This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Chen needs to identify the part of speech for 'contract' in the sentence 'They will contract with a builder,' which requires consulting a dictionary because dictionaries provide part of speech labels (n., v., adj., adv.) for each word entry. Choice C is correct because a dictionary provides part of speech labels such as n. (noun), v. (verb), adj. (adjective), and adv. (adverb) that identify how the word functions grammatically—in this case, 'contract' functions as a verb meaning 'to enter into an agreement.' Choice B is incorrect because a thesaurus lists synonyms and antonyms but doesn't provide part of speech information—students often confuse which reference provides what type of information. To help students use reference materials effectively: (1) Teach how to READ dictionary entries - Entry word (bold headword), Pronunciation in parentheses or slashes with symbols, Part of speech labels (n.=noun, v.=verb, adj.=adjective, adv.=adverb, pron.=pronoun, prep.=preposition), Definitions numbered if multiple meanings. (2) Understanding part of speech labels helps students: identify how word functions in sentence, choose correct form of word, understand grammar patterns. Common student errors: Not knowing what n./v./adj./adv. labels mean, Using wrong reference material for part of speech information.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Keisha needs to find more precise synonyms for 'walked' like 'strolled' or 'trudged,' which requires consulting a thesaurus because thesauruses list synonyms that help writers find more specific or vivid word choices. Choice B is correct because a thesaurus lists synonyms for 'walked' such as strolled (walked leisurely), trudged (walked heavily), marched (walked purposefully), sauntered (walked casually), allowing writers to choose words that convey specific meanings and improve their writing. Choice C is incorrect because while a dictionary provides pronunciation, it doesn't focus on listing multiple synonyms—dictionaries primarily define words rather than providing extensive lists of alternative word choices like a thesaurus does. To help students use reference materials effectively: (1) THESAURUS for: finding more precise words (walked → strolled, marched, trudged, sauntered), each synonym has slightly different meaning or connotation. (2) Teach students to choose synonyms based on context: strolled = relaxed walking, trudged = tired/difficult walking, marched = purposeful/military walking, sauntered = casual/confident walking. (3) Use THESAURUS to make writing more sophisticated and varied—generic words like 'walked' can be replaced with specific synonyms that paint clearer pictures for readers.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Keisha needs to determine which definition of "run" fits the context "She will run for class president." The dictionary entry shows multiple numbered definitions, and she must select the one that matches the context. Choice B is correct because "to compete for an office or position" accurately describes what "run" means in the context of running for class president—seeking election to a student government position. Choice A is incorrect because "to move quickly on foot" doesn't fit this context where "run" means to campaign for office, not physical movement. Students often choose the most common definition without considering context. To help students use reference materials effectively: (1) Select right DEFINITION for context - If word has multiple meanings (numbered 1, 2, 3), read sentence to see which meaning fits: 'She will run for class president' → run definition about competing for office (not definition about moving quickly on foot). (2) Teach students to substitute each definition into the sentence to test which makes sense: "She will [move quickly on foot] for class president" doesn't work, but "She will [compete for an office] for class president" does. Common student errors: Choosing the first or most familiar definition without checking context, not reading all numbered definitions before selecting. Reinforce: DICTIONARY = pronunciation, meanings, part of speech; when multiple definitions exist, context determines which one applies.