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1 Vocabulary cascaded documentation dynamic plummeting pulverize scalding shards exerts Write a complete sentence to answer each question below. In your answer, use the vocabulary word shown in bold. 1. What is an example of a scalding liquid? 2. Why should you be careful around shards of glass? 3. If you see an object plummeting from the sky, what is the object doing? 4. What happens to something if you pulverize it? 5. What kind of documentation shows your identity, or who you are? 6. When could you say a person exerts a large amount of energy? 7. What is a natural occurrence that could be described as dynamic? 8. Where in nature can you find water that has cascaded? Practice Grade 6 Unit 1 Week 4 31

2 Comprehension: Main Idea and Key Details Graphic Organizer Read the selection. Complete the main idea and key details graphic organizer. Main Idea Detail Detail Detail 32 Practice Grade 6 Unit 1 Week 4

3 Comprehension and Fluency Read the passage. Use the reread strategy to identify the main idea and key details. Mount St. Helens The Sleeping Giant Mount St. Helens is a volcano. It had been thought of as one of the most beautiful volcanic mountains in Washington State. Like a sleeping giant, Mount St. Helens lay still for more than 100 years. On May 18, 1980, the giant woke up with a boom. A strong earthquake shook beneath it. At 8:32 A. M. that day, volcanologist David Johnston called his colleagues at the U.S. Geological Survey (USGS). The USGS had set up a base in Vancouver, Washington, to watch volcanic activity in the mountain range. Johnston was watching Mount St. Helens from a camp on the mountain. He said, Vancouver, Vancouver, this is it! Mount St. Helens exploded. It caused one of the largest landslides ever recorded. The north face of the mountain fell in the blast. Spirit Lake was buried in hundreds of feet of debris. Trees were blown down like matchsticks. Johnston and fifty-six people died in the blast. When the ash was still and the smoke cleared, more than 240 miles of forest had been destroyed Warning Signs There had been warning signs. In 1978 scientists at the USGS thought that Mount St. Helens might blast again. It had a history of eruptions. On March 20, 1980, an earthquake was recorded beneath Mount St. Helens. Another quake was recorded three days later. After that, the quakes hit like waves. There were about 15 per hour. By March 25, pilots flying over the volcano saw cracks in the glaciers and a number of avalanches. The giant could not sleep with the strong shakes of the earth below. Huge blasts of steam in April and May led to the great blast on May 18. Practice Grade 6 Unit 1 Week 4 33

4 Comprehension and Fluency A Real-life Laboratory Peter Frenzen flew over the blast zone after the eruption. Frenzen was an ecologist. An ecologist is a scientist who studies how plants and animals act with their environment. All he could see below was a scorched landscape and a ghost forest of ash. Still, Frenzen felt excited. He had studied how forests come back from natural disasters on another mountain. Now he had a new site to study forest recovery. Mount St. Helens became a real-life laboratory. Frenzen walked around the blast zone and learned that much wildlife still lived. Small animals that live beneath the ground, such as mice and gophers, came out from the ash. Jerry Franklin was the scientist who led the research team at Mount St. Helens after the eruption. He also studied the survival Mount St. Helens after its eruption in 1980 of species after a natural disturbance. He said that buried roots, bulbs, and seedlings were important in rebuilding forests. Because some plants had also survived on the mountain, they would create new habitats and start the recovery of the forests of Mount St. Helens. Large areas of the forest did come back to life as the summer progressed. In 1982 Congress established a monument of 110,000 acres on Mount St. Helens. The monument protects the mountain from logging and allows the forest to regrow. Since then, trees and plants have spread across the landscape. They grow taller and denser each year. Writer and scientist Tim McNulty has called Mount St. Helens a lesson in hope. As long as nature is allowed to run, he says, it is a clock that keeps ticking. Austin Post/Cascades Volcano Observatory/USGS 34 Practice Grade 6 Unit 1 Week 4

5 Comprehension: Main Idea and Key Details and Fluency A. Reread the passage and answer the questions. 1. What are at least four key details in the third paragraph? 2. How are these details related to one another? 3. What is the main idea in the third paragraph? B. Work with a partner. Read the passage aloud. Pay attention to phrasing and rate. Stop after one minute. Fill out the chart. Words Read Number of Errors First Read = Second Read = = Words Correct Score Practice Grade 6 Unit 1 Week 4 35

Genre/Text Feature Laki Volcano Most people associate a volcanic eruption with scalding steam and hot lava. However, poisonous volcanic gases can cause Earth s temperatures to plunge.

