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LANGUAGE
ARTS
TEACHER’S GUIDE
6th Grade
LANGUAGE ARTS 600
Teacher's Guide
LIFEPAC® Overview
5
LANGUAGE ARTS: SCOPE AND SEQUENCE |7
STRUCTURE OF THE LIFEPAC CURRICULUM |12
TEACHING SUPPLEMENTS |18
Unit 1: Reading For A Purpose
27
ANSWER KEYS |31
SPELLING TEST |39
ALTERNATE LIFEPAC TEST |41
Unit 2: Forming New Words
45
ANSWER KEYS |49
SPELLING TEST |57
ALTERNATE LIFEPAC TEST |59
Unit 3: Better Reading
65
ANSWER KEYS |68
SPELLING TEST |75
ALTERNATE LIFEPAC TEST |77
Unit 4: Sentences
81
ANSWER KEYS |85
SPELLING TEST |92
ALTERNATE LIFEPAC TEST |95
1
Author:
Alpha Omega Staff
Editor:
Alan Christopherson, M.S.
804 N. 2nd Ave. E.
Rock Rapids, IA 51246-1759
© MCMXCVI by Alpha Omega Publications, Inc. All
rights reserved. LIFEPAC is a registered trademark of
Alpha Omega Publications, Inc.
All trademarks and/or service marks referenced in this material are the property of their respective
owners. Alpha Omega Publications, Inc. makes no claim of ownership to any trademarks and/
or service marks other than their own and their affiliates’, and makes no claim of affiliation to any
companies whose trademarks may be listed in this material, other than their own.
2
Unit 5: Reading Skills
101
ANSWER KEYS |104
SPELLING TEST |113
ALTERNATE LIFEPAC TEST |115
Unit 6: Poetry
123
ANSWER KEYS |127
SPELLING TEST |137
ALTERNATE LIFEPAC TEST |139
Unit 7: Stories
143
ANSWER KEYS |146
SPELLING TEST |155
ALTERNATE LIFEPAC TEST |157
Unit 8: Analyzing The News
163
ANSWER KEYS |166
SPELLING TEST |174
ALTERNATE LIFEPAC TEST |177
Unit 9: Reading The Bible
183
ANSWER KEYS |186
SPELLING TEST |196
ALTERNATE LIFEPAC TEST |199
Unit 10: Looking Back
205
ANSWER KEYS |208
SPELLING TEST |220
ALTERNATE LIFEPAC TEST |223
3
4
Teacher's Guide | LIFEPAC Overview
STRUCTURE OF THE LIFEPAC CURRICULUM
The LIFEPAC curriculum is conveniently structured to provide one teacher handbook containing teacher support material with answer
keys and ten student worktexts for each subject
at grade levels two through twelve. The worktext format of the LIFEPACs allows the student
to read the textual information and complete
workbook activities all in the same booklet.
The easy to follow LIFEPAC numbering system
lists the grade as the first number(s) and the
last two digits as the number of the series. For
example, the Language Arts LIFEPAC at the 6th
grade level, 5th book in the series would be
LAN0605.
Each LIFEPAC is divided into 3 to 5 sections and
begins with an introduction or overview of the
booklet as well as a series of specific learning
objectives to give a purpose to the study of the
LIFEPAC. The introduction and objectives are
followed by a vocabulary section which may be
found at the beginning of each section at the
lower levels, at the beginning of the LIFEPAC
in the middle grades, or in the glossary at the
high school level. Vocabulary words are used
to develop word recognition and should not be
confused with the spelling words introduced
later in the LIFEPAC. The student should learn
all vocabulary words before working the LIFEPAC sections to improve comprehension, retention, and reading skills.
Each activity or written assignment has a number for easy identification, such as 1.1. The first
number corresponds to the LIFEPAC section
and the number to the right of the decimal is
the number of the activity.
Teacher checkpoints, which are essential to
maintain quality learning, are found at various
12
locations throughout the LIFEPAC. The teacher
should check 1) neatness of work and penmanship, 2) quality of understanding (tested with
a short oral quiz), 3) thoroughness of answers
(complete sentences and paragraphs, correct
spelling, etc.), 4) completion of activities (no
blank spaces), and 5) accuracy of answers
as compared to the answer key (all answers
correct).
The self test questions are also number coded
for easy reference. For example, 2.015 means
that this is the 15th question in the self test of
Section 2: . The first number corresponds to the
LIFEPAC section, the zero indicates that it is a
self test question, and the number to the right
of the zero the question number.
The LIFEPAC test is packaged at the centerfold
of each LIFEPAC. It should be removed and put
aside before giving the booklet to the student
for study.
Answer and test keys have the same numbering system as the LIFEPACs and appear
throughout this handbook. The student may be
given access to the answer keys (not the test
keys) under teacher supervision so that he can
score his own work.
A thorough study of the Curriculum Overview
by the teacher before instruction begins is
essential to the success of the student. The
teacher should become familiar with expected
skill mastery and understand how these grade
level skills fit into the overall skill development
of the curriculum. The teacher should also preview the objectives that appear at the beginning of each LIFEPAC for additional preparation
and planning.
LIFEPAC Overview | Teacher's Guide
TEST SCORING AND GRADING
Answer keys and test keys give examples of correct answers. They convey the idea, but the student may use many ways to express a correct answer. The teacher should check for the essence
of the answer, not for the exact wording. Many questions are high level and require thinking and
creativity on the part of the student. Each answer should be scored based on whether or not the
main idea written by the student matches the model example. “Any Order” or “Either Order” in a
key indicates that no particular order is necessary to be correct.
Most self tests and LIFEPAC tests at the lower elementary levels are scored at 1 point per answer;
however, the upper levels may have a point system awarding 2 to 5 points for various answers or
questions. Further, the total test points will vary; they may not always equal 100 points. They may
be 78, 85, 100, 105, etc.
Example 1
58
72
SCORE
TEACHER
SCORE
TEACHER
initials
date
initials
date
Example 2
84
105
A score box similar to ex. 1 above is located at the end of each self test and on the front of the
LIFEPAC test. The bottom score, 72, represents the total number of points possible on the test.
