Hall
RATURE
imeledd VoiCed" TimeLedd Themed
Reading Support Practice Book PLATINUM PRENTICE HALL
Upper Saddle River, New Jersey Needham, Massachusetts Glenview, Illinois CONTENTS PRETEST. ................... 1 ... 12
Parts of Words: Roots, Prefixes,
and Suffixes
Guided Practice Worksheet.
16
Context Clues
Guided Practice Worksheet.
18
Connotation/Denotation
Guided Practice Worksheet.
· . 22
Multiple-Meaning Words
Guided Practice Worksheet.
· . 24
COMPREHENSION STRATEGIES
Active Reading: Preview
Guided Practice Worksheet. . . . . . 27
Active Reading: Activate Prior
Knowledge
Guided Practice Worksheet..
· . 29
Active Reading: Set a Purpose
Guided Practice Worksheet. . .
. 31
Active Reading: KWL
Guided Practice Worksheet. . .
.33
Active Reading: Question and Clarify
Guided Practice Worksheet.
. 35
Active Reading: Connect
Guided Practice Worksheet.
. . 47
Recognize Cause and Effect
Guided Practice Worksheet. . . . . . 49
VOCABULARY STRATEGIES
Decoding: General Review
Guided Practice Worksheet.
Identify Steps in a Process
or Follow Sequence of Events
Guided Practice Worksheet.
.37
Identify Main Idea
and Supporting Details
Guided Practice Worksheet.
· .39
Make Inferences
Guided Practice Worksheet.
.43
Compare and Contrast
Guided Practice Worksheet.
. 45
Use Visual and Graphic Clues
Guided Practice Worksheet. .
. . 51
Adjust Reading Rate
Guided Practice Worksheet. . . . . . 53
CRITICAL READING STRATEGIES
Distinguish Between Important
and Unimportant Information
Guided Practice Worksheet. • . . . . .
Distinguish Between Fact
and Opinion or Nonfact
Guided Practice Worksheet. . . . . .
Evaluate Author's Purpose
and Point of View
Guided Practice Worksheet. . . . . .
Evaluate Evidence
and Sources of Information
Guided Practice Worksheet. . . . . .
55
59
63
67
APPLICATION STRATEGIES
Draw Conclusions
Guided Practice Worksheet.
Paraphrase
Guided Practice Worksheet.
Summarize
Guided Practice Worksheet.
Form Generalizations
Guided Practice Worksheet.
Make Judgments
Guided Practice Worksheet.
. .
69
.
71
. . . . . 73
. . . . . 75
. . . . . 77
iii
NAME----____________________________ DATE _________ Read the following passage. Then answer the questions that follow. Write the letter
of the correct answer on the line at the right.
The day my son Laurie started kindergarten he renounced corduroy overalls with
bibs and began wearing blue jeans with a belt. I watched him go off the first morning
with the older girl next door, seeing clearly that an era of my life was ended, my
sweet-voiced nursery-school tot replaced by a long-trousered, swaggering character
who forgot to stop at the comer and wave goodbye to me.
He came home the same way, the front door slamming open, his hat on the floor,
and the voice suddenly become raucous shouting, "Isn't anybody here?"
At lunch he spoke insolently to his father, spilled his baby sister's milk, and
remarked that his teacher said we were not to take the name of the Lord in vain.
1. Which statement best expresses the main idea of the passage?
A. Laurie has changed from a sweet-voiced tot into a noisy, careless, and
rude boy.
B. Laurie and his mother have a close relationship.
C. Laurie is typical of a child expressing his independence.
D. Every mother and child need to separate at one time or another.
1. _ __
2. Which detail from the passage does not support the idea that Laurie's character
and behavior have changed?
A. Laurie does not wave goodbye.
B. Laurie slams the front door and shouts.
C. Laurie goes to school with the girl next door.
D. Laurie speaks insolently to his father.
2. _ __
3. How does Laurie's mother feel about her son's transition to kindergarten
from nursery school?
A. She is happy that he is becoming more independent.
B. She is nostalgic.
C. She is relieved.
D. She is depressed.
3. _ __
Read the following passage. Then answer the question that follows. Write the letter
of the correct answer on the line at the right.
At ten o'clock the house began to die.
The wind blew. A falling tree bough crashed through the kitchen window.
Cleaning solvent, bottled, shattered over the stove. The room was ablaze in an
instant!
"Fire!" screamed a voice. The house lights flashed, water pumps shot water from
the ceilings. But the solvent spread on the linoleum, licking, eating, under the kitchen
door, while the voices took it up in chorus: "Fire, fire, fire!"
The house tried to save itself. Doors sprang tightly shut, but the windows were
broken by the heat and the wind blew and sucked upon the fire.
© Prentice-Hall, Inc.
