good miles and have many more to go.”
10
The miserable man, realizing the old villager was not going to
spend so much as a rupee, cleared his throat loudly and returned to the
back of the store.
11
“Baba,” the parrot quietly pleaded. “I know you have a sympathetic
heart. I am confined to this wretched cage all day. That man is cruel and
has never once allowed me to fly. Will you release me?”
12
The old man raised a deeply lined hand to his heart. “I am sorry,” he
said with genuine regret. “I cannot take from another man what is his.
The store owner is the only person who can set you free.”
13
“I understand, but you claim he is the only person who can set me
free,” answered the parrot. “Please then, teacher, can you advise me on
how to escape this prison myself?”
14
The old man’s eyes glimmered brightly. Suddenly, he took two
clumsy steps backward and sank to the ground. People from outside
the store rushed in, shrieking as they ran, “The old man has died! Baba
is dead!”
15
In fact, the old man was not dead. Just as suddenly as he had fallen,
he was standing again, looking more vigorous than before. As the
villagers filed out, they remarked,
“Thank goodness he only fainted.” The
wise old man smiled knowingly at the
parrot as he walked away, and
immediately the parrot understood.
16
8
“Hello, bird,” the old man answered.
insincere or excessive
praise
extremely bad;
distressing
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7
possessing physical or
mental strength
The next day, as the miserable man
was opening his store, he noticed the
parrot lying on the floor of the cage.
The parrot’s eyes were closed, and his
body was still.
TestSMART® Common Core Student Work Text
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TestSMART® Common Core Student Work Text—Close Reading, Grade 6
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Close Reading, Grade 6
“Dead,” the miserable man remarked in annoyance, his eyebrows
scrunched up into a single line. “Now I’ll have to buy a new parrot to
attract customers!”
18
Lifting the metal hinges, the miserable man opened the cage to
remove the bird. At that moment, the parrot sprang up and out of the
gaping opening. He had freed himself, just as the wise old man had
shown him. The parrot flew straight ahead, looking back only once. It
was with extreme satisfaction that he glimpsed the miserable man
scratching his head in bewilderment.
feeling of disturbance
or irritation
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Close Reading, Grade 6
Read & Respond (RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5) L–H
Directions: Think about the following questions as you read the story. When you reread the story
with your teacher, you and your classmates will answer these questions. Use evidence from the story
to support your answers.
1. What is this story mostly about?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Why might the store owner believe the parrot will attract shoppers?
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. How does the parrot feel about the store owner? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Why is the eldest man in the village so well-liked?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. How does the store owner attempt to persuade the old man? How does the old man react?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Close Reading, Grade 6
6. What does the parrot ask the old man, and why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
7. Why does the old man “[smile] knowingly at the parrot” before walking away from the store?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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8. How does the parrot finally escape from his cage? What does this reveal about the parrot and
the store owner?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
9. Why does the author refer to the store owner as “the miserable man” throughout most of
the story?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
10. Based on events in the story, what do you think the title means? Brainstorm alternate titles
for this story.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
© ECS Learning Systems, Inc.
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Scene Selection (RL.6.2; RL.6.3) L–M
A. Directions: Skim through the story, and select four important scenes. Illustrate your chosen
scenes in chronological (time) order in the boxes below. Give each scene a short title that
summarizes the action that occurs. (For example, an illustration of the parrot exiting his cage
might be titled “A Triumphant Escape.”)
1.
2.
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3.
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Title: ____________________________
Title: ____________________________
4.
Title: ____________________________
Title: ____________________________
B. Directions: On the lines below, describe how the characters respond to each scene you
illustrated above.
Scene #1: ___________________________________________________________________________
Scene #2: ___________________________________________________________________________
Scene #3: ___________________________________________________________________________
Scene #4: ___________________________________________________________________________
12
TestSMART® Common Core Student Work Text
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TestSMART® Common Core Student Work Text—Close Reading, Grade 6
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TestSMART® Common Core Sample Booklet
Close Reading, Grade 6
Word Choice (RL.6.1; RL.6.4) M–H
Directions: Read the following sentences from the story. Each sentence has underlined words.
Under each sentence from the story, explain how the underlined words affect your impression of
the story’s characters.
1. [The parrot] was held [in a cage] by a miserable man with an icy heart who owned a clothing store in
the market.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
2. [The old man’s] face, a map of mountains and valleys, had a gentle look about it.
This page may not be reproduced.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. The miserable man, realizing the old villager was not going to spend so much as a rupee, cleared his
throat loudly and returned to the back of the store.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. “Dead,” the miserable man remarked in annoyance, his eyebrows scrunched up into a single line.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Close Reading, Grade 6
Art You Could Eat
1
2
Sculptor Jim Victor is another artist who works with chocolate, but
he is just as well-known for his sculptures in butter and cheese. Butter
for sculpting must be firm, so Victor often works inside extremely cold
freezers, spending hours laboring over the pale, yellow mounds. When
he exhibits his butter creations, they are kept in chilled glass enclosures.
the way objects feel
when touched
means of artistic
expression
made with care and
skill
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One type of food often used artistically is chocolate. Artist Prudence
Emma Staite believes that “Art should be interactive and stimulate
all the senses, especially taste!” Her chocolate creations—including
jewelry, paintings, and sculptures—are crafted with incredible detail.
She has even furnished an entire room using chocolate! Staite likes that
her creations aren’t just pleasurable for the eyes; they appeal to all the
senses. Just imagine standing in that chocolate room, taking in the
aroma. Staite doesn’t work solely with chocolate. She once did an art
exhibit in which all of her pieces were made from pizza dough. The
exhibit included detailed sculptures of famous people and places and
used enough dough to make 500 pizzas.
scolded; corrected
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3
Rare is the mother who hasn’t reprimanded her child: “Don’t play
with your food!” Little hands and minds are naturally attracted to the
colors and textures of food, and some adults have this same fascination.
