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HIGH-INTEREST SKILLS & STRATEGIES ogies nal line A Out s ’s Viewp cter oint ara Ch Vocabula e ry Inferenc Sto Maps ry LEVEL 7 100 REPRODUCIBLE ACTIVITIES
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Reading Comprehension Skills and Strategies Level 7 Saddleback Educational Publishing Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com Development and Production: The EDGe ISBN 1-56254-034-3 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 analogies . . . . . . . . . . . . . . . . . . . . 37 Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Identifying analogies . . . . . . . . . . . . . . . . . . . .38 Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Classifying items . . . . . . . . . . . . . . . . . . . . . . . .39 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . .8 Classifying items . . . . . . . . . . . . . . . . . . . . . . . .40 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . . 9 Categorizing information . . . . . . . . . . . . . . . . .41 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 10 Categorizing information . . . . . . . . . . . . . . . . .42 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . 11 Recognizing time elements . . . . . . . . . . . . . . . .43 Following directions . . . . . . . . . . . . . . . . . . . . . 12 Recognizing time elements . . . . . . . . . . . . . . . .44 Following directions . . . . . . . . . . . . . . . . . . . . . 13 Developing questioning techniques . . . . . . . . .45 Analyzing context clues . . . . . . . . . . . . . . . . . 14 Developing questioning techniques . . . . . . . . .46 Analyzing context clues . . . . . . . . . . . . . . . . . 15 Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Analyzing context clues . . . . . . . . . . . . . . . . . 16 Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Inference—analyzing word clues . . . . . . . . . . 17 Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Inference—analyzing word clues . . . . . . . . . . 18 Defining idioms . . . . . . . . . . . . . . . . . . . . . . . .50 Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 19 Making/confirming/inferences . . . . . . . . . . . . .51 Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 20 Making/confirming/revising-inferences . . . . . .52 Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 21 Making/confirming/revising-inferences . . . . . .53 Identifying signal words . . . . . . . . . . . . . . . . . 22 Making/confirming/revising-inferences . . . . . .54 Recognizing signal words . . . . . . . . . . . . . . . . 23 Using T of C to preview and predict content . .55 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 24 Using heading/captions to preview and predict content . . . . . . . . . . . . . . . . . . . . . .56 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 25 Using illustrations and graphic devices Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 26 to preview and predict content . . . . . . . . . .57 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 27 Identifying main idea . . . . . . . . . . . . . . . . . . . .58 Practicing life-skill reading . . . . . . . . . . . . . . . 28 Identifying main idea . . . . . . . . . . . . . . . . . . . .59 Practicing life-skill reading . . . . . . . . . . . . . . . 29 Identifying main idea . . . . . . . . . . . . . . . . . . . .60 Practicing life-skill reading . . . . . . . . . . . . . . . 30 Identifying main idea . . . . . . . . . . . . . . . . . . . .61 Identifying idioms . . . . . . . . . . . . . . . . . . . . . . 31 Identifying main idea . . . . . . . . . . . . . . . . . . . .62 Identifying similies and metaphors . . . . . . . . 32 Identifying main idea . . . . . . . . . . . . . . . . . . . .63 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 33 Identifying main idea . . . . . . . . . . . . . . . . . . . .64 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 34 Identifying main idea . . . . . . . . . . . . . . . . . . . .65 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 35 Outlining story events . . . . . . . . . . . . . . . . . . .66 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 36 Outlining story events . . . . . . . . . . . . . . . . . . .67 2
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Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Analyzing fact/opinion . . . . . . . . . . . . . . . . .104 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Analyzing fact/opinion . . . . . . . . . . . . . . . . .105 Making generalizations . . . . . . . . . . . . . . . . . .70 Identifying details . . . . . . . . . . . . . . . . . . . . . .106 Making generalizations . . . . . . . . . . . . . . . . . .