Pretest
I
NAME--------________________________ DATE _________ 9. Which of the following words contains a suffix meaning "state or condition"? A.upward B. measure
c. childhood D.doctrine 9. _ __
Read the passage below and answer the questions that follow. Write the letter of
the correct answer on the line at the right.
~
Greg had sat in the small, pale green kitchen listening, knowing the lecture would
end with his father saying he couldn't play ball with the Scorpions. He had asked his
father the week before, and his father had said it depended on his next report card. It
wasn't often the Scorpions took on new players, especially fourteen-year-olds, and
this was a chance of a lifetime for Greg. He hadn't been allowed to play high-school
ball, which he had really wanted to do, but playing for the Community Center team
was the next best thing. Report cards were due in a week, and Greg had been hoping
for the best. But the principal had ended the suspense early when she sent that letter
saying Greg would probably fail math if he didn't spend more time studying.
"And you want to play basketball?" His father's brows knitted over deep brown
eyes. "That must be some kind of a joke. Now you just get into your room and hit
those books."
10. Which detail of this passage would be considered unimportant information?
10. _ __
A. Greg's father will make his decision based on Greg's report card.
B. The chance to play with the Scorpions is an opportunity of a lifetime.
C. Greg had really wanted to play high-school ball.
D. The principal sent a letter that said Greg would probably fail math.
11. Which statement best summarizes the passage? 11. _ __
A. Greg can always predict how a lecture with his father will end.
B. Greg's primary concern is playing ball while his father's primary concern is that Greg gets good grades. C. Greg is being lectured by his father because his father is never happy with Greg's grades. D. Greg can't wait to be a new player with the Scorpions.
12. What kind of father is Greg's father? A. sensitive
B. anxious
C. selfish D.concerned © Prentice-Hall, Inc. 12. - - ­
Pretest
3
NAME
DATE _ _ _ __ 17. Which reference source would give you synonyms for the word dim?
A. encyclopedia
B. thesaurus
c. almanac
D. dictionary
17. _ __
18. He was the principal person at the event. Which best defines the word
principal above?
A. the head of a school
B. most intelligent
C. most important
D. possessing morals
18. _ __
19. The subject under discussion was not his favorite one. Which best defines the
word subject above?
A. ordinary person C. arithmetic
B. topic
D. interesting news
19. _ __
Read the following passage and answer the questions that follow.
My mother was trustworthy in all matters that concerned our care. Grandma was
trustworthy in a quite different way. She meant exactly what she said, always. If you
borrowed her scissors, you returned them. In like case, Mother would wail
ineffectually, "Why does everyone borrow my scissors and never return them?" and
Father would often utter idle threats. But Grandma never threatened. She never
raised her voice. She simply commanded respect and obedience by her complete
expectation that she would be obeyed. And she never gave silly orders.... Grandma
never said, liDo this because Grandnla says so," or "Because Grandma wants you to
do it." She simply said, liDo it," and I knew from her tone of voice that it was
necessary.
20. Which statement below most effectively paraphrases the passage?
A. Grandma was even-tempered and direct, and she commanded great
respect. She always meant exactly what she said. The narrator
respected and obeyed her grandmother's wishes.
B. The narrator loved her grandmother.
C. Grandma was more trustworthy than the narrator's mother.
D. The narrator always obeyed her grandmother.
20. _ __
21. How does Grandma compare with the author's mother and father?
A. She never minded if people borrowed her things.
B. She always answered in a sweet, respectful way.
C. She was more trustworthy than the author's mother and father.
D. She didn't wail or make threats.
21. _ __
22. What is the author's point of view about the way her grandmother speaks?
A. She enjoys listening to her stories.
B. She feels it is ineffectual.
C. She admires it.
D. She thinks she is too harsh. 22. _ __
© Prentice-Hall, Inc.
Pretest
5
NAME--------~--
____________________ DATE _________
Read the passage below and then answer the questions that follow.
One night in the last week of August when the big campfire party is held, it was very dark and the moon was all smoky, and I just couldn't help myself and started in with a story about the great caterpillar who was going to prowl through the tents and nibble off everybody's toes. And Willie started his whimpering in the back of his throat so I had to switch the story real quick to something cheerful. But before I could do that, ole George picked up my story and added a wicked witch who put spells on city kids who come to camp, and a hunchback dwarf that chopped up tents and bunk beds, and a one-eyed phantom giant who gobbled up the hearts of underprivileged kids. And every time he got to the part where the phantom ripped out a heart, poor Willie would get louder and louder until finally he started rolling around in the grass and screaming and all the kids went crazy and scattered behind rocks almost kicking the fire completely out as they dashed off into the darkness yelling bloody murder. 27. _ __
27. What effect does the narrator's story have on George?
A. George is spellbound and anxious to hear the ending.
B. George gets so excited and begins adding to the story.
C. George changes the story to something cheerful because Willie is scared. D. George tells jokes about phantoms and witches.
