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Bread Dispatch: Check the Meaning
Check guessed word meanings in an article about bread donations using context, substitutions, and student-friendly dictionary entries.
Grade 6ELAInteractive · Printable
Aligned toL.6.4.d
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 13 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 6
- Subject
- ELA
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students verify guessed word meanings by substituting definitions into an article.
- Students use dictionary entries and context to confirm or revise word meanings.
- Students explain why a guessed meaning fits or conflicts with textual evidence.
How to use
Read the article, then have students check each proposed meaning rather than simply guess. Use the supplied dictionary entries for the lookup tasks.
Curriculum
Common Core standard covered
Check a guessed word meaning by testing it in context or looking it up in a dictionary.
Preview
OwlSheets.com
Bread Dispatch: Check the Meaning
Test word meanings against context and dictionary entries.
Test Against Context
A guessed meaning is a starting point. Substitute it into the sentence, then check whether the surrounding details still make sense.
Bread for the Next Morning
1When the bakery closes, its work is not quite finished. Owner Sibel and her assistant, Anton, prepare unsold bread for a neighborhood meal program. Student reporter Jalen visits to learn how the donation travels from the cooling racks to the program’s kitchen. He expects a quick handoff, but the evening routine involves several careful decisions.
2First, Anton checks which loaves are available. Some bread has already been purchased for collection the next morning. Anton reserves those loaves by placing them on a separate shelf marked with customers’ names. Beside the shelf stands a cart with empty trays. The bakery’s order notebook lies open on the counter.
3The remaining bread becomes the evening’s surplus: it was baked for sale but was not needed to fill the day’s orders. Sibel explains that the amount varies. A busy afternoon may leave only a few loaves, while another day may leave several trays. The meal program plans its menu before learning what bread will arrive, so its cooks cannot depend on a fixed quantity.
4Before packing, Anton inspects each loaf and follows the bakery’s food-handling procedures. He puts suitable bread into clean bags and labels each bag with its contents and packing date. The labels help the kitchen staff distinguish plain loaves from bread containing other ingredients. When a label is missing, he holds the bag back until he can identify its contents.
5At collection time, a volunteer records the quantity received on a paper form. Sibel and the volunteer each keep a copy. The record helps both groups track what was actually transferred, rather than what someone expected to collect. Jalen notices that the final step takes only a moment. Still, he adds it to his article: the donation depends on accurate information as well as available bread.
- A. It means that the purchased loaves become donations.
- B. It fits the action of keeping purchased loaves apart.
- C. It conflicts with the plan to collect the purchased loaves.
- D. It suggests that the purchased loaves need to be baked.
First, Anton checks which loaves are available.Some bread has already been purchased for collection the next morning.Anton reserves those loaves by placing them on a separate shelf marked with customers’ names.Beside the shelf stands a cart with empty trays.The bakery’s order notebook lies open on the counter.
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