6th Grade Unit 3 Test Reflections

A. At the seminary, students learned science, math, and social studies—subjects not typically taught to girls.

B. In 1831, the New-England Institution for Education of the Blind made Samuel Gridley Howe its new director.

C. By the end of his nearly decade-long tenure as secretary, the amount of money devoted to schools had nearly doubled.

D. As a direct result of Mann’s influence, Massachusetts also became the first state to offer schools specifically designed for training teachers.

F. By contrasting the contributions of different education reformers and then providing evidence that one contribution was better than the others

G. By providing examples of people who made significant improvements to the school system

H. By describing the weaknesses of past school systems

J. By evaluating the viewpoints about education of different educators

A. help readers determine the main focus of each section

B. list information according to the order of importance

C. provide a preview of what the whole passage is about

D. allow readers to connect to ideas that are already familiar to them

F. considers nineteenth-century schools inferior to present-day schools

G. believes that nineteenth-century boys and girls should have received different kinds of education

H. supports the idea that nineteenth-century education reformers were superior to other teachers

J. admires the accomplishments of nineteenth-century education reformers

A. Education reformers believed that boys and girls should receive an equal education.

B. Education reformers thought every child should receive an education through the use of taxes.

C. Education reformers were instrumental in developing better students as well as better teachers.

D. Education reformers made it possible for more diverse groups of people to receive an education.

F. plead in favor of

G. establish

H. develop a plan for

J. reform

A. He lacks self-confidence.

B. He doesn’t like to work hard.

C. He resents that he was chosen.

D. He doesn’t want to see the king.

F. Necessary

G. Corrected

H. Optional

J. Unjust

A. embarks on his journey to Giza

B. he hears his wife’s reassurances

C. observes the men working in the rock quarry

D. becomes adept at pulling the sledges

F. Rulers should not force people to work for them.

G. One should take pride in one’s work, no matter how menial it may seem.

H. Some people have more sacrifices and challenges in life than others.

J. One should enjoy life now because things can change in an instant.

A. He gets a job working on the pyramid.

B. He learns how to pull a sledge.

C. He realizes that he can do anything if he tries.

D. He is allowed to return home after three months.

F. So, Fido attended school with some other pooches at our local pet store, where he learned some basic commands such as “sit,” “come,” “down,” “stay,” and “leave it.”

G. The trainer recommended that we teach our dogs the command “sit” first because it’s one of the easiest dog obedience commands to learn.

H. Once he was in a sitting position, I said, “Sit,” gave him the treat, and showered him with my affection.

J. I repeated this sequence a few times every day until Fido mastered it.

A. Direct

B. Exaggerated

C. Childish

D. Argumentative

F. Sometimes a problem can turn into an opportunity.

G. Fear of failure can often keep one from succeeding.

H. Overcoming a learning disability is usually quite simple.

J. Always try to be yourself instead of what others want you to be.

A. She believes Fido is the smartest dog in the world.

B. She is willing to work hard for something she believes in.

C. She feels the librarian is making too many requests of her and Fido.

D. She thinks obedience training is too much hard work.

F. The actions of the narrator and her parents

G. The process involved with training Fido

H. The obedience trainer’s opinion of Fido

J. The obedience trainer’s opinion of Fido