Reading for Information
Level 2
Worldwide Interactive Network, Inc.
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©2008 Worldwide Interactive Network, Inc. All rights reserved.
2
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2 • Reading for Information
2
INTRODUCTION
Hi! My name is EdWIN. Welcome to Level 2
of Reading for Information. If you started with
me in Level 1, you already know me. You know
that I am here to serve as your guide. I will give
you hints and tips to help you learn some ways
to be a better reader.
Reading plays a big part in our daily lives. We
read all sorts of things from maps to recipes. This
course can help you to read materials needed for
doing a job. These materials may include manuals
on how to operate machines. Other workplace
reading includes catalogs, memos, applications,
announcements, and bulletins.
Learning to read takes practice. This course
lets you practice your reading skills. You will find
that you use many of the same skills you learned
in Level 1. But, this course uses more difficult
words and sentences. Completing these lessons
will help you become a better reader.
If you are ready to get started, turn the page.
Hi! I’m EdWIN.
Reading for Information • 3
2
PREREQUISITE SKILLS
Prerequisites are things you know when you start.
At Level 2, you should be able to:
• use the meaning of a sentence to decode
(figure out) some word meanings.
• use some word parts to decode word
meanings.
• make compound words.
• use the meaning of a sentence to decode some
words with multiple (more than one)
meanings.
• determine the sequence (what comes next) of
events or of directions.
• compare like and contrast different things in
order to draw conclusions or understand
outcomes.
• draw conclusions (what you think about what
you read).
• read to understand what happened and why.
It is important for you to have a teacher or tutor who can help you. This
person can be a friend. He or she will practice reading with you and answer
your questions.
4 • Reading for Information
2
LEARNING OBJECTIVES
In this level, you will learn to:
• use the meaning of a sentence to decode more
difficult word meanings.
• use word parts (co-, de-, dis-, im-, in-,
mono-, pre-, re-, un-, -ate, -er, -ful, -ian,
-less, -ly, -ness, -tion) to decode word
meanings.
• use the meaning of a sentence to decode
meanings of more words with multiple
meanings.
• use time-order words to sequence events or
directions.
• compare and contrast in order to draw
conclusions or understand outcomes.
• draw conclusions and make inferences
(suggestions or hints).
• identify causes and effects related to a given
event.
Reading for Information • 5
OUTLINE
2
LESSON 1
Getting Started
LESSON 2
Deciding Which Word Makes Sense
LESSON 3
Using Word Parts
LESSON 4
Using Words with Multiple Meanings
LESSON 5
Using Time-Order Words
LESSON 6
Comparing and Contrasting
LESSON 7
Drawing Conclusions
LESSON 8
Identifying Cause and Effect
LESSON 9
What You Have Learned
REFERENCE
6 • Reading for Information
Resource List
LESSON 1
2
GETTING STARTED
You can see from the outline that Level 2
includes nine lessons. It is important that you
read and understand one lesson at a time. Be sure
that you understand Lesson 1 before going to
Lesson 2.
First, let’s determine or find out what you
already know. In this lesson, you will take a
pretest. You will read a few sentences and answer
questions. Then check your answers. This lets
you know if you are ready for this course. Please
ask your tutor for help if you do not do well on
the Pretest.
Do not look ahead at the answers until you
respond to all of the questions. In other words
… no peeking!
No Peeking!
Reading for Information • 7
LESSON 1
2
EXERCISE – PRETEST
Instructions:
Read each note. Then answer the questions that follow. Choose the
letter that is by your answer.
MEMO
All team leaders should turn in a basic report each
week. Report forms may be picked up at the end of
the hallway in the D Building. Be careful to fill in all of
the information since you will be asked to rewrite
incomplete reports. Reports are due by noon each
Friday. Please turn them in to Ken.
1.
What does “rewrite” mean?
a. write less
b. write again
c. write without a form
d. the opposite of write
2.
What does “incomplete” mean?
a. toward the end
b. without pleats
c. not whole
d. do again
3.
To complete a report, the team leader must:
a. fill out a form.
b. write a one-page paper.
c. ask Ken what is needed.
d. work in Building D.
8 • Reading for Information
LESSON 1
2
ANNOUNCEMENT
As you may know, we are having problems with some
machines on Line A. Please be patient as we try to
correct the problems. When you first begin your
workday, make sure that your machine is not
unplugged. The service person, who is working on the
problem at night, sometimes does not plug them back
in. Second, carefully watch the control panel as you
work. If the machine overheats, quickly turn it off. Then
turn the fan on and set it on high to cool it down. Next,
report the problem to the floor manager. We hope to
have the problems corrected soon.
4.
What does “carefully” mean?
a. the state of grief
b. in a watchful way
c. without care
d. fill out again
5.
What does “overheat” mean?
a. being on too long
b. above the heat
c. becomes too hot
d. doing too much work
6.
Which one of the following is not a step to be followed
while there are problems with the machine?
a. Check to see if the machine is plugged in.
b. Watch the control panel carefully.
c. Turn off overheated machines.
d. Keep fans running all of the time.
Reading for Information • 9
LESSON 1
2
NOTICE
Because of the number of workers being late, fines
will be collected as of Monday, July 2. Timecards will
be checked daily. Workers not clocked in before 8:00
a.m. will receive a $10 fine per day. Fines will be
collected through the weekly payroll. Being late five
times will result in a worker receiving a discharge
warning. Further tardies will result in dismissal.
7.
What caused the late fine policy?
a. The timecards were not being used correctly.
b. Many workers were late for work.
c. There was a need for a dismissal policy.
d. There was a need to collect money for payroll.
8.
What causes a warning for dismissal?
a. not using a timecard
b. not paying the fines
c. not working before 8:00 a.m.
d. being tardy five times
10 • Reading for Information
LESSON 1
2
ANNOUNCEMENT
There will be two job openings in the assembly plant.
Positions for a cutting operator and a press operator
will soon be open. Both jobs will start at $8.50 an hour.
The cutting operator position will be day shift, but
the press operator will involve both day and night
shifts. Persons interested in either position should
turn in an application by May 10. The press operator
position will be filled and work must begin by May 18.
However, the cutting operator position will not begin
until June 1.
9.
How are the two jobs alike?
a. The jobs start the same day.
b. The jobs pay the same amount.
c. The jobs have the same hours.
d. The jobs are not alike.
10. How are the two jobs different?
a. The job applications are due at different times.
b. The jobs have different pay rates.
c. The jobs are for different shifts.
d. The jobs are not different.
Reading for Information • 11
2
LESSON 1
ANSWERS TO EXERCISE
When you teach yourself, it is important that you study the questions and answers.