The upper score, 58, represents the number of points your student will need to receive an 80% or
passing grade. If you wish to establish the exact percentage that your student has achieved, find
the total points of his correct answers and divide it by the bottom number (in this case 72.) For
example, if your student has a point total of 65, divide 65 by 72 for a grade of 90%. Referring to ex.
2, on a test with a total of 105 possible points, the student would have to receive a minimum of 84
correct points for an 80% or passing grade. If your student has received 93 points, simply divide
the 93 by 105 for a percentage grade of 89%. Students who receive a score below 80% should
review the LIFEPAC and retest using the appropriate Alternate Test found in the Teacher’s Guide.
13
Teacher's Guide | LIFEPAC Overview
The following is a guideline to assign letter grades for completed LIFEPACs based on a maximum
total score of 100 points.
Example:
LIFEPAC Test =
60% of the Total Score (or percent grade)
Self Test
=
25% of the Total Score (average percent of self tests)
Reports =
10% or 10* points per LIFEPAC
Oral Work =
5% or 5* points per LIFEPAC
*Determined by the teacher’s subjective evaluation of the student’s daily work.
Example:
LIFEPAC Test Score
=
92% 92 x .60 = 55 points
Self Test Average
=
90% 90 x .25 = 23 points
Reports
= 8 points
Oral Work
= 4 points
___________________________________________________________________________
TOTAL POINTS Grade Scale based on point system:
14
100 – 94
=
A
93 – 86 =
B
85 – 77
=
C
76 – 70 =
D
Below 70 =
F
= 90 points
LIFEPAC Overview | Teacher's Guide
TEACHER HINTS AND STUDYING TECHNIQUES
LIFEPAC Activities are written to check the level of understanding of the preceding text. The
student may look back to the text as necessary to complete these activities; however, a student
should never attempt to do the activities without reading (studying) the text first. Self tests and
LIFEPAC tests are never open book tests.
Language arts activities (skill integration) often appear within other subject curriculum. The purpose is to give the student an opportunity to test his skill mastery outside of the context in which
it was presented. Writing complete answers (paragraphs) to some questions is an integral part
of the LIFEPAC Curriculum in all subjects. This builds communication and organization skills,
increases understanding and retention of ideas, and helps enforce good penmanship. Complete
sentences should be encouraged for this type of activity. Obviously, single words or phrases do
not meet the intent of the activity, since multiple lines are given for the response.
Review is essential to student success. Time invested in review where review is suggested will be
time saved in correcting errors later. Self tests, unlike the section activities, are closed book. This
procedure helps to identify weaknesses before they become too great to overcome. Certain objectives from self tests are cumulative and test previous sections; therefore, good preparation for a
self test must include all material studied up to that testing point.
The following procedure checklist has been found to be successful in developing good study habits in the LIFEPAC curriculum.
1. Read the introduction and Table of
Contents.
2. Read the objectives.
3. Recite and study the entire vocabulary
(glossary) list.
4. Study each section as follows:
a. Read the introduction and study the
section objectives.
b. Read all the text for the entire
section, but answer none of the
activities.
c. Return to the beginning of the section and memorize each vocabulary
word and definition.
d. Reread the section, complete the
activities, check the answers with
the answer key, correct all errors,
and have the teacher check.
e. Read the self test but do not answer
the questions.
f. Go to the beginning of the first
section and reread the text and
answers to the activities up to the
self test you have not yet done.
g. Answer the questions to the self
test without looking back.
h. Have the self test checked by the
teacher.
i. Correct the self test and have the
teacher check the corrections.
j. Repeat steps a–i for each section.
5. Use the SQ3R method to prepare for the
LIFEPAC test.
Scan the whole LIFEPAC.
Question yourself on the objectives.
Read the whole LIFEPAC again.
Recite through an oral examination.
Review weak areas
6. Take the LIFEPAC test as a closed book
test.
7. LIFEPAC tests are administered and
scored under direct teacher supervision. Students who receive scores below
80% should review the LIFEPAC using
the SQ3R study method and take the
Alternate Test located in the Teacher
Handbook. The final test grade may be
the grade on the Alternate Test or an
average of the grades from the original
LIFEPAC test and the Alternate Test.
15
Teacher's Guide | LIFEPAC Overview
GOAL SETTING AND SCHEDULES
Each school must develop its own schedule,
because no single set of procedures will fit
every situation. The following is an example
of a daily schedule that includes the five LIFEPAC subjects as well as time slotted for special
activities.
Possible Daily Schedule
8:15 – 8:25 Pledges, prayer, songs,
devotions, etc.
8:25 – 9:10 Bible
9:10 – 9:55 Language Arts
9:55 – 10:15 Recess (juice break)
10:15 – 11:00 Math
11:00 – 11:45 History & Geography
11:45 – 12:30 Lunch, recess, quiet time
12:30 – 1:15 1:15 – Science
Drill, remedial work, enrichment*
*Enrichment: Computer time, physical education, field trips,
fun reading, games and puzzles, family business, hobbies,
resource persons, guests, crafts, creative work, electives,
music appreciation, projects.
Basically, two factors need to be considered
when assigning work to a student in the LIFEPAC curriculum.
The first is time. An average of 45 minutes
should be devoted to each subject, each day.
Remember, this is only an average. Because
of extenuating circumstances a student may
spend only 15 minutes on a subject one day
and the next day spend 90 minutes on the
same subject.
16
The second factor is the number of pages to
be worked in each subject. A single LIFEPAC
is designed to take 3 to 4 weeks to complete.
Allowing about 3-4 days for LIFEPAC introduction, review, and tests, the student has
approximately 15 days to complete the LIFEPAC
pages. Simply take the number of pages in the
LIFEPAC, divide it by 15 and you will have the
number of pages that must be completed on
a daily basis to keep the student on schedule.
For example, a LIFEPAC containing 45 pages
will require 3 completed pages per day. Again,
this is only an average. While working a 45 page
LIFEPAC, the student may complete only 1 page
the first day if the text has a lot of activities or
reports, but go on to complete 5 pages the next
day.
