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HIGH-INTEREST SKILLS & STRATEGIES usion oncl s wC cabulary ra Vo D e / Cont par rast om Classifi C s cat O ent ion rder of Ev Predict w & Previe LEVEL 5 100 REPRODUCIBLE ACTIVITIES
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Reading Comprehension Skills and Strategies Level 5 Saddleback Educational Publishing Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com Development and Production: The EDGe ISBN 1-56254-032-7 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 metaphors . . . . . . . . . . . . . . . . . . . 37 Analyzing root words . . . . . . . . . . . . . . . . . . . . 6 Identifying similes . . . . . . . . . . . . . . . . . . . . . .38 Analyzing root words . . . . . . . . . . . . . . . . . . . . 7 Identifying similes . . . . . . . . . . . . . . . . . . . . . . .39 Analyzing root word origins . . . . . . . . . . . . . . . .8 Categorizing information . . . . . . . . . . . . . . . . .40 Adding prefix or suffix to root words . . . . . . . . 9 Categorizing information . . . . . . . . . . . . . . . . .41 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . 10 Comparing and contrasting . . . . . . . . . . . . . . .42 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . 11 Comparing and contrasting . . . . . . . . . . . . . . .43 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 12 Developing questioning techniques . . . . . . . . .44 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 13 Developing questioning techniques . . . . . . . . .45 Analyzing visual and context clues . . . . . . . . 14 Recognizing figures of speech (idioms) . . . . . .46 Analyzing visual and context clues . . . . . . . . 15 Recognizing figures of speech (idioms) . . . . . .47 Analyzing context clues . . . . . . . . . . . . . . . . . 16 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . .48 Analyzing context clues . . . . . . . . . . . . . . . . . 17 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . .49 Inference—analyzing word clues . . . . . . . . . . 18 Making/confirming/revising predictions . . . . .50 Inference—analyzing word clues . . . . . . . . . . 19 Making/confirming/revising predictions . . . . .51 Analyzing multiple-meaning words . . . . . . . . 20 Making/confirming/revising predictions . . . . .52 Analyzing multiple-meaning words . . . . . . . . 21 Making/confirming/revising predictions . . . . .53 Identifying signal words . . . . . . . . . . . . . . . . . 22 Using T of C to preview and predict content . .54 Recognizing signal words . . . . . . . . . . . . . . . . 23 Skimming an article to predict content . . . . . .55 Recognizing signal words . . . . . . . . . . . . . . . . 24 Using topic sentences to preview and predict content . . . . . . . . . . . . . . . . . . . . . .56 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 25 Using illustrations and graphic devices to Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 26 preview and predict content . . . . . . . . . . . .57 Using a glossary . . . . . . . . . . . . . . . . . . . . . . . . 27 Identifying main idea . . . . . . . . . . . . . . . . . . . .58 Identifying advanced antonyms . . . . . . . . . . . 28 Identifying main idea . . . . . . . . . . . . . . . . . . . .59 Identifying advanced antonyms . . . . . . . . . . . 29 Identifying main idea . . . . . . . . . . . . . . . . . . . .60 Identifying advanced homonyms . . . . . . . . . . 30 Drawing conclusions . . . . . . . . . . . . . . . . . . . .61 Identifying advanced homonyms . . . . . . . . . . 31 Drawing conclusions . . . . . . . . . . . . . . . . . . . .62 Following directions . . . . . . . . . . . . . . . . . . . . . 32 Using details to predict meaning . . . . . . . . . . .63 Following directions . . . . . . . . . . . . . . . . . . . . . 33 Using details to predict meaning . . . . . . . . . . .64 Classifying items . . . . . . . . . . . . . . . . . . . . . . . 34 Using details to predict content . . . . . . . . . . . .65 Classifying items . . . . . . . . . . . . . . . . . . . . . . . 35 Interpreting supporting sentences . . . . . . . . . .66 Identifying analogies . . . . . . . . . . . . . . . . . . . . 36 Interpreting problem/solution . . . . . . . . . . . . .67 2