Read all of the answers. If you are not able to answer some questions, look at my
answers. Ask your tutor about words that you do not know. Then go back and try
again to see if you understand. Repetition (going over again and again) is one way
to become a better reader.
1.
What does “rewrite” mean?
Answer: b. write again
2.
What does “incomplete” mean?
Answer: c. not whole
3.
To complete a report, the team leader must:
Answer: a. fill out a form.
4.
What does “carefully” mean?
Answer: b. in a watchful way
5.
What does “overheat” mean?
Answer: c. becomes too hot
12 • Reading for Information
2
6.
LESSON 1
Which one of the following is not a step to be followed while
there are problems with the machine?
Answer: d. Keep fans running all of the time.
7.
What caused the late fine policy?
Answer: b. Many workers were late for work.
8.
What causes a warning for dismissal?
Answer: d. being tardy five times
9.
How are the two jobs alike?
Answer: b. The jobs pay the same.
10. How are the two jobs different?
Answer: c. The jobs are for different shifts.
Reading for Information • 13
LESSON 1
2
DECIDING WHICH
WORD MAKES SENSE
At times, we encounter or come across words
that we do not recognize or know. There are ways
to determine or find out the meanings of words.
Words around the unknown word can give us a
clue to the meaning.
In the first sentence on this page, you may
not have known the word “encounter.” If you
read the words after “encounter,” you see the
phrase “come across.” These words help you to
know the meaning of the unknown word. One
meaning of encounter is “to come upon something
that you do not expect.” When reading, we “come
across” unexpected words. Do you see how other
words in the sentence help to unlock the
meanings of unknown words?
Unlock word meanings.
14 • Reading for Information
LESSON 2
2
When you read an unknown word, ask
yourself what word would make this sentence
make sense. Read this sentence:
The ________ showed him how to use the
machine.
Which of these three words makes sense in the
sentence?
mansion
manual
mantel
Can a mansion teach you anything? It may
show that owning one costs a lot of money, but
it cannot teach you how to use a machine! A
manual is a book of instructions. Can you learn
to operate a machine if you read the manual for
the machine? Yes, you can. A mantel, which is a
shelf over a fireplace, surely can’t teach you how
to use a machine. The correct word is “manual.”
The manual showed him how to use the
machine.
Reading for Information • 15
2
LESSON 2
Now let’s practice this skill. You will choose
the right word for a sentence using a list of words.
As you read the sentences, think about the
meaning of the sentence. Use the words around
the unknown word to help you select the correct
word–the word that makes sense.
Practice reading
every chance you have.
16 • Reading for Information
LESSON 2
2
EXERCISE – WHICH WORD MAKES SENSE?
Instructions:
1.
Read each sentence. Then read the words that follow. Choose the
letter beside the word that completes the sentence. Then write
that word in the sentence.
Don’t push the red button except in an _____________.
a. emergency
b. embankment
c. emerald
2.
Since the floor in the factory had just been mopped, it was
slippery and _______________.
a. dangling
b. dangerous
c. dandy
3.
Jim had to _______ a permit to park his car in the garage.
a. observe
b. object
c. obtain
4.
They completed the job in three months and met their
_____________.
a. deadbolt
b. deadfall
c. deadline
Reading for Information • 17
2
5.
LESSON 2
He received extra _______________ for working overtime.
a. competition
b. compensation
c. completion
6.
Wash your hands ____________ after using the cleaner.
a. carefully
b. carried
c. carved
7.
You may need to ____________ the filter in the machine.
a. reply
b. replace
c. repay
8.
Matt always ____________ at work on time.
a. arrests
b. arrows
c. arrives
9.
Let me know if you can’t ____________ the missing parts.
a. locust
b. locate
c. locker
10. Sue was late to work because of an ____________ .
a. accordion
b. accident
c. accent
18 • Reading for Information
2
LESSON 2
ANSWERS TO EXERCISE
It is important that you read all of the answers. Do not just look to see if you chose
the right letter. You can learn from reading why the answer is correct.
1.
Don’t push the red button except in an _____________.
Answer: a. emergency
Don’t push the red button except in an emergency.
The word embankment means “a bank of earth.” It is used to
hold back water. Also, it may be used to hold up a road. Why
would an embankment have a red button? Emerald is “a bright
green color.” It is also “a precious stone.” An emergency is “a
sudden happening.” It demands fast action. The red button must
be used to alert others of an emergency.
2.
Since the floor in the factory had just been mopped, it was
slippery and _____________.
Answer: b. dangerous
Since the floor in the factory had just been mopped, it was
slippery and dangerous.
The word dangerous means “likely to cause injury or harm.” A
slippery floor might do just that if you are not careful. The word
dangling means “hanging or swinging loosely.” The floor is not
likely to be hanging loose. The other word, dandy, means
“something very good.” A mopped floor may be dandy to some
people. But, the word “slippery” is a clue that “dangerous” is
the best word for this sentence.
Reading for Information • 19
2
3.
LESSON 2
Jim had to _____________ a permit to park his car in the
garage.
Answer: c. obtain
Jim had to obtain a permit to park his car in the garage.
The word observe means “to see or take notice of.” Jim may
have observed the permit. Let’s look at the other words. The
word “object” has more than one meaning. We will talk more
about words like this later. Object means “to dislike or oppose.”
It also means “a thing or an item.” The word obtain means “to
get.” This word makes the most sense. Jim had “to get” a permit
to park in the garage.
4.
They completed the job in three months and met their
_____________.
Answer: c. deadline
They completed the job in three months and met their
deadline.
A deadline is the “latest time by which something must be done.”
The words “three months” give you a hint. This sentence
concerns time. A deadbolt is a “lock for a door.” A deadfall is “a
tangled mass of fallen trees.” It makes sense that they were
able to complete a job by a certain time. The job was supposed
to be done by the deadline.
20 • Reading for Information
2
5.
LESSON 2
He received extra _____________ for working overtime.
Answer: b. compensation
He received extra compensation for working overtime.
The word competition means “a contest with rivals.” It also
means “striving to gain a reward.” I do not think he would receive
a contest for working. Completion means “the act of finishing.”
This does not make sense because it is an act. He most likely
did not receive an act for working. Compensation is “payment
for work or services.” It makes good sense that he would receive
payment for working.
6.
Wash your hands _____________ after using the cleaner.
Answer: a. carefully
Wash your hands carefully after using the cleaner.
The word carried means “to hold or support while moving.”
Carved means “to shape or make by cutting.” The word careful
means “with care or close attention.” Do you recall from Level 1
that the ending “-ly” means “in a certain way”? Using the word
“carefully” in this sentence means to wash your hands in a
careful way.
Reading for Information • 21
2
7.
LESSON 2
You may need to _____________ the filter in the machine.
Answer: b. replace
You may need to replace the filter in the machine.
