Worksheet

Bread Donations: A Language Check

Practice recognizing departures from standard English and choosing revision strategies through a bakery's bread-donation article and drafts.

Grade 6ELAInteractive · Printable

Aligned toL.6.1.e

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Single worksheet
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1 Common Core standard
Printable answer key
14 questions
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Details

Format: Interactive · Printable
Grade: Grade 6
Subject: ELA
Question types: Fill in the blank, Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

Students recognize departures from standard English in written drafts and spoken announcements.
Students choose revision strategies and repair sentences while preserving their intended meaning.
Students distinguish informal language choices from conventions expected in a public article.

How to use

Read the article, then have students edit the related drafts independently. Discuss how rereading, reference tools, and peer feedback support revision.

Curriculum

Common Core standard covered

L.6.1.e

Notice where their own and others' writing and speaking stray from standard English, and use strategies to fix it.

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Name Date

Bread Donations: A Language Check

Notice language shifts and choose strategies for clear, standard English.

Read and Notice

Read the article. Quoted draft sentences intentionally include language that needs revision.

A Clear Message with Every Loaf

1At the end of each afternoon, the staff at Juniper Crust Bakery count the unsold loaves. Bread set aside for donation goes into clean bags for collection by a neighborhood meal program. Student volunteers help prepare labels and write updates for the program's website. The updates explain what bread is available and when volunteers should arrive.

2During a busy shift, volunteer Dalia recorded a quick voice note: “We was packing the rolls when the driver called.” She understood her own message, but she wanted the public update to follow standard English conventions. Listening to the recording helped her notice the verb. She changed “was” to “were” before adding the sentence to her draft.

3Dalia did not want to lose the friendly sound of the volunteers' messages. A casual expression can suit a conversation even when a public article calls for a more formal choice. She kept warm greetings but replaced wording that might distract readers. Her goal was clear communication, not making every person sound exactly alike.

4The team tried several checks before posting an update. Dalia read the draft aloud to hear awkward wording. Tomas used a grammar handbook to check forms he was unsure about. The website displayed a photograph of the collection bags. A printed schedule hung beside the packing table.

5One draft said, “Yesterday, the driver bring six empty crates.” Another said, “We didn't leave no bags by the door.” The volunteers checked the time clue in the first sentence and the negative words in the second. After revising, they read each sentence again to make sure the facts had stayed the same. Then they checked the collection time and sent the update to the meal program.

Which statement best describes how the volunteers handle uncertainty about standard English?

A. They remove details whenever a sentence sounds unfamiliar.
B. They use reference tools to investigate unfamiliar forms.
C. They leave unfamiliar forms for the driver to correct.
D. They rely on photographs to replace difficult explanations.

Underline the sentence from paragraph 4 that best supports your answer to question 1.

The team tried several checks before posting an update.Dalia read the draft aloud to hear awkward wording.Tomas used a grammar handbook to check forms he was unsure about.The website displayed a photograph of the collection bags.A printed schedule hung beside the packing table.

Which explanation best describes the revision of Dalia's voice note in paragraph 2?

A. “Were” changes the event from the past to the present.
B. “Were” shows that the driver did the packing alone.
C. “Were” agrees with “we” while keeping the event in the past.
D. “Were” changes the statement into a request for help.

A volunteer says, “Every casual expression is a grammar mistake.” Which response best applies paragraph 3?

A. Grammar conventions matter only when readers complain.
B. Public articles should sound exactly like quick conversations.
C. Friendly greetings should be removed from public articles.
D. Language choices should fit the audience and situation.

Revise the Drafts

These sentences come from drafts about the same donation program. Use standard English and preserve each sentence's meaning.

Revise the sentence from paragraph 5. Write the standard past-tense form of bring.

Yesterday, the driver six empty crates.

The writer means that zero bags were left by the door. Which revision uses standard English and keeps that meaning?
Draft: “We didn't leave no bags by the door.”

A. We left a few bags by the door.
B. We didn't leave any bags by the door.
C. We didn't left any bags by the door.
D. We did leave some bags by the door.

A volunteer wrote, “Tomas has drew the pickup map on every label.” Write the form of draw that correctly follows has.

Tomas has the pickup map on every label.

Which revision makes the spoken announcement standard English without changing its message?
Draft: “Please carry them empty crates to the table.”

A. Please carry those empty crates to the table.
B. Please carry themselves empty crates to the table.
C. Please carry they empty crates to the table.
D. Please carry theirs empty crates to the table.

An editor changes “The volunteers stacked the loaves neat” to “The volunteers stacked the loaves neatly.” Why is this revision appropriate?

A. The sentence needs a word showing when the driver arrived.
B. The sentence needs a word naming the kind of bread.
C. The sentence needs a word describing how the volunteers stacked.
D. The sentence needs a word replacing the subject volunteers.

Choose and Apply a Strategy

Decide how to investigate a language problem, check a revision, or improve a draft.

10.

Match each editing problem with the strategy that most directly addresses it.

You are unsure whether “has went” or “has gone” is standard.
You suspect your recorded announcement contains an accidental repeated phrase.
You revised a sentence and need to check that it still gives the original collection time.
You want to know whether “Hey, folks!” suits the meal program's formal notice.

A. Compare the revised sentence with the original information.
B. Consider the audience and the notice's purpose.
C. Consult a reference entry on irregular verb forms.
D. Replay the recording and listen for repetition.

11.

A draft says, “Each of the bags are labeled.” Which editing step best identifies the agreement problem?

A. Replace “bags” with “bag” because all nouns must be singular.
B. Change “labeled” to “labeling” because the work is finished.
C. Match “are” to “bags” because it is the nearest noun.
D. Set aside “of the bags” and check the subject “Each.”

12.

A spelling checker finds no errors in “The driver have arrived.” What should the writer do next?

A. Check agreement and revise the sentence to “The driver has arrived.”
B. Delete “arrived” because the checker missed a spelling error.
C. Change it to “The drivers has arrived” to fix the agreement.
D. Post it because correctly spelled words guarantee correct grammar.

13.

Edit both sentences for standard English: “The boxes was ready at four. Dalia didn't forget nothing.” Keep the meaning that Dalia remembered everything. Then explain one check you used.

14.

While rehearsing a public announcement, you hear yourself say, “The driver seen the new labels.” Write the revised sentence in standard English. Explain a strategy you could use to check the verb form if you were uncertain.