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HIGH-INTEREST SKILLS & STRATEGIES ging Ima tal Catego n rize e Effect M se/ au ocabulary C V Th W's eanings e Five M ple lti Mu LEVEL 4 100 REPRODUCIBLE ACTIVITIES
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Reading Comprehension Skills and Strategies Level 4 Saddleback Educational Publishing Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com Development and Production: The EDGe ISBN 1-56254-031-9 Copyright ©2002 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the publisher, with the following exception. Pages labeled Saddleback Educational Publishing ©2002 are intended for reproduction. Saddleback Educational Publishing grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to an individual teacher, and does not apply to entire schools or school systems. Printed in the United States of America 06 05 04 03 02 9 8 7 6 5 4 3 2 1
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Table of Contents To be a good detective, you have to know what facts are important and not important to the case you’reSkills solving! So, ask yourself questions as you read. Teacher welcome and teaching tips . . . . . . . . . 4 Identifying unfamiliar analogies . . . . . . . . . . .37 Analyzing root words . . . . . . . . . . . . . . . . . . . . 6 Identifying unfamiliar analogies . . . . . . . . . . .38 Analyzing root words . . . . . . . . . . . . . . . . . . . . 7 Categorizing information . . . . . . . . . . . . . . . . .39 Analyzing root word origins . . . . . . . . . . . . . . . 8 Categorizing information . . . . . . . . . . . . . . . . .40 Analyzing root word origins . . . . . . . . . . . . . . . 9 Using Context Clues . . . . . . . . . . . . . . . . . . . . .41 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . .10 Comparing and contrasting . . . . . . . . . . . . . . .42 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . .11 Comparing and contrasting . . . . . . . . . . . . . . .43 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . .12 Comparing and contrasting . . . . . . . . . . . . . . .44 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . .13 Recognizing figures of speech . . . . . . . . . . . . . .45 Analyzing visual and context clues . . . . . . . . .14 Recognizing figures of speech . . . . . . . . . . . . . .46 Analyzing visual and context clues . . . . . . . . .15 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . .47 Analyzing context clues . . . . . . . . . . . . . . . . . .16 Making/confirming/revising predictions . . . . .48 Analyzing context clues . . . . . . . . . . . . . . . . . .17 Making/confirming/revising predictions . . . . .49 Analyzing multiple meaning words . . . . . . . .18 Making/confirming/revising predictions . . . . .50 Analyzing multiple meaning words . . . . . . . . 19 Making/confirming/revising predictions . . . . .51 Analyzing multiple meaning words . . . . . . . . 20 Using T of C to preview and predict content . .52 Identifying signal words . . . . . . . . . . . . . . . . . 21 Using an outline to predict content . . . . . . . . .53 Recognizing signal words . . . . . . . . . . . . . . . . .22 Using illustrations and graphic devices to preview and predict content . . . . . . . . . . . .54 Using a dictionary . . . . . . . . . . . . . . . . . . . . . .23 Using graphic devices to preview and Using a dictionary . . . . . . . . . . . . . . . . . . . . . .24 predict content . . . . . . . . . . . . . . . . . . . . . .55 Using a glossary . . . . . . . . . . . . . . . . . . . . . . . .25 Scanning text to predict content . . . . . . . . . . .56 Using a glossary . . . . . . . . . . . . . . . . . . . . . . . .26 Scanning text to predict content . . . . . . . . . . .57 Identifying context clues . . . . . . . . . . . . . . . . .27 Using topic sentence to preview and predict content . . . . . . . . . . . . . . . . . . . . . .58 Identifying context clues . . . . . . . . . . . . . . . . .28 Using topic sentence to preview and Following directions . . . . . . . . . . . . . . . . . . . . .29 predict content . . . . . . . . . . . . . . . . . . . . . .59 Following directions . . . . . . . . . . . . . . . . . . . . .30 Using details to preview and predict content . .60 Following directions . . . . . . . . . . . . . . . . . . . . .31 Using details to preview and predict content . .61 Following directions . . . . . . . . . . . . . . . . . . . . .32 Using details to preview and predict content . .62 Classifying items . . . . . . . . . . . . . . . . . . . . . . . .33 Interpreting supporting sentences . . . . . . . . . .63 Classifying items . . . . . . . . . . . . . . . . . . . . . . . .34 Interpreting facts and details . . . . . . . . . . . . . .64 Identifying familiar analogies . . . . . . . . . . . . .35 Interpreting problem/solution . . . . . . . . . . . . .65 Identifying unfamiliar analogies . . . . . . . . . . .36 Interpreting grids . . . . . . . . . . . . . . . . . . . . . . .66 2