Long range planning requires some organization. Because the traditional school year originates in the early fall of one year and continues
to late spring of the following year, a calendar
should be devised that covers this period of
time. Approximate beginning and completion
dates can be noted on the calendar as well as
special occasions such as holidays, vacations
and birthdays. Since each LIFEPAC takes 3-4
weeks or eighteen days to complete, it should
take about 180 school days to finish a set of ten
LIFEPACs. Starting at the beginning school date,
mark off eighteen school days on the calendar
and that will become the targeted completion
date for the first LIFEPAC. Continue marking
the calendar until you have established dates
for the remaining nine LIFEPACs making adjustments for previously noted holidays and vacations. If all five subjects are being used, the ten
established target dates should be the same for
the LIFEPACs in each subject.
LIFEPAC Overview | Teacher's Guide
17
Teacher's Guide | LIFEPAC Overview
TEACHING SUPPLEMENTS
The sample weekly lesson plan and student
grading sheet forms are included in this section
as teacher support materials and may be duplicated at the convenience of the teacher.
The student grading sheet is provided for those
who desire to follow the suggested guidelines
for assignment of letter grades as previously
discussed. The student’s self test scores should
be posted as percentage grades. When the
LIFEPAC is completed the teacher should average the self test grades, multiply the average
by .25 and post the points in the box marked
self test points. The LIFEPAC percentage grade
should be multiplied by .60 and posted. Next,
the teacher should award and post points for
written reports and oral work. A report may be
any type of written work assigned to the student whether it is a LIFEPAC or additional learning activity. Oral work includes the student’s
ability to respond orally to questions which
may or may not be related to LIFEPAC activities or any type of oral report assigned by the
teacher. The points may then be totaled and a
final grade entered along with the date that the
LIFEPAC was completed.
18
The Student Record Book, which was specifically designed for use with the Alpha Omega
curriculum, provides space to record weekly
progress for one student over a nine week
period as well as a place to post self test and
LIFEPAC scores. The Student Record Books are
available through the current Alpha Omega
catalog; however, unlike the enclosed forms,
these books are not for duplication and should
be purchased in sets of four to cover a full academic year.
This section of the language arts Teacher's
Guide also includes a Book Report Form, a Books
Read Chart, and the Index of Concepts. The
Book Report Form and the Books Read Chart
may be duplicated for individual student use.
The Index of Concepts is a quick reference
guide for the teacher who may be looking for a
rule or explanation that applies to a particular
concept. It does not identify each use of the
concept in the various LIFEPACs. The concepts
change by grade level with the emphasis on
phonics and reading skills for younger students
changing to spelling and grammar for the older
students.
LIFEPAC Overview | Teacher's Guide
WEEKLY LESSON PLANNER
Subject
Subject
Week of:
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Friday
Thursday
Wednesday
Tuesday
Monday
Subject
19
Teacher's Guide | LIFEPAC Overview
WEEKLY LESSON PLANNER
Subject
Week of:
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Friday
Thursday
Wednesday
Tuesday
Monday
Subject
20
LIFEPAC Overview | Teacher's Guide
Student Name Year
Bible
LP
Self Test Scores by Sections
1
2
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
01
02
03
04
05
06
07
08
09
10
History & Geography
LP
Self Test Scores by Sections
1
2
01
02
03
04
05
06
07
08
09
10
Language Arts
LP
Self Test Scores by Sections
1
2
01
02
03
04
05
06
07
08
09
10
21
Teacher's Guide | LIFEPAC Overview
Student Name Year
Mathematics
LP
Self Test Scores by Sections
1
2
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
Self Test Scores by Sections
1
2
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
01
02
03
04
05
06
07
08
09
10
Science
LP
01
02
03
04
05
06
07
08
09
10
Spelling/Electives
LP
01
02
03
04
05
06
07
08
09
10
22
Self Test Scores by Sections
1
2
LIFEPAC Overview | Teacher's Guide
BOOK REPORT FORM
Title_____________________________________________ Your Name ______________________________________
Author __________________________________________ Date _____________________________________________
Illustrator _______________________________________ Principal Characters _____________________________
Number of Pages _______________________________ __________________________________________________
Copyright Date__________________________________ __________________________________________________
Fiction or Nonfiction ____________________________ Setting __________________________________________
Summary: A summary gives the important events of a story or book. It skips most of the
details but a few make the report more interesting. The summary should be written in complete
sentences.
______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
______________________________________________________________________________________________________
Tell why you did or did not like the book.
______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
______________________________________________________________________________________________________
23
Teacher's Guide | LIFEPAC Overview
Name: ___________________________________________
Books Read
24
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Author:
Author:
Author:
Author:
Date:
Date:
Date:
Date:
LIFEPAC Overview | Teacher's Guide
LANGUAGE ARTS 600 TEACHER NOTES
CONCEPT
LIFEPAC SECTION
Abbreviations 605 1
Antonyms 602 1
Capitalization 604 1
Communication
advertisements news stories propaganda 604 608 608 3
1,3
2
Composition
advertisement autobiography business letter create a newspaper improve your writing paragraph development report
bibliography note-taking outlining writing of story summarizing 610 605 607 610 605 605 1
3
3
1
2
3
603 603 609 603 610 610 605 4
4
2
1
4
4
3
Handwriting
development of helps 603 604 1
2
Homonyms 604 3
Literary Forms
drama 605 1
fiction/nonfiction/prose 605 1
(adventure,autobiography, animal stories,biography,
fable, fairy tale, historical fiction, legend, mysteries,
myth, novel)
poetry 606 1,2,3,4
(ballad, cinquain Dylan Thomas couplet epic, Ezra
Pound couplet, free verse lullaby, limerick, pen pictures, shaped poem)
Literary/Poetic Devices
acronym alliteration conundrum figurative language (cliche, simile, metaphor)
idiomatic expressions palindrome riddle 606 606 606 606 3
2
4
2
602 606 606 2
4
4
Parts of Speech
adjectives adjectives of comparison adverbs articles conjunctions 605 607 608 604 607 604 2
2
1
3
3
3
CONCEPT
LIFEPAC SECTION
Parts of Speech
nouns plural proper, common 607 605 607 2
2
2
prepositions pronouns verbs
action, being, linking auxiliary (helping) contractions tense 608 607 3
2,3
608 608 605 608 1
2
1
1
Prefixes 602 1
Punctuation 604 610 1
3
603 604 607 601 602 601 605 605 2
4
1
2
1
2
1
1
602 601 603 604 605 607 3
1,3
1
4
1
1
607 603 1
1
602 1
604 604 3
2
604 605 610 610 604 608 610 604 2
2
3
3
2
1
3
2
Reading Skills
author’s purpose cause/effect comparison/contrast context clues details fact/opinion graphic aids inference/implied
meaning judging literature main idea predicting outcome reliability/validity sequence of events skimming Root Words Sentence Structure
compound sentences correct word order phrases/ complete
sentences sentence patterns subject/predicate types of sentences Spelling/Phonics Rules
(See spelling pages in LIFEPAC)
Suffixes 602 1
Syllable Rules 609 1,2
Synonyms 602 1
25
Teacher's Guide | LIFEPAC Overview
INSTRUCTIONS FOR LANGUAGE ARTS
The LIFEPAC curriculum from grades two
through twelve is structured so that the daily
instructional material is written directly into the
LIFEPACs. The student is encouraged to read
and follow this instructional material in order to
develop independent study habits. The teacher
should introduce the LIFEPAC to the student,
set a required completion schedule, complete
teacher checks, be available for questions
regarding both content and procedures, administer and grade tests, and develop additional
learning activities as desired. Teachers working
with several students may schedule their time
so that students are assigned to a quiet work
activity when it is necessary to spend instructional time with one particular student.