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Interpreting problem/solution . . . . . . . . . . . . .68 Making inferences . . . . . . . . . . . . . . . . . . . . . .104 Interpreting grids . . . . . . . . . . . . . . . . . . . . . . .69 Making inferences . . . . . . . . . . . . . . . . . . . . . .105 Interpreting labels . . . . . . . . . . . . . . . . . . . . . . .70 Identifying details . . . . . . . . . . . . . . . . . . . . . .106 Interpreting a diagram . . . . . . . . . . . . . . . . . . .71 Identifying details . . . . . . . . . . . . . . . . . . . . . .107 Interpreting a Venn diagram . . . . . . . . . . . . . .72 Sequencing story events (fiction) . . . . . . . . . .108 Interpreting a logic matrix . . . . . . . . . . . . . . . .73 Sequencing story events (non-fiction) . . . . . .109 Interpreting a logic matrix . . . . . . . . . . . . . . . .74 Understanding author’s view/purpose . . . . . .110 Distinguishing between fact/opinion . . . . . . . .75 Understanding author’s view/purpose . . . . . .111 Distinguishing between fact/exaggeration . . .76 Understanding character’s view . . . . . . . . . . .112 Distinguishing between fact/fantasy . . . . . . . .77 Understanding character’s view . . . . . . . . . . .113 Deleting trivial and redundant information . .78 Evaluating story events . . . . . . . . . . . . . . . . .114 Deleting trivial and redundant information . .79 Evaluating story events . . . . . . . . . . . . . . . . .115 Sequencing story events . . . . . . . . . . . . . . . . . .80 Identifying main character . . . . . . . . . . . . . .116 Sequencing story events . . . . . . . . . . . . . . . . . .81 Identifying main character . . . . . . . . . . . . . .117 Identifying types of stories (story genre) . . . . .82 Identifying setting . . . . . . . . . . . . . . . . . . . . . .118 Identifying types of stories (story genre) . . . . .83 Identifying setting . . . . . . . . . . . . . . . . . . . . . .119 Identifying a topic sentence in text . . . . . . . . .84 Identifying time . . . . . . . . . . . . . . . . . . . . . . .120 Identifying a topic sentence in text . . . . . . . . .85 Identifying main idea/plot . . . . . . . . . . . . . . .121 Identifying supporting sentences . . . . . . . . . . .86 Identifying the 4 W’s . . . . . . . . . . . . . . . . . . . .122 Identifying supporting sentences . . . . . . . . . . .87 Reading and writing to persuade . . . . . . . . . .123 Identifying supporting details and facts . . . . .88 Identifying tone/mood . . . . . . . . . . . . . . . . . .124 Creating supporting details . . . . . . . . . . . . . . .89 Identifying tone/mood . . . . . . . . . . . . . . . . . .125 Recognizing similarities and differences . . . . .90 Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .126 Recognizing similarities and differences . . . . .91 Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .127 Comparing and contrasting . . . . . . . . . . . . . . .92 Making a generalization . . . . . . . . . . . . . . . .128 Comparing and contrasting . . . . . . . . . . . . . . .93 Making a generalization . . . . . . . . . . . . . . . .129 Comparing fact and opinion . . . . . . . . . . . . . .94 Mapping story events . . . . . . . . . . . . . . . . . . .130 Comparing fact and opinion . . . . . . . . . . . . . .95 Mapping story events . . . . . . . . . . . . . . . . . . .131 Determining cause/effect . . . . . . . . . . . . . . . . .96 Mapping story events . . . . . . . . . . . . . . . . . . .132 Determining cause/effect . . . . . . . . . . . . . . . . .97 Mapping story events . . . . . . . . . . . . . . . . . . .133 Analyzing characters . . . . . . . . . . . . . . . . . . . .98 Mapping story events . . . . . . . . . . . . . . . . . . .134 Analyzing characters . . . . . . . . . . . . . . . . . . . .99 Mapping story events . . . . . . . . . . . . . . . . . . .135 Analyzing data . . . . . . . . . . . . . . . . . . . . . . . .100 Mapping events/characters . . . . . . . . . . . . . .136 Analyzing data . . . . . . . . . . . . . . . . . . . . . . . .101 Teacher’s Scope and 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 4, 5, and 6) 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 & Sequence chart at the back of this book to assist you as you develop your assessment plan. 5
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Learning the meaning of some prefixes and adding them to root words adds lots of new words to your vocabulary. Now, that’s cool! Directions: Add a prefix to each root word to make a new word. Then write a sentence using each new word. Prefixes un = not dis = opposite mid = middle re = again trans = across in = into mis = bad sub = under 1. port/ __________________________________________ ________________________________________________________________________________ 2. like/ __________________________________________ ________________________________________________________________________________ 3. side/ __________________________________________ ________________________________________________________________________________ 4. night/ __________________________________________ ________________________________________________________________________________ 5. take/ __________________________________________ ________________________________________________________________________________ 6. way/ __________________________________________ ________________________________________________________________________________ 7. comfortable/ __________________________________________ ________________________________________________________________________________ 8. appear/ __________________________________________ ________________________________________________________________________________ 9. behave/ __________________________________________ ________________________________________________________________________________ 10. honest/ __________________________________________ ________________________________________________________________________________ Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 6 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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Directions: “Ped” is a Latin root word meaning “foot.” Each word in the list below has “ped” in it. Match the word with the picture by writing the correct word on the line. WORD LIST pedicure pedal pedometer impediment pedestal pedestrian centipede 1. _________________________________ 2. _________________________________ 3. _________________________________ 4. _________________________________ 5. _________________________________ 6. _________________________________ 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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Directions: Add a prefix or a suffix to the root words below to make new words. Write as many new words as you can on the lines below. PREFIXES AND SUFFIXES dia — between, across mega — large mono — single epi — over, upon or about tele — far off, at a distance micro — small dia micro tele mega epi mono lith logue phone gram graph ROOT WORDS lith — stone gram — write, draw logue — word, speech phone — sound, voice graph — write 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: Add a prefix or suffix to the underlined root word to change its meaning. Look for clues in the sentences. You may need to change the spelling of the root word. less able ive ful ness dis ing ly un ion ty est under able ship al fulness over 1. The king’s men have never been loyal. Their loyal is not in question. 2. The Mayberry Marlins might be beat this year. With a record of four wins and no losses they are the only beaten team in the league. 3. The puppy was very skinny and nourished because she was not fed properly by her owners. 4. It was very thought of you to send a get-well card while I was in the hospital. Your thought is appreciated. 5. It’s not healthy to be so obsess about how your hair looks. That silly haircut could become an obsess . 6. Maggie paid $50 for her concert ticket. I bought mine for $30—Maggie definitely paid! 7. I have been wonder how you like your new school. I think it’s wonder that you earned four A’s on your first report card. 8. When your parents love you without condition, their love is called condition . 9. Derek and Wally are always friend to everyone, but they especially value their unique friend with each other. 10. Our dog is an ador new parent. She just gave birth to six ador puppies. 11. The cat proud showed us her new kittens. She is the proud parent on the block. 12. Your suggestions are never use . I am happy to say all of your ideas are use . 13. My greatest happy is mountain-climbing, the higher the better. I am happy when I am standing on top of the mountain. 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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A prefix changes the meaning of a root word. Directions: Circle the word in each sentence that begins with a prefix. Then write the letter of the correct meaning on the line provided. Prefix Meaning Example under lower, not enough, covered by undercoat mis wrong, do badly miscount dis not disobey _____ 1. I’m sorry dinner will be late tonight because the oven is broken and the roast is underdone. a. overcooked b. not cooked enough _____ 2. The market on the corner went out of business because it was mismanaged. a. not well supervised b. well supervised _____ 3. The employees felt they were being underpaid when they had to work more than eight hours in one day. a. not paid enough b. paid too much _____ 4. The spacecraft missed the moon by 100 miles because the computer miscalculated. a. computed incorrectly b. broke down _____ 5. I dislike walking home from school in the rain because my feet always get wet. a. enjoy b. don’t enjoy _____ 6. The people behind us at the theater were talking in an undertone all through the movie. a. loud voice b. whisper _____ 7. Harold’s mother was dissatisfied with her son when he got all C’s on his report card. a. not happy b. happy _____ 8. My mother has put me on a special diet because I am underweight for my height. a. weighs too much b. doesn’t weigh enough _____ 9. Sarah is afraid her sister has misplaced