28. _ __
28. What causes Willie to scream louder and roll in the grass?
A. The other kids kick out the fire.
B. The narrator has switched the story to something cheerful.
C. George picked up a kid.
D. George began to tell about a phantom.
29. _ __
29. How would you characterize George based on this passage?
A. He is loud.
B. He is selfish and rude.
C. He is insensitive.
D. He is imaginative.
Use this table to answer the questions that follow.
Cheese and
Amount
Blue, 1 oz.
Cottage,
1% fat, 1 c.
Cream, 1 oz.
Mozzarella,
whole milk, 1 oz.
Provolone, 1 oz.
Ricotta,
whole milk, 1 c.
Ricotta,
part skim, 1 c.
Swiss, 1 oz.
© Prentice-Hall, Inc.
Nutritive Value of Natural Cheeses
Energy
Protein
Fat
(Grams) (Calories)
(Grams)
(Grams)
28
100
6
8
Carbohydrates
(Grams)
1
Calcium
(Milligrams)
150
226
28
165
100
28
2
2
10
6
1
138
23
28
26
90
100
6
7
7
8
1
1
163
214
246
430
28
32
7
509
246
28
340
105
28
8
19
8
13
1
669
272
Pretest
7
NAME
DATE _ _ _ __ 33. Which statement best describes how Fiona compares to other little girls
her age?
A. Fiona always seems to be alone.
B. Fiona likes to be quiet.
C. Fiona has older parents.
D. Fiona lives in an isolated, old-fashioned world.
33. _ __
34. Which of the following statements is not important in this passage?
A. Fiona has an out-dated hairstyle.
B. Fiona was turning into a quaint little creature."
C. Fiona destroys her dolls.
D.Fiona spends the summer with people older than herself.
34. _ __
35. What can you conclude from reading this passage?
A. Fiona hates dolls.
B. Fiona is confused.
C. Fiona enjoys school.
D.Fiona is pretty.
35. _ __
II
Read the following passage. Then answer the questions that follow. Write the letter
of the correct answer on the line at the right.
We walked down the path to the wellhouse, attracted by the fragrance of the
honeysuckle with which it was covered. Someone was drawing water, and my
teacher placed my hand under the spout. As the cool stream gushed over one hand,
she spelled into the other the word water, first slowly, then rapidly. I stood still, my
whole attention fixed upon the motions of her finders. Suddenly I felt a misty
consciousness as of something forgotten-thrill of returning thought; and somehow
the mystery of language was revealed to me. I knew then that "w-a-t-e-r" meant that
wonderful, cool something that was flowing over my hand. That living word
awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is
true, but barriers that could in time be swept away.
36. Which statement below best summarizes the meaning of the passage?
A. Water is more cool and refreshing than she ever thought.
B. She understands what the realI/meaning" of water is and will learn
much more.
C. She once knew what water was.
D. She loves to learn new things every day.
36. - - ­
37. Which response below best paraphrases the last sentence in the passage?
A. There are barriers to everything in life.
B. The narrator is happy.
C. The narrator knows that all barriers can be swept away.
D. There were barriers still, it is true, but barriers that could in time be
swept away.
37. - - ­
© Prentice·Hall, Inc.
Pretest
9
NAME--------------__________________ DATE _________ Practice
Part I
Below is a passage from IJ'The Good Deed," by Pearl S. Buck. Read it
slowly and notice any words in the chart that you have trouble decoding
or that might pose a problem to another reader. Then put a check mark
in the appropriate column on the chart to indicate how you would go
about decoding that word.
~
She was afraid of the children. She gave them up finally and merely
watched them contemplatively when they were in the same room with her
and was glad when they were gone. She like her son's wife. She did not
understand how there could be a Chinese woman who had never been in
China, but such her son's wife was. When her son was away, she could not
say to her daughter-in-law, "Do you remember how the willows grew over
the gate?" For her son's wife had no such memories. She had grown up here
in the city and she did not even hear its noise. At the same time, though she
was foreign, she was very kind to the old lady, and spoke to her always in
a gentle voice, however she might shout at the children, who were often
disobedient.
The disobedience of the children was another grief to old Mrs. Pan. She
did not understand how it was that four children could all be disobedient,
for this meant that they had never been taught to obey their parents and
revere their elders, which are the first lessons a child should learn.
"How is it," she once asked her son, IJ'that the children do not know how
to obey?" Mr. Pan laughed, though uncomfortably. "Here in America the
children are not taught as we were in China," he explained. "But my
children are Chinese nevertheless," old Mrs. Pan said in some
astonishment. IJ'They are always with Americans," Mr. Pan explained. "It is
very difficult to teach them./I
A. Decoding
Word
contemplatively
noise
foreign
disobedient
grief
uncomfortably
laughed
nevertheless
astonishment
taught
© Prentice-Hall, Inc.
