Table Of Content

HIGH-INTEREST SKILLS & STRATEGIES o int p w e i V m marize u s S r’ o h A u t r a phic Devi G c e t s e r p Inte r V o c abula r y I nferenc e m ents e E l y o r St LEVEL 8 100 REPRODUCIBLE ACTIVITIES Reading Comprehension Skills and Strategies Level 8 Saddleback Educational Publishing Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com Development and Production: The EDGe ISBN 1-56254-035-1 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 antonyms . . . . . . . . . . . . . . . . . . . 37 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . . 6 Recognizing synonyms and antonyms . . . . . .38 Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . . 7 Recognizing synonyms and antonyms . . . . . .39 Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . .8 Identifying homonyms . . . . . . . . . . . . . . . . . . .40 Recognizing prefixes and suffixes . . . . . . . . . . . 9 Identifying homonyms . . . . . . . . . . . . . . . . . . .41 Analyzing Latin roots . . . . . . . . . . . . . . . . . . . 10 Using homonyms . . . . . . . . . . . . . . . . . . . . . . .42 Analyzing Greek roots . . . . . . . . . . . . . . . . . . . 11 Recognizing near-misses . . . . . . . . . . . . . . . . . .43 Recognizing root words . . . . . . . . . . . . . . . . . . 12 Recognizing signal words . . . . . . . . . . . . . . . . .44 Differentiating plurals and possessives . . . . . . 13 Identifying abbreviations . . . . . . . . . . . . . . . . .45 Using context clues . . . . . . . . . . . . . . . . . . . . . 14 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . .46 Using context clues . . . . . . . . . . . . . . . . . . . . . 15 Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . .47 Using context clues . . . . . . . . . . . . . . . . . . . . . 16 Applying the 5 W’s . . . . . . . . . . . . . . . . . . . . . .48 Using context clues . . . . . . . . . . . . . . . . . . . . . 17 Identifying sequence . . . . . . . . . . . . . . . . . . . . .49 Using context clues . . . . . . . . . . . . . . . . . . . . . 18 Identifying sequence . . . . . . . . . . . . . . . . . . . . .50 Using context clues . . . . . . . . . . . . . . . . . . . . . 19 Identifying sequence . . . . . . . . . . . . . . . . . . . . .51 Using context clues . . . . . . . . . . . . . . . . . . . . . 20 Recognizing sequence . . . . . . . . . . . . . . . . . . . .52 Using context clues . . . . . . . . . . . . . . . . . . . . . 21 Identifying fact and opinion . . . . . . . . . . . . . .53 Using context clues . . . . . . . . . . . . . . . . . . . . . 22 Identifying fact and opinion . . . . . . . . . . . . . .54 Using context clues . . . . . . . . . . . . . . . . . . . . . 23 Classifying and categorizing . . . . . . . . . . . . . .55 Using context clues . . . . . . . . . . . . . . . . . . . . . 24 Classifying and categorizing . . . . . . . . . . . . . .56 Analyzing analogies . . . . . . . . . . . . . . . . . . . . 25 Classifying and categorizing . . . . . . . . . . . . . .57 Analyzing analogies . . . . . . . . . . . . . . . . . . . . 26 Identifying cause and effect . . . . . . . . . . . . . . .58 Analyzing analogies . . . . . . . . . . . . . . . . . . . . 27 Applying cause and effect . . . . . . . . . . . . . . . .59 Analyzing analogies . . . . . . . . . . . . . . . . . . . . 28 Differentiating main idea/details . . . . . . . . . . .60 Analyzing analogies . . . . . . . . . . . . . . . . . . . . 29 Recognizing main idea/details . . . . . . . . . . . . .61 Analyzing analogies . . . . . . . . . . . . . . . . . . . . 30 Recognizing main idea/details . . . . . . . . . . . . .62 Analyzing multiple meanings . . . . . . . . . . . . . 31 Recognizing main idea/details . . . . . . . . . . . . .63 Analyzing multiple meanings . . . . . . . . . . . . . 32 Recognizing main idea/details . . . . . . . . . . . . .64 Analyzing multiple meanings . . . . . . . . . . . . . 33 Identifying relevant/irrelevant details . . . . . . .65 Analyzing multiple meanings . . . . . . . . . . . . . 34 Identifying relevant/irrelevant details . . . . . . .66 Analyzing multiple meanings . . . . . . . . . . . . . 35 Constructing an outline from topics . . . . . . . .67 Identifying synonyms . . . . . . . . . . . . . . . . . . . 