In fact, some artists have become famous in the art world using food—
instead of paint, clay, charcoal, or other common art materials—as
their medium of choice. While there is such a thing as an artful meal
presentation, this kind of art is quite different because it has nothing
to do with eating.
pleasant smell
putting forth great
effort; working hard
Butter sculpture titled “Fuel up to Play 60”; photo courtesy Jim Victor & Marie Pelton
Food Sculpture
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Close Reading, Grade 6
4
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5
Victor’s works have included giant sculptures of farmers shearing
sheep and children playing on monkey bars or making their way
through a cafeteria line. He has sculpted racecars from chocolate and
cattle from cheese. Victor’s wife, Marie Pelton, is also a food artist and
collaborates with him on many of his pieces. The couple has even made
life-sized figures of famous people out of pasta, cheese, and chicken
salad!
At first glance, the creations of artist Carl Warner look like magical
paintings, with realistic scenery that seems to hail from another world.
The trees look like mushrooms. The rocks look like potatoes. The bridges
look like pineapple. This is because Warner’s creations aren’t paintings
at all. The trees and rocks and bridges are food…tiny landscapes he
designs from food and then photographs. Warner calls his works of
art “foodscapes.” He begins each foodscape by drawing a realistic
landscape. Then, he uses his imagination to determine what foods
should be used to most convincingly construct that landscape. Some
of his choices are expected—like broccoli for trees—but others are
wonderfully ingenious: purple cabbage leaves for a moonlit sea, salmon
filets for a lake at sunset, or half of a cherry tomato for a punch bowl.
Each foodscape takes several days to complete. After pinning and
gluing the food into place, Warner takes his photographs, staging his
scenes in layers—from foreground to background. Then he lays it all
together to create his finished masterpiece.
works with others;
cooperates
come from originally
marked by imagination
or cleverness
Butter sculpture titled “Family with Ox”; photo courtesy Jim Victor & Marie Pelton
Food Sculpture
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Close Reading, Grade 6
6
7
Food artists possess a creative talent that allows us to see
beyond the typical purpose of food. From sculptures to mosaics to
photographs, ordinary food becomes art in an instant. With just a
few cuts, a brilliant arrangement, the perfect angle, or some inspired
selections, food can be transformed into something too beautiful
to eat!
Actor Kevin Bacon (mosaic created using
bacon); photo courtesy Jason Mecier
© ECS Learning Systems, Inc.
detailed; complicated
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Balla Tamás is another artist who combines food designs with
photography. Unlike Warner’s creations, which are quite complex,
Tamás’ work often includes just one food. He carves the food to create
faces, expressions, and actions. For example, one of his pieces is
a bread roll carved to show a fierce face holding an actual knife in its
teeth. Another is an orange being lifted by its own peel, which has
been carved to look like a kneeling person. By drawing an eye on
a partially peeled banana and placing the fruit at a diagonal, Tamás
makes the banana look like a dolphin leaping out of the water. From
two other bananas, he creates a hummingbird and a flower. Cauliflower
becomes sheep. A lemon is notched to look like a hand grenade.
Perhaps better than any other food artist, Tamás demonstrates why
children like to play with food.
suitable for eating
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8
Not all food artists are sculptors. Jason Mecier is one artist who
uses food to make mosaics. A mosaic is an image made from many
small items (such as beads, colored glass, or stones). In Mecier’s edible
mosaics, the “small items” are potato chips, beans, candy, pasta noodles,
cookies, vegetables, pretzels, and more. Mecier’s mosaics are mostly
portraits of famous people. For example, he created a portrait of
comedian Jerry Seinfeld using different breakfast cereals. His portrait
of actor Kevin Bacon was created using—you guessed it—strips of raw
bacon!
changed; altered
Comedian Jerry Seinfeld (mosaic created
using breakfast cereals); photo courtesy
Jason Mecier
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Close Reading, Grade 6
Read & Respond (RI.6.1; RI.6.2; RI.6.3; RI.6.5; RI.6.6) L–H
Directions: Think about the following questions as you read the passage. When you reread the
passage with your teacher, you and your classmates will answer these questions. Use evidence from
the passage to support your answers.
1. How does the author begin this passage? Why does the author begin the passage in this way?
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2. How does Prudence Emma Staite feel about her creations? How do you know?
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3. How does Jim Victor keep his butter and cheese sculptures from softening or melting?
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4. What word(s) would you use to describe Jim Victor’s food art?
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5. According to the author, why do Carl Warner’s creations look like “magical paintings”?
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Close Reading, Grade 6
6. In what way are Carl Warner’s “foodscapes” different from the other food art mentioned in the
passage?
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7. How is Balla Tamás’ food art similar to Carl Warner’s? How is it different?
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8. What word(s) would you use to describe Balla Tamás’ food art?
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9. What is an opinion expressed by the author of the passage?
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10. How does the author feel about food art? How can you tell?
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Close Reading, Grade 6
Food Facts (RI.6.1; RI.6.7) L–M
Directions: Complete the diagram below by providing information about each food artist.
Jim Victor
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Prudence
Emma Staite
Carl Warner
Food Artists
Balla Tamás
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Jason Mecier
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Close Reading, Grade 6
Writing Sentences (RI.6.2; RI.6.4) H
Directions: Use each set of words or phrases in a sentence. The sentence should express something
that you learned from reading the passage.
1. artists, presentation
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2. food, creations, unique
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3. edible, mosaics
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4. landscapes, imagination
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5. Balla Tamás, realistic
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6. creativity, transformation
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