Decode tricky letter
combinations
Decode a tricky
soundlletter pattern
Decode using
syllabication
Decoding: General Review
13
NAME----___________________________ DATE _________ Part III
Below is a passage from IIWhistle and Echoes: How Dolphins
Communicate," by George and Linda Harrat. Read the passage and pay
attention to the underlined words. Read each of these words aloud, and
think about its meaning.
Though humans and dolphins are both mammals, they live in very different
worlds. To a larger extent vision guides us through the human world; sound
guides dolphins through their underwater world. According to Herman,
the seas are filled with sound-the creaking chorus of fish, the booming
surf on the reef, the haunting sounds of whales, the sounds the dolphins
make to one another."
Although dolphins have excellent vision, both in air and underwater, in
the sometimes murky ocean it can be difficult for them to see. In addition to
their vision, they also have a highly specialized sense of hearing. To find
their way about in cloudy water, or at night, dolphins use sonar more highly
developed than that used by the most sophisticated submarines. The system
is called echolocation." The dolphins send out ultrasonic pulses through
the melon, a lump of fatty oil stored in their foreheads. Some scientists
believe that dolphins can ruij:us.t the shape of their melon to precisely focus
the sounds they emit.
II
II
Write a summary of the passage you have just read. In your summary,
try to use all, or almost all, of the underlined words.
What makes the words below difficult to decode? Which would you
need to decode through syllabication?
1. though - -_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___ 2.dolphlns _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___ 3. different _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 4.chorus _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 5. specialized - - - - - - - - - - - - - - - - - - - - ­
6. highly _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
7. sophisticated - - - - - - - - - - - - - - - - - - - ­
8. echolocation - - - - - - - - - - - - - - - - - - - - ­
9. s c i e n t i s t s - - - - - - - - - - - - - - - - - - - - - ­
10.adjust _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
@ Prentice-Hall, Inc.
Decoding: General Review
15
NAME - - - - -_ _ _ _ _ _ _ _ _ _ _ DATE _ _ _ __ Practice
Below is another passage from "Rain, Rain, Go Away," by Isaac Asimov.
Read it and answer the questions below.
George was lost amid a couple of base hits and a most embarrassing bobble
that meant a run. When the excitement was over and the pitcher was trying
to regain his composure, George called out after Lillian, who was vanishing
into the kitchen. "Well, since they're from Arizona, I dare say they don't
know rainclouds from any other kind."
Look at the following words from the passage: amid, excitement, regain,
and vanishing. In the space below, divide these words into their word
parts. Then, using the information in Helpful Hints on page 16, tell how
the prefixes or suffixes modify the meaning of the commonly known root
word.
Word
Prefix
Root Word
Suffix
1. amid
2. excitement
I
i
3. regain
4. vanishing
© Prentice-Hall, Inc.
Parts of Words: Roots, Prefixes, and Suffixes
17
NAME----------_____________________ DATE _________ Practice
Part I
The two passages that follow are from II Amanda and the Wounded
Birds," by Colby Rodowsky. On the lines provided, write context clues
that help you define the underlined words. Then write a definition of
each unknown word.
Not long after this, things really started to happen. First, Mom's [radio]
show was moved to a better time slot. Then it was syndicated, so that she
wasn't just on the air here but in a bunch of other cities, too. The way
"Doonesbury" and "Dick Tracy" are in a bunch of newspapers. Now I have
to say that for the most part my mother's pretty cool about things, but the
day she found out that the Emma Hart show was being syndicated she just
about flipped.
1. Unknown word: syndicated
Context Clues:, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Definition:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
One thing that I'm sure of is that knowing Mom, she handled it gracefully,
and stoically, and with that funny way she has of biting her lower lip so that
for all her hanging-in-there attitude she still looks like a ten-year-old kid­
the kind you want to do something for because she's not always whining or
sniffling. I guess you'd have to say that as much as possible my mother is in
charge of her own life, which is the way she tries to get the people who call
in to her on the radio to be.
2. Unknown word: stoically
________________________
Conrext~H~~~;
Definition:,__________________________
© Prentice-Hall, Inc.
Context Clues
19
NAME ________________________________ DATE _________ Part II (continued)
Unfamiliar Word
Context Clues
Definition
enveloped
refrained
tattoo
pulsation
© Prentice-Hall, Inc.
Context Clues
21
NAME - - - - -_ _ _ _ _ _ _ _ _ _ _ DATE _ _ _ __ Practice
Read the following passage from "The Six Rows of Pompons," a short
story by Toshio Mori.
When little Nephew Tatsuo came to live with us he liked to do everything
the adults were doing in the nursery, and although his little mind did not
know it, everything he did was the opposite of adult conduct, unknowingly
destructive and disturbing. So Uncle Hiroshi after witnessing several weeks
of rampage said, "This has got to stop, this sawing the side of a bam and
nailing the doors to see if it would open. But we must not whip him. We
must not crush his curiosity by any means."