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Interpreting a label . . . . . . . . . . . . . . . . . . . . . .67 Making inferences . . . . . . . . . . . . . . . . . . . . . .103 Interpreting a diagram . . . . . . . . . . . . . . . . . . .68 Predicting outcome . . . . . . . . . . . . . . . . . . . . .104 Interpreting a Venn diagram . . . . . . . . . . . . . .69 Reading for information . . . . . . . . . . . . . . . . .105 Interpreting a logic matrix . . . . . . . . . . . . . . . .70 Reading for information . . . . . . . . . . . . . . . . .106 Interpreting a logic matrix . . . . . . . . . . . . . . . .71 Understanding author’s view/purpose . . . . . .107 Distinguishing between fact/opinion . . . . . . . .72 Understanding author’s view/purpose . . . . . .108 Distinguishing between fact/exaggeration . . .73 Understanding character’s view . . . . . . . . . . .109 Distinguishing between fantasy/reality . . . . . .74 Understanding character’s view . . . . . . . . . . .110 Deleting irrelevant information . . . . . . . . . . . .75 Evaluating story events . . . . . . . . . . . . . . . . .111 Deleting irrelevant information . . . . . . . . . . . .76 Evaluating story events . . . . . . . . . . . . . . . . .112 Sequencing . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Identifying main character . . . . . . . . . . . . . .113 Sequencing story events . . . . . . . . . . . . . . . . . .78 Identifying main character . . . . . . . . . . . . . .114 Sequencing story events . . . . . . . . . . . . . . . . . .79 Identifying setting . . . . . . . . . . . . . . . . . . . . . .115 Sequencing story events . . . . . . . . . . . . . . . . . .80 Identifying setting . . . . . . . . . . . . . . . . . . . . . .116 Identifying a topic sentence in text . . . . . . . . .81 Identifying setting and time . . . . . . . . . . . . . .117 Identifying a topic sentence in text . . . . . . . . .82 Identifying setting . . . . . . . . . . . . . . . . . . . . . .118 Identifying supporting text sentences . . . . . . .83 Identifying main goal/plot . . . . . . . . . . . . . . .119 Identifying supporting details . . . . . . . . . . . . .84 Identifying main goal/plot . . . . . . . . . . . . . . .120 Identifying supporting details . . . . . . . . . . . . .85 Analyzing a character . . . . . . . . . . . . . . . . . .121 Identifying supporting details . . . . . . . . . . . . .86 Analyzing characters . . . . . . . . . . . . . . . . . . .122 Recognizing similarities and differences . . . . .87 Identifying tone/mood . . . . . . . . . . . . . . . . . .123 Recognizing similarities and differences . . . . .88 Identifying tone/mood . . . . . . . . . . . . . . . . . .124 Comparing and contrasting . . . . . . . . . . . . . . .89 Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .125 Comparing and contrasting . . . . . . . . . . . . . . .90 Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .126 Comparing and contrasting . . . . . . . . . . . . . . .91 Identifying generalizations . . . . . . . . . . . . . . .127 Comparing and contrasting . . . . . . . . . . . . . . .92 Identifying generalizations . . . . . . . . . . . . . . .128 Determining cause/effect . . . . . . . . . . . . . . . . .93 Mapping story events . . . . . . . . . . . . . . . . . . .129 Determining cause/effect . . . . . . . . . . . . . . . . .94 Mapping story events . . . . . . . . . . . . . . . . . . .130 Determining cause/effect . . . . . . . . . . . . . . . . .95 Mapping characters . . . . . . . . . . . . . . . . . . . .132 Determining cause/effect . . . . . . . . . . . . . . . . .96 Mapping characters . . . . . . . . . . . . . . . . . . . .133 Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . .97 Mapping story events . . . . . . . . . . . . . . . . . . .134 Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . .98 Mapping story events . . . . . . . . . . . . . . . . . . .135 Making inferences . . . . . . . . . . . . . . . . . . . . . . .99 Mapping story events . . . . . . . . . . . . . . . . . . .136 Making inferences . . . . . . . . . . . . . . . . . . . . . .100 Teacher’s Scope and Sequence chart . . . . . . .137 Making inferences . . . . . . . . . . . . . . . . . . . . . .101 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Making inferences . . . . . . . . . . . . . . . . . . . . . .102 3