Language arts includes those subjects that
develop students’ communication skills. The
LIFEPAC approach to combining reading,
spelling, penmanship, composition, grammar,
speech and literature in a single unit allows the
teacher to integrate the study of these various
language arts subject areas. The variety and
scope of the curriculum may make it difficult
for students to complete the required material
within the suggested daily scheduled time of
fortyfive minutes. Spelling, book reports and
various forms of composition may need to be
completed during the afternoon enrichment
period.
Cursive handwriting is introduced in the second grade LIFEPAC 208, with regular practice
26
following in subsequent LIFEPACs. Diacritical
markings are defined in the third grade LIFEPAC
304. A pronunciation key including diacritical
markings is provided after the vocabulary word
lists in all subjects beginning with LIFEPAC 305.
This section of the language arts Teacher's
Guide includes the following teacher aids for
each unit: Suggested and Required Material (supplies), Additional Learning Activities,
Answer Keys, Alternate LIFEPAC Tests, and
LIFEPAC Spelling Tests.
Spelling tests contained in the Teacher’s Guide
are final spelling tests and should be administered with each Language Arts LIFEPAC test.
Many words such as `piece’ and `peace’ are
dependent on meaning for correct spelling.
By placing the spelling words in sentences,
the spelling tests simplify the teacher’s work
of properly presenting the correct words from
the LIFEPAC spelling lists. The practice spelling
tests in each section of each LIFEPAC should be
designed by the teacher and are not included in
this Guide.
The materials section refers only to LIFEPAC
materials and does not include materials which
may be needed for the additional learning
activities. Additional learning activities provide
a change from the daily school routine, encourage the student’s interest in learning and may
be used as a reward for good study habits.
Language Arts 601 | Teacher's Guide
LANGUAGE ARTS 601
Unit 1: Reading For A Purpose
27
Teaching Notes | Language Arts 601
TEACHING NOTES
MATERIALS NEEDED FOR LIFEPAC
Required
Suggested
(None)
•Bible concordance
• (the reference materials can be in either
book or online formats
ADDITIONAL LEARNING ACTIVITIES
Section 1:
1. Discuss these questions.
a. How is a good book like a good friend?
b. How can reading books help you enter other worlds?
c. Why is it important to read good literature?
d. Why are some books read over and over and enjoyed from one generation to the
next?
e. What kind of a boy was David in the Bible?
f. Why wouldn’t the loner know his name?
g. What may have happened to the loner’s mother and father?
h. What things would the loner need to learn to get along with other people?
2. Start a list of expressive words on the whiteboard. Write a word and a synonym for it.
Encourage students to add to the list to see how long it can become.
3. Make a classroom chart with three headings: David in the Bible, the Loner, Boss. Add under
each name expressive, descriptive words describing what these people may have been like.
4. In several different class sessions, let the class act out the two excerpts from The Loner
found in Section 1: . Do this several times so that students can, through acting, feel as the
loner felt.
5. Read the Bible, 1 Samuel chapter 16. Describe on paper the Biblical David when he was visited by Samuel in the first part of the chapter. Describe on paper the circumstances which
led Saul to send for David.
6. Start a notebook of Bible verses showing beauty of expression. Choose and copy three Bible
verses in your notebook.
28
Language Arts 601 | Teaching Notes
Section 2:
1. Discuss these questions.
a. What kind of reading material is found in Section 2?
b. What are some important facts you learned about sheep?
c. Why would a livestock owner desire to raise sheep over other forms of livestock?
d. What kind of person was Boss, the lady sheep rancher?
e. What expressive phrases do you find in the Bible verse Isaiah 55:12?
f. Why is making an outline an important tool in helping a person to write a good report?
g. What are the shepherd’s responsibilities in caring for the sheep?
2. Set up a resource table with books about sheep. Check out a number of books from the
local library to be used for spare time reading.
3. Use maps to pinpoint good sheep grazing areas. Color in national forest areas and mountainous regions. Collect pictures of sheep to be used on the map.
4. Group students in teams of two. Assign each pair of students two things to compare and
contrast. Keep the assignments simple. For example, have the teams compare such items
as hamburgers and hot dogs, or summertime activities with winter activities. Have each
team stand before the class and orally present their statements describing their comparison/contrast assignment.
5. Using a Bible concordance, have the class make a list or chart of famous Bible shepherds.
Begin the list with Abel. Include Moses, Joseph, and others who at one time tended sheep.
Make a game, “Can You Name the Shepherd?” by telling a few facts about each shepherd
and having the class identify him.
6. Make a chart with a sheep surrounded by its enemies. Include pictures of foxes, dogs,
eagles, gullies.
7. Write two or three paragraphs comparing or contrasting David in the Bible with David in The
Loner.