And when Nephew Tatsuo, who was seven and in high second grade, got
used to the place and began coming out into the fields and pestering us with
difficult questions as "What are the plants here for? What is water? What are
the bugs made for? What are the birds and why do the birds sing?" and so
on, I said to Uncle Hiroshi, "We must do something about this. We cannot
answer questions all the time and we cannot be correct all the time and so
we will do harm. But something must be done about this beyond a doubt."
A. Connotation/Denotation
The following words are from the passage above. Write the denotation
or dictionary definition of the word. Then write the connotation, or
emotional meaning, of each word as it is used in the passage. Tell
whether the connotation is positive or negative. Study the example
presented in the first row.
Word from the passage
adult
Denotationdictionary definition
ConnotationFeeling that the
word conveys
Type of connotationpositive or negative?
well-behaved
positive
rampage
crush
pestering
B. Challenge!
For each sentence below, write a word that is similar in meaning to the
underlined word. Put that word on the line to the right. The word that
you choose to replace each underlined word can have either a positive
or a negative connotation.
1. When Aaron reached the top of the mountain, he said for all to hear, "This mountain is mine!" _ _ _ _ __ 2. The hot lava began to pour out of the volcano. _ _ _ _ __
© Prentice-Hall, Inc.
Connotation/Denotation
23
NAME _________________________________ DATE _________ Practice
Read the following passages from "Lather and Nothing Else," a short
story by Hernando Tellez.
He came in without a word. I was stropping my best razor. And when I
recognized him, I started to shake. But he did not notice. To cover my
nervousness, I went on honing the razor. I tried the edge with the tip of my
thumb and took another look at it against the light.
* * * * *
The razor kept descending. Now from the other sideburn downward. It
was a blue beard, a thick one. He should let it grow like some poets, or some
priests. It would suit him well. Many people would not recognize him. And
that would be a good thing for him, I thought, as I went gently over all the
throat line. At this point you really had to handle your blade skillfully,
because the hair, while scantier, tended to fall into small whorls. It was a
curly beard. The pores might open, minutely, in this area and let out a tiny
drop of blood. A good barber like myself stakes his reputation on not
permitting that to happen to any of his customers.
A. Multiple-Meaning Words
Find four words that have more than one meaning in the passages
above. Write each word in the column on the left. In the column on
the right, list the word's meaning as used in the passage. Then list one
or more additional meanings for the word.
Multiple-Meaning Word
© Prentice-Hall, Inc.
Meanings
Multiple-Meaning Words
25
NAME _________________________________ DATE _________ ACTIVE READING: PREVIEW
Introduction
Readers acquaint themselves with a story or article by previewing what
they are about to read. They might begin by reading the title and think­
ing about what it might mean.
Suppose that you are about to read a short story entitled liThe Case of
the Missing Necklace." You can guess from the title that the story is a
mystery and that a necklace has disappeared. If you have read other
mystery stories, you can further guess that one or more main characters
will try to solve the mystery. In taking the time to think about the title,
you have already previewed the story.
Another step in previewing a story is to read the author's name. If you
have read other stories by the same author, you may be able to make
additional educated guesses about the writing style, characters, and plot
of the story.
The pictures also offer clues to the story. Study any illustrations or
photographs. Pay attention to questions that come to your mind as you
look at the pictures.
Reading the introduction or opening paragraph is also a good way to
preview a story. The first paragraph usually provides the setting of a
story. It often introduces a main character and can also introduce a key
problem or conflict in the story. Here is another point at which you begin
to ask Who? What? When? Where? and Why? questions about the story.
Previewing in this way can spark your interest in a story, improve
your understanding of it, and help you feel more comfortable as you
enter the world that the author has created.
Reading Tips
As you preview a story, try to answer the following questions:
• What does this story seem to be about?
• Do the title, first paragraph, and pictures resemble other stories
I have read?
• How does the story seem to be organized?
• What do the illustrations reveal about the kind of story this is?
© Prentice-Hall, Inc.
Active Reading: Preview
27
NAME ________________________________ DATE _________ ACTIVE READING: ACTIVATE PRIOR KNOWLEDGE Introduction
When you read, you very often use the knowledge you already have
about a subject to understand and predict the outcome of a story. This is
called activating prior knowledge.
Model
The passage below is from "Seventh Grade," by Gary Soto. Identify the subject and list a few things you already know about it. Compare your list to the answers below. Reading Tip Activate prior knowledge by asking yourself the following questions: 1. Does the title of the piece give any clues to its content?
2. What is the subject of the writing?
3. What do I already know about the subject?
4. Have I read about this subject before? What are some details?
... He ran into his friend, Michael Torres, by the water fountain that never
turned off.