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Sofia needs to find the meaning of 'photosynthesis' in her science textbook, which requires consulting the textbook's glossary because glossaries provide subject-specific definitions for specialized terms used in that particular book. Choice A is correct because the textbook glossary lists specialized science terms like 'photosynthesis' with definitions specific to how the term is used in that textbook—glossaries are designed for quick reference of subject-specific vocabulary and are typically found at the back of textbooks. Choice B is incorrect because a thesaurus provides synonyms and antonyms, not definitions of scientific terms—students often don't realize that textbook glossaries are the most efficient source for textbook-specific terminology. To help students use reference materials effectively: (1) GLOSSARY for: textbook-specific terms (science: photosynthesis, ecosystem; social studies: democracy, civilization; math: perimeter, variable), specialized vocabulary in that specific book, quick reference (at back of textbook, faster than full dictionary). Example: 'What does photosynthesis mean in my science book?' → check glossary first. (2) Use GLOSSARY efficiently - When reading textbook and encounter unfamiliar term, check glossary FIRST (faster, subject-specific), If not in glossary, then check dictionary. Common student errors: Not checking glossary first for textbook terms, Going straight to dictionary when glossary would be more efficient.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Marcus wants a stronger, more precise word than "walked" to improve his writing. This requires consulting a thesaurus to compare synonym options. Choice A is correct because a thesaurus provides synonyms like strolled, marched, trudged, sauntered, ambled, strode—each conveying different speeds, moods, or purposes of walking, allowing Marcus to select the most precise word for his context. Choice C is incorrect because while a dictionary might show syllables (walked = 1 syllable), it doesn't specialize in providing alternative word choices—its primary purpose is definitions, not synonyms for writing improvement. Students often don't realize thesauruses help with word precision, not just variety. To help students use reference materials effectively: (1) THESAURUS for: finding more precise words (walked → strolled, marched, trudged, sauntered). Example: 'Better word than walked?' → thesaurus lists options with different connotations. (2) Teach students that synonym choice affects meaning: strolled (leisurely), marched (purposeful), trudged (tired/reluctant), sauntered (casual/confident). (3) Use THESAURUS for writing sophistication—generic words like walked, said, big can be replaced with precise alternatives. Common student errors: Using thesaurus to find definitions, not understanding that synonyms have different shades of meaning. Reinforce: DICTIONARY = pronunciation, meanings, part of speech; GLOSSARY = textbook-specific terms; THESAURUS = synonyms and antonyms for word variety.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Emma needs to find an antonym (opposite) for 'generous,' which requires consulting a thesaurus because thesauruses list both synonyms and antonyms. Choice B is correct because a thesaurus provides antonyms (opposite meanings) as well as synonyms—for 'generous,' antonyms would include stingy, selfish, miserly, or greedy, helping writers express contrasting ideas. Choice A is incorrect because a glossary contains textbook-specific terms and definitions, not antonyms and synonyms for general vocabulary—students often don't realize thesauruses provide both synonyms AND antonyms. To help students use reference materials effectively: (1) THESAURUS for: antonyms (opposites) as well as synonyms—many thesauruses list both to help with word variety and expressing contrasts. (2) Examples of antonyms: generous/stingy, happy/sad, large/small, increase/decrease. (3) Use antonyms in writing to: create contrast, show opposing ideas, develop arguments with counterpoints. Common student error: Not knowing thesauruses include antonyms, only thinking of them for synonyms.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Maya needs to find how to pronounce the word 'epitome,' which requires consulting a dictionary because dictionaries provide pronunciation guides showing how to say words. Choice B is correct because a dictionary provides pronunciation guides showing how to say words, typically using phonetic symbols like /əˈpidəmē/ with stress marks and syllable breaks to indicate proper pronunciation. Choice A is incorrect because a thesaurus doesn't provide pronunciations (dictionary does)—thesauruses only list synonyms and antonyms for word variety, not pronunciation guides. To help students use reference materials effectively: (1) Teach WHEN to use EACH reference - DICTIONARY for: pronunciation (has phonetic guide /symbols/), word meanings (numbered definitions), part of speech (n. v. adj. adv. labels), spelling, etymology. Example: 'How do you say epitome?' → dictionary for pronunciation /əˈpidəmē/. (2) Teach how to READ dictionary entries - Entry word (bold headword), Pronunciation in parentheses or slashes with symbols /ˈsɪmbəl/ (stress mark ˈ shows emphasized syllable), Part of speech labels (n.=noun, v.=verb, adj.=adjective, adv.=adverb, pron.=pronoun, prep.=preposition), Definitions numbered if multiple meanings (1., 2., 3.), Example sentences showing usage, Etymology [word origin].

