Table Of ContentHIGH-INTEREST
SKILLS & STRATEGIES
c l usion
n s
o
C
w c a bula
o r
a V y
r
D
a r e / Contr
p a
m st
o
C C lassifi
c
s
t a
n
t
e i
Order of E v P r e dict o
& n
w
e
Pre v i
LEVEL
5
100 REPRODUCIBLE ACTIVITIES
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 ©2002are 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
Table of Contents
To be a good detective, you have to know what facts
Skills
are important and not important to the case you’re
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
Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . .49
Analyzing context clues . . . . . . . . . . . . . . . . . 17
Making/confirming/revising predictions . . . . .50
Inference—analyzing word clues . . . . . . . . . . 18
Making/confirming/revising predictions . . . . .51
Inference—analyzing word clues . . . . . . . . . . 19
Making/confirming/revising predictions . . . . .52
Analyzing multiple-meaning words . . . . . . . . 20
Making/confirming/revising predictions . . . . .53
Analyzing multiple-meaning words . . . . . . . . 21
Using T of C to preview and predict content . .54
Identifying signal words . . . . . . . . . . . . . . . . . 22
Skimming an article to predict content . . . . . .55
Recognizing signal words . . . . . . . . . . . . . . . . 23
Using topic sentences to preview and
Recognizing signal words . . . . . . . . . . . . . . . . 24
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
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
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
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
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 33 WWaattssoonn,, IIrrvviinnee,, CCAA 9922661188••PPhhoonnee((888888))SSDDLL--BBAACCKK••wwwwww..ssddllbbaacckk..ccoomm
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
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
micro
dia
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
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