They shook hands, raza-style, and jerked their heads at one another in a
saludo de vato. 1 "How come you're making a face?" asked Victor.
"I ain't making a face, ese. 2 This is my face." Michael said his face had
changed during the summer. He had read a GQ magazine that his older
brother had borrowed from the Book Mobile and noticed that the male
models all had the same look on their faces. They would stand, one arm
around a beautiful woman, and scowl. They would sit at a pool, their rippled
stomachs dark with shadow, and scowl . ... "I think it works," Michael said.
He scowled and let his upper lip quiver. His teeth showed along with the
ferocity of his soul. "Belinda Reyes walked by a while ago and looked at
me," he said.
1. saluda de vato (sah LUD oh day VAH to) Spanish: Gesture of greeting between
friends.
2. ese (AY say) Spanish: Man.
Subject: Mimicking a model's #scowl" to look more alluring.
• What I already know: Fashion magazines want their models to
pose in certain ways .
• What I've read about this subject before: I buy magazines to know
what clothes, hairstyles, and "looks" are in fashion. I'm very aware
of how a model poses in order to sell something.
© Prentice-Hall, Inc.
Active Reading: Activate Prior Knowledge
29
NAME ________________________________ DATE _________ ACTIVE READING: SET A PURPOSE
Introduction
Different types of writing present different reasons for reading. For
example, we read textbooks for a different reason than we might read
magazines. When reading a textbook you might skim for information to
prepare for a test and when reading a magazine you might read quickly
and for enjoyment. Before sitting down to read, you might want to set a
purpose for reading.
Setting a purpose for reading involves identifying specific questions
that you will answer during reading. By asking yourself questions before
you begin, you direct your attention to the key ideas in the passage. You
can get an idea of what the selection is about through looking at the title,
illustrations, and subheadings. You may also want to read the first sen­
tence or passage for further information.
Setting a Purpose: Three Steps
1. Study title and illustrations of selection
2. Read the first sentence or paragraph
3. Look for clues in the text (is the writing informative or entertaining?)
~
Model
Read the following passage from the beginning of Jill Krementz's "Joel
Duggins." Think of your own questions that you could use to set a pur­
pose for reading. Then compare your questions to the ones below.
I
I've never known what it would be like to walk on my own two feet. I was
bom with no leg below the knee on my right side. I was only eight months
old when I got my new leg-a prosthesis.
I
Questions
Why might you read this passage? What information might you expect
to find?
Purpose for Reading
• To find out more about the narrator
• To learn about having a prosthesis
© Prentice-Hall, Inc.
Active Reading: Set A Purpose
31
NAME ________________________________ DATE _________ ACTIVE READING: KWL
Introduction
Becoming an active reader means thinking about what you read and
determining how you will read. A useful strategy that will help you
become a more active reader and get the most out of what you read is
called KWL. The letters KWL stand for Know, Want, and Learn. To use the
KWL strategy when you read a story or a nonfiction selection, follow the
series of steps below:
1. Brainstorm what you know about the subject before you read. Think
about facts and details related to this subject.
2. Before you read, list what you want to learn as a result of reading the
selection. Write questions that you have about this subject.
3. Once you finish reading, evaluate what you have learned that you
did not know previously. What new information did you gain as a
result of your reading?
You might ask yourself the following questions in order to help you
remember the steps involved in using the KWL strategy:
• What do I Know?
• What do I Want to learn?
• What did I Learn?
Reading Tips
• Before you read a selection, ask yourself these questions to help
you recall what you already know about the subject and what you
want to learn: who? what? where? when? why? how?
• List what you want to know about a subject in the form of ques­
tions. When you use KWL, be sure to look for the answers to these
questions as you read a selection.
• Before you begin to read a selection, create a KWL chart like the
one on page 34 to help you organize what you know about a sub­
ject, what you want to learn, and what you learn.
• If your questions about a subject were not answered in the reading,
use other sources of information such as encyclopedias, experts in
the community, or your textbooks to help you answer them.
© Prentice-Hall, Inc. Active Reading: KWL
33
NAME _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE _ _ _ __ ACTIVE READING: QUESTION AND CLARIFY
Introduction
Question: Asking yourself questions as you read can help improve your
reading comprehension. The first step is identifying what is confusing to
you. Once you have a question about the confusing part of your reading,
you are ready to look for answers.
Clarify: You will probably find the answer to your question by: stopping
to think; looking back over material you have already read; or continuing
to read on, keeping your question in mind. Sometimes, when the mean­
ing of a word is the source of your confusion, asking someone, or looking
the word up in a dictionary, will help clarify the sentence or passage.
Question
Garity
establish specific point of confusion
construct question
stop and think
reread confusing part
read ahead to see if new information clarifies
confusing part
Model
Read the passage below from "Dial Versus Digital," by Isaac Asimov, and
note the interrupter questions and answers in italics.