The word reply means “to answer.” You do not answer filters.
Repay means “pay again.” Do you remember that “re-” means
“again”? I do not think that you will pay a filter. The word replace
means “to take the place of.” A new filter will take the place of
the old filter. The best word for this sentence is “replace.”
8.
Matt always _____________ at work on time.
Answer: c. arrives
Matt always arrives at work on time.
The word arrests means “to take custody of.” An arrow is a
“pointed shaft.” The word arrives means “comes to a place.”
Matt always “comes” to work on time.
22 • Reading for Information
2
9.
LESSON 2
Let me know if you can’t _____________ the missing parts.
Answer: b. locate
Let me know if you can’t locate the missing parts.
A locust is “a kind of grasshopper” or “a kind of tree.” A locker is
a “place to store something.” Locate means “to find.” The words
“missing parts” give a hint that “locate” is the word for this
sentence.
10. Sue was late to work because of an _____________.
Answer: b. accident
Sue was late to work because of an accident.
An accordion is “a musical instrument.” The word accent refers
to “a way of speaking.” It also means “to stress or make
noticeable.” An accident is “a happening that is not expected.”
Maybe Sue was playing the accordion instead of going to work.
It is more likely that an “accident” caused her to be late.
Reading for Information • 23
LESSON 3
2
USING WORD PARTS
In Lesson 2, we used the meaning of a sentence
to unlock or decode words. Now let’s look at
another way to find the meanings of unknown
words.
Words can be broken apart. The word parts
can help us find the meanings. Some words have
a prefix–letters at the front of a word. Other words
have a suffix–letters at the end of the word.
You worked some exercises in Level 1 in which
you used prefixes and suffixes. Let’s review some
of them and look at some new ones, too.
Here is a list of prefixes and their meanings.
You will use them in Level 2.
codedisiminmonoprereun-
24 • Reading for Information
with another
to remove; to reduce; opposite of
opposite of; leave out; not
within; into; not
not; without or into; within; toward
one
before
again; back
not; opposite of; lack of
2
LESSON 3
The word worker means “a person who is
employed to do physical work for wages.” The
person works to earn a living. If I put the prefix
“co-” in front of worker, I have a new word–
coworker. Coworker means “fellow worker” or
“worker who works with another.” See how the
word part helps unlock the meaning of the word?
Let’s look at some exercises using word parts.
Look at the prefix list again. Cover the list of
meanings and see how many you can recall. Then
make new words in the sentences that follow.
EdWIN
relaxed
unrelaxed
Reading for Information • 25
2
LESSON 3
EXERCISE – FIND THE RIGHT PREFIX
Instructions:
1.
Read each sentence. Make a new word that fits the sentence. Use
one of the two prefixes. Then choose the letter by the prefix that
goes in the blank space.
It was ___polite to talk while the man was giving the speech.
a. deb. im-
2.
In order to fix the car, the motor had to be ___mounted.
a. preb. de-
3.
It was ___like her to be late for work.
a. unb. co-
4.
The teacher could not keep the students’ interest since he
spoke in a ____tone.
a. monob. pre-
5.
Many ___existing cultures make the workplace a diverse site.
a. imb. co-
26 • Reading for Information
LESSON 3
2
6.
He ___assembled the machine to fix the broken gear.
a. cob. dis-
7.
The ___take valve was clogged.
a. inb. dis-
8.
She ___arranged the charts for the meeting.
a. imb. pre-
9.
The supply person ___stocked the empty shelves.
a. reb. dis-
10. The company ___ported raw materials from Chile.
a. cob. im-
Reading for Information • 27
2
LESSON 3
ANSWERS TO EXERCISE
Let’s look at your answers to see if you chose the right prefix. I will explain the
answers. It is important to read all of the answers. Repetition will help you to read
better.
1.
It was ___polite to talk while the man was giving the speech.
Answer: b. im- (not)
It was impolite to talk while the man was giving the speech.
It is “not” polite to talk when someone else is talking.
2.
In order to fix the car, the motor had to be ___mounted.
Answer: b. de- (to remove)
In order to fix the car, the motor had to be demounted.
It takes less effort to work on a motor if it is “removed” from its
mounting.
3.
It was ___like her to be late for work.
Answer: a. un- (not)
It was unlike her to be late for work.
It was “not” like her. She was usually at work on time.
28 • Reading for Information
2
4.
LESSON 3
The teacher could not keep the students’ interest since he
spoke in a ____tone.
Answer: a. mono- (one)
The teacher could not keep the students’ interest since he
spoke in a monotone.
Speaking in “one” tone and never changing your voice can put
listeners to sleep.
5.
Many __existing cultures make the workplace a diverse site.
Answer: b. co- (with another)
Many coexisting cultures make the workplace a diverse site.
People from different cultures exist “with each other” in the
workplace.
6.
He ___assembled the machine to fix the broken gear.
Answer: b. dis- (opposite of)
He disassembled the machine to fix the broken gear.
He did the “opposite of” assembling (putting together). He took
the machine apart to fix it.
Reading for Information • 29
2
7.
LESSON 3
The __take valve was clogged.
Answer: a. in- (into)
The intake valve was clogged.
Something was blocking the flow “into” the valve.
8.
She __arranged the charts for the meeting.
Answer: b. pre- (before)
She prearranged the charts for the meeting.
She arranged the charts “before” the meeting.
9.
The supply person __stocked the empty shelves.
Answer: a. re- (again)
The supply person restocked the empty shelves.
The person stocked the shelves again.
10. The company __ported raw materials from Chile.
Answer: b. im- (into)
The company imported raw materials from Chile.
They brought raw materials from Chile “into” their country.
30 • Reading for Information
LESSON 3
2
How did you do? Do you see how prefixes
change the meaning of a word? There are many
more prefixes. Here are a few for you to look for
when you read.
MEANING
EXAMPLE
autobicomintertri-
self
two
with; together
between; among
three
automatic
bicycle
combine
interstates
tripod
INSTRUCTIONS
PREFIX
More
Practice
Suggestions
• Think of other example words for
each prefix.
• Use words with these prefixes to
make sentences as you work with
your teacher or tutor.
Reading for Information • 31
2
LESSON 3
Let’s look at suffixes to help us learn the
meanings of words. Suffixes are letters at the “end”
of a word. Here are some examples:
-ate
-er
-ful
-ian
-less
-ly
-ness
-tion/-sion
to become; having; office or rank
one who; more
full of; having
from; of; an expert in
without
how; in manner of; in a certain way
state of being; the quality
the act of
The word motion means the “act or process of
moving.” If I add the suffix “-less” at the end of
“motion,” I make a new word–motionless.
Motionless means “without motion.” Do you see
how this suffix changed the meaning of the word?
