6th Grade English Language Arts Summer Packet

This packet consists of notes and resources to guide you in completing your
various summer assignments. You must keep these notes and resources as you will
need them in sixth grade as well. Your English Language Arts summer packet will be
collected on the first day of school and will count as a test grade. The packet is to be
completed in blue or black pen. Please write neatly in cursive. Before you begin your
packet you must read the novel, Esperanza Rising. The entire packet is based on the
novel and your understanding of it. You will also receive a test on the novel in
September.

In addition to completing this packet all incoming sixth graders should be reading
at least 30 minutes each night. Reading is an essential skill and needs to be practiced
daily.

Have fun reading and writing!

Ms. Sousa and Ms. Pais
6th grade ELA teachers
 Reading Comprehension Strategies

We believe reading comprehension is an essential skill that impacts school performance across
subject areas and is the root of lifelong empowerment for success as a learner and leader in a
global world. Working together, we aim to help more of our students become capable, confident
readers who use critical thinking skills to make meaning from text. Many students are proficient
decoders, able to read complex words fluently. Although decoding is essential for
comprehension, it is not enough. It is through an active exchange between the reader and the
text that meaning is made.

Imagery: creating mental images to deepen and enhance meaning

As you read, talk about the sensory images and emotions you are experiencing.
Ask your child what they see and feel.
Invite your child to illustrate the story while you read.
Compare details in pictures with those in your minds and then take your images beyond the
picture in the text.
With longer books discuss the movie in your mind—see the events, settings, and characters as
things happen and feel their emotions.
When your sensory images don’t match up, STOP. Go back to where the images went awry and
then reread.

Schema: Making connections between the story and what you already know; using
background knowledge to understand the text
Show your child how you connect new information to your background knowledge and invite
them to do the same.
 "This reminds me of . . . "
 "I remember when I read . . . "
 Share when you learn something new.
 "I think I'll connect this new idea to . . .
Make your thinking visible.
With longer books, keep sticky notes on hand and place them on edges of the pages when the
reader makes a connection.

Asking Questions: Thinking of questions before, during, and after reading to lead you to
a deeper understanding and promote involvement with the story
Begin by demonstrating your own process of questioning by sharing an unfamiliar text and
stopping at regular intervals to “think aloud” about the questions running through your head.
Use post-it notes to write questions upon and stick on pages in the book to use as page holders
for the pages about which you have questions.
Going back to the post-it note questions and seeing if your reading has answered your
questions is quite fun & doing it together produces higher level questions, as your questions are
often richer due to the conversation you are having.

Determining Importance: Deciding what matters most and what is worth remembering
Access Prior Knowledge: "What do you know about ___________?"
Note the text features: titles, bold headings, pictures with captions, quotations, timelines,
graphs and maps give valuable information about what’s important.
Determine what is important.
 What is the reader’s purpose?
 What questions directed the reading initially?
 Is there a need for specific information?
As you read the passage, ask or point out:
 What is most important?
 What is essential to remember?
 Compare a few of those ideas and determine which ideas hold more importance to the
whole piece? And, what was just interesting? How did you decide?
Inferring: Using what you already know with information from the text to predict,
conclude, make judgments, and interpret
"Figure out explanations for these events."
"Think about the setting and see what details you can add."
"Think about something that you know about this (insert topic) and see how that fits with what’s
in the text."
"After you read this section, see if you can explain why the character acted this way".
"Look at how the character said (insert a specific quote). How would you have interpreted what
that character said if he had said (change how it was said or stress different words)?"
"Look for words that you don’t know and see if any of the other words in the sentence or
surrounding sentences can give you an idea for what those unknown words mean."
"As you read this section, look for clues that would tell you how the author might feel about
(insert a topic or character’s name)."

Synthesizing: Using ALL comprehension strategies to deepen your understanding of the

text
"During and/or after reading this passage how has your thinking changed about plot, character,
theme?"
What do you think the author’s message is and why?"
"As you read through this passage, show me where you noticed your ideas changing."
"What do you want to take away with you after reading this book and why?

Writing a Summary
A summary is a short description of the most important events of the story. It tells what happens
in your own words. To summarize a fiction story reader’s need to think about the important
story elements; such as characters, plot, conflict and setting. Story elements help answer the
questions who, what when , where and why. You never include you own opinion in a summary.
When summarizing students can use the Somebody Wanted But So Then strategy. To help
organize their summaries students should answer the following questions when creating their
summaries.
Somebody- Who is the main character?
Wanted- What did the character want or hope to achieve?
But- What was the problem or conflict?
So- How did the character try to resolve this problem?
Then- What was the resolution to the problem?