Section 3:
1. Discuss these questions.
a. How is the writing contained in the Bible everlasting in value?
b. What are the eternal rewards promised in the Bible?
c. What is meant by God’s infinite knowledge?
d. How does God help you understand His knowledge?
e. What literary form did Jesus use to help people understand His spiritual Truths?
f. Why is Jesus called the Good Shepherd?
2. Have the class sing hymns telling of Jesus, the good Shepherd. Some hymns which may be
used are: “Savior, like a Shepherd Lead Us,” “Surely Goodness and Mercy,” “Where He Leads
Me, I Will Follow.”
3. Have a discussion panel of students tell of comparable dangers for animal sheep and for
Christians who become sheep of His pasture. For example, as sheep are endangered by
the wolf, Christians are often endangered by false prophets who would lead them astray by
teaching false doctrines.
29
Teaching Notes | Language Arts 601
4. In the school library, choose and skim through three books. Evaluate their acceptability as
good literature according to the criteria found in Philippians 4:8.
5. Choose a good book to read in school during spare time. Write a short paragraph for your
teacher telling why the book is acceptable reading according to the standards learned in the
LIFEPAC.
6. Make an attractive bookmark with the text Philippians 4:8 written on the bookmark.
30
Language Arts 601 | Answer Keys
ANSWER KEYS
SECTION 1
1.1 Inspires you to new heights
1.2 Thoughts to ponder
1.3 Reluctantly closed its cover
1.4 Of noble dreams unfolded
1.5 To state lofty ideas and ideals
1.6 Fills you with wonder and joy
1.7 Gives your mind pictures to see
1.8 f
1.9 e
1.10 c
1.11 a
1.12 h
1.13 d
1.14 j
1.15 g
1.16 k
1.17 i
1.18 false
1.19 true
1.20 true
1.21 true
1.22 false
1.23 false
1.24 true
1.25-1.30 Examples:
1.25 the highest part of a hill; a ridge
1.26 unrestrained movement
1.27 little hills
1.28 teetering or wavering, balancing, suspended
in mid air
1.29 saved for a future need or special purpose
1.30 the striking of one thing against another
1.31 Example:
The boy was so tired that he was not
thinking clearly. It was foolish to shout at
deer as though they were people who would
respond to him.
1.32 Examples: Any order:
a. shadows spread like dark water
b. whole world had become golden
orreflecting the coming sunset, ruffled
edges of the clouds had turned gold, sky
turned from gold to dark blue, clouds
drifted to the south
1.33 the splendor of the sunset
1.34 Examples: either order:
a. gold
b. golden or bronze, pale-gold, gold to dark
blue
1.35 Example:
fall-dried slopes, first signs of winter, sunscored pastureland, rough, dry grass,
warmth of the earth
1.36 b. struggling through this country
1.37 a. long shaking sobs
1.38 b. more than he could stand
1.39 a. loneliness of its silence
1.40 c
1.41 d
1.42 e
1.43 f
1.44b
1.45 a
1.46 swaying wearily
1.47 he needed to be near something living
1.48 lay without moving, tear- streaked face
1.49 through, finished, beaten
1.50 weariness spreading through him like a
soothing syrup
1.51 Answers will vary.
1.52 Example:
He would wonder if he could measure up
to the name. He would think about pleasing
Boss and about what she hoped he would be
like when he had a new name.
1.53 Example:
He would behave courageously. He should
love to follow the Lord. He should be
responsible on his job. He should be loyal.
31
Answer Keys | Language Arts 601
1.54 suitable 1.55 disease 1.56 really 1.57 weakness 1.58 treaty 1.59 jealous 1.60 zealous 1.61 treacherous 1.62 disguise 1.63 guidance 1.64 guidebook 1.65 a. disease b. disguise c. guidance d. guidebook e. jealous f. pursuit 1.66 disease
1.67 weakness
1.68 treacherous
1.69 suitable
1.70 disguise
1.71 guidebook
1.72 guidance
1.73 zealous
1.74 jealous
1.75 treaty
1.76 pursuit
1.77 really
1.78 Teacher check
32
ui suit
ea each
ea each
ea each
ea each
ea dead
ea dead
ea dead
ui guide
ui guide
ui guide
g. really
h. suitable
i. treacherous
j. treaty
k. weakness
l. zealous
SELF TEST 1
1.01 g
1.02 j
1.03 i
1.04 a
1.05 b
1.06 d
1.07 c
1.08 e
1.09 f
1.010 h
1.011 ea
1.012 ui
1.013 ea
1.014 ui
1.015 ui
1.016 ea
1.017 ui
1.018 Champions the right
1.019 Adhere to spiritual truths
1.020 Is forever unforgettable
1.021 Stunned by grief
1.022 Dramatic differences
1.023 Road climbed another hill
1.024 The Loner
1.025 Bible
1.026 Montana
1.027 synonym
1.028 thought
1.029 each
1.030 dead
1.031 Bible
1.032 Example:
He must be brave and loyal to his flock as
was David in the Bible. He must know and
depend upon God for strength and guidance.
1.033 Example:
The author used expressive language to tell
how vast and empty the countryside was.
She told how the boy called to the deer for
companionship and then cried when he
realized they had gone.
1.034 Example:
Synonyms can be used to substitute a
more expressive word for a common
word. Reading material will then be more
interesting.
1.035 Example:
The Bible teaches truths Christians should
follow. It can set standards of right and
wrong. Other books can be judged by their
following or rejecting the Bible standards.
Language Arts 601 | Answer Keys
SECTION 2
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 c. inform
b. Coronado
b. mutton
c. sheepherders
a. West
b. unusually high
c. gully
c. speciality lamb producer
b. Africa
a. fine wool
When an author compares, he looks for both
similar and different characteristics. When
two objects are contrasted, the author is
looking more to find differences. Differences
are emphasized.
2.12 Example:
Both churro sheep and merino sheep came
from Spain. The churro sheep was valued
for its meat, but the merino sheep for its
fine wool. The churro sheep are no longer
favored, but the merino sheep and its
descendants are favored and preferred in
sheep raising.
2.13 Example:
Coyotes are wild predators and will attack
other animals. Sheep are harmless,
defenseless, domesticated animals.
