Reading Comprehension Skills Level 7.pdf

HIGH-INTEREST

SKILLS & STRATEGIES

o c

LEVEL

100 REPRODUCIBLE ACTIVITIES

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

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.

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

To be a good detective, you have to know what facts

are important and not important to the case you’re

solving! So, ask yourself questions as you read.

Teacher welcome and teaching tips . . . . . . . . . 4

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Identifying analogies . . . . . . . . . . . . . . . . . . . . 37

Identifying analogies . . . . . . . . . . . . . . . . . . . .38

Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .39

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .40

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . .8

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . . 9

Categorizing information . . . . . . . . . . . . . . . . .41

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 10

Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . 11

Categorizing information . . . . . . . . . . . . . . . . .42

Recognizing time elements . . . . . . . . . . . . . . . .43

Following directions . . . . . . . . . . . . . . . . . . . . . 12

Recognizing time elements . . . . . . . . . . . . . . . .44

Developing questioning techniques . . . . . . . . .45

Following directions . . . . . . . . . . . . . . . . . . . . . 13

Analyzing context clues . . . . . . . . . . . . . . . . . 14

Developing questioning techniques . . . . . . . . .46

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Analyzing context clues . . . . . . . . . . . . . . . . . 15

Analyzing context clues . . . . . . . . . . . . . . . . . 16

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Inference—analyzing word clues . . . . . . . . . . 17

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Defining idioms . . . . . . . . . . . . . . . . . . . . . . . .50

Inference—analyzing word clues . . . . . . . . . . 18

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 19

Making/confirming/inferences . . . . . . . . . . . . .51

Making/confirming/revising-inferences . . . . . .52

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 20

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 21

Making/confirming/revising-inferences . . . . . .53

Identifying signal words . . . . . . . . . . . . . . . . . 22

Making/confirming/revising-inferences . . . . . .54

Using T of C to preview and predict content . .55

Recognizing signal words . . . . . . . . . . . . . . . . 23

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 24

Using heading/captions to preview and

predict content . . . . . . . . . . . . . . . . . . . . . .56

Using illustrations and graphic devices

to preview and predict content . . . . . . . . . .57

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 25

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 26

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 27

Identifying main idea . . . . . . . . . . . . . . . . . . . .58

Identifying main idea . . . . . . . . . . . . . . . . . . . .59

Practicing life-skill reading . . . . . . . . . . . . . . . 28

Practicing life-skill reading . . . . . . . . . . . . . . . 29

Identifying main idea . . . . . . . . . . . . . . . . . . . .60

Practicing life-skill reading . . . . . . . . . . . . . . . 30

Identifying main idea . . . . . . . . . . . . . . . . . . . .61

Identifying main idea . . . . . . . . . . . . . . . . . . . .62

Identifying idioms . . . . . . . . . . . . . . . . . . . . . . 31

Identifying similies and metaphors . . . . . . . . 32

Identifying main idea . . . . . . . . . . . . . . . . . . . .63

Identifying main idea . . . . . . . . . . . . . . . . . . . .64

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 33

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 34

Identifying main idea . . . . . . . . . . . . . . . . . . . .65

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 35

Outlining story events . . . . . . . . . . . . . . . . . . .66

Outlining story events . . . . . . . . . . . . . . . . . . .67

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 36

Table of Contents

Skills

Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Analyzing fact/opinion . . . . . . . . . . . . . . . . .104