When something turns, it can turn in just one of two ways, clockwise or counterclockwise, and we all know which is which. Which direction is clockwise and which is counterclockwise? If you read ahead you
will see that new information clarifies this confusing part.
Clockwise is the normal turning direction of the hands of a clock and counterclockwise is the opposite of that. Since we all stare at clocks (dial clocks, that is), we have no trouble following the directions or descriptions that include those words. But if dial clocks disappear, so will the meaning of those words for anyone who has never stared at anything but digitals. There are no good substitutes for clockwise and counterclockwise. The nearest you can come is by a consideration of your hands. What does "consideration ofyour hands" mean? Again, read on for an explanation.
If you clench your fists with your thumbs pointing at your chest and then look at your fingers, you will see that the fingers of your right hand curve counterclockwise. Does this work? Yes. Notice that the fingers of the right and left hands curve in
different directions.
You could then talk about a "right-hand twist" and a "left-hand twist," but people don't stare at their hands the way they stare at a clock and this will never be an adequate replacement. © Prentice-Hall, Inc.
Active Reading: Question and Clarify
35
NAME ______________________________ DATE _________ ACTIVE READING: CONNECT
Introduction
An important part of reading is called connecting. Readers can connect
to the text they are reading in different ways. The web below shows the
various ways that you can make connections.
Model
The passage below is from"Amigo Brothers," by Piri Thomas. As you
read it, you will likely connect to some of the things Thomas describes.
The chart below gives examples of the connections a typical reader might
make.
Antonio Cruz and Felix Vargas were both seventeen years old. They were so
together in friendship that they felt themselves to be brothers. They had
known each other since childhood, growing up on the lower east side of
Manhattan in the same tenement building on Fifth Street between Avenue
A and Avenue B. Antonio was fair, lean, and lanky, while Felix was dark,
short, and husky. Antonio's hair was always falling over his eyes, while
Felix wore his black hair in a natural Afro style.
Sample Connections
•
•
•
•
My friend and I are so close that we are like brothers.
I still have a friend from early childhood. His name is John.
I have been to Manhattan. I know that this is in New York City.
The main character of a story I just read lived in a tenement building. • Antonio and Felix do not look alike. They are opposites.
© Prentice-Hall, Inc.
Active Reading: Connect
37
NAME _________________________________ DATE _________ IDENTIFY MAIN IDEA AND SUPPORTING DETAILS Introduction
The central or most important idea in a reading selection is called its
main idea. Finding the main idea helps readers create meaning, or make
sense, of the text. When you are reading remember that the main idea
can appear at the beginning, middle, or end of a passage.
Sometimes a main idea is stated directly in a sentence. However, you
often must piece together the information in a passage in order to explain
its main idea.
• A stated main idea is one in which the main idea of the passage is
stated clearly in one sentence in the selection.
• An implied main idea is not stated in anyone sentence. Instead, it is
revealed indirectly through the connections among the details in
the passage.
Writers reinforce main ideas with supporting details. These words,
phrases, or sentences tell something about the main idea. They can be
facts, statistics, dates, names, opinions, or details. Study this chart:
Supporting Detail
Supporting Detail
Model
The following passage is from Fish, by Stephen Parker. The main idea is
the underlined statement. The other sentences are details that tell about
this idea.
In the underwater world, fishes are always ready to deal with an enemy­ usually a predator on the prowl. A burst of speed is one way to foil the hunter. Size is another-very big fishes are sometimes too much of a mouthful, and very small ones can take refuge in cracks and crevices. Yet another tactic is camouflage. Some fishes have evolved devious weapons to defend themselves against hungry hunters. The porcupine and pufferfishes, for example, can make themselves swell up and stick out their prickles or spines to discourage feeders .... © Prentice-Hall, Inc. Identify Main Idea and Supporting Details
39
NAME ____
~
__________________________ DATE _________
Part II
Below is a passage from "The Day I Got Lost," by Isaac Bashevis Singer.
Read the passage and answer the questions that follow.
It is easy to recognize me. See a man in the street wearing a too long coat,
too large shoes, a crumpled hat with a wide brim, spectacles with one lens
missing, and carrying an umbrella though the sun is shining, and that man
will be me, Professor Shlemiel. There are other unmistakable clues to my
identity. My pockets are always bulging with newspapers, magazines, and
just papers. I carry an overstuffed briefcase, and I'm forever making
mistakes. I've been living in New York City for over forty years, yet
whenever I want to go uptown, I find myself walking downtown, and when
I want to go east, I go west. I'm always late and I never recognize anybody.
I'm always misplacing things. A hundred times a day I ask myself, Where
is my pen? Where is my money? Where is my handkerchief? Where is my
address book? I am what is known as an absent-minded professor.
