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Sadlier, Inc.  \n[www.sadlierschool.com](www.sadlierschool.com)  \n[800-221-5175](800-221-5175)  \nKEY ALIGNED CONTENT  \n\n| LANGUAGE STANDARDS |\n| --- |\n| Vocabulary Acquisition and Use\u003Cbr>40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]\u003Cbr>a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. [L.6.4a] |\n\nSADLIER VOCABULARY WORKSHOP ACHIEVE LEVEL A FEATURE & LOCATION  \nVocabulary in Context: Overview, p. 7  \nExample [Level A, p. 7]  \nA contrast clue consists of an antonym for or a phrase that means the opposite of the missing word. For example:  \n“My view of the situation may be far too rosy,” I admitted.“On the other hand, yours may be a bit (optimistic, bleak) .”  \nIn this sentence, rosy is an antonym of the missing word, bleak. This is confirmed by the presence of the phrase on the other hand, which indicates that the answer must be the opposite of rosy.  \nReading Passages: Unit 1 \"City of Gold\" (First-Person Narrative), pp. 12–13; Unit 2 \"West End School Has Comestible Curriculum\" (Interview), pp. 24–25; Unit 3 \"This Day in 1923: The Olympic's the Thing!\" (Archived Newspaper Article), pp. 36–37; Unit 4 \"The Art and Science of Traditional Healing\" (Expository Essay), pp. 56–57; Unit 5 \"Continue Space Exploration, Now!\" (Persuasive Speech), pp. 68–69; Unit 6 \"The Fine Art of War: WWI Propaganda Images\" (Textbook Entry), pp. 80–81; Unit 7 \"Made for the Shade\" (Informational Essay), pp. 100–101; Unit 8 \"From Big Dream to Big Top\" (Interview), pp. 112–113; Unit 9 \"From Fire Arrows to Space Flight: A History of Rockets\"(Informational Essay), pp. 124–125; Unit 10 \"Farewell, Blue Yodeler\" (Obituary), pp. 144–145; Unit 11 \"Here I Am: Galápagos Log\" (Log), pp. 156–157; Unit 12 \"Vampires We Have Known\" (Humorous Essay), pp. 168–169; Unit 13 \"Polar Opposites\" (Compare and Contrast Essay), pp. 188– 189; Unit 14 \"Madam C.J. Walker and Her Wonderful Remedy\" (Biographical Sketch), pp. 200–201; Unit 15 \"Running With the Big Dogs\" (Magazine Article), pp. 212– 213  \nDESCRIPTION  \nIn the Vocabulary in Context overview notes, students review the importance of studying a word’s context to find clues to its meaning. These clues might be in the immediate or adjoining sentence or phrase in which the word appears; in the topic or subject matter of the passage; or in the physical features—such as photographs, illustrations, charts, graphs, captions, and headings—of a page itself.  \nThe Reading Passages as well as the Using Context, Choosing the Right Word, Vocabulary in Context, and Vocabulary for Comprehension exercises that appear in the Units, the Reviews, and the Final Mastery Test provide practice in using context to decode and to determine the meaning of unfamiliar words.  \nThere are three types of context clues emphasized at this level of the program: a restatement clue, a contrast clue, and an inference clue.  \nBeginning with an engaging nonfiction passage to introduce unit words, every unit in the Student Edition provides multiple exposures to new vocabulary. These passages are the starting points for discussions of word meanings and semantic relationships.  \nAt least 15 of the 20 vocabulary words for each Unit are introduced within the context of a two-page, multi-paragraph Reading Passage.  \nAs emphasized throughout the program, st","cbCaijDMbeQJzz4q","https://ap.wps.com/l/cbCaijDMbeQJzz4q","pdf",832223,25,"English","# Language Standards\n## Vocabulary Acquisition and Use\n# Reading Standards for Literature: Craft and Structure\n# Reading Standards for Informational: Craft and Structure\n# Writing Standards: Text Types and Purposes\n# Language Standards: Conventions of Standard English","[{\"question\":\"What context-clue strategies are emphasized in the program at this level?\",\"answer\":\"The program emphasizes three types of context clues: restatement, contrast, and inference.\"},{\"question\":\"How do students determine the meaning of unknown words in Grade 6?\",\"answer\":\"Students use context, such as the overall meaning of a sentence or paragraph and the word’s position or function in a sentence, to clarify meaning.\"},{\"question\":\"How are vocabulary words introduced within each unit?\",\"answer\":\"At least 15 of the 20 vocabulary words for each unit are introduced within the context of a two-page, multi-paragraph reading passage.\"}]","Gr06-LevelA_VWA-AL correlation-1 | PDF",1790595701,63]