Reading Comprehension Skills & Strategies Level 4

146 Pages·2002·4.57 MB·English

by  Edge

HIGH-INTEREST
SKILLS & STRATEGIES
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LEVEL
4
100 REPRODUCIBLE ACTIVITIES
Reading Comprehension
Skills and Strategies
Level 4
Saddleback Educational Publishing
Three Watson
Irvine, CA 92618-2767
Web site: www.sdlback.com
Development and Production:
The EDGe
ISBN 1-56254-031-9
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 unfamiliar analogies . . . . . . . . . . .37
Analyzing root words . . . . . . . . . . . . . . . . . . . . 6 Identifying unfamiliar analogies . . . . . . . . . . .38
Analyzing root words . . . . . . . . . . . . . . . . . . . . 7 Categorizing information . . . . . . . . . . . . . . . . .39
Analyzing root word origins . . . . . . . . . . . . . . . 8 Categorizing information . . . . . . . . . . . . . . . . .40
Analyzing root word origins . . . . . . . . . . . . . . . 9 Using Context Clues . . . . . . . . . . . . . . . . . . . . .41
Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . .10 Comparing and contrasting . . . . . . . . . . . . . . .42
Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . .11 Comparing and contrasting . . . . . . . . . . . . . . .43
Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . .12 Comparing and contrasting . . . . . . . . . . . . . . .44
Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . .13 Recognizing figures of speech . . . . . . . . . . . . . .45
Recognizing figures of speech . . . . . . . . . . . . . .46
Analyzing visual and context clues . . . . . . . . .14
Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . .47
Analyzing visual and context clues . . . . . . . . .15
Making/confirming/revising predictions . . . . .48
Analyzing context clues . . . . . . . . . . . . . . . . . .16
Making/confirming/revising predictions . . . . .49
Analyzing context clues . . . . . . . . . . . . . . . . . .17
Making/confirming/revising predictions . . . . .50
Analyzing multiple meaning words . . . . . . . .18
Making/confirming/revising predictions . . . . .51
Analyzing multiple meaning words . . . . . . . . 19
Using T of C to preview and predict content . .52
Analyzing multiple meaning words . . . . . . . . 20
Using an outline to predict content . . . . . . . . .53
Identifying signal words . . . . . . . . . . . . . . . . . 21
Using illustrations and graphic devices to
Recognizing signal words . . . . . . . . . . . . . . . . .22
preview and predict content . . . . . . . . . . . .54
Using a dictionary . . . . . . . . . . . . . . . . . . . . . .23
Using graphic devices to preview and
Using a dictionary . . . . . . . . . . . . . . . . . . . . . .24 predict content . . . . . . . . . . . . . . . . . . . . . .55
Using a glossary . . . . . . . . . . . . . . . . . . . . . . . .25 Scanning text to predict content . . . . . . . . . . .56
Using a glossary . . . . . . . . . . . . . . . . . . . . . . . .26 Scanning text to predict content . . . . . . . . . . .57
Identifying context clues . . . . . . . . . . . . . . . . .27 Using topic sentence to preview and
predict content . . . . . . . . . . . . . . . . . . . . . .58
Identifying context clues . . . . . . . . . . . . . . . . .28
Using topic sentence to preview and
Following directions . . . . . . . . . . . . . . . . . . . . .29
predict content . . . . . . . . . . . . . . . . . . . . . .59
Following directions . . . . . . . . . . . . . . . . . . . . .30 Using details to preview and predict content . .60
Following directions . . . . . . . . . . . . . . . . . . . . .31 Using details to preview and predict content . .61
Following directions . . . . . . . . . . . . . . . . . . . . .32 Using details to preview and predict content . .62
Classifying items . . . . . . . . . . . . . . . . . . . . . . . .33 Interpreting supporting sentences . . . . . . . . . .63
Classifying items . . . . . . . . . . . . . . . . . . . . . . . .34 Interpreting facts and details . . . . . . . . . . . . . .64
Identifying familiar analogies . . . . . . . . . . . . .35 Interpreting problem/solution . . . . . . . . . . . . .65
Identifying unfamiliar analogies . . . . . . . . . . .36 Interpreting grids . . . . . . . . . . . . . . . . . . . . . . .66
2
Interpreting a label . . . . . . . . . . . . . . . . . . . . . .67 Making inferences . . . . . . . . . . . . . . . . . . . . . .103