1. What statement best expresses the main idea of this passage? Explain
your answer.
2. Is the main idea implied or stated?_ _ _ _ _ _ _ _ _ _ _ __
3. Identify the supporting details in this passage. Write the details in the
spaces provided. Explain how each detail supports the main idea.
1. ________________________________________________
2. __________________________________________________
3. ___________________________________________________
4. _______________________________________________
5. ______________________________________________
© Prentice-Hall, Inc.
Identify Main Idea and Supporting Details
41
NAME _________________________________ DATE _________ MAKE INFERENCES
Introduction
Did you ever read a story where you had to read between the lines to fig­
ure out what was happening? If you did, you were making inferences. An
inference is a logical conclusion or reasonable guess that a reader makes.
Authors don't always explain everything about a character. Instead, they
leave it up to the reader to figure out what is happening or why a charac­
ter is responding in a certain way. You can combine clues from the text
with your prior knowledge about how people act and feel to make infer­
ences. In other words, what you already know plus what you find out
while you read can help you to draw logical conclusions about the
unstated aspects of the story.
Keep this equation in mind to understand how you make inferences:
Textual clues
+
What You Know
=
Inference
Model
Read the passage below from A Boy and a Man," by Ramsey Ullman.
Then read examples of the types of inferences a reader might make about
what is happening.
II
For the third time he raised the staff. He took off his trousers. He tied a
trouser-leg to the loose sleeve of the shirt. Then he pulled, one by one, at all
the knots he had made: between staff and jacket, jacket and shirt, shirt and
trousers. He pulled until the blood pounded in his head and the knots were
as tight as his strength could make them. This done, he stepped back from
the crevasse to the point where his toes had rested when he lay flat. With
feet and hands he kicked and scraped the ice until he had made two holes.
Then, lying down as before, he dug his toes deep into them. He was naked
now, except for his shoes, stockings, and underpants. The cold rose from the
ice into his blood and bones. He lowered the staff and knotted clothes like
a sort of crazy fishing line.
Inferences about this passage:
• The person is in a dangerous and difficult situation.
• He has been trying to do something without much success.
• It seems that he needs to get out of someplace.
• He is in a very cold place.
• He needs to make a rope of some sort.
© Prentice-Hall, Inc.
Make Inferences
43
NAME--_______________________________ DATE _________ COMPARE AND CONTRAST
Introduction
As you read, look for the writer's use of comparisons and contrasts. A
writer uses comparison to show how things are similar and uses contrast
to show how things are different. Identifying comparisons and contrasts
will help you identify the relationship between people, or things.
Reading Tip
Look for clue words that may help you recognize a comparison or con­
trast. Clue words that may signal a comparison are like, similar to, and the
same. Clue words that may signal a contrast are but, different from, and
however.
Sometimes there may be no clue words that point to a comparison or
contrast; instead, the comparison or contrast may be indicated implicitly
by the content and meaning of sentences.
Model
Read the passage below from "What Stumped the Blue-Jays," by Mark
Twain.
Animals talk to each other, of course. There can be no question about that;
but I suppose there are very few people who can understand them. I never
knew but one man who could. I knew he could, however, because he told
me so himself. He was a middle-aged, simple-hearted miner who had lived
in a lonely comer of California, among the woods and mountains, a good
many years, and had studied the ways of his only neighbors, the beasts and
the birds, until he believed he could accurately translate any remark which
they made. This was Jim Baker. According to Jim Baker, some animals have
only a limited education, and use only very simple words, and scarcely ever
a comparison or a flowery figure; whereas, certain other animals have a
large vocabulary, a fine command of language and a ready and fluent
delivery; consequently these latter talk a great deal; they like it; they are
conscious of their talent, and enjoy "showing off." Baker said that, after long
and careful observation, he had come to the conclusion that the blue-jays
were the best talkers he had found among birds and beasts.
In this passage, Jim Baker compares animals with limited educations that
use only very simple words with other animals with large vocabularies
and a fine command of language.
© Prentice-Hall, Inc.
Compare and Contrast
45
NAME ________________________________ DATE _________ IDENTIFY STEPS IN A PROCESS
OR FOLLOW SEQUENCE OF EVENTS
Introduction
Sequence ofevents refers to the order in which events occur or ideas are
presented. When you are reading, notice the sequence of ideas or events.
The sequence will help you understand how ideas or events are related.
This will help you understand and remember what you read.
A sequence of events may be indicated by clue words such as first, sec­
ond, next, then, finally, and last or by phrases such as to begin with, later
that day, at the end of the week and so forth. Clue words and phrases help
you to figure out the time order when events are not presented in the
order in which they happened.
Model
Look for the sequence of events in this passage from "Beneath the Crags
of Malpelo Island," by Harry Earl Rieseberg. Notice