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 Interpreting a logic matrix . . . . . . . . . . . . . . . .75 Understanding author’s view/purpose . . . . . .111 Interpreting a logic matrix . . . . . . . . . . . . . . . .76 Understanding character’s view . . . . . . . . . . .112 Deleting trivial and redundant information . .77 Understanding character’s view . . . . . . . . . . .113 Deleting trivial and redundant information . .78 Identifying visual clues . . . . . . . . . . . . . . . . . .114 Deleting trivial and redundant information . .79 Identifying word clues . . . . . . . . . . . . . . . . . .115 Deleting trivial and redundant information . .80 Sequencing events . . . . . . . . . . . . . . . . . . . . . .116 Identifying types of stories (story genre) . . . . .81 Sequencing events . . . . . . . . . . . . . . . . . . . . . .117 Identifying types of stories (story genre) . . . . .82 Sequencing events . . . . . . . . . . . . . . . . . . . . . .118 Identifying story genre . . . . . . . . . . . . . . . . . . .83 Identifying tone/mood . . . . . . . . . . . . . . . . . .119 Identifying a topic sentence in text . . . . . . . . .84 Identifying tone/mood . . . . . . . . . . . . . . . . . .120 Identifying supporting text sentences . . . . . . .85 Identifying plot/goal . . . . . . . . . . . . . . . . . . . .121 Identifying supporting text sentences . . . . . . .86 Identifying plot/goal . . . . . . . . . . . . . . . . . . . .122 Identifying supporting details and facts . . . . .87 Reading and writing to inform . . . . . . . . . . .123 Identifying supporting details and facts . . . . .88 Reading and writing to inform . . . . . . . . . . .124 Comparing and contrasting . . . . . . . . . . . . . . .89 Reading and writing to persuade . . . . . . . . . .125 Comparing and contrasting . . . . . . . . . . . . . . .90 Reading and writing to persuade . . . . . . . . . .126 Comparing and contrasting . . . . . . . . . . . . . . .91 Summarizing a plot . . . . . . . . . . . . . . . . . . . .127 Comparing and contrasting . . . . . . . . . . . . . . .92 Summarizing a plot . . . . . . . . . . . . . . . . . . . .128 Comparing and contrasting . . . . . . . . . . . . . . .93 Mapping story events . . . . . . . . . . . . . . . . . . .129 Comparing fact and opinion . . . . . . . . . . . . . .94 Mapping story events . . . . . . . . . . . . . . . . . . .130 Determining cause/effect . . . . . . . . . . . . . . . . .95 Mapping story events . . . . . . . . . . . . . . . . . . .131 Determining cause/effect . . . . . . . . . . . . . . . . .96 Mapping story events . . . . . . . . . . . . . . . . . . .132 Analyzing characters . . . . . . . . . . . . . . . . . . . .97 Mapping story events with 5 w’s . . . . . . . . . .133 Analyzing characters . . . . . . . . . . . . . . . . . . . .98 Mapping characters . . . . . . . . . . . . . . . . . . . .134 Analyzing chronology/perspective . . . . . . . . . .99 Mapping characters using Venn diagram . . .135 Analyzing perspective . . . . . . . . . . . . . . . . . . .100 Mapping timeline . . . . . . . . . . . . . . . . . . . . . .136 Analyzing fact/opinion . . . . . . . . . . . . . . . . .101 Teacher’s Scope & Sequence chart . . . . . . . . .137 Analyzing fact/opinion . . . . . . . . . . . . . . . . .102 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Analyzing fact/opinion . . . . . . . . . . . . . . . . .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 6, 7, and 8) 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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This is a snap! Just think carefully about the magic of words and have fun! Directions: Answer each question. Be able to explain the reason for your answer. 1. The four climbers plodded up the side of the mountain. The boreal wind was biting at their faces. Suddenly, one lost his footing and began to slide. Fortunately they were tethered together and were able to avert a catastrophe. a. Were the climbers moving at a slow or quick pace up the mountain? ______________________ What word tells you? _________________________ b. Boreas is a Greek word for the god of the North wind. What describing word means northern? ______________________________ c. What word could replace tethered? _____________________________ d. Did the climbers avoid or cause a catastrophe? ___________________________ 2. You may presume that opting for the “super size” at a fast-food restaurant is a good value. That may only be true if you narrow the definition of value to mean more for less money. Consider an alternate view. For a little extra money, you are getting (and consuming) a huge number of extra fat and calories. You may be able to afford the extra money, but can you afford the fat? a. What word means to make a judgment without really thinking about it? _______________________ b. Does the word view mean a scene or an opinion? ________________________ c. What word could replace consuming? ________________________________________________ d. What word means bear the cost or consequences? _____________________________________ e. What consequences might the writer of this passage be warning you of? _________________ ___________________________________________________________________________________ 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: Study the words and their meanings. Then write the words that correctly complete each sentence. 