Before you begin reading Space Junk in Literacy in Action 6A, let your eyes move over the poster's title, headings, and images. This is called scanning.

1. Read the title and introductory text below the image in Space Junk on pages 130 and 131 in Literacy in Action.
2. Read the question in the Ask Questions textbox on page 130: What would you like to learn about space junk?  
3. Identify two key features of the article on your worksheet below.

As you read the text on page 130 of Literacy in Action, ask yourself:

• Do you understand all of the words used in this section?
• What reading strategies could you use to help you?
• Did you understand the scientific words the author used to explain Space Junk?Look closely at the scientific words used in this section, such as satellite and space shuttle. Some of the words will have prefixes or suffixes added to a root word that may be more familiar to you.

• Look at the picture on page 127 of Literacy in Action 6A. This picture shows how prefixes and suffixes can help you determine the meanings of unfamiliar words. 
• A prefix is letters at the beginning of a root word that cannot stand alone such as -un.  The root word is happy, the full word is unhappy.  
• A suffix is letters at the end of a root word that cannot stand alone such as - ness.  The root word is happy, the full word is happiness.
• The word telescope has the prefix tele- and the suffix -scope.
• A good print dictionary, or the online Etymological dictionary (www.etymonline.com; Wiktionary; Dictionary.com), identifies the language a root word came from. Then, it identifies the meaning of the word.
• The word tele  comes from Greek and means far.
• Think about other words you know that share one or more of those word parts (ex: microscope), and how the meaning of these words (telescope, microscope) could be connected.

Some common prefixes are


• dis (opposite or not) as in disagree
  
• in (not) as in incomplete
  
• im (not) as in impossible
  
• un (not) as in unhappy
  

Some common suffixes are


• ment (state of) as in contentment
  
• ous (full of) as in joyous
  
• ness (being) as in happiness
  

After reading page 131 of Literacy in Action:

Order of Topic

• What are the most important ideas in this section?

Previously, you have learned about order of time, order of number, and order of location. Writing order can come from the topic of a piece of writing. Some signal words might include:


• another factor
  
• the second component
  
• additionally
  

For example, if the topic was rockets, the writing might examine rocket parts such as:


• nose cone
  
• guidance system
  
• propulsion system
  


If the topic was launching a model rocket, the writing might explain:


• how to select a rocket launch site
  
• how to prepare the rocket for launch
  
• how to launch the rocket
  



You will notice that the headings used on Space Junk are also listed in the Chart on Section 2 of Assignment 3-4. These questions are main ideas or topical headings.


On this chart (under each topical heading):


1. In each category, you will provide supporting details to answer the question under each main idea.
2. When you pause and check, make use of the article's text, visuals, captions, tables, and diagrams to help you understand what you are reading.
3. If you are unable to answer the heading question, go back to any parts of the text (visuals, captions, tables, diagrams) to help you understand the text.

Record your answers in the final section of the Section 2 Assignment 3-4 Chart. On the chart (under each heading).

How to save a file:

1. Have the file open and select Save As from the File menu.
2. Name your Assignment 3-4 in this format: jsmithla6_3-4-summarizing-organizer and save the file to your Documents folder.

Summative Assessment

1. This worksheet is for marks.
2.  Save it in your Documents folder.  Complete it and submit it on the next page.