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Carlos needs the precise definition of "charge" which likely has multiple meanings depending on context. This requires consulting a dictionary for numbered definitions. Choice B is correct because a dictionary provides numbered definitions (1. to rush forward, 2. to accuse formally, 3. to demand payment, 4. electrical energy, etc.), allowing Carlos to read each definition and select the one that fits his specific sentence context. Choice A is incorrect because a thesaurus only provides synonyms (similar words), not definitions—it might list words like "accuse, attack, fee" but won't explain what "charge" means in context. Students often think any word book provides definitions. To help students use reference materials effectively: (1) DICTIONARY for: word meanings (numbered definitions), clarify which meaning when word has multiple definitions. Example: 'What does charge mean here?' → dictionary to see numbered definitions and choose one that fits context. (2) Select right DEFINITION for context - Words like "charge" have many meanings: The bull will charge (rush forward), They charge $5 (demand payment), Criminal charges (formal accusation), Battery charge (electrical energy). (3) Teach students to try each numbered definition in their sentence to find the right fit. Common student errors: Using thesaurus to find definitions (it lists synonyms, not definitions), choosing first definition without checking context. Reinforce: DICTIONARY = pronunciation, meanings, part of speech; GLOSSARY = textbook-specific terms; THESAURUS = synonyms and antonyms for word variety.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Emma needs to understand what the pronunciation mark ˈ means in the phonetic spelling /əˈpidəmē/. This mark indicates syllable stress in pronunciation guides. Choice A is correct because the ˈ symbol (stress mark or accent mark) shows which syllable to emphasize when saying the word—in /əˈpidəmē/, it appears before "pid," indicating the second syllable gets the stress: e-PIT-o-me, not EP-i-tome. Choice B is incorrect because pronunciation guides show how to say words, not synonym lists—the ˈ mark specifically indicates stress, not word relationships. Students often see pronunciation symbols without understanding their meaning. To help students use reference materials effectively: (1) Interpret PRONUNCIATION guides - Learn common symbols (ə = schwa sound, ˈ or ' = stress mark on syllable, ē = long e, etc.), Stress mark (ˈ) indicates which syllable to emphasize when saying word. (2) Practice reading pronunciation guides: /əˈpidəmē/ = uh-PIT-uh-mee with stress on second syllable. (3) Teach why stress matters: epitome with wrong stress sounds incorrect and may not be understood. (4) Common pronunciation symbols: ˈ (primary stress), ˌ (secondary stress), ə (schwa/uh sound), ā ē ī ō ū (long vowels), ă ĕ ĭ ŏ ŭ (short vowels). Common student errors: Ignoring stress marks, not knowing pronunciation symbols, thinking all syllables get equal emphasis. Reinforce: DICTIONARY = pronunciation, meanings, part of speech; stress marks show which syllable to emphasize.

This question tests CCSS.L.6.4.c: consulting reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation, determine precise meaning, clarify definitions, or identify part of speech. Students should know when to use each reference material: (1) DICTIONARY (print or digital)—use to find word meanings/definitions, learn pronunciation (pronunciation guide), determine part of speech (n., v., adj., adv.), clarify which meaning when word has multiple definitions, check spelling, see usage examples. (2) GLOSSARY—use to find meanings of specialized or technical terms in the specific textbook you're reading; located at back of textbook or end of chapter; provides subject-specific definitions (science, social studies, math terms). (3) THESAURUS (print or digital)—use to find synonyms (similar meanings) and antonyms (opposite meanings), vary word choice in writing, find more precise or stronger words, avoid repetition. In this scenario, Maya needs to find how to pronounce the word "epitome" so she can say it aloud correctly. This requires consulting a dictionary because dictionaries provide pronunciation guides. Choice C is correct because a dictionary provides pronunciation guides showing how to say words, typically using phonetic symbols like /əˈpidəmē/ with stress marks (ˈ) indicating which syllable to emphasize. Choice B is incorrect because a thesaurus doesn't provide pronunciations—it lists synonyms and antonyms for word variety, not pronunciation guides. Students often confuse which reference provides what information, thinking any word reference book shows pronunciation. To help students use reference materials effectively: (1) Teach WHEN to use EACH reference - DICTIONARY for: pronunciation (has phonetic guide /symbols/), word meanings (numbered definitions), part of speech (n. v. adj. adv. labels), spelling, etymology. Example: 'How do you say epitome?' → dictionary for pronunciation /əˈpidəmē/. GLOSSARY for: textbook-specific terms. THESAURUS for: synonyms to vary word choice. (2) Teach how to READ dictionary entries - Pronunciation in parentheses or slashes with symbols /ˈsɪmbəl/ (stress mark ˈ shows emphasized syllable). Reinforce: DICTIONARY = pronunciation, meanings, part of speech; GLOSSARY = textbook-specific terms; THESAURUS = synonyms and antonyms for word variety.