Interpreting a diagram . . . . . . . . . . . . . . . . . . .68 Predicting outcome . . . . . . . . . . . . . . . . . . . . .104
Interpreting a Venn diagram . . . . . . . . . . . . . .69 Reading for information . . . . . . . . . . . . . . . . .105
Interpreting a logic matrix . . . . . . . . . . . . . . . .70 Reading for information . . . . . . . . . . . . . . . . .106
Interpreting a logic matrix . . . . . . . . . . . . . . . .71 Understanding author’s view/purpose . . . . . .107
Distinguishing between fact/opinion . . . . . . . .72 Understanding author’s view/purpose . . . . . .108
Distinguishing between fact/exaggeration . . .73 Understanding character’s view . . . . . . . . . . .109
Distinguishing between fantasy/reality . . . . . .74 Understanding character’s view . . . . . . . . . . .110
Deleting irrelevant information . . . . . . . . . . . .75 Evaluating story events . . . . . . . . . . . . . . . . .111
Deleting irrelevant information . . . . . . . . . . . .76 Evaluating story events . . . . . . . . . . . . . . . . .112
Sequencing . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Identifying main character . . . . . . . . . . . . . .113
Sequencing story events . . . . . . . . . . . . . . . . . .78 Identifying main character . . . . . . . . . . . . . .114
Sequencing story events . . . . . . . . . . . . . . . . . .79 Identifying setting . . . . . . . . . . . . . . . . . . . . . .115
Sequencing story events . . . . . . . . . . . . . . . . . .80 Identifying setting . . . . . . . . . . . . . . . . . . . . . .116
Identifying a topic sentence in text . . . . . . . . .81 Identifying setting and time . . . . . . . . . . . . . .117
Identifying a topic sentence in text . . . . . . . . .82 Identifying setting . . . . . . . . . . . . . . . . . . . . . .118
Identifying supporting text sentences . . . . . . .83 Identifying main goal/plot . . . . . . . . . . . . . . .119
Identifying supporting details . . . . . . . . . . . . .84 Identifying main goal/plot . . . . . . . . . . . . . . .120
Identifying supporting details . . . . . . . . . . . . .85 Analyzing a character . . . . . . . . . . . . . . . . . .121
Identifying supporting details . . . . . . . . . . . . .86 Analyzing characters . . . . . . . . . . . . . . . . . . .122
Recognizing similarities and differences . . . . .87 Identifying tone/mood . . . . . . . . . . . . . . . . . .123
Recognizing similarities and differences . . . . .88 Identifying tone/mood . . . . . . . . . . . . . . . . . .124
Comparing and contrasting . . . . . . . . . . . . . . .89 Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .125
Comparing and contrasting . . . . . . . . . . . . . . .90 Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .126
Comparing and contrasting . . . . . . . . . . . . . . .91 Identifying generalizations . . . . . . . . . . . . . . .127
Comparing and contrasting . . . . . . . . . . . . . . .92 Identifying generalizations . . . . . . . . . . . . . . .128
Determining cause/effect . . . . . . . . . . . . . . . . .93 Mapping story events . . . . . . . . . . . . . . . . . . .129
Determining cause/effect . . . . . . . . . . . . . . . . .94 Mapping story events . . . . . . . . . . . . . . . . . . .130
Determining cause/effect . . . . . . . . . . . . . . . . .95 Mapping characters . . . . . . . . . . . . . . . . . . . .132
Determining cause/effect . . . . . . . . . . . . . . . . .96 Mapping characters . . . . . . . . . . . . . . . . . . . .133
Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . .97 Mapping story events . . . . . . . . . . . . . . . . . . .134
Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . .98 Mapping story events . . . . . . . . . . . . . . . . . . .135
Making inferences . . . . . . . . . . . . . . . . . . . . . . .99 Mapping story events . . . . . . . . . . . . . . . . . . .136
Making inferences . . . . . . . . . . . . . . . . . . . . . .100 Teacher’s Scope and Sequence chart . . . . . . .137
Making inferences . . . . . . . . . . . . . . . . . . . . . .101 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139
Making inferences . . . . . . . . . . . . . . . . . . . . . .102
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, 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 3, 4, and 5) 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 and Sequence Chart at the back of this book to assist you as you develop
your assessment plan.
