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HIGH-INTEREST SKILLS & STRATEGIES ext Clues nt Co Vocabu & lar al Words y isu nal V Sig tion ch edic F pee Pr igures of S mar ram Story G LEVEL 6 100 REPRODUCIBLE ACTIVITIES
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Reading Comprehension Skills and Strategies Level 6 Saddleback Educational Publishing Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com Development and Production: The EDGe ISBN 1-56254-033-5 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 Skills Teacher welcome and teaching tips . . . . . . . . . 4 Identifying analogies . . . . . . . . . . . . . . . . . . . . 37 Analyzing root words . . . . . . . . . . . . . . . . . . . . 6 Categorizing information . . . . . . . . . . . . . . . .38 Analyzing root words . . . . . . . . . . . . . . . . . . . . 7 Categorizing information . . . . . . . . . . . . . . . . .39 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . .8 Categorizing information . . . . . . . . . . . . . . . . .40 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . . 9 Categorizing information . . . . . . . . . . . . . . . . .41 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 10 Comparing and contrasting . . . . . . . . . . . . . . .42 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 11 Comparing and contrasting . . . . . . . . . . . . . . .43 Following directions . . . . . . . . . . . . . . . . . . . . . 12 Developing questioning techniques . . . . . . . . .44 Following directions . . . . . . . . . . . . . . . . . . . . . 13 Developing questioning techniques . . . . . . . . .45 Analyzing visual and context clues . . . . . . . . 14 Predicting outcome . . . . . . . . . . . . . . . . . . . . . .46 Analyzing visual and context clues . . . . . . . . 15 Predicting outcome . . . . . . . . . . . . . . . . . . . . . .47 Analyzing context clues . . . . . . . . . . . . . . . . . 16 Predicting outcome . . . . . . . . . . . . . . . . . . . . . .48 Inference—analyzing word clues . . . . . . . . . . 17 Making/confirming/inferences . . . . . . . . . . . . .49 Inference—analyzing word clues . . . . . . . . . . 18 Making/confirming/inferences . . . . . . . . . . . . .50 Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 19 Making/confirming/inferences . . . . . . . . . . . . .51 Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 20 Making/confirming inferences . . . . . . . . . . . . .52 Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 21 Making/confirming/revising inferences . . . . . .53 Identifying signal words . . . . . . . . . . . . . . . . . 22 Using T of C to preview and predict content . .54 Recognizing signal words . . . . . . . . . . . . . . . . 23 Using heading captions to preview and predict content . . . . . . . . . . . . . . . . . . . . . .55 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 24 Using text captions to preview and Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 25 predict content . . . . . . . . . . . . . . . . . . . . . .56 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 26 Identifying main idea . . . . . . . . . . . . . . . . . . . .57 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 27 Identifying main idea . . . . . . . . . . . . . . . . . . . .58 Identifying context clues . . . . . . . . . . . . . . . . . 28 Identifying main idea . . . . . . . . . . . . . . . . . . . .59 Identifying context clues . . . . . . . . . . . . . . . . . 29 Identifying main idea . . . . . . . . . . . . . . . . . . . .60 Identifying idioms . . . . . . . . . . . . . . . . . . . . . . 30 Identifying main idea . . . . . . . . . . . . . . . . . . . .61 Identifying similies and metaphors . . . . . . . . 31 Identifying main idea . . . . . . . . . . . . . . . . . . . .62 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 32 Identifying main idea . . . . . . . . . . . . . . . . . . . .63 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 33 Identifying main idea . . . . . . . . . . . . . . . . . . . .64 Classifying items . . . . . . . . . . . . . . . . . . . . . . . 34 Identifying main idea . . . . . . . . . . . . . . . . . . . .65 Classifying items . . . . . . . . . . . . . . . . . . . . . . . 35 Outlining story events . . . . . . . . . . . . . . . . . . .66 Identifying analogies . . . . . . . . . . . . . . . . . . . . 36 Outlining story events . . . . . . . . . . . . . . . . . . .67 2