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Teacher pages just for you! Welcome to Reading Comprehension Skills and Strategies About this Series This unique series is specially created for you by Saddleback Educational Publishing, as an exciting supplement to reinforce and extend your classroom reading curriculum. Reading Comprehension Skills and Strategies can easily be integrated into basic reading curricula as additional reading lessons: as stand-alone strategy and skill instructional lessons; as across-the-curriculum lessons; or as activities for students with special projects, interests, or abilities. This series is based on the most current research and thought concerning the teaching of reading comprehension. This series not only sharpens traditional reading comprehension skills, but it also reinforces the critical reading comprehension strategies that encourage your students to use prior knowledge, experiences, careful thought, and evaluation to help them decide how to practically apply what they know to all reading situations. Traditional comprehension skills recently have been woven into the larger context of strategy instruction. Today, literacy instruction emphasizes learning strategies—those approaches that coordinate the various reading and writing skills and prior knowledge to make sense to the learner. Our goal in this series is to provide you and your students with the most up-to-date reading comprehension support, while teaching basic skills that can be tested and evaluated. Reading Comprehension Strategies • vocabulary knowledge • activating prior knowledge • pre-reading—previewing and predicting • previewing and predicting text • mental imaging • self-questioning • summarizing • semantic mapping Saddleback Educational Publishing promotes the development of the whole child with particular emphasis on combining solid skill instruction with creativity and imagination. This series gives your students a variety of opportunities to apply reading comprehension strategies as they read, while reinforcing basic reading comprehension skills. In addition, we designed this series to help you make an easy transition between levels (grades 3, 4, and 5) in order to reinforce or enhance needed skill development for individual students. 4
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About this Book Reading Comprehension Skills and Strategies is designed to reinforce and extend the reading skills of your students. The fun, high-interest fiction and non-fiction selections will spark the interest of even your most reluctant reader. The book offers your students a variety of reading opportunities—reading for pleasure, reading to gather information, and reading to perform a task. A character on each page prompts the student to apply one of the strategies to the reading selection and includes a relevant comprehension skill activity. Choosing Instructional Approaches You can use the pages in this book for independent reinforcement or extension, whole group lessons, pairs, or small cooperative groups rotating through an established reading learning center. You may choose to place the activities in a center and reproduce the answer key for self-checking. To ensure the utmost flexibility, the process for managing this is left entirely up to you because you know what works best in your classroom. Assessment Assessment and evaluation of student understanding and ability is an ongoing process. A variety of methods and strategies should be used to ensure that the student is being assessed and evaluated in a fair and comprehensive manner. Always keep in mind that the assessment should take into consideration the opportunities the student had to learn the information, and practice the skills presented. The strategies for assessment are left for you to determine and are dependent on your students and your particular instructional plan. You will find a Scope and Sequence Chart at the back of this book to assist you as you develop your assessment plan. 5
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Putting words in categories by their root words helps you to learn tons of words faster. What a deal! Directions: Look at each word. Then write it under the correct root word. minimal visible deformity video dictate format minor invisible reform indicate predict diminish min—little, small dic, dict—say, speak vis, vid—see form—shape Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 6 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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Learning the meaning of a few basic root words will help you to figure out the meanings of bunches of words. Isn’t that cool? Directions: Read the root words and their meanings. Then read the list of words. Write the letter of the root word that is part of each word. A. annu—yearly B. bio—life C. fract, frag, frai—break D. geo—earth E. uni—one F. brev—short 1. brevity _____ 11. fragment _____ 2. annuity _____ 12. bionics _____ 3. biology _____ 13. fracture _____ 4. abbreviate _____ 14. disunity _____ 5. fraction _____ 15. biohazard _____ 6. frail _____ 16. geography _____ 7. annual _____ 17. nonbiodegradable _____ 8. geology _____ 18. refract _____ 9. biography _____ 19. biological _____ 10. united _____ 20. unicycle _____ Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 7 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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Learning how to analyze root-word meanings helps you figure out new words. What a slick trick! It’s Greek to me. Directions: Many English words have Greek roots. Use the Greek roots to figure out the meaning of the words. Write the correct letter on the lines. 