5
Putting words in categories by their root words helps
you to learn tons of words faster. What a deal!
Directions: Look at each word. Then write it under the correct root word.
minimal visible deformity video
dictate format minor invisible
reform indicate predict diminish
min—little, small dic, dict—say, speak
vis, vid—see
form—shape
Name: _______________________________________ Date: _____________________
Reading Comprehension • Saddleback Educational Publishing ©2002 6 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com
Learning the meaning of a few basic root words
will help you to figure out the meanings of bunches
of words. Isn’t that cool?
Directions: Read the root words and their meanings. Then read the list of words.
Write the letter of the root word that is part of each word.
A. annu—yearly B. bio—life C. fract, frag, frai—break
D. geo—earth E. uni—one F. brev—short
1. brevity _____ 11. fragment _____
2. annuity _____ 12. bionics _____
3. biology _____ 13. fracture _____
4. abbreviate _____ 14. disunity _____
5. fraction _____ 15. biohazard _____
6. frail _____ 16. geography _____
7. annual _____ 17. nonbiodegradable _____
8. geology _____ 18. refract _____
9. biography _____ 19. biological _____
10. united _____ 20. unicycle _____
Name: _______________________________________ Date: _____________________
Reading Comprehension • Saddleback Educational Publishing ©2002 7 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com
Learning how to analyze root-word meanings
helps you figure out new words. What a slick
trick! It’s Greek to me.
Directions: Many English words have Greek roots. Use the Greek roots to figure out the
meaning of the words. Write the correct letter on the lines.
1. ____ A monogram is 4. ____ A dialogue is
mono—one a. having only one eye. a. a president’s speech
b. one elementary b. words between two
phone—sound, school. people.
voice c. a design using initials. c. words that rhyme.
d. a seasonal storm. d. an author’s second
epi—over book.
2. ____ A monograph is
gramma—letter 5. ____ An epilogue is
a. something held
a. a compound word.
firmly.
logos—speech, b. words at the end of
b. a book or report on
words a story or play.
one topic.
c. a quote from a book.
c. a picture about one
di, dia—two d. an outer layer of skin.
thing.
d. an airplane with one
graph—write 6. ____ A megaphone is
engine.
a. a cute voice.
mega—great b. a device to make
3. ____ Monologue means
sounds louder.
a. a speech by one
lith—stone c. a large city.
person.
d. something that
b. a written record of
GREEK records voices.
events.
ROOTS
c. an author’s last word.
7. ____ Megalith means
d. a single tree.
a. a crystal rock.
b. doing things in a
big way.
c. a huge stone.
d. a layer of soil.
Name: _______________________________________ Date: _____________________
Reading Comprehension • Saddleback Educational Publishing ©2002 8 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com
You know, this is not just a word game. It’s a
strategy to help you figure out word meanings.
Directions: Most English words have roots in another language. Many of the words
we use come from Latin, the language of the ancient Romans. Read the
root word and its meaning. Then write a word to complete the phrase.
remember
solve clamor ferry
legal collection vacant
ruptured revolve location junction conduct
Latin Root—Meaning English Phrase
1. fer—to carry _______________________ the cars across the river
2. clam—shout a noisy _______________________
3. leg—law a _______________________book
4. rupt—break a _______________________ blister
5. mem—recall a time to _______________________
6. loc—place the _______________________ of the store
7. junct—to join the _______________________ of the two roads
8. solv—explain _______________________ the answer to the puzzle
9. lect—gather a stamp _______________________
10. duct—lead to _______________________ the tour
11. vac—empty the _______________________ house
12. volv—turn, roll _______________________ around the Sun
Name: _______________________________________ Date: _____________________
Reading Comprehension • Saddleback Educational Publishing ©2002 9 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com