her library book, and it is due today. a. put in a wrong place b. forgot _____ 10. Bryan felt discomfort for a week after he had an accident on his bicycle. a. just fine b. soreness 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: Underline the root words. Then match each word on the left with its definition on the right. The first one is done for you. fore = before, in front of im = not dis = reversal a. immodest 1. _____ to plan in advance b. forethought 2. _____ cannot be moved or changed c. imperfect 3. _____ separate into fragments d. forecast 4. _____ predict 5. _____a indecent, impudent e. immature f. disinfect 6. _____ rude or impolite g. foresight 7. _____ not mortal, living forever h. disrespectful 8. _____ an ancestor 9. _____ first in importance i. immortal 10. _____ can’t be done j. foreman 11. _____ not allow to participate k. impossible 12. _____ not completely grown or developed l. disintegrate 13. _____ destroy harmful bacteria m. foremost 14. _____ not showing any feeling or emotion n. immovable 15. _____ see or know beforehand o. disqualify 16. _____ without restraint, excessive p. impassive 17. _____ lying or cheating q. foretold 18. _____ man in charge r. dishonest 19. _____ cannot be measured, immense s. forerunner 20. _____ having a defect or error t. forefather 21. _____ previously said u. immeasurable 22. _____ person sent ahead to announce v. immoderate something is coming 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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To be a good detective, you have to know what facts are important and not important to the case you’reA suffix is like a caboose — it’s always located at solving! So, ask yourself questions as you read.the end. Directions:Directions: Using -er and –est, decide which suffix belongs in the blank of each sentence. You may need to change the spelling of the root word. Use the suffix: When you are comparing: er 2 things est 3 or more things 1. Kelly was voted the neat______ camp scout because she kept her belongings organized alphabetically. 2. They say the bigger you are, the hard_______ you fall. That means if you are the biggest, you fall the hard__________. 3. There is nothing tough______ than a diamond—it is the tough______ stone known to humans. 4. Hank is the fast______ runner on the team, much fast______ than I am! 5. Coach said those who try the hard_________ will make the team, so I’d better try hard______. 6. Is traveling by train slow______ than traveling by bus? What is the slow_______ form of transportation? 7. He is the brav________ stunt man of all. He is even brav________ than his father. 8. Brooke cried because she received the small______ slice of pie. Justin cried because he thought his piece was even small ________. 9. Which is old______, the Empire State Building or the Eiffel Tower? 10. The Quinn family has ten children; Kelly is young____ than Kyle. Kerry is the young______. 11. This highway is much busy_____ than it was last year. Soon it will be the busy________ highway in the state. 12. I have several packages to mail. The light__________ package will cost less to mail. Of the two packages left to mail, this one is light____________. Name:Name: ______________________________________________________________________________ Date:Date: __________________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002 1212 3 Watson, Irvine, CA 92618•Phone (888)SDL-BACK•www.sdlback.com
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Directions: In each sentence below, underline the word that contains a suffix and circle the suffix. There may be more than one suffix in each sentence. 1. As the exam date approached, Jenny became increasingly worried that she was not properly prepared. 2. Many engines are powered by internal combustion. 3. The locomotive came barreling down the track. 4. Even in his maturity, Herbert still loved to collect toy planes. 5. I think the mighty Mississippi is the longest river in the United States. 6. There were too many sailors living in trailers, which made them very combative. 7. Two thoughtful internists assisted the doctor during the operation. 8. I originate from New York, but I don’t consider myself a New Yorker. 9. If you followed the directive, there shouldn’t be any confusion. 10. Suspicions and assumptions can get you into troubling situations! 11. The lightning storm halted the transmission of our radio signals. 12. Purple is a mixture of blue and red; white or black can be added to increase the lightness or darkness of the hue. 13. Garth has an interest in magical potions. 14. He would like to master invisibility. 15. When Nelly moved forward, Fred fell backward. 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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