Let’s add suffixes to some other words. Review
the list of suffixes. Then use them to make words
in the following exercise.
helpful
32 • Reading for Information
2
LESSON 3
EXERCISE – ADDING SUFFIXES
Instructions:
1.
Read each sentence. Add one of the three given suffixes to make a
word that fits the sentence. Then choose the letter by the suffix
that goes in the blank space.
The politic____ attended the town meeting before they
voted.
a. -less
b. -ian
c. -ness
2.
His employ___ gave him time off to go see the doctor.
a. -ate
b. -er
c. -less
3.
Mark was speech_____ when he received the promotion.
a. -ly
b. -er
c. -less
4.
Workers gave a dona_____ to a charity.
a. -less
b. -ful
c. -tion
Reading for Information • 33
2
5.
LESSON 3
Lunch hour ends at exact___ 1 p.m.
a. -er
b. -ly
c. -ion
6.
The open_____ of the building allowed air to flow.
a. -ness
b. -er
c. -ian
7.
Tim worked hard___ than anyone on the line.
a. -ate
b. -ly
c. -er
8.
Supplies were plenti____ in the warehouse.
a. -tion
b. -ful
c. -less
9.
The witness was able to valid___ the victim’s story.
a. -ate
b. -less
c. -er
10. Cleanli_____ in the lab is a strict policy.
a. -tion
b. -ness
c. -ian
34 • Reading for Information
2
LESSON 3
ANSWERS TO EXERCISE
Let’s look at the answers. See if you added the correct suffixes. Again, I have
explained my answers. Don’t forget to read them.
1.
The politic____ attended the town meeting before they
voted.
Answer: b. -ian (of or an expert in)
The politician attended the town meeting before they voted.
A politician is a person involved in or “of” politics. The person
may be an “expert in” politics.
2.
His employ___ gave him time off to go see the doctor.
Answer: b. -er (one who)
His employer gave him time off to go see the doctor.
An employer is “one who” employs.
3.
Mark was speech_____ when he received the promotion.
Answer: c. -less (without)
Mark was speechless when he received the promotion.
He was “without” words or speechless.
Reading for Information • 35
2
4.
LESSON 3
Workers gave a dona_____ to a charity.
Answer: c. -tion (the act of)
Workers gave a donation to a charity.
A donation is an “act of” giving or donating.
5.
Lunch hour ends at exact___ 1 p.m.
Answer: b. -ly (how or in a certain way)
Lunch hour ends at exactly 1 p.m.
“How” or “in what way” does lunch hour end? ... no sooner or
no later than 1 p.m.
6.
The open_____ of the building allowed air to flow.
Answer: a. -ness (state of being or quality)
The openness of the building allowed the air to flow.
The “state” or way the building was ... open ... allowed air to
flow.
36 • Reading for Information
LESSON 3
2
7.
Tim worked hard___ than anyone on the line.
Answer: c. -er (more)
Tim worked harder than anyone on the line.
He worked “more” than anyone else.
8.
Supplies were plenti____ in the warehouse.
Answer: b. -ful (having)
Supplies were plentiful in the warehouse.
They “have” plenty of supplies in the warehouse.
9.
The witness was able to valid___ the victim’s story.
Answer: a. -ate (to become)
The witness was able to validate the victim’s story.
The witness saw what happened. The witness was able to make
the victim’s story become valid.
10. Cleanli______ in the lab is a strict policy.
Answer: b. -ness (state of being or quality)
Cleanliness in the lab is a strict policy.
The “state or quality” of the lab must be clean.
Reading for Information • 37
LESSON 3
2
Just like prefixes, there are many more suffixes.
Here are a few for you to look for as you read.
MEANING
EXAMPLE
-al
-ible
-ish
-ism
-ology
-ty
of; relating to
able to
like; similar to
belief in; practice of
study of
quality; condition
seasonal
legible
childish
commercialism
biology
priority
INSTRUCTIONS
SUFFIX
More
Practice
Suggestions
• Think of other example words for each
suffix.
• Use words with these suffixes to make
sentences as you work with your
teacher or tutor.
38 • Reading for Information
LESSON 4
2
USING WORDS
WITH MULTIPLE MEANINGS
Let’s practice again using the sentence to find
word meanings. This time you will be looking at
words with multiple (more than one) meanings.
It is important to recognize that some words have
many meanings. These words are spelled the
same, look the same, and often sound the same.
But, they can mean many different things. When
reading, you must choose the right meaning by
deciding which meaning makes sense in the
sentence.
STOCK
Certificate
STOCK
The word “stock” has more than one meaning.
Here are just a few:
•
•
•
•
•
•
a group of animals or plants
the trunk of a tree
the handle of a rifle
water in which meat has been boiled
a store or supply of materials
a share in a company
Reading for Information • 39
LESSON 4
2
If you see the word “stock” in a sentence,
which meaning should you use? It depends on
the meaning of the sentence.
For example:
The employees were allowed to buy stock in
the company.
In this sentence, “a share in a company” is the
correct meaning. See how the words “employees,”
“buy,” and “company” help you to know which
meaning to use?
Let’s look at some more words with multiple
meanings. You will need to use the sentences to
think about the word meanings. Good luck!
a
Edwin
broke
40 • Reading for Information
broke
2
LESSON 4
EXERCISE – FIND THE RIGHT MEANING
Instructions:
1.
Read each sentence. Then find the meaning for the underlined
word. Choose the letter beside the right meaning for the word.
He applied for a job at the new glass plant.
a. a factory or business
b. a young tree or shrub ready to put into the soil
2.
He meets every challenge with a smile.
a. sporting events
b. deals with
3.
Hard work spells success.
a. periods of weather, as in “cold spells”
b. means
4.
The threads of the screw were stripped.
a. light, fine lengths of material used for sewing
b. ridges of a screw, bolt, or nut
5.
She tires easily.
a. becomes weary or in need of rest
b. hoops of rubber around a wheel
Reading for Information • 41
2
6.
LESSON 4
The boss was pleased that the project was going well.
a. a hole in the ground to supply water
b. in a good way
7.
The shop gave paid leaves for jury duty.
a. permission to be absent from work
b. growth on trees
8.
He will trim the tree when he gets home from work.
a. in good condition or order
b. to clip or cut
9.
Workers were patient with the new employee.
a. handle in a calm manner
b. a person receiving care from a doctor
10. His office is on the third level.
a. of equal importance
b. one of the floors within a building
42 • Reading for Information
2
LESSON 4
ANSWERS TO EXERCISE
1.
He applied for a job at the new glass plant.
Answer: a. a factory or business
2.
He meets every challenge with a smile.
Answer: b. deals with
3.
Hard work spells success.
Answer: b. means
4.