1. While eating, a lion will often _______________ to paws: animal feet lick its ______________________. pause: brief stop 2. The family lived in a royal ______________ on a manner: style large ______________________. manor: estate 3. Our team is ahead because we ____________ one: number 1 ___________ more game than the next team. won: past of win 4. My puppy _____________ shoes, but he always choose: pick seems to ______________ mine. chews: bites 5. Her ____________ carried her to the finish of the feat: accomplishment marathon—quite a _____________! feet: plural of foot 6. He had to _________ someone to replace him hire: employ because he took a ______________ position. higher: above 7. I will ____________ the amount of homework if lesson: instruction you give full attention to the ________________. lessen: make less 8. The _________________, where Congress meets, is capital: a city located in the nation’s _________________. capitol: a building 9. The ______________ aren’t done yet because I close: shut forgot to _____________ the door of the dryer. clothes: clothing 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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It’s really fun to change the meaning of words by adding different prefixes and suffixes. Directions: Use the clues to help you finish each sentence correctly. • proved to be false or unbelievable • a structure for transporting water • a reason to move or take action • to brighten or enlighten • a set of names or system of naming • one who is new at doing something • to please, calm, or make peace • someone who watches 1. If luminous means giving off light or brightness, then illuminate means __________________________________________________________________________________ 2. If a spectacle is something to watch, then a spectator is __________________________________________________________________________________ 3. If credible means able to be believed, then discredit means __________________________________________________________________________________ 4. If placid means peaceful and calm, then placate means __________________________________________________________________________________ 5. If nominate means to name, appoint, or identify, then a nomenclature is __________________________________________________________________________________ 6. If an aquarium is a water environment, then an aqueduct is __________________________________________________________________________________ 7. If mobile means capable of moving, then motivation means __________________________________________________________________________________ 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: The missing word in each passage below is an adjective or adverb ending in -ous. Find the one that makes the most sense and fill it in. curious generous glorious furious jealous perilous suspicious nervous 1. The men knew they were in great danger. It was going to be a ______________________________ journey. 2. Mrs. Michaels was not a wealthy woman, yet she always managed to give a ____________________________ contribution to charity. 3. Anna always disliked her naturally curly hair. She was ________________________ of her friend Misha’s straight hair. 4. The sun shone brightly and there was a cool breeze blowing. It was a _____________________________ day for a picnic. 5. A ball of yarn was missing from Grandma’s knitting basket. When she saw a bit of yellow fuzz in Mr. Paw’s sleeping basket, Grandma became _______________________________ of her cat. 6. Tony was going to visit his dad in Virginia. It would be his first plane ride alone and he was ____________________________. 7. A large envelope arrived for Deanne with no return address. She was __________________________ as to who could have sent it. 8. Yvonne worked hard on her science project. She was _________________________ when she discovered that her baby brother had ruined it. 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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Directions: The missing word in each passage below is a noun ending in -ment. Find the one that makes the most sense and fill it in. encouragement statement commitment postponement fulfillment retirement adjournment detriment 1. We had to move the party to a later date. I was disappointed at the ___________________________________. 2. Mrs. Long had been a teacher for 30 years. She was looking forward to her ___________________________________. 3. The runner finally achieved what he had always wanted. Winning the gold medal was the ____________________________ of all his dreams. 4. Dad had always assured me that I could do it. I appreciated his ___________________________________. 5. The club meeting was over and the leader called for an __________________________________. 6. On the basketball court, being undersized is a ____________________________. 