6 Genre/Text Feature Laki Volcano Most people associate a volcanic eruption with scalding steam and hot lava. However, poisonous volcanic gases can cause Earth s temperatures to plunge. In the winter after Iceland s Laki volcano erupted in 1783, severely cold temperatures and volcanic gases spread throughout the northern hemisphere. Farm animals and crops in Iceland died from the poisonous gases and extreme temperatures. As a result, many people in Iceland died of starvation. Volcanic gases from Laki block ed the sun and led to a very cold winter. Robert Krimmel/Cascades Volcano Observatory/USGS Answer the questions about the text. 1. How do you know this is narrative nonfiction? 2. What is the text s main idea? List two details that support the main idea. 3. How would you improve the heading of the text? 4. What other features of narrative nonfiction are included in the passage? 36 Practice Grade 6 Unit 1 Week 4

7 Vocabulary Strategy: Metaphor and Simile Answer the questions about each of the following comparisons. 1. In the simile Like a sleeping giant, Mount St. Helens lay still, how is Mount St. Helens like a giant before the eruption? 2. In the simile Trees were blown down like matchsticks, what force causes the trees to fall, and what does the simile tell you about it? 3. What does the simile After that, the quakes hit like waves say about the earthquakes? 4. What does the metaphor the giant could not sleep with the strong shakes of the earth below say about the volcano? Practice Grade 6 Unit 1 Week 4 37

8 Phonics: r-controlled Vowels A. Read the words below and listen for the r-controlled vowel sound. Put each word under the correct heading and underline the letters that stand for the r-controlled vowel sound. torch parched search sparkle care urge wear mourn /är/ sound, as in march /âr/ sound, as in chair /ûr/ sound, as in shirt /ôr/ sound, as in fort B. Circle the correct word with an r-controlled vowel sound to complete each sentence. Then write the word on the line. 1. Don t spread that! mess problem rumor 2. I tried in to study for the test. quiet earnest class 3. The judge spoke in. court prose private 4. My sister found a great at the sale. deal bargain price 5. A class party was the for perfect attendance. prize event reward 38 Practice Grade 6 Unit 1 Week 4

9 Writing Traits: Voice A. Read the draft model. Use the questions that follow the draft to help you think about ways to give a distinct voice to the text. Draft Model I sometimes walk in the swamp near my home. In my high boots, I see frogs and trees in the fog. I usually walk alone. All I can hear is my steps in the water. 1. How can you change the first sentence to give it a particular voice, or style and tone? 2. What does the narrator see and hear in the swamp? What could the narrator feel, taste, or smell in the swamp? 3. What words would help the reader understand how the narrator feels about being alone in the swamp? What vivid descriptions would show this? B. Now revise the draft by adding words and phrases that help to develop the style and tone of the writing. Practice Grade 6 Unit 1 Week 4 39

10 Write to Sources The student who wrote the paragraphs below used text evidence from two different sources to answer the question: How does Donna O Meara feel about the dangers of her job? One requirement of a volcano researcher s job is to be able to handle dangerous, life-threatening situations. Donna O Meara not only handles this requirement; she loves it. The dangers of being a volcano researcher are outweighed by Donna s love for art and science and adventure. As an artist, she captures rare scenes that few people see. On her first trip to Kilauea volcano in Hawaii, she lowered herself onto a ledge to get a shot of orange lava pouring into the ocean. She knew she d boil in the lava/sea/steam cauldron below if she fell, but she described the light as magical, and she captured the best lava show in town. As a scientist, Donna feels that the information she gathers from her experiences will help develop understanding about volcanoes and save lives. Even after being stranded on a ledge on Mt. Stromboli in freezing temperatures amid flying, hot rocks, she believes she has the best job on earth. Reread the passage. Follow the directions below. 1. Circle the statement that introduces the topic. 2. Underline supporting details that support the topic. 3. Draw a box around the conclusion. 4. Write a complex sentence on the line. 40 Practice Grade 6 Unit 1 Week 4

alter collapse destruction severe substantial unpredictable hazard crisis Finish each sentence using the vocabulary word provided.

Vocabulary alter collapse destruction severe substantial unpredictable hazard crisis Finish each sentence using the vocabulary word provided. 1. (alter) When she saw that it was going to rain, 2. (collapse)