The threads of the screw were stripped.
Answer: b. ridges of a screw, bolt, or nut
5.
She tires easily.
Answer: a. becomes weary or in need of rest
Reading for Information • 43
2
6.
LESSON 4
The boss was pleased that the project was going well.
Answer: b. in a good way
7.
The shop gave paid leaves for jury duty.
Answer: a. permission to be absent from work
8.
He will trim the tree when he gets home from work.
Answer: b. to clip or cut
9.
Workers were patient with the new employee.
Answer: a. handle in a calm manner
10. His office is on the third level.
Answer: b. one of the floors within a building
44 • Reading for Information
LESSON 4
INSTRUCTIONS
2
More
Practice
Suggestions
• Can you think of two different meanings for
these words?
bear
book
blow
bowl
change
charge
chair
draw
table
watch
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
• Can you think of other words that have
multiple meanings? Use your dictionary to
check them out.
Reading for Information • 45
2
LESSON 5
USING TIME-ORDER WORDS
Most people have a daily routine. They do
things in a certain order. This routine fits their
needs and makes sense to them. They know what
to expect next. When the steps or events come in
order, we say they are in sequence.
If you think about how one event follows
another when we read, it helps to know if there
is a certain order. It makes what you read easier
to understand.
First, you work.
To find a sequence of events, look for “timeorder” words. These are clue words that refer to
time. Clue words or signal words let the reader
know events are taking place in a certain order.
Here are some time-order words that may help
you to understand sequences:
• first (coming before all others; before
anything else)
• second (after the first)
• next (nearest; following at once)
• then (soon after; at that time; next)
• finally (at the end; at last)
Then, you get paid.
46 • Reading for Information
These words can help you to understand what
happens next. Think about things that you do in
steps.
2
LESSON 5
Suppose you are paying your telephone bill
by mail. “First,” you look at the bill. “Second,”
you may write a check. “Next,” you put the check
and stub of the bill in an envelope. “Then” you
seal the envelope. “Finally,” you stamp the
envelope. Can you see how the time-order words
guided you through reading these events?
As practice for using time-order words, let’s
think about replacing a vacuum cleaner bag. Of
course, there are different kinds of vacuum
cleaners. Steps will vary depending on the kind
you are using.
Reading for Information • 47
2
LESSON 5
EXERCISE – HOW TO CHANGE THE BAG
Instructions:
Read the list of steps. Then decide in what order the steps should
happen. Put the numbers 1 through 6 beside each step to show
the order.
___ Discard used bag.
___ Disconnect cleaner from electrical outlet
(if it is plugged in).
___ Grasp bag collar and pull collar from tube.
___ Close bag door.
___ Push new bag collar onto tube.
___ Pull bag door latch forward and remove old bag from
cleaner.
48 • Reading for Information
LESSON 5
2
Instructions:
Now, let’s use some time-order signal words. Rewrite these sentences
using a signal word at the beginning of each sentence. The signal
words to be used are First, Second, Next, Then, and Finally. Use
the numbers you put by each step to help you choose a word for
each sentence.
_________, discard used bag.
_________, disconnect cleaner from electrical outlet
(if it is plugged in).
_________, grasp bag collar and pull collar from tube.
_________, close bag door.
_________, push new bag collar onto tube.
_________, pull bag door latch forward and remove old
bag from cleaner.
Reading for Information • 49
2
LESSON 5
ANSWERS TO EXERCISE
The order that you chose in this exercise may vary from my answers. For instance,
you may not discard the bag until you have completed all of the other steps.
4
Discard used bag.
1
Disconnect cleaner from electrical outlet
(if it is plugged in).
3
Grasp bag collar and pull collar from tube.
6
Close bag door.
5
Push new bag collar onto tube.
2
Pull bag door latch forward and remove old bag from
cleaner.
When rewriting the sentences with clue words, you had a choice. Sometimes more
than one word is correct.
Next or Then, discard used bag.
Finally, close bag door.
First, disconnect cleaner from electrical outlet
(if it is plugged in).
Next or Then, grasp bag collar and pull collar from tube.
Next or Then, push new bag collar onto tube.
Second, pull bag door latch forward and remove old bag
from cleaner.
50 • Reading for Information
LESSON 5
2
Here are some other time-order words:
INSTRUCTIONS
•
•
•
•
before
after
last
until
More
Practice
Suggestions
• See how you use signal words. Ask your
helper to write down your directions as you
tell them how to do something like:
-change a tire
-run an appliance
-make a new flower bed
-play a game
As you read, find time-order words.
• Use manuals or directions for:
-using appliances
-assembling furniture or toys
-cooking recipes
Reading for Information • 51
LESSON 6
2
COMPARING AND CONTRASTING
As we read, we may need to know how two
things are the same. We compare what we read to
see if things are “alike.” A writer may use a clue
word or phrase to help us see that things are alike.
Here are some example clue words that may be
used to compare things:
I like both sunny …
… and rainy days.
•
•
•
•
•
•
Also when we read, we may need to know
how things are different. We make contrasts. A
contrast means the “difference” or how things are
not alike. To show contrasts, a writer may use
signal words such as:
•
•
•
•
•
•
On the other hand,
I can do my favorite
things on sunny days.
52 • Reading for Information
also
and
both
in the same way
similarly
too
although
but
however
on the other hand
still
yet
Now let’s look for some comparisons and
contrasts in the following sentences. Remember
to use the signal words for clues.
2
LESSON 6
EXERCISE – ALIKE AND DIFFERENT
Instructions:
Read the following groups of sentences. Put an A in the blank
beside the group of sentences that show a comparison (Alike). Put
a D in the blank if the sentences show a contrast (Different).
___ 1. John and Henry both work in the parts room. They also
like their jobs and are paid well, too.
___ 2. Henry is married with two children, but John is single.
___ 3. Henry would prefer to work the day shift. He never
complains, though, if there is a need for him to work
nights. John, on the other hand, refuses to work the night
shift.
___ 4. John and Henry do things in the same way. They both
take pride in keeping things neat and orderly.
Similarly, they are polite to the customers.
___ 5. Still, they don’t have the same goals in mind for their
futures with the company. Henry is always looking for
ways to better himself, and he seeks ways to be
promoted. John, however, is content to stay in the parts
room.
Reading for Information • 53
2
LESSON 6
ANSWERS TO EXERCISE
A 1. John and Henry both work in the parts room. They also
like their jobs and are paid well, too.
The signal words “both,” “also,” and “too” show comparison.
The sentences tell things about John and Henry that are the
same. They work in the parts room, and they are paid well.
D 2. Henry is married with two children, but John is single.
The signal word “but” shows a difference. Henry is married;
John is not married.