7. I knew that having a paper route meant getting up early and always getting the job done. I was willing to make the ____________________________. 8. When asked if he would run for office again, rather than answering right away, the Mayor prepared a written ___________________________________. 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: Use the clues to help you finish each sentence correctly. • praise given as a result of an action • to carry or bring in • able to act independently • to leave or empty out • able to use both hands with equal skill • one who is new at doing something • to enact into law • one that resists; enemy 1. If ambivalence means having two opposing feelings, then ambidextrous means ________________________________________________________________________________ 2. If portable means able to be carried, then import means ________________________________________________________________________________ 3. If compliance is the act of fulfilling a requirement, then a compliment is ________________________________________________________________________________ 4. If automatic means able to work on its own, then autonomy means ________________________________________________________________________________ 5. If novel means new or not known before, then a novice is ________________________________________________________________________________ 6. If illegal means against the law, then legislate means ________________________________________________________________________________ 7. If vacant means unoccupied or empty, then evacuate means ________________________________________________________________________________ 8. If adverse means opposed to one’s interest, then adversary means ________________________________________________________________________________ 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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What do you do many times every day of your life, often without even realizing it? Follow directions! It’s important to keep this skill sharp! Directions: Your ability to read and follow directions carefully can be useful in many situations— anything from solving a puzzle to saving your life. Practice with this puzzle. Comp__ognathus Cave Stegosaurus Vall__y Jura__sic Meado__ Gras__y Cl__aring Fos__il Swamp Iguanado__ Ridge Pteranodon ___aterfalls Dr. Digby found a map of an area where a secret T-Rex skeleton is supposedly buried. Dr. Digby is a pretty good paleontologist, but he’s terrible at directions and worse at cracking codes. He’s hired you to help him find the spot. Here’s how. The missing letter(s) in each place is one of the points on a compass (n, s, e, w). First, fill in the missing letter(s). Then draw a straight line to the place that is in the direction of the letter you filled in. When you are finished, write a message to Dr. Digby telling him where to find the spot to dig for the T-Rex skeleton. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 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:Directions: Here’s a puzzle to solve that takes concentration, a little knowledge, and the ability to follow directions. The solution is hidden in the grid. Color the box to indicate coordinates. Remember, to find a coordinate move over, then up. For example, coordinate (8,B) is over 8, then up to B. Good luck! E D C B A 1 2 3 4 5 6 7 8 9 10 11 1. If penguins are found in the Arctic, color boxes (4,E) and (8,B) green. If penguins are not found in the Arctic, color boxes (1,E) and (10,C) red. 2. If the moon is not a planet, color boxes (3,E) (6,A) and (9,C) red. If the moon is a planet, color boxes (4,A) (8,E) and (9,B) green. 3. If a koala is a bear, color boxes (1,B) (7,C) and (11,D) yellow. If a koala is not a bear, color boxes (2,A) (6,C) (5,E) and (11,E) red. 4. If our atmosphere is mostly oxygen, color boxes (2,E) (8,A) and (4,C) green. If our atmosphere is not mostly oxygen, color boxes (6,E) (9,A) and (11,B) red. 5. If there are 48 states total in the United States, boxes (6,D) (3,B) and (8,D) yellow. If there are not 48 states total in the United States, color boxes (9,E) (2,D) and (5,C) red. 6. If a centimeter is longer than an inch, color boxes (6,B) (1,A) and (10,D) green. If a centimeter is not longer than an inch, color boxes (2,B) (7,E) and (5,A) red. 7. If the earth revolves around the sun, color boxes (10,E) (5,B) (1,D) and (11,A) red. If the earth does not revolve around the sun, color boxes (1,C) and (7,B) yellow. 8. If Egypt is in Africa, color boxes (9,D) (7,A) and (2,C) red. If Egypt is not in Africa, color boxes (8,C) (3,A) and (4,D) green. 9. If the number 1 million has 6 zeros, color boxes (3,D) (11,C) (5,D) and (10,A) red. If the number 1 million does not have 6 zeros, color boxes (3,C) (4,B) and (10,B) yellow. To find out how well you did, what do you see on the grid and in what color? ___________________________________________________ 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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