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Dinosaur Audio Guide: Clear References
Edit a dinosaur museum audio guide by identifying unclear pronoun references and choosing precise revisions.
Grade 6ELAInteractive · Printable
Aligned toL.6.1.d
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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
- Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students recognize pronouns with unclear or ambiguous antecedents.
- Students replace vague pronouns with precise nouns while preserving the intended meaning.
How to use
Read the draft script, then complete the editing tasks. Discuss why some pronouns are clear while others need specific nouns.
Curriculum
Common Core standard covered
Recognize and fix vague pronouns whose antecedents are unclear or ambiguous.
Preview
OwlSheets.com
Dinosaur Audio Guide: Clear References
Recognize and repair vague pronouns in a museum script.
Inspect the Script
This museum audio-guide draft contains intentional pronoun problems. An antecedent is the noun a pronoun refers to. Read the script and answer the questions.
Draft: Footsteps Through Deep Time
1Welcome to the dinosaur gallery. Before recording this guide, our student production team tested each stop with museum visitors. Two student guides, Selin and Marisol, stood beside the entrance model. She recorded the opening description. The recording begins with a reminder: the skeleton ahead is a mounted display, not an animal frozen in its original position.
2At the first stop, look at the long tail. In many dinosaurs, a tail helped balance the body. The model's tail extends behind its hips, giving visitors a way to picture that balance. The display includes a drawing of the animal with muscles and skin. It helps visitors imagine the animal alive.
3Next, follow the floor markers toward the footprint casts. A footprint is a trace fossil: evidence of an animal's activity rather than part of its body. A row of tracks can offer clues about how an animal moved. Our narrator pauses here so listeners can compare the shapes without trying to read and listen at once.
4At the final stop, compare a tooth cast with a leaf-shaped tooth drawing. Different tooth shapes provide clues about different diets. A tooth alone does not reveal every detail of an animal's meals, so scientists also consider other evidence. The recording leaves a short silence while visitors examine the two examples.
5Before leaving, try the guide's review question: which exhibit helped you picture a living animal most clearly? There is no single required choice. The production team wants listeners to connect an object with an explanation, not simply remember a label. During testing, several visitors asked to hear the footprint explanation twice. This convinced the team to add a replay instruction.
- A. “our” in “our student production team”
- B. “She” in “She recorded the opening description.”
- C. “its” in “its original position”
- D. “this” in “this guide”
- A. The production team tested each stop with museum visitors.
- B. The opening reminds listeners that the skeleton is a display.
- C. The mounted skeleton stands ahead of the entrance model.
- D. Both Selin and Marisol are introduced before “She” appears.
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