D 3. Henry would prefer to work the day shift. He never
complains, though, if there is a need for him to work
nights. John, on the other hand, refuses to work the night
shift.
The phrase “on the other hand” shows a comparison is being
made. A difference between John and Henry is how they feel
about working the night shift.
A 4. John and Henry do things in the same way. They both
take pride in keeping things neat and orderly. Similarly,
they are polite to the customers.
“In the same way,” “both,” and “similarly” are signal words for
comparisons.
54 • Reading for Information
LESSON 6
2
D 5. Still, they don’t have the same goals in mind for their
futures with the company. Henry is always looking for
ways to better himself and seeking ways to be promoted.
John, however, is content to stay in the parts room.
INSTRUCTIONS
The signal words “still” and “however” show a contrast is being
made.
More
Practice
Suggestions
• Ask your teacher or tutor to write as you
compare and contrast things like:
-two cars
-two family members
-two houses
-two jobs
Then read your descriptions. How many signal
words did you use?
Reading for Information • 55
2
LESSON 7
DRAWING CONCLUSIONS
Earlier we used hints or clues to help us
understand what we read. However, sometimes
we have to think about what we are reading to
make a decision about it. We have to draw
conclusions. That is, we have “to decide something
based on what we read.” We must read carefully
and use the details, but our own experience helps,
too.
Think about what you are reading so that you
can draw conclusions in the following exercises.
Are you ready to draw
conclusions?
56 • Reading for Information
2
LESSON 7
EXERCISE – DRAWING CONCLUSIONS
Instructions:
Read the following sentences. Then choose the letter beside the
answer to each question. Use the facts given to help you draw
conclusions.
“Oh no!” Jake said to himself upon awaking. “This is
not the way I intended to start my day!” He looked at
the clock on the bed table and thought, “I never should
have assumed that this thing worked. I forgot to
request a wake-up call.”
1.
What time of day is it?
a. morning
b. evening
c. afternoon
2.
How does Jake feel?
a. upset
b. tired
c. happy
3.
Why does he feel this way?
a. He has a headache.
b. He slept well.
c. The alarm clock did not work.
4.
Where is Jake?
a. in his car or truck
b. in a hotel or motel
c. at home
Reading for Information • 57
2
LESSON 7
“Well, if I don’t take time to eat, I think I can make it. I
hope they serve more than peanuts on this flight. I
could use some bacon and eggs.”
5.
What meal does Jake want?
a. lunch
b. a midnight snack
c. breakfast
6.
Where is Jake going?
a. to the movies
b. to a basketball game
c. to the airport
As he hurried to get a taxi, Jake thought “At least after
all of this rushing around, I’ll have two days to relax
at my place before starting a new workweek.”
7.
What day is it?
a. Friday
b. Jake’s birthday
c. Wednesday
8.
Where does Jake plan to spend his weekend?
a. at a hotel
b. at home
c. at a friend’s house
58 • Reading for Information
2
LESSON 7
ANSWERS TO EXERCISE
“Oh no!” Jake said to himself upon awaking. “This is
not the way I intended to start my day!” He looked at
the clock on his bed table and thought, “I never should
have assumed that this thing worked. I forgot to
request a wake-up call.”
1.
What time of day is it?
Answer: a. morning
Jake is waking. He is thinking about how he is starting his day.
It is most likely morning.
2.
How does Jake feel?
Answer: a. upset
He sounds a little upset to me. His statement, “Oh no!” implies
things are not going as he hoped.
3.
Why does he feel this way?
Answer: c. The alarm clock did not work.
Jake’s thoughts tell us this when he mentions that he should
never have assumed that it worked.
4.
Where is Jake?
Answer: b. in a hotel or motel
He is most likely in a hotel or motel. Wake-up calls are provided
on request there.
Reading for Information • 59
2
LESSON 7
“Well, if I don’t take time to eat, I think I can make it. I
hope they serve more than peanuts on this flight. I
could use some bacon and eggs.”
5.
What meal does Jake want?
Answer: c. breakfast
Bacon and eggs are often served for breakfast. Also, you should
have concluded it is most likely morning when you answered
question 1.
6.
Where is Jake going?
Answer: c. to the airport
Jake mentions a “flight.” This word should help you draw this
conclusion.
60 • Reading for Information
LESSON 7
2
As he hurried to get a taxi, Jake thought “At least after
all of this rushing around, I’ll have two days to relax
at my place before starting a new workweek.”
7.
What day is it?
Answer: a. Friday
Most workweeks start on Monday. If he has two days of
relaxation, it is most likely Friday.
Where does Jake plan to spend his weekend?
Answer: b. at home
Jake mentions that he will relax at “his place.”
INSTRUCTIONS
8.
More
Practice
Suggestions
Reading for Information • 61
LESSON 8
2
IDENTIFYING CAUSE AND EFFECT
In Level 1, you looked for “what happened
and why” as you read. This is called reading to
find cause and effect. A cause is “why something
happened.” An effect is “what happened.” In this
lesson, you will continue reading for cause and
effect as I increase the reading difficulty.
In reading for cause and effect, we can use
some clue words. Here are some clue words:
•
•
•
•
•
•
Note the clue words.
as a result
because
due to
since
therefore
thus
If there is not a clue word, you must use what
you know. What you read should give you the
information you need. One way to decide if
something is a cause or effect is to think about
time. A cause will always come before an effect
in time.
You can also understand what you read by
noticing what things or actions cause others to
happen. When you read, ask yourself what is
happening. This is the effect. Then ask yourself
why this has happened. The reason is the cause.
Now let’s practice.
62 • Reading for Information
2
LESSON 8
EXERCISE – CAUSE AND EFFECT
Instructions:
Read the sentences for each set of questions. Decide which sentence
tells a cause and which one tells an effect. Choose the letter that
shows your answer.
A hospital doctor must write an order to release a
patient. Mr. Taylor received an order from his doctor.
Thus, he was released from the hospital.
1.
Which sentence tells a cause?
a. Mr. Taylor received an order from his doctor.
b. Thus, he was released from the hospital.
2.
Which sentence tells an effect?
a. Mr. Taylor received an order from his doctor.
b. Thus, he was released from the hospital.
Reading for Information • 63
2
LESSON 8
Due to the release, Mr. Taylor was told how to take his
medication at home.
3.
Which part of the sentence tells a cause?
a. Due to the release
b. Mr. Taylor was told how to take his medication at home.
4.
Which part of the sentence tells an effect?
a. Due to the release
b. Mr. Taylor was told how to take his medication at home.
64 • Reading for Information
2
LESSON 8
Doug received minor burns as a result of an explosion
at the plant. Dennis was near him when it happened.
He quickly ran cold water over Doug’s burns and
bandaged them because he knew the burns should
stay clean.