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Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Making inferences . . . . . . . . . . . . . . . . . . . . . .104 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Making inferences . . . . . . . . . . . . . . . . . . . . . .105 Interpreting problem/solution . . . . . . . . . . . . .70 Identifying details . . . . . . . . . . . . . . . . . . . . . .106 Interpreting problem/solution . . . . . . . . . . . . .71 Identifying details . . . . . . . . . . . . . . . . . . . . . .107 Interpreting a grid . . . . . . . . . . . . . . . . . . . . . .72 Identifying details . . . . . . . . . . . . . . . . . . . . . .108 Interpreting a diagram . . . . . . . . . . . . . . . . . . .73 Identifying details . . . . . . . . . . . . . . . . . . . . . .109 Interpreting a label . . . . . . . . . . . . . . . . . . . . . .74 Understanding author’s view/purpose . . . . . .110 Distinguishing between fact/opinion . . . . . . . .75 Understanding author’s view/purpose . . . . . .111 Distinguishing between fact/opinion . . . . . . . .76 Understanding character’s view . . . . . . . . . . .112 Distinguishing between fantasy/reality . . . . . .77 Understanding character’s view . . . . . . . . . . .113 Deleting trivial information . . . . . . . . . . . . . . .78 Identifying setting . . . . . . . . . . . . . . . . . . . . . .114 Deleting trivial information . . . . . . . . . . . . . . .79 Identifying setting . . . . . . . . . . . . . . . . . . . . . .115 Deleting trivial information . . . . . . . . . . . . . . .80 Identifying time frame . . . . . . . . . . . . . . . . . .116 Deleting trivial information . . . . . . . . . . . . . . .81 Identifying story line . . . . . . . . . . . . . . . . . . .117 Identifying types of stories (story genre) . . . . .82 Identifying story plot/goal . . . . . . . . . . . . . . .118 Identifying types of stories (story genre) . . . . .83 Identifying main idea/plot . . . . . . . . . . . . . . .119 Identifying a topic sentence in text . . . . . . . . .84 Identifying tone/mood . . . . . . . . . . . . . . . . . .120 Identifying a topic sentence in text . . . . . . . . .85 Identifying tone/mood . . . . . . . . . . . . . . . . . .121 Identifying supporting text sentences . . . . . . .86 Summarizing main idea . . . . . . . . . . . . . . . . .122 Identifying supporting text sentences . . . . . . .87 Summarizing main idea . . . . . . . . . . . . . . . . .123 Identifying supporting details and facts . . . . .88 Reading and writing to persuade . . . . . . . . . .124 Identifying supporting details and facts . . . . .89 Reading and writing to persuade . . . . . . . . . .125 Recognizing similarities and differences . . . . .90 Story sequence . . . . . . . . . . . . . . . . . . . . . . . . .126 Recognizing similarities and differences . . . . .91 Story sequence . . . . . . . . . . . . . . . . . . . . . . . . .127 Comparing and contrasting . . . . . . . . . . . . . . .92 Factual recall . . . . . . . . . . . . . . . . . . . . . . . . . .128 Comparing and contrasting . . . . . . . . . . . . . . .93 Factual recall . . . . . . . . . . . . . . . . . . . . . . . . . .129 Comparing fact and opinion . . . . . . . . . . . . . .94 Making a generalization . . . . . . . . . . . . . . . .130 Comparing fact and opinion . . . . . . . . . . . . . .95 Making a generalization . . . . . . . . . . . . . . . .131 Determining cause/effect . . . . . . . . . . . . . . . . .96 Mapping story events . . . . . . . . . . . . . . . . . . .132 Determining cause/effect . . . . . . . . . . . . . . . . .97 Mapping story events . . . . . . . . . . . . . . . . . . .133 Analyzing characters . . . . . . . . . . . . . . . . . . . .98 Mapping characters . . . . . . . . . . . . . . . . . . . .134 Analyzing characters . . . . . . . . . . . . . . . . . . . .99 Mapping characters . . . . . . . . . . . . . . . . . . . .135 Analyzing chronology/perspective . . . . . . . . .100 Mapping timeline . . . . . . . . . . . . . . . . . . . . . .136 Analyzing perspective . . . . . . . . . . . . . . . . . . .101 Teacher’s Scope & Sequence chart . . . . . . . . .137 Making inferences—visual clues . . . . . . . . . .102 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Making inferences—word clues . . . . . . . . . . .103 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 (main idea, story plot, topic sentence, sequencing, etc.), 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 5, 6, and 7) 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. Characters throughout the book prompt 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 & Sequence chart at the back of this book to assist you as you develop your assessment plan. 5
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What do plants have to do with reading? Roots! In both plants and reading, everything grows from roots. Learn these roots and watch your vocabulary grow. Directions: Match each word on a leaf to the root from which it grew. Write the letter of the root on the leaf. ___ manufacture ___ democracy ___ century ___ terrarium fortify ___ ___ ___ telegram relocate ___ aquatics ___ incredible ___ autograph ___ predict ___ liberty ROOT WORDS A. dict–say; speak E. gram–draw; write I. cred–believe B. auto–self F. loc–place J. cent–hundred C. dem–people; population G. terra–earth; land K. aqua–water D. fort–strong H. man–hand L. liber–to free 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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Directions: Read each list of words. Think about how they are alike. Then circle the correct meaning of their common root word. 1. transport, import, export, portable The root “port” most likely means a. carry b. ship