36 Drawing conclusions and inferences . . . . . . . .68 2 Drawing conclusions and inferences . . . . . . . .69 Switching point of view . . . . . . . . . . . . . . . . .105 Drawing conclusions and inferences . . . . . . . .70 Applying various points of view . . . . . . . . . .106 Drawing conclusions and inferences . . . . . . . .71 Comparing points of view . . . . . . . . . . . . . . .107 Defining idioms . . . . . . . . . . . . . . . . . . . . . . . .72 Identifying reading purpose: describe, instruct, inform, persuade, summarize, entertain .108 Compare and contrast . . . . . . . . . . . . . . . . . . .73 Identifying reading purpose: describe, instruct, Compare and contrast . . . . . . . . . . . . . . . . . . .74 inform, persuade, summarize, entertain .109 Compare and contrast . . . . . . . . . . . . . . . . . . .75 Understanding purpose: describe, instruct, Compare and contrast . . . . . . . . . . . . . . . . . . .76 inform, persuade, summarize, entertain .110 Identifying similes and metaphors . . . . . . . . .77 Multiple comprehension skills . . . . . . . . . . . .111 Identifying idioms . . . . . . . . . . . . . . . . . . . . . . .78 Multiple comprehension skills . . . . . . . . . . . .112 Differentiating similes, metaphors, idioms . . .79 Multiple comprehension skills . . . . . . . . . . . .113 Recognizing exaggeration . . . . . . . . . . . . . . . .80 Multiple comprehension skills . . . . . . . . . . . .114 Recognizing and applying exaggeration . . . . .81 Alphabetical order (to third letter) . . . . . . . . .115 Making generalizations . . . . . . . . . . . . . . . . . .82 Alphabetizing titles and names . . . . . . . . . . .116 Recognizing valid/invalid generalizations . . . .83 Using a dictionary–guide words . . . . . . . . . . .117 Recognizing valid/invalid generalizations . . . .84 Using a dictionary–pronunciation . . . . . . . . .118 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Using a dictionary–search . . . . . . . . . . . . . . .119 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Using a glossary . . . . . . . . . . . . . . . . . . . . . . .120 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Using a table of contents . . . . . . . . . . . . . . . .121 Previewing and predicting . . . . . . . . . . . . . . . .88 Using an index . . . . . . . . . . . . . . . . . . . . . . . .122 Previewing author’s point of view . . . . . . . . . .89 Reading a timeline . . . . . . . . . . . . . . . . . . . . .123 Applying author’s point of view . . . . . . . . . . . .90 Reading graphs (bar and line) . . . . . . . . . . . .124 Previewing by skimming . . . . . . . . . . . . . . . . .91 Reading a diagram . . . . . . . . . . . . . . . . . . . . .125 Previewing by skimming . . . . . . . . . . . . . . . . .92 Reading a table . . . . . . . . . . . . . . . . . . . . . . . .126 Mapping story elements . . . . . . . . . . . . . . . . . .93 Reading a map . . . . . . . . . . . . . . . . . . . . . . . .127 Mapping characters . . . . . . . . . . . . . . . . . . . . .94 Following directions . . . . . . . . . . . . . . . . . . . .128 Mapping characters . . . . . . . . . . . . . . . . . . . . .95 Reading instructions . . . . . . . . . . . . . . . . . . . .129 Mapping characters . . . . . . . . . . . . . . . . . . . . .96 Understanding advertisements . . . . . . . . . . . .130 Mapping story events . . . . . . . . . . . . . . . . . . . .97 Reading schedules . . . . . . . . . . . . . . . . . . . . . .131 Mapping story events . . . . . . . . . . . . . . . . . . . .98 Reading labels . . . . . . . . . . . . . . . . . . . . . . . . .132 Making a story map . . . . . . . . . . . . . . . . . . . .99 Reading a menu . . . . . . . . . . . . . . . . . . . . . . .133 Recognizing time frame . . . . . . . . . . . . . . . . .100 Reading a recipe . . . . . . . . . . . . . . . . . . . . . . .134 Identifying time sequence . . . . . . . . . . . . . . .101 Using phone directories . . . . . . . . . . . . . . . . .135 Identifying mood/tone . . . . . . . . . . . . . . . . . .102 Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . .136 Comparing mood/tone . . . . . . . . . . . . . . . . . .103 Teacher’s Scope & Sequence chart . . . . . . . . .137 Identifying point of view . . . . . . . . . . . . . . . .104 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139 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 7, 8, and 9) 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. 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 Let’s get right to the roots of understanding a whole bunch of words —prefixes, suffixes, and root words. Knowing this stuff will really help your reading grow! Directions: Use the meanings of the prefixes to help you answer each question with the correct number. NUMBER, PLEASE... Prefix Meaning Prefix Meaning mono-, uni- one oct- eight du-, di-, bi- two dec- ten tri- three cent- hundred quart-, quad- four mil-, kilo- thousand penta-, cinc- five semi-, hemi- half 1.How many events in a decathlon? _________ 2.How many lines in a cinquain poem? _________ 3.How many lenses in bifocals? _________ 4.How many performers in a trio? _________ 5.On what day in May is Cinco de Mayo? _________ 6.How many tentacles on an octopus? __________ 