1. ____ A monogram is 4. ____ A dialogue is mono—one a. having only one eye. a. a president’s speech b. one elementary b. words between two phone—sound, school. people. voice c. a design using initials. c. words that rhyme. d. a seasonal storm. d. an author’s second epi—over book. 2. ____ A monograph is gramma—letter a. something held 5. ____ An epilogue is firmly. a. a compound word. logos—speech, b. a book or report on b. words at the end of words one topic. a story or play. c. a picture about one c. a quote from a book. di, dia—two thing. d. an outer layer of skin. d. an airplane with one graph—write engine. 6. ____ A megaphone is a. a cute voice. mega—great 3. ____ Monologue means b. a device to make a. a speech by one sounds louder. lith—stone person. c. a large city. b. a written record of d. something that GREEK events. records voices. ROOTS c. an author’s last word. 7. ____ Megalith means d. a single tree. a. a crystal rock. b. doing things in a big way. c. a huge stone. d. a layer of soil. Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 8 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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You know, this is not just a word game. It’s a strategy to help you figure out word meanings. Directions: Most English words have roots in another language. Many of the words we use come from Latin, the language of the ancient Romans. Read the root word and its meaning. Then write a word to complete the phrase. remember solve clamor ferry legal collection vacant ruptured revolve location junction conduct Latin Root—Meaning English Phrase 1. fer—to carry _______________________ the cars across the river 2. clam—shout a noisy _______________________ 3. leg—law a _______________________book 4. rupt—break a _______________________ blister 5. mem—recall a time to _______________________ 6. loc—place the _______________________ of the store 7. junct—to join the _______________________ of the two roads 8. solv—explain _______________________ the answer to the puzzle 9. lect—gather a stamp _______________________ 10. duct—lead to _______________________ the tour 11. vac—empty the _______________________ house 12. volv—turn, roll _______________________ around the Sun Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 9 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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Check this out! What do you know about prefixes? ✔ A prefix is a group of letters that go in front of the word. ✔ A prefix changes the meaning of a word. ✔ Most of the time a prefix is not a word by itself, but not always. ✔ When you peel away the prefix, a base word that makes sense is left. Directions: Circle each prefix. Then write the base word. 1. unfair ____________________________ 11. unthread __________________________ 2. revisit ____________________________ 12. replay _____________________________ 3. illegal _____________________________ 13. impolite ___________________________ 4. misname __________________________ 14. disappear _________________________ 5. disobey ___________________________ 15. pretest ____________________________ 6. relearn ____________________________ 16. uncover ___________________________ 7. indoors ___________________________ 17. midair ____________________________ 8. overdose __________________________ 18. supercharge _______________________ 9. unhappy __________________________ 19. nonvoter __________________________ 10. inactive ___________________________ 20. intertwine _________________________ The prefix de means to make less or remove. The prefix re means again or back. Change the meaning of the word in bold print by adding the prefix re or de. Write the word on the line. 21. Before taking off, the plane had to be iced. _____________________________________ 22. The table is old so it needs to be painted. ______________________________________ 23. It was such a wonderful day I wish I could live it. ________________________________ 24. I need to place the stone that is missing from my ring. __________________________ Oh, hello-o-o! Go back and check to see that each answer makes sense. Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 10 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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Remember, the strategy is to peel—peel away the prefix, that is. Then check to see that the base word makes sense. Directions: Have you read Superfudge by Judy Blume (E. P. Dutton, 1980)? This very funny story about Peter Hatcher and his little brother Superfudge is a book that will tickle your funny bone. Read each sentence and circle the word with the prefix. Then write the meaning of the word on the line. un re pre mis means means means means not again before wrong 1. Peter thinks his brother Fudge is a preschool pain in the neck. ________________________ 2. Peter is unexcited when he finds out his mom is having another baby. _________________ 3. Peter is even more unhappy when he finds out his family is moving to a quiet town in New Jersey. _______________________________________________________ 4. When Fudge kicks the kindergarten teacher, the principal is unamused. ________________ 5. Peter discovers that getting Fudge a bird that repeats everything you say is definitely a mismatch. ______________________________________________________ 6. Fudge’s friend, Daniel, is about as untamed as he is. _________________________________ 7. Peter feels like his life is full of even more misfortune when his two best friends become friends. __________________________________________________________ 8. Fudge accuses the school nurse of misapplying peroxide to cuts because she doesn’t blow on it to dry it. ___________________________________________ 9. When Fudge takes off but reappears one Saturday, Peter thinks his little brother acted stupidly. _______________________________________________________ 10. Peter’s dad is rehired at his old job, and the family gets ready to move back to the city. _________________________________________________________________ 11. Peter can’t wait to relive his old life in New York, or Nu Yuck as his baby sister calls it. _______________________________________________________________ Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 11 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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Amazing—adding a suffix to the end of a word or root changes its meaning. Give it a try! Directions: Circle the suffix that correctly completes each word or root. Then write it on the line to complete the word. Finally, reread the set of sentences to make sure everything makes sense. 1. Maurice Klutz loves to travel and tour the world. You or ist er would call him a world-class tour_________. 2. Maurice is most concerned about getting to his travel destinations on time. You always see him speed__________ ing ly able through the airports. 3. On one of his trips, he toured a fine museum and bumped ly able ish into a very rare, expensive, and break____________ vase. You can imagine his embarrass___________. ly ful ment 4. A quick-thinking security guard saw the accident and caught the vase before it hit the floor. You know Maurice ful ive ery was more than grate________ for the security guard’s quick actions. 5. After the vase mishap, Maurice has decided to slow down a bit. He figures if he looks at the world with a little more ist ive ly attention to detail and slow____ examines things and ery ment able people around him, he’ll find much more enjoy___________in his travels. 6. Oh, by the way, the security guard and Maurice Klutz became great friends. So now when Maurice travels he ive ly ery takes along his new pal. You can imagine their trips together are a very posit________ experience. Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 12 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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It’s really fun to change the meaning of words by adding different suffixes. Have fun! Directions: Add a suffix to each word in bold print. Write the new word on the line. You can use each suffix more than once. Suffixes er—more in degree est—the most en—to make or become ly—in that manner ful—full of ive—having the quality of, given to ous—having the quality of less—without 1. A tornado is a violent and destruct wind. ______________________________________ 2. It’s hard to imagine that a tornado can have speeds of 300 miles an hour or strong. ________________________________________ 3. You can spot a tornado by looking for an impress funnel-shaped cloud. ______________________________________________ 4. The sky may black before a tornado. __________________________________________ 5. Tornadoes can be extremely danger. __________________________________________ 6. Buildings hit by tornadoes may complete explode._____________________________ 7. People and animals can be help in a tornado. __________________________________ 8. They must find underground shelter quick. ____________________________________ 9. The number of tornadoes each year can vary great. _____________________________ 10. In the U.S. tornadoes most frequent occur in the spring. ________________________ Hey you! Check each sentence to see that your new word makes sense when you reread the sentence. Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 13 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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