Analyzing fact/opinion . . . . . . . . . . . . . . . . .105

Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .69

Making generalizations . . . . . . . . . . . . . . . . . .70

Identifying details . . . . . . . . . . . . . . . . . . . . . .106

Identifying details . . . . . . . . . . . . . . . . . . . . . .107

Identifying details . . . . . . . . . . . . . . . . . . . . . .108

Identifying details . . . . . . . . . . . . . . . . . . . . . .109

Making generalizations . . . . . . . . . . . . . . . . . .71

Interpreting a grid . . . . . . . . . . . . . . . . . . . . . .72

Interpreting a diagram . . . . . . . . . . . . . . . . . . .73

Interpreting a label . . . . . . . . . . . . . . . . . . . . . .74

Interpreting a logic matrix . . . . . . . . . . . . . . . .75

Understanding author’s view/purpose . . . . . .110

Understanding author’s view/purpose . . . . . .111

Understanding character’s view . . . . . . . . . . .112

Interpreting a logic matrix . . . . . . . . . . . . . . . .76

Deleting trivial and redundant information . .77

Deleting trivial and redundant information . .78

Deleting trivial and redundant information . .79

Deleting trivial and redundant information . .80

Understanding character’s view . . . . . . . . . . .113

Identifying visual clues . . . . . . . . . . . . . . . . . .114

Identifying word clues . . . . . . . . . . . . . . . . . .115

Sequencing events . . . . . . . . . . . . . . . . . . . . . .116

Identifying types of stories (story genre) . . . . .81

Identifying types of stories (story genre) . . . . .82

Identifying story genre . . . . . . . . . . . . . . . . . . .83

Identifying a topic sentence in text . . . . . . . . .84

Identifying supporting text sentences . . . . . . .85

Sequencing events . . . . . . . . . . . . . . . . . . . . . .117

Sequencing events . . . . . . . . . . . . . . . . . . . . . .118

Identifying tone/mood . . . . . . . . . . . . . . . . . .119

Identifying tone/mood . . . . . . . . . . . . . . . . . .120

Identifying plot/goal . . . . . . . . . . . . . . . . . . . .121

Identifying plot/goal . . . . . . . . . . . . . . . . . . . .122

Reading and writing to inform . . . . . . . . . . .123

Reading and writing to inform . . . . . . . . . . .124

Identifying supporting text sentences . . . . . . .86

Identifying supporting details and facts . . . . .87

Identifying supporting details and facts . . . . .88

Comparing and contrasting . . . . . . . . . . . . . . .89

Comparing and contrasting . . . . . . . . . . . . . . .90

Reading and writing to persuade . . . . . . . . . .125

Reading and writing to persuade . . . . . . . . . .126

Summarizing a plot . . . . . . . . . . . . . . . . . . . .127

Summarizing a plot . . . . . . . . . . . . . . . . . . . .128

Comparing and contrasting . . . . . . . . . . . . . . .91

Comparing and contrasting . . . . . . . . . . . . . . .92

Comparing and contrasting . . . . . . . . . . . . . . .93

Comparing fact and opinion . . . . . . . . . . . . . .94

Determining cause/effect . . . . . . . . . . . . . . . . .95

Mapping story events . . . . . . . . . . . . . . . . . . .129

Mapping story events . . . . . . . . . . . . . . . . . . .130

Mapping story events . . . . . . . . . . . . . . . . . . .131

Mapping story events . . . . . . . . . . . . . . . . . . .132

Determining cause/effect . . . . . . . . . . . . . . . . .96

Analyzing characters . . . . . . . . . . . . . . . . . . . .97

Analyzing characters . . . . . . . . . . . . . . . . . . . .98

Analyzing chronology/perspective . . . . . . . . . .99

Analyzing perspective . . . . . . . . . . . . . . . . . . .100

Mapping story events with 5 w’s . . . . . . . . . .133

Mapping characters . . . . . . . . . . . . . . . . . . . .134

Mapping characters using Venn diagram . . .135

Mapping timeline . . . . . . . . . . . . . . . . . . . . . .136

Analyzing fact/opinion . . . . . . . . . . . . . . . . .101

Analyzing fact/opinion . . . . . . . . . . . . . . . . .102

Analyzing fact/opinion . . . . . . . . . . . . . . . . .103

Teacher’s Scope & Sequence chart . . . . . . . . .137

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139

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.

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