c. across 2. diameter, metric, speedometer, centimeter The root “meter” most likely means a. distance b. machine c. measure 3. audience, audition, audible, auditory The root “aud” most likely means a. speed b. hear c. people 4. construction, instruct, destruct, structure The root “struct” most likely means a. build b. destroy c. stop 5. circus, circle, circular, circumstances The root “circ” most likely means a. fun b. around c. five 6. proceed, exceed, succeed, concede The root “cede or ceed” most likely means a. go, yield b. fail c. obvious 7. signature, signal, sign, significant The root “sign” most likely means a. name b. mark c. visible 8. minor, minute, miniature, minimum The root “min” most likely means a. most b. less c. small 9. thermos, thermometer, thermal, thermostat The root “therm” most likely means a. bacteria b. enclosed c. heat 10. solitary, solo, solely, solitude The root “sol” most likely means a. alone b. free c. near 11. unicorn, uniform, unit, united The root “uni” most likely means a. one b. kind c. form 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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How do you grow new words? One way is to start with a sprout of a root word, then add a prefix. Directions: Add the prefix given to the root word. Then, in the sentences below, fill in the correct word from the ones you wrote. Prefix Root Word New Word dis–opposite of appear _________________________________ re–again write _________________________________ mis–wrongly understood _________________________________ multi–many color _________________________________ mid–middle day _________________________________ non–not sense _________________________________ un–not necessary _________________________________ inter–between national _________________________________ 1. The beautiful butterfly had _______________________________ wings. 2. Sometimes I wish this mess in my room would just _______________________________. 3. On a warm day it is _______________________________ to bring a heavy coat. 4. He was mad because he _______________________________ what I said. 5. The teacher made me _______________________________ my essay. 6. By _______________________________ the sun was high and we were hungry. 7. Olympic athletes enjoy _______________________________ fame. 8. Dad thought my excuse was pure _______________________________. 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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Directions: First, read the story. Then go back and underline any word you see that has a prefix. Finally, below, write the word you underlined that matches each meaning given. The Bear Facts The word “bear” can conjure up a variety of images—from a sweet teddy to the untamed force of a grizzly. There are actually seven species of bear and many subspecies. Their size, appearance, habitat, and diet differ greatly. The polar bear and grizzly are the indisputable kings of the bears. The largest of the bears is the polar bear. It roams the harsh arctic, undaunted by the cold. The key to its survival there lies in its coat. Over a dense underfur lie long hairs that get matted when wet and help keep the skin dry. Seals are its main prey, and ice floes provide a base of operations on its incessant quest for food. The grizzly has immense physical strength and mobility. Once these bears roamed much of North America, but due to human intrusion, they have retreated to mainly northern remote areas. Though easily capable of knocking down a bison, this bear prefers to indulge in berries and roots. And yes, this brown bear does steal honey from bees’ nests. Despite their differences, these two kinds of bears are so closely related that the two can interbreed and produce fertile hybrid offspring. 1. fur that lies below:_____________________________________ 2. not able to argue with: _________________________________ 3. never ceasing: ________________________________________ 4. withdrew; moved back: ________________________________ 5. invasion: _____________________________________________ 6. variety listed under a species: ___________________________ 7. not hampered or discouraged: __________________________ 8. mate between species: _________________________________ 9. wild: _________________________________________________ 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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Got a root word? Then you can grow new words from it by adding suffixes. Directions: The missing word in each passage below is an adverb ending in -ly. Find the one that makes the most sense, and fill it in. confidently nervously jubilantly wearily suspiciously contentedly dejectedly 1. The math teacher challenged the class with a particularly tricky problem. “Any volunteers?” he asked with a wry smile. One hand went up. “I’ll try it,” Linda said ______________________________________________. 2. The Bobcats were favored to win the championship. They were playing well but in the last few seconds, missed a goal and lost. The players hung their heads and left the field ______________________________________________. 