5.
Which part of the sentence tells a cause?
a. Doug received minor burns
b. as a result of an explosion at the plant
6.
Which part of the sentence tells an effect?
a. Doug received minor burns
b. as a result of an explosion at the plant
7.
Which part of the sentence tells a cause?
a. He quickly ran cold water over Doug’s burns and
bandaged them
b. because he knew the burns should stay clean
8.
Which part of the sentence tells an effect?
a. He quickly ran cold water over Doug’s burns and
bandaged them
b. because he knew the burns should stay clean
Reading for Information • 65
2
LESSON 8
ANSWERS TO EXERCISE
A hospital doctor must write an order to release a
patient. Mr. Taylor had an order from his doctor. Thus,
he was released from the hospital.
1.
Which sentence tells a cause?
Answer: a. Mr. Taylor received an order from his doctor.
Mr. Taylor received an order “before” he could be released. The
cause happens “before” the effect.
2.
Which sentence tells an effect?
Answer: b. Thus, he was released from the hospital.
He was released “after” the order was received.
66 • Reading for Information
2
LESSON 8
Due to the release, Mr. Taylor was told how to take his
medication at home.
3.
Which part of the sentence tells a cause?
Answer: a. Due to the release
The release was given “before” he was told how to take the
medication.
4.
Which part of the sentence tells an effect?
Answer: b. Mr. Taylor was told how to take his medication
at home.
Doug received minor burns as a result of an explosion
at the plant. Dennis was near him when it happened.
He quickly ran cold water over Doug’s burns and
bandaged them because he knew the burns should
stay clean.
5.
Which part of the sentence tells a cause?
Answer: b. as a result of an explosion at the plant
The fire started “before” Doug was burned.
Reading for Information • 67
LESSON 8
2
6.
Which part of the sentence tells an effect?
Answer: a. Doug received minor burns
7.
Which part of the sentence tells a cause?
Answer: b. because he knew the burns should stay clean
Dennis knew what to do (keep the burns clean) “before” he
took action.
8.
Which part of the sentence tells an effect?
Answer: a. He quickly ran cold water over Doug’s burns and
bandaged them
INSTRUCTIONS
This was an effect of knowing what to do.
More
Practice
Suggestions
• Ask your teacher or tutor to write down your
description of an accident. Give details from
the beginning to the end. Then read your
description. Can you find more than one cause
and effect? Ask your teacher to help you find
them. Repeat using other accidents that you
can remember.
68 • Reading for Information
2
LESSON 9
WHAT YOU HAVE LEARNED
You are nearly through Level 2 of Reading for
Information. You should be proud of your
progress. Learning to read is not easy. I hope that
you continue working with me in Level 3.
Let’s look at what you have learned in this
level. You used clues from other words to help
you in learning the word that makes a sentence
make sense.
You are almost to the
finish line.
Also, you learned to break unknown words
apart. The prefix and suffix are word parts. Prefixes
are letters in front of a word. Suffixes are letters at
the end of a word.
You practiced using these prefixes:
codedisiminmonoprereun-
with another
to remove; to reduce; opposite of
opposite of; leave out; not
within; into; not
not; without or into; within; toward
one
before
again; back
not; opposite of; lack of
Reading for Information • 69
2
LESSON 9
You practiced using these suffixes:
-ate
-er
-ful
-ian
-less
-ly
-ness
-tion/-sion
to become; having; office or rank
one who; more
full of; having
from; of; an expert in
without
how; in manner of; in a certain way
state of being; the quality
the act of
You also learned that some words have more
than one meaning. You must know the right
meaning of a word for it to make “sense” in a
sentence. Which meaning of “sense” do you think
I just meant? Sense is defined as “meaning;” “the
ability of perceiving something physical, like
smell or touch;” and “sound mental ability.” The
definition that makes this sentence make sense is
“meaning.” Sentences should have meaning for
the reader.
Using word parts and choosing word
meanings help you to unlock unknown words.
It is important to do this to understand what
you read.
Remember to use a dictionary when these
ways to find word meanings do not work.
70 • Reading for Information
2
LESSON 9
Knowing what happens next helps you to
understand what you read. We practiced this skill
by thinking about order or sequence. Do you
remember using clue words like “first” and “next”
to follow the order of events?
Clue words helped you to see how things are
alike and how things are different. Review the
lists of clue words that compare and contrast.
COMPARE
CONTRAST
also
and
both
in the same way
similarly
too
although
but
however
on the other hand
still
yet
We practiced drawing conclusions about what
we read. Remember the exercise about Jake? By
using facts in the sentences, we concluded what
day and time of day the story took place … even
though the sentences did not say.
Reading for Information • 71
2
LESSON 9
Clue words were also used to help find causes
and effects. Effect is what is happening. Cause is
why things happen. Remember that the cause
happens before the effect. Here is a cause and
effect sentence for you to remember.
Reading will cause you to become a
better reader!
Notice that you have to practice “before” you
become a good reader.
Now it is time to see how much you can
remember and use in your reading. It is time to
begin the Posttest. Don’t be tempted to peek at
the answers.
“Again, no peeking!”
72 • Reading for Information
POSTTEST
2
EXERCISE – POSTTEST
Instructions:
Read each workplace note. Then answer the questions that follow.
Choose the letter that is by your answer.
MEMO
Next week we will offer professional training classes
for full-time employees.You may take classes in safety,
teamwork, and time management. Classes will be
offered both in the morning and afternoon hours.
Continuing education credit is available. However, you
do not have to seek credit to attend. Do not hesitate
to sign up to raise your work skills. Credit for safety
and time management classes will be based on a
written test. On the other hand, teamwork will be
tested by role play. Go to Personnel to pick up an
enrollment form.
1.
How are the classes alike?
a. The same kind of test will be given.
b. Full-time and part-time employees may take classes.
c. Classes must be taken for credit.
d. All classes are offered in the morning and afternoon.
2.
The phrase “sign up,” as used in this memo, means:
a. enroll or take part in
b. make a hand gesture
c. write one’s name on paper
d. symbol that gives public information
Reading for Information • 73
POSTTEST
2
ANNOUNCEMENT
Kelly’s will sponsor a softball team in the league this
summer. A brief organization meeting will take place
on Friday. We will meet after work in the break room.
Games will be played at the City Park field on Tuesday
nights and Saturday mornings. Please contact Marisa
if you plan to play. All employees are encouraged to
support the team.
3.
Which phrase describes the organization meeting?
a. tryouts for field positions
b. time to fit players with uniforms
c. short get-together to get started
d. detailed discussion of the company budget
4.
The sentence, “All employees are encouraged to support
the team” means:
a. Workers are required to provide food and clothing for
the team.
b. The company would like workers to go to the games.
c. The company would like workers to make a building.
d. Workers are required to be on the team.
