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Canyon Travel Blog: Words That Shape the View worksheet preview

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Canyon Travel Blog: Words That Shape the View

Build academic and geography vocabulary through a canyon travel blog, reference notes, and precise word-use tasks.

Grade 6ELAInteractive · Printable

Aligned toL.6.6

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 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 explain academic and geography vocabulary using context and reference notes.
  • Students use precise vocabulary to describe landforms and distinguish related processes.
  • Students identify and clarify words that are essential to understanding a text.

How to use

Read the travel blog and complete the context tasks before reviewing the reference notes. Use the final response to discuss how a key word can change a reader's understanding.

Curriculum

Common Core standard covered

L.6.6

Learn and use grade-level academic and subject-specific words and phrases, and build vocabulary when a word is key to understanding.

Preview

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Name Date

Canyon Travel Blog: Words That Shape the View

Use precise vocabulary to understand and describe a changing landscape.

Read the Landscape

Read the family travel blog. Use the surrounding sentences to work out unfamiliar words.

More Than a View from the Rim

1Before our family visited the canyon, I expected to fill this blog with photographs. Dad packed a notebook instead, and my sister Zadie teased him about giving himself homework. At the first overlook, however, I wished I had brought one too. The canyon walls held bands of different colors, and a narrow stream curved far below us.

2A display explained that weathering breaks rock into smaller pieces where the rock lies. Erosion, by contrast, carries loosened material away through moving water, wind, or ice. I had been using those words as if they named the same process. Dad suggested imagining a cracked piece of rock first, then picturing its fragments traveling downstream.

3Our trail map used gradient to describe the path rather than its length. One section dropped sharply over a short distance, which the map identified as a steep gradient. We stopped beside a trail sign to tighten our shoelaces. Zadie took a photograph of our dusty shoes before we continued toward the lower overlook.

4There, a thin tributary joined the main stream. The smaller channel looked almost unimportant until we traced its route across the map. Beside the water sat a patch of sediment: sand, silt, and other loose material. A nearby panel explained that deposition occurs when transported material settles, often where moving water slows enough to leave it behind.

5That evening, I tried to synthesize our photographs, map notes, and the display's explanation into one account of the visit. My first caption said, “The water destroyed everything,” but that ignored the sediment we had seen collecting beside the stream. I replaced it with a description of material being carried from one place and left in another. The revised caption was less dramatic, but it gave readers a clearer picture of what we had actually learned.

1.
In paragraph 3, what does gradient describe?
  • A. The steepness of a trail's rise or fall
  • B. The width of a trail between its edges
  • C. The total distance along a winding trail
  • D. The direction a trail faces at an overlook
2.
Underline the sentence from paragraph 3 that best supports the meaning of gradient you chose in question 1.

Our trail map used gradient to describe the path rather than its length.One section dropped sharply over a short distance, which the map identified as a steep gradient.We stopped beside a trail sign to tighten our shoelaces.Zadie took a photograph of our dusty shoes before we continued toward the lower overlook.

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