3. Mom volunteered to make Kyle’s Halloween costume. It took longer than she anticipated. At 11:30 P.M., she was still working, sewing on the last bit of trim. “Just a few more stitches and I‘ll finally be done, ” she said ________________________________________. 4. In his whole life Brian had never won anything. When he heard about the science fair, he was determined to make the best project. For weeks he worked on it until it was perfect. When the judges made their decision, Brian ___________________________ accepted the first place ribbon. 5. The doctor told Tim that he had an infection but that an antibiotic should clear it right up. “Do I have to have a shot?” he asked _____________________________________. 6. Sam left his sandwich on the porch steps and went inside to get a glass of milk. When he came back out, the sandwich was gone. Sam looked over at his dog, Renny, __________________________________________. 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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Directions: The missing word in each sentence below ends with -tion. Find the one that makes sense from the choices in the Word Box. Be careful! There are extras! Word Box lotion mention promotion nation description commotion accumulation situation translation invention punctuation station prevention formation determination population 1. It snowed all night, so there was an 6. Vaccinations are given for the ___________________________________ ___________________________ of disease. of several inches by morning. 7. At midnight, the train pulled into the 2. I cannot read Spanish. I’ll need a ____________________________________. ___________________________________. 8. The police were looking for a car with 3. Oscar did a good job, so he got a raise that ________________________________. and a ______________________________. 9. Due to loss of habitat, the manatee 4. The geese flew overhead in a V-shaped ________________________ is decreasing. ___________________________________. 10. Every sentence should end with the 5. The party for Josh is a secret, so don’t correct _____________________________. __________________________________ 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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Here’s a trick that makes following directions as easy as 1, 2, 3. Read the whole activity start to finish. Then before you begin, reread the directions. Directions: Origami is the art of paper folding. It can be complicated or simple. Below are the steps for making a simple folded animal face, but they are out of order! First, using the illustrations as clues, write the steps in the correct order. Then follow the directions to make your own fold-a-face. Fold-a-Face • Fold (A) down so that the point extends below the base of the triangle. • Begin with a sheet of rectangular paper. Make it square by folding it diagonally, then cutting off the excess strip. • Color and use cut paper or other materials to create the face of a cat, leopard, or tiger, dog or even a bat. • Once you have cut off the strip, you will have a large triangle shape. Hold the triangle with the widest angle (A) up. • Fold up corners (B) and (C) along the edges of flap (A) to form ears. 1. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________✃ 2. __________________________________________________________________________________ __________________________________________________________________________________A __________________________________________________________________________________B C 3. __________________________________________________________________________________ __________________________________________________________________________________ B A C __________________________________________________________________________________ 4. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 5. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 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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Directions: Test your skill with alphabetical order by placing these words in the correct order. Part 1: Match each word to its meaning. enormous a. not fit to eat inedible b. easy to reach or get to accessible c. able to read and write spatter d. sparkle; glitter; shine diminish e. thoughtful in a serious manner glisten f. to make or become smaller literate g. very large; huge pensive h. scatter or fall in drops Part 2: Complete the puzzle by filling in the words above in alphabetical order. ★ Part 3: Write the word formed by the letters under the ★. Make sure it matches the meaning given, then write the word in the blank of the sentence. ___ ___ ___ ___ ___ ___ ___ ___ : likely to occur soon; about to happen The clouds darkened and rain was ___________________________. 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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