2.14 Example:
The churro sheep had fallen into disfavor
in Spain just before it came to the United
States. In its early days in the United States, it
was favored. It was liked for its mutton.
2.15 “Know ye that the Lord he is God: it is he that
hath made us, and not we ourselves; we are
his people, and the sheep of his pasture.”
2.16 Teacher check
2.17 h
2.18 d
2.19 c
2.20 f
2.21 g
2.22 e
2.23 a
2.24 b
2.25 a. MI
b. D
2.26 a. D
b. MI
2.27 a. MI
b. D
2.28 a. MI
b. D
2.29 a. D
b. MI
2.30-2.32 Any order:
2.30 May stand ground against enemies
2.31 May run to escape danger
2.32 May trample one another
2.33-2.34 Either order:
2.33 Lamb may be disguised with pelt
2.34 Talcum powder can disguise strange scent
2.35-2.36 Either order:
2.35 Herd will follow the ewes
2.36 Herd has a need to flock together
2.37-2.38 Examples; either order:
2.37 Ewe knows scent of her lamb
2.38 Sometimes ewe won’t take a bum lamb
2.39-2.40 Examples; either order:
2.39 Sheep are not dumb
2.40 Sheep have lost ability to care for themselves
2.41-2.42 Examples; either order:
2.41 Sheepherding is one of the hardest jobs in
the world
2.42 A sheepherder works every hour of every
day and night
2.43 Teacher check
2.44 a. acquaint
b.ailment
c. briefly
d. featherweight
e. haiku
f. leisure
g. obtain
h. receipt
i. relief
j. relieve
k. thievery
l. yielded
2.45 Any order:
a. thievery
b. briefly
c. relieve
d. relief
e. yielded
2.46 Any order:
a. featherweight
b. receipt
c. leisure
2.47 Any order:
a. ailment
b. acquaint
c. obtain
d. haiku
2.48 featherweight
33
Answer Keys | Language Arts 601
2.49 a. featherweight
b. receipt
2.50 featherweight
2.51 haiku
2.52 relieve
2.53 relief
2.54 leisure
2.55 haiku
2.56 ailment
2.57 thievery
2.58 yielded
2.59 thievery
2.60 featherweight
2.61 briefly
2.62 relieve
2.63 relief
2.64 receipt
2.65 yielded
2.66 leisure
2.67 ailment
2.68 acquaint
2.69 obtain
2.70 haiku
2.71 Teacher check
34
SELF TEST 2
2.01 true
2.02 false
2.03 true
2.04true
2.05 true
2.06 false
2.07 false
2.08 true
2.09 true
2.010 true
2.011 false
2.012 false
2.013 a. MI
b. D
c. D
2.014 a. D
b. MI
c. D
2.015 a. D
b. D
c. MI
2.016 a. D
b. D
c. MI
2.017 a. MI
b. D
c. D
2.018 Billowy mass of white
2.019 Sneaky, cowardly coyote
2.020 Panic and trample one another
2.021 The soft bundle of white
2.022 Ponder awhile
2.023 Break forth into singing
2.024 d
2.025 f
2.026 g
2.027 h
2.028 a
2.029 b
2.030 e
2.031 c
2.032 Example:
Good literature adheres to the truths taught
in the Bible. Good literature is lofty in its
ideals and well written. Poor literature
disagrees with Bible truths, does not inspire
the reader, and is not memorable.
2.033 Example:
If sheep are taken care of properly, sheep
raising can be a profitable business. Sheep
require much care if the owner expects to
have profits.
Language Arts 601 | Answer Keys
SECTION 3
3.1 true
3.2 false
3.3 false
3.4 true
3.5 true
3.6 true
3.7 true
3.8 true
3.9 false
3.10 b. sinner
3.11 b. go after
3.12 a. turns from sin
3.13 b. rejoicing
3.14 c. joy
3.15 b. just
3.16 b. saved and made righteous
3.17 Teacher check
3.18 “Go your ways: behold, I send you forth as
lambs among wolves.”
3.19 a. lambs
3.20 “For ye were as sheep going astray; but are
now returned unto the Shepherd and Bishop
of your souls.”
3.21 b. unsaved and lost
3.22 “I am the good shepherd: the good shepherd
giveth his life for the sheep.”
3.23 b. life
3.24 “He was oppressed, and he was afflicted, yet
he opened not his mouth: he is brought as a
lamb to the slaughter, and as a sheep before
her shearers is dumb, so he openeth not his
mouth.”
3.25 c. lambs
3.26 “The next day John seeth Jesus coming unto
him, and saith, Behold the Lamb of God,
which taketh away the sin of the world.”
3.27 b. Jesus
3.28 “But with the precious blood of Christ, as of a
lamb without blemish and without spot.”
3.29 b. perfect lamb
3.30 “Now the God of peace, that brought again
from the dead our Lord Jesus, that great
Shepherd of the sheep, through the blood of
the everlasting covenant.”
3.31 c. Great Shepherd
3.32 Jesus
3.33 His followers
3.34 thieves, robbers (or strangers)
3.35 wolf
3.36 life
3.37 3.38 Any order:
a. calleth his own sheep by name
b. leadeth them out
c. putteth forth his own sheep
d. goeth before them
Either order:
a. they will not follow
b. will flee from him
3.39 the sheep follow him or they know his voice
3.40 he shall be saved
3.41 Either order:
a. that they might have life
b. that they might have it more abundantly
3.42 I lay down my life for the sheep.
3.43 because I lay down my life
3.44 Lord
3.45 want
3.46 green pastures
3.47 waters
3.48 souls
3.49 righteousness
3.50 shadow of death
3.51 evil or death
3.52 rod
3.53 table
3.54 oil
3.55 cup
3.56 goodness, mercy
3.57 house of the Lord
3.58 Teacher check
3.59 Example:
Some literature contradicts Bible teaching
and will lead the reader astray. Some
material does not meet the standards set
in Philippians 4:8 which says we are to read
and think about true, honest, just, pure, and
lovely things.
3.60 Example:
Yes. The type of material we read influences
our behavior and actions. We are thinking as
we read and are becoming like our thoughts.