7.How many singers in a quartet? __________ 8. How many sides does the Pentagon building have? _________ 9.How many letters in a digraph? _________ 10.How many millimeters in a meter? __________ 11.How many grams in a kilogram? ___________ 12.How many rails in a monorail? __________ 13. What part of a sphere is a hemisphere? ____________ 14. How many notes in an octave? ___________ 15. How many years in a decade? __________ 16.If you quadruple something, how many times bigger is it? _______ CHALLENGERS: How often is a bicentennial held? _____________________________ How old is a septuagenarian? __________________________________ Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 6 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com Directions: Test your word power. In each description look for the prefix clue. Then write the word being described. Example: opposite of functioning—nonfunctioning. PREFIX anti- MEANING bi- against Here are some common centi- two prefixes. By learning their in-, im- hundred meanings, you will have mis- not valuable clues to the meanings of many words. multi- wrongly non- many pre- opposite of srueb-- abgeafoinre; ahead of time trans- under tri- tchhreaenge; across 1.opposite of functioning: _____________________________ 2.shape with three angles: _______________________ 3.having two poles: _______________________ 4.wrongly understood: ___________________________ 5.not patient: _______________________________ 6.cycle again: __________________________ 7.against war: _______________________ 8.having many purposes: __________________________ 9.establish before: ___________________________ 10.across the Pacific: ____________________________ 11.under space: __________________________ 12.change form: __________________________ 13.one-hundredth of a meter: ___________________________ 14.opposite of aggressive: _______________________________ 15.to submit again: ________________________ 16.not personal: ________________________ 17.of many cultures: ________________________________ 18.wrongly interpreted: _____________________________ 19.area covering three states: _______________________ 20.determine ahead of time: ____________________________ Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 7 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com Directions: Challenge yourself! In each description look for the suffix clue. Then write the word being described. Example: without hope—hopeless. Suffix -able Meaning -en able to Here are some common -ful made of suffixes. By learning their meanings, you will have -hood filled with valuable clues to the -ish state of being meanings of many words. -ity, -ment like; approximately -less state of -let, -ling without -ly small, young -ness, -ty in a manner -ology having a quality -or, -er, -ist the study of -ward one who 1. without hope: ______________________ in direction of 2. in the state of being a child: ____________________________ 3. able to wash: _________________________ 4. one who plays violin: _________________________ 5. in the direction of north: _________________________ 6. like a fool: ________________________ 7. in a state of being content: ____________________________ 8. the quality of being kind: _________________________ 9. the quality of being loyal: ___________________ 10. filled with fear: ______________________ 11. one who teaches: ______________________ 12. the study of the mind (psych): ____________________ 13. made of wood: _____________________ 14. a young duck: _______________________ 15. in a strange manner: _________________________ 16. without worth: ___________________________ 17. made of gold: ________________________ 18. in a manner of time: ______________________ 19. approximately forty: _________________________ 20. in an up direction: ________________________ Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 8 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com Directions: Venn diagrams are a fun way to classify. When you are done you have a visual picture instead of just a bunch of boring lists. Write each word below in the correct space. By the way, if the word has no prefix or suffix, write it outside the circles. reappear appreciate nonsense goodness undone discover childish midnight poisonous impossible wishful disagreement dishonesty adulthood chemist recounted quite immature nonworking frequently misalign precooked uninformed yellowish PREFIX ONLY SUFFIX ONLY BOTH PREFIX and SUFFIX NEITHER PREFIX nor SUFFIX Name: _______________________________________ Date: _____________________ Reading Comprehension • Saddleback Educational Publishing ©2002 9 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com