5.
How many days will the league games be played?
a. once a week
b. twice a week
c. once a month
d. twice a month
74 • Reading for Information
POSTTEST
2
SAFETY FIRST
Remember to think “safety first” when on the job.
Please make every effort to prevent accidents.
• Wear safety glasses, gloves, and jacket.
• Disinfect instrument.
• Keep work area neat and clean.
• Store prepared mixtures in sealed containers.
• Keep visitors out of work area.
• Conduct all work cautiously.
6.
The word “disinfect” means:
a. set at a distance
b. store properly
c. put in a rack
d. destroy harmful bacteria
7.
The word “cautiously” means:
a. quick or fast
b. in a way to avoid danger
c. burn by a substance
d. make it happen
8.
What conclusions can be drawn about this workplace?
a. There are many workers there.
b. The jobs are not difficult.
c. The work is risky.
d. All employees like their jobs.
Reading for Information • 75
POSTTEST
2
BULLETIN
As you know, the company must reorganize. Some
plans have been made, but only one change will take
place at this time. Due to the number of employees
nearing retirement, there will be an incentive offered.
If you are close to retirement, please go by Human
Resources to pick up the proposed plan. To accept
this offer, reply by June 1. Please be patient as we try
to plan the company’s future.
9.
The word “incentive,” as used in this note, means:
a. something to cause one to move toward retirement
b. a worker without a job
c. health insurance for workers in retirement
d. party or get-together for all employees
10. This bulletin gives a cause and effect. What is one cause
that is stated for offering this incentive?
a. Decisions are needed by June 1.
b. Human Resources will be closing.
c. The company is being patient.
d. Many employees are near retirement.
76 • Reading for Information
2
POSTTEST
ANSWERS TO EXERCISE
1.
How are the classes alike?
Answer: d. All classes are offered in the morning and afternoon.
The clue word “both” shows the comparison. A contrast in testing
is shown by the clue words “on the other hand.” Part-time
employees are not mentioned.
2.
The phrase “sign up,” as used in this memo, means:
Answer: a. enroll or take part in
The word “sign” has multiple meanings. Use the sentence to
know which meaning is intended. Use the sentence to know
which one is intended. A hand gesture or information symbol
will not likely raise your skills. But, “taking part” in training classes
should.
3.
Which phrase describes the organization meeting?
Answer: c. short get-together to get started
The word “brief” tells you the meeting will be short. Tryouts
would not likely take a short time or be held in the break room.
Nothing is said or implied about uniforms or budgets. The clues
in the sentences show that “c” is the best choice.
Reading for Information • 77
2
4.
POSTTEST
The sentence “All employees are encouraged to support
the team” means:
Answer: b. The company would like workers to go to the games.
The word “support” has multiple meanings:
• take sides with
• provide food, clothing, and shelter
• hold up, as a foundation for a building
Encourage is another key word in this sentence. The company
“wants” employees to support the team. It does not require them
to support the team. Answer “b” makes the most sense.
5.
How many days will the league games be played?
Answer: b. twice a week
Games are played on Tuesdays and Saturdays. That is two
days or twice a week.
6.
The word “disinfect” means:
Answer: d. destroy harmful bacteria
Use the prefix “dis-” to unlock this word. Infect means to soil or
taint with matter that causes disease. This includes bacteria.
“Disinfect” would clean instruments so that they would “not”
have bacteria.
78 • Reading for Information
2
7.
POSTTEST
The word “cautiously” means:
Answer: b. in a way to avoid danger
Use the suffix “-ly” to unlock this word. The suffix “-ly” means in
a certain way. Even if you did not know the word “cautious,”
answers “a” and “b” are the only answers that are ways
something is done. The sentences imply caution should be used
in this job. The answer is “b.”
8.
What conclusions can be drawn about this workplace?
Answer: c. The work is risky.
This note is about safety and caution. Nothing is said to help
you draw conclusions about:
• how many workers
• job difficulty
• who likes their jobs
9.
The word “incentive,” as used in this note, means:
Answer: a. something to cause one to move toward retirement
This one is not easy to decode. Use the other sentences to
help figure out the meaning. The company is “offering”
something to workers who are near retirement.
Reading for Information • 79
2
POSTTEST
10. This bulletin gives a cause and effect. What is one cause
that is stated for offering this incentive?
Answer: d. Many employees are near retirement.
Clue words for cause and effect are “due to.” The large number
of workers nearing retirement age is the cause. The effect is a
special plan to increase early retirement. Many companies find
this cost-effective.
80 • Reading for Information
YOUR SCORE
2
The following chart will provide you with scoring. Count the number of
correct answers on your Posttest. Find the number in the left column. The
number in the right column is your score. Repeat exercises that you missed. If
you need to, go back and review lessons.
NUMBER OF
CORRECT ANSWERS
SCORE
10
100%
9
90%
8
80%
7
70%
6
60%
6 or below
review entire
level
Reading for Information • 81
SUMMARY
2
SUMMARY
How well did you do on the Posttest? If you
scored 80% or higher, you are ready to move on
to Level 3. In Level 3, we will use much of what
you have learned. You should practice reading
every chance you get because Level 3 will take
more effort than this course. I know that you
can do it … just practice reading.
Do not be discouraged if you scored below
80%. You must keep reading. Review the lessons
along with trying to do the suggested strategies
at the end of Lesson 1. You can do it. Remember
that learning to read takes a lot of practice.
Reading is a skill that will help you every day,
not just in the workplace!
I hope to see you in Level 3!
I am proud of your
progress!
82 • Reading for Information
REFERENCE
2
RESOURCE LIST
Bennar, P.A. (1988). Pre-GED critical reading skills. Chicago:
Contemporary Books, Inc.
Farr, R.C., Strickland, D.S., et.al. (1995). Treasury of literature: Emerald
forest (Teacher’s ed.). Orlando, FL: Harcourt Brace.
Farr, R.C. Treasury of literature: Unit reading skills assessment grade 4.
(Teacher’s ed.). Orlando, FL: Harcourt Brace.
Green, J.A., McClanahan, S.D., & Amstulz, D.D. (1987). Strategies for
success: Reading. Austin, TX: Steck-Vaughn Company.
Tivenan, B. (1985). New beginnings in reading: Book 3. Chicago:
Contemporary Books, Inc.
Treasury of literature: A place to dream practice book. (1991). Orlando,
FL: Harcourt Brace.
Treasury of literature: Emerald forest practice book (Teacher’s ed.). (1991).
Orlando, FL: Harcourt Brace.
Treasury of literature: Sea of wonder practice book. (1991). Orlando, FL:
Harcourt Brace.
Reading for Information • 83
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