Theme
Theme is the underlying message of a story or poem. Theme is a big idea, something that you
can learn about life in general. Sometimes an author will come right out and state the theme of a
story, usually somewhere near the end. Sometimes, though, the theme is not stated. Then, you
need to make an inference. Some common themes found in middle school literature are:
Friendship Courage Hope Trust Justice
Violence Race-relations Love Freedom Childhood
Survival Growing up Family Change Independence
 R.A.C.E your way to success
When answering Reading open ended questions: remember R.A.C.E
and you will reach the finish line!

R estate the question(s).

Ex: What is the main idea of the story?
The main idea of the story is…

A nswer the question(s).

Make sure to answer ALL the questions/bulletins in a paragraph form.

C ite evidence from the text.

Use examples and evidence from the text to support your answer.
Ex: -According to the text…
-The author states/says/writes…
-In the story…
-When the main character does...

E xtend your answer.

Explain your answer using your own prior knowledge and examples
from your personal experience.
Ex:-This reminds me of a time…
-I remember when…
-I can recall a time when…
 Open-Ended Scoring Rubric
Points Criteria

4 A 4-point response clearly demonstrates understanding of the task, completes all

requirements, and provides an insightful explanation/opinion that links to or extends
aspects of the text.

3 A 3-point response demonstrates an understanding of the task, completes all

requirements, and provides some explanation/opinion using situations or ideas from
the text as support.

2 A 2-point response may address all of the requirements, but demonstrates a partial
understanding of the task, and uses text incorrectly or with limited success resulting in
an inconsistent or flawed explanation.

1 A 1-point response demonstrates minimal understanding of the task, does not

complete the requirements, and provides only a vague reference to or no use of the
text.

0 A 0-point response is irrelevant or off-topic.

Assignment 1:
Create a summary for each section of the novel. In your own words you should
retell the main idea of each section. Be sure to include the characters, setting,
problem and resolution.

Las Uvas (Grapes)

___________________________________________________________________
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Las Papayas (Papayas)

___________________________________________________________________
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Los Higos (Figs)

___________________________________________________________________
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Las Guayabas ( Guavas)

___________________________________________________________________
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___________________________________________________________________
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Los Melones (Cantaloupes)

___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Las Cebollas (Onions), Las Almendras (Almonds), Las Ciruelas (Plums), Las Papas
(Potatoes)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Los Aguacates (Avocados), Los Esparragos (Asparagus)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Los Duraznos (Peaches), Las Uvas (Grapes)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Assignment 2:
Use context clues to determine the meaning of each unknown word. Circle the
word you feel best completes the sentence.

Las Uvas (Grapes)

A feeling of nervousness about a future event is ______ (propriety, a beacon, a premonition).

If you are unpredictable and impulsive, you might be called ______(capricious, tormented,
premonition).

A lighthouse serves as a guiding or warning signal, otherwise known as ______ (a premonition,

a beacon, resentment).

Socially correct or appropriate behavior is called ______ (resentment, torment, propriety).

To feel dislike because of an act, remark, or person that caused insult or injury is to feel ______
(tormented, resentment, capricious).

If you suffer mental or bodily misery or agony, you are ______ (tormented, a beacon,
capricious).

 Las Papayas (Papayas)

It is said Papa was ______ (encroached, wrenched, ambushed) or attacked by surprise by

bandits.

Mama is always friendly, sincere, and ______ (pungent, cordial, anguished) with strangers.

The smell of smoke ______(wrenched, ambushed, pervaded) every room in the house.

It’s not polite to intrude, trespass or ______ (encroach, ambush, wrench) on another person’s
suffering.

Esperanza ______ (pervaded, wrenched, ambushed) her doll from her bed and ran out of the
house.
The papayas smelled ______(pungent, cordial, anguished) after sitting on the porch all night.

Mama frowned and turned away insulted, ______ (encroached, indignant, anguished) about Tio
Luís’ request.

Hortensia did not suffer worry or ______ (anguish, indignation, pungent) when Alfonso and
Miguel did not return right away.

 Los Higos (Figs)

To do something intentionally or to carefully think it through is to ______ (salvage, deliberate,

silhouette).

If you rescue something from a bad situation or save something for further use, you ______
(silhouette, deliberate, salvage) the item.

A dark image outlined against a lighter background is known as a ______ (salvage, silhouette,
deliberate).

 Las Guayabas (Guavas)

Esperanza was completely absorbed and ______ (persistent, mesmerized, monotonous) by the
sights upon arriving in California.

The truck muffler poured out or ______ (spewed, mesmerized, reeked) great clouds of rolling
smoke as it chugged up the mountain.

Marta, always a rebel or ______, (reeked, undulate, renegade) did not accept the way migrant
workers were treated in the camps.

The strong and unpleasant smell from the fruit ______(reeked, mesmerized, undulated), so it
was probably rotten.

______ (monotonous, persistent, renegade ), repetitive work can become depressing if you
don’t have something to occupy your mind.