3.61 Teacher check
35
Answer Keys | Language Arts 601
3.62 3.63 3.64 3.65 3.66 3.67
3.68 3.69 36
a. amethyst
b. chalkboard
c. etiquette
d. hymn
e. licorice
f. llama
g. mosquito
h. ocean
i. pamphlet
j. penguin
k. Wednesday
l. yacht
yacht, ocean
licorice, pamphlet
etiquette, amethyst
Wednesday, hymn
penguin, llama
chalkboard, mosquito
Teacher check
SELF TEST 3
3.01 Jesus
3.02 Bible
3.03 vowel digraph
3.04 sheep
3.05 synonym
3.06 repents (or repenteth)
3.07 contrasting
3.08 main ideas
3.09 life
3.010 David
3.011 false
3.012 true
3.013 true
3.014 false
3.015 false
3.016 false
3.017 true
3.018 false
3.019 true
3.020 true
3.021 k
3.022 g
3.023 a
3.024 e
3.025 j
3.026 f
3.027 d
3.028 b
3.029 c
3.030 h
3.031 Example:
Philippians 4:8 tells Christians to think on
true, honest, just, pure, and lovely things.
Therefore, reading material can be judged
accordingly. Good reading material will cause
our minds to think correctly.
3.032 Examples: any order:
a. People are lost without the Shepherd.
b. People are helpless without the
Shepherd.
c. People have enemies (Satan, the world).
or People need the Shepherd to guide and
care for them.
or People endanger themselves by straying
from the safety of the flock and the
Shepherd.
3.033 Examples; either order:
a. The Shepherd will go after the lost sheep
b. The Shepherd asks others to rejoice over
the found sheep
or Rejoicing will be in heaven when a sheep
is found
Language Arts 601 | Answer Keys
3.034 Examples; any order:
a. The Lord is their Shepherd.
b. He protects and comforts them.
c. He leads them in righteous paths.
d. He provides for them. or any others
from Psalm 23
LIFEPAC TEST
1. a
2. i
3. e
4.b
5. f
6. h
7. d
8. c
9. g
10. false
11. false
12. false
13. true
14. true
15. false
16. true
17. false
18. true
19. Philippians 4:8
20. David
21. Jesus
22. Jesus
23. life
24. parables
25. synonym
26. sins or sin
27. 23rd Psalm
28. sheep
29. My cup runneth over
30. The city of the great King
31. Break forth into singing
32. Long shaking sobs
33. World had become golden
34. Example:
Main ideas contain the most important
information. Details contain additional
information which adds interest and
supports the main ideas.
35. Example:
Synonyms can be used to substitute a
more expressive word for a common
word. Reading material will then be more
interesting, and meanings more precise.
36. Example:
The Shepherd will go after the lost sheep.
When the sheep is found, the shepherd asks
others to rejoice with him. Likewise, there
is joy in heaven when one sinner repents (is
found).
37
Answer Keys | Language Arts 601
ALTERNATE LIFEPAC TEST KEY
1. synonym
2. Jesus
3. migrant
4. sin
5. mutton
6. bum
7. Jesus
8. Bible
9. vowel digraph
10. details
11. true
12. true
13. false
14. true
15. false
16. false
17. true
18. true
19. true
20. true
21. false
22. Road climbed another hill
23. He leadeth me beside still waters
24. Voice carrying through the thin air
25. White billowy cloud touching earth
26. h
27. b
28. a
29. c
30. g
31. f
32. e
33. d
34. “Finally, brethren, whatsoever things
are true, whatsoever things are honest,
whatsoever things are just, whatsoever
things are pure, whatsoever things are
lovely, whatsoever things are of good report;
if there be any virtue, and if there be any
praise, think on these things.” Philippians 4:8
35. Examples; any order:
a. People are lost without the Shepherd.
b. People are helpless without the
Shepherd.
c. People have enemies (Satan, the world).
or People need the Shepherd to guide and
care for them.
or People endanger themselves by straying
from the safety of the flock and the
Shepherd.
38
Language Arts 601 | Spelling Test
SPELLING TEST
1
pursuit
Saul and his men followed in pursuit of
David.
pursuit
2
suitable
Lightweight clothing is not suitable for wearing in
colder temperatures.
suitable
3
disease
Polio was once a common disease.
disease
4
really
5
weakness
His illness left him with a permanent weakness in
his leg.
weakness
6
treaty
At the close of the war, the two countries signed a
peace treaty.
treaty
7
jealous
He seemed jealous of his schoolmate’s success.
jealous
8
zealous
The student was zealous in his desire to learn
Spanish.
zealous
9
treacherous
Judas’ betrayal of Jesus was a treacherous act.
treacherous
10
disguise
Jacob wore a disguise to fool his father.
disguise
11
guidance
The seeing eye dog provided guidance for the blind
person.
guidance
12
guidebook
The Bible is the best guidebook for people to read.
guidebook
13
thievery
14
featherweight
15
briefly
The speaker spoke briefly on the subject of missionary work in Africa.
briefly
16
relieve
Your teacher will relieve my teacher of recess duty.
relieve
17
relief
She felt a great sense of relief when her guests had
arrived safely.
relief
18
receipt
Please write a receipt to each person who pays his
club dues.
receipt
19
yielded
One whose life is yielded to the Lord will be obedient
to God.
yielded
20
leisure
During my leisure time I read a good book.
leisure
21
ailment
His particular ailment required no medication.
ailment
22
acquiant
Your teacher will help acquaint you with the characteristics of good literature.
acquiant
23
obtain
Jacob wanted to obtain Esau’s birthright.
obtain
24
haiku
Haiku is a form of Japanese verse.
haiku
25
Wednesday
Wednesday is the day of our school field trip.
Wednesday
26
chalkboard
Clean the chalkboard so that the teacher’s writing
may be read.
chalkboard
27
yacht
He really must work harder in school.
Thievery is the practice of stealing.
He was so little we called him a featherweight.
