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Reading Between the Plays worksheet preview

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Reading Between the Plays

Interpret vocabulary in a girls' soccer final report using sentence meaning, contrasts, and each word's position or function.

Grade 6ELAInteractive · Printable

Aligned toL.6.4.a

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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 infer word meanings from explanations, contrasts, and actions in context.
  • Students use a word's position and function in a sentence to determine its meaning.
  • Students support an inferred meaning with specific sentence clues.

How to use

Read the report before answering the vocabulary questions. Then use the additional reporting notes to practice checking meanings against whole sentences.

Curriculum

Common Core standard covered

L.6.4.a

Use context, such as the meaning of the whole sentence or a word's position or function, as a clue to what a word means.

Preview

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Name Date

Reading Between the Plays

Use sentence clues to interpret words in a sports report.

Read the Report

Read the report. For each unfamiliar word, consider the surrounding actions and how the word functions in its sentence.

A Final Decided by Space

1At halftime of the girls' district soccer final, Cedar School trailed Ridge School by one goal. Student reporter Zarela had filled a page with shots and saves, but Cedar captain Imani Vale pointed to something missing from the numbers: space. Ridge kept finding gaps between Cedar's players, while Cedar's forwards waited far from their teammates.

2After halftime, Cedar adopted a compact formation. Its defenders and midfielders stayed close together, leaving little room for Ridge to pass between them. Coach Bell stood beside the halfway line. Several substitutes watched from the bench.

3The change gave defender Suyin an outlet when two opponents approached: she could pass to Imani nearby instead of kicking the ball away. Imani's next move was deliberate, not hurried. She looked toward both sidelines, waited for a teammate to move, and then sent the ball into the open space.

4Cedar tied the score, but Ridge answered with another attack. Suyin stepped forward to stem the rush, slowing the advancing players until her teammates returned. Ridge's goalkeeper later tried to cushion a hard shot with her hands, reducing its speed before gathering it against her chest. Both teams were adjusting rather than simply running faster.

5With only minutes remaining, Cedar's reserve forward, Brisa, entered from the bench. She had watched most of the match without playing. Now she slipped behind a defender and scored. Cedar protected its narrow lead until the whistle, winning by a single goal. Across the field, Ridge's supporters were subdued; the earlier chants faded into quiet conversation.

6During the interview, Imani gave a measured response. Instead of making a sweeping claim about Cedar's greatness, she paused and explained the specific change that had helped. Zarela crossed out her first headline about one player's winning goal. Her revised report described how shorter passes and better spacing had made that goal possible.

1.
In paragraph 2, what does “compact” mean?
  • A. Arranged far apart across the field
  • B. Organized according to player height
  • C. Grouped closely in a small area
  • D. Moving quickly toward the other goal
2.
Underline the sentence from paragraph 2 that best explains the meaning of “compact.”

After halftime, Cedar adopted a compact formation.Its defenders and midfielders stayed close together, leaving little room for Ridge to pass between them.Coach Bell stood beside the halfway line.Several substitutes watched from the bench.

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