Like Esperanza, if you never give up despite problems, you are ______ (persistent,
mesmerized, undulating), and you can learn anything.

The blanket ______ (reeked, undulated, mesmerized) and flapped up and down in the gentle
breeze as it hung on the clothes line.

 Los Melones (Cantaloupes)

A battered old car is known as a ______ (cherub, panorama, jalopy).

A ______ (panorama, cherub, stagnant) is a wide view, especially of a landscape.

If you wait nearby, you are said to be ______ (stagnant, hovering, demeanor).

Ponds that do not flow or have running water can smell foul or stale and the water is said to be
______ (demeanor, panorama, stagnant).
A child with a chubby, innocent face is sometimes called a ______ (jalopy, cherub, panorama).

You can always decide on a person’s outward behavior or manner, known as their ______
(demeanor, hovered, jalopy) by the way they treat other people.

 Las Cebollas (Onions), Las Almendras (Almonds), Las Ciruelas (Plums), Las Papas
(Potatoes)

If you use beyond what is reasonable, you are ______ (scorched, extravagant, atrocious).

Esperanza knew the beans were ______ (scorched, extravagant, preoccupied) because they
smelled like they were burning.

The living conditions at Marta’s camp were extremely shocking, or ______ (preoccupied,
scorched, atrocious).

Because her mother sick, Esperanza was distracted or absorbed in thought, or ______
(preoccupied, atrocious, scorched).

 Los Aguacates (Avocados), Los Espárragos (Asparagus)

If a rope is stretched tightly, it is said to be ______ (suppleness, squalor, taut).

The opposite of tightly stretched is ______ (taut, suppleness, squalor) because it means to be
flexible or to bend without breaking.

Many people during the Great Depression lived in filthy and miserable conditions or ______
(taut, squalor, suppleness) because they had lost their homes and had no place to live.

 Los Duraznos (Peaches), Las Uvas (Grapes)

Esperanza made sure her home was free of germs or pollutants, or ______ (antiseptic,
optimism, cacophony).

A harsh, irritating mixture of sounds, like the noise at a shopping center, is said to be a
_______(antiseptic, optimism, cacophony).

Miguel’s ______ (antiseptic, optimism, cacophony), or tendency to view the world in a positive
manner with good outcomes, gave Esperanza a sense of hope for the future.

Assignment 3:
Which quotes from the novel could be used as evidence for the following
themes? Write the quote on the lines that follow.

 Change -
_____________________________________________________________
 _____________________________________________________________
_____________________________________________________________

 Appreciation –
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

 Stereotypes-
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

 Strength in unity-
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Assignment 4:
Write a response to the following open ended question on a separate sheet of
paper. Be sure to follow the RACE method when creating your response.

Esperanza changes and grows throughout the course of the novel.

 What was Esperanza like in the beginning of the novel? How did she change
throughout the novel?
 How does Miguel show that he cares for Esperanza?
 What does living with Hortensia and her extended family teach Esperanza?
Use specific details and evidence from the novel to support your response.

Q.U.I.E.T Outline for Interpreting Quotes

1st Paragraph:  Interpret the quote in your own words.

 What does it mean to you?
QU= QUOTE  State your point of view.
 2nd Paragraph:  Connect this quote to yourself and your life.
(Text to self)
I= INDIVIDUAL  How does this quote relate to you?
 Refer to the lesson of the quote in your connection to self.

3rd Paragraph:  Connect this quote to the world.

(Text to world)
E= Everyone
 How does this quote relate to the world around you?
 This reminds me of a
o movie
o book
o friend
o family member
article
o television show
o event I witnessed once
o video I’ve seen on the internet

4th Paragraph:  What can you take away from this quote?

T= Take Away  What is the lesson you learned? (This is your conclusion.)
 Looking back…
 This has taught me…
 I have learned…
 In the future I plan to…
 As a result…
 In reflection…
 Now that I am wiser…
 Experience has taught me…

Assignment 5:
Complete the organizer on the next page to gather all your thoughts. Then, use
the QUIET outline to write an explanatory essay (on a separate sheet of paper)
based on the following quote:

“Challenges are what make life interesting; overcoming them is what

 makes life meaningful.”

― Joshua Marine

Explain what this quote means in your own words, and be sure to relate this
quote to your own life and to the world around you. Lastly, make sure you explain
what life lesson this quote teaches you.

Tips:
 Don’t forget to give a hook to capture the reader’s attention and a memorable closing.
 Your “E” connection may be to the book, Esperanza Rising. Think about how this quote relates to
Esperanza’s experiences throughout the book.

_________________________________________________________________
(Title of your Explanatory Essay)

(State the quote inside the quotation marks.)

“________________________________________________________________________________________
_________________________________________________________________________________________
_______________________________________.”
________________________________________________
(State who said the quote.)