Our yacht is used for family cruising trips.
really
thievery
featherweight
yacht
39
Spelling Test | Language Arts 601
SPELLING TEST
40
28
amethyst
An amethyst is a purple or violet-colored quartz
stone.
amethyst
29
mosquito
Do not scratch your mosquito bite.
mosquito
30
ocean
What ocean did Columbus cross when coming to
America?
ocean
31
llama
A llama is an animal which lives in South America.
llama
32
pamphlet
A pamphlet describing the school’s rules was given
to each new student.
pamphlet
33
penguin
Explorers to the South Pole brought back a penguin
for the zoo.
penguin
34
licorice
Some people do not like the flavor of licorice candy.
licorice
35
etiquette
36
hymn
Learning proper etiquette is an important part of
acceptable social behavior.
A hymn is a song in praise or honor of God.
etiquette
hymn
Language Arts 601 | Alternate LIFEPAC Test
LANGUAGE ARTS 601
ALTERNATE LIFEPAC TEST
NAME
________________________________________
80
DATE
________________________________________
100
SCORE ________________________________________
Correctly complete the following sentences (each answer, 3 points).
1. A word with nearly the same meaning as another word is called a __________________________ .
2. Parables in the Bible were often told by ___________________________ .
3. A worker who moves from place to place is a _________________________ .
4. When you repent, you turn from ___________________________ .
5. The meat of older sheep is called ___________________________ .
6. An orphaned lamb is called a lamb ___________________________ .
7. The Good Shepherd in the Bible is ___________________________ .
8. The most important Book ever written is the __________________________ .
9. A vowel sound spelled with two vowels is a __________________________ .
10. In a report, sentences which support main ideas are called __________________________ .
Write true or false (each answer, 2 points).
11. _______________ The Lamb of God is Jesus.
12. _______________ Sheep are domesticated animals.
13. _______________ In the Bible people are often thought of as lions.
14. _______________ Jesus gave His life for the sheep.
15. _______________ A digraph is a synonym.
16. _______________ The loner was a boy in the Bible.
17. _______________ The Bible contains the correct criteria to help people judge literature.
18. _______________ Some books are not suitable for reading.
19. _______________ In the Bible, sheep are compared to people.
41
Alternate LIFEPAC Test | Language Arts 601
20. _______________ Psalm 23 names blessings available for God’s people.
21. _______________ If language is expressive, it cannot be accurate.
Choose the phrase which more clearly shows beauty of expression (each answer, 2 points).
22. Land got hilly
Road climbed another hill
23. He leadeth me beside the still waters
He leads me by rivers
24. Voice carrying through the thin air
His voice was heard a long way
25. Low white cloud
White billowy cloud touching earth
Match the synonyms (each answer, 3 points).
26. _________ criteria a. sheepherder
27. _________ eternal b. forever
28. _________ shepherd c. wool
29. _________ fleece d. occupation
30. _________ ponder e. meat
31. _________ gully f. valley
32. _________ mutton g. think
33. _________ livelihood h. guidelines
Complete these activities (each answer, 4 points).
34. Write the Bible verse found in Philippians 4:8.
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
35. According to the Bible, what are three ways people are like sheep?
a. ______________________________________________________________________________________________
b. ______________________________________________________________________________________________
c. ______________________________________________________________________________________________
42
Language Arts 601 | Alternate Spelling Test
ALTERNATE SPELLING TEST
1
disguise
He is a deceitful person and tries to disguise his true
intentions
disguise
2
really
I could hardly believe that I had really won really the
prize
really
3
featherweight
4
relief
Immediate relief was administered to the flood
victims.
relief
5
ailment
Her frequent mention of an ailment seemed an
excuse to avoid work.
ailment
6
haiku
7
amethyst
8
hymn
At the close of the service theh congregation sang my
favorite hymn.
hymn
9
llama
A llama can be used to carry heavy loads.
llama
10
Wednesday
11
pursuit
The pursuit of happiness is realized most fully in
serving God.
12
jealous
The Lord does not want His people to be unfaithful;
He is a jealous God.
guidebook
13
guidebook
We studied the guidebook describing the hiking
trails in the national park.
guidebook
14
suitable
You have made a suitable choice of books for
reading enjoyment.
suitable
15
thievery
The policeman caught the robber in the act of
thievery.
thievery
16
yielded
Unfortunately, he yielded under pressure and gave
in to temptation.
yielded
17
briefly
In her letter she wrote briefly telling of her recent
experiences.
briefly
18
obtain
He needs to obtain more information before the
test.
obtain
19
etiquette
20
chalkboard
21
ocean
22
penguin
23
yacht
The boxer entered the competition in the featherweight division.
The writing assignment is to write a powem in haiku
form.
My ring contained a puple-colored amethyst gem.
Wednesday is considered to be the day marking the
middle of the week.
Knowing how to correctly introduce people is a part
of good etiquette.
Colored chalk is hard to read on the black
chalkboard.
California borders the Pacific Ocean.
A penguin is a black and white bird which cannot fly.
Our yacht is used for family cruising trips.
featherweight
haiku
amethyst
Wednesday
pursuit
etiquette
chalkboard
ocean
penguin
yacht
43
Alternate Spelling Test | Language Arts 601
ALTERNATE SPELLING TEST
44
24
disease
25
treacherous
26
weakness
She has a weakness for sweets.
weakness
27
guidance
A guidance counselor offered advice about the subjects offered in junior high school.
guidance
28
treaty
God has made a covenant or treaty with His people.
treaty
29
zealous
Paul was zealous in his persecution of zealous
Christians.
zealous
30
relieve
The medicine the doctor prescribed helped relieve
the pain.
relieve
31
leisure
Spend your leisure time wisely.
leisure
32
receipt
Please keep the receipt in case the garment must be
returned.
receipt
33
acquiant
I will acquaint the new student with some children in
his class.
acquiant
34
mosquito
After all the rainy weather, the park became a mosquito-infested place.
mosquito
35
pamphlet
I bought a pamphlet telling how to grow a garden.
pamphlet
36
licorice
Scientists today are working on a cure for the
disease of cancer.
The pathway through the mountains is a treacherous one to follow.
Licorice candy does not taste as sweet as some
candy
disease
treacherous
licorice
LAN0620 – Apr ‘15 Printing
804 N. 2nd Ave. E.
Rock Rapids, IA 51246-1759
800-622-3070
www.aop.com
ISBN 978-0-86717-240-9
9 780867 172409