Grade: Grade 6 Subject: English Language Arts Unit: Academic Vocabulary Lesson: 6 of 6 SAT: Craft+Structure ACT: Reading

Unit Checkpoint

Unit Review

This checkpoint assesses your mastery of all the academic vocabulary skills covered in this unit. Before beginning, review the key concepts from each lesson:

Lesson 1: Using Context Clues

  • Definition clues: The word is directly defined in the text
  • Example clues: Examples help illustrate the meaning
  • Contrast clues: Opposite ideas reveal the meaning
  • Inference clues: The overall context suggests the meaning

Lesson 2: Greek and Latin Roots

  • Common roots: aud (hear), dict (say), scrib/script (write), port (carry), spec (see)
  • Common prefixes: un-, re-, pre-, dis-, in-/im-
  • Common suffixes: -tion, -able/-ible, -ment, -ness, -ology

Lesson 3: Text Practice

  • Read the full paragraph before focusing on individual words
  • Identify signal words that provide clues
  • Use word parts to break down unfamiliar words
  • Substitute your definition to check understanding

Lesson 4: Writing Application

  • Only use words you understand
  • Match vocabulary to context and audience
  • Learn common collocations
  • Avoid overusing complex vocabulary

Lesson 5: Editing Workshop

  • Identify vague, repeated, informal, or imprecise words
  • Consider 2-3 alternatives for each weak word
  • Verify changes by rereading in context
  • Match word choice to the appropriate tone

Sample Questions

These examples show the types of questions you will encounter in the checkpoint.

Context Clues Example

The ambassador's speech was deliberately ambiguous; rather than taking a clear position, she crafted statements that could be interpreted multiple ways.

Question: Based on the context, "ambiguous" most likely means:

A) Clear and direct

B) Open to multiple interpretations

C) Boring and uninteresting

D) Lengthy and detailed

Answer: B - The phrase "could be interpreted multiple ways" directly explains the meaning.

Word Roots Example

Question: The Latin root "bene" means "good" or "well." Based on this, what does "beneficial" most likely mean?

A) Harmful

B) Temporary

C) Helpful or advantageous

D) Expensive

Answer: C - "Bene" (good) + "-ficial" (making) = something that makes good or is helpful.

Checkpoint Assessment

Complete all questions to assess your understanding of academic vocabulary skills.

Part A: Context Clues (Questions 1-4)

Question 1

The committee decided to defer the decision until next month. They wanted more time to gather information before making a final choice.

Based on the context, "defer" most likely means:

  1. To reject completely
  2. To postpone or delay
  3. To accept immediately
  4. To change dramatically

Question 2

Unlike her reticent brother, who rarely spoke in class, Maria always volunteered answers and participated in discussions.

The word "reticent" most likely means:

  1. Talkative and outgoing
  2. Reserved and quiet
  3. Intelligent and curious
  4. Careless and distracted

Question 3

The scientist's findings were corroborated by independent researchers who conducted their own experiments and reached the same conclusions.

Based on the context, "corroborated" means:

  1. Contradicted or disproved
  2. Ignored or dismissed
  3. Confirmed or supported
  4. Complicated or confused

Question 4

The new evidence was pertinent to the case. Without it, the lawyers would not have been able to prove their client's innocence.

Something "pertinent" is:

  1. Unrelated and irrelevant
  2. Directly relevant and important
  3. Confusing and unclear
  4. Old and outdated

Part B: Word Roots (Questions 5-8)

Question 5

The prefix "mis-" means "wrong" or "badly." What does "misconception" most likely mean?

  1. A correct understanding
  2. A wrong or mistaken belief
  3. A clever idea
  4. A formal agreement

Question 6

The Latin root "cred" means "believe." Which word most likely relates to belief?

  1. Credible (worthy of belief)
  2. Creative (making new things)
  3. Criminal (breaking the law)
  4. Critical (finding faults)

Question 7

The Greek root "graph" means "write" or "draw." Based on this, what does "biography" most likely mean?

  1. A type of science
  2. A written account of someone's life
  3. A mathematical formula
  4. A geographical location

Question 8

The prefix "inter-" means "between" or "among." What does "interdependent" most likely mean?

  1. Completely independent
  2. Depending on each other
  3. Not depending on anything
  4. Depending on technology

Part C: Writing and Editing (Questions 9-12)

Question 9

Which revision best improves this sentence's vocabulary?

Original: "The study looked at how kids use phones."

  1. The study saw how kids use phones.
  2. The study examined adolescent smartphone usage.
  3. The study talked about kids and their phones.
  4. The study was about phones and kids.

Question 10

Choose the word that best completes this sentence:

"The author _______ that technology has more benefits than drawbacks."

  1. says
  2. argues
  3. talks
  4. tells

Question 11

Which sentence uses the most precise academic vocabulary?

  1. The experiment got good results that helped the study.
  2. The experiment yielded significant results that advanced the research.
  3. The experiment had nice outcomes that were helpful.
  4. The experiment did well and the study went better.

Question 12

Identify the vocabulary error in this sentence and select the correct word:

"The principal of supply and demand affects all market economies."

  1. "Principal" should be "principle" (a fundamental rule)
  2. "Supply" should be "supply's"
  3. "Affects" should be "effects"
  4. The sentence is correct as written

Self-Assessment

After completing the checkpoint, use this rubric to evaluate your performance:

Scoring Guide

  • 11-12 correct: Excellent! You have mastered academic vocabulary skills. You are ready to move on.
  • 9-10 correct: Good understanding. Review any areas where you made errors.
  • 7-8 correct: Developing skills. Review lessons 1-2 (context clues and word roots) before moving on.
  • 6 or fewer: More practice needed. Review all lessons in this unit and complete additional practice.

Reflection Questions:

1. Which type of vocabulary question (context clues, word roots, or writing/editing) was most challenging for you?

2. What strategies will you use to continue building your academic vocabulary?

3. How confident do you feel about using academic vocabulary in your own writing?

Next Steps

  • If you scored 9-12: Proceed to the next ELA unit with confidence
  • If you scored below 9: Review specific lessons where you struggled before moving on
  • Continue building vocabulary by reading widely across subjects
  • Keep a vocabulary journal to track new words you encounter
  • Practice using academic vocabulary in all your writing assignments

Congratulations!

You have completed the Academic Vocabulary unit. The skills you developed here will help you succeed on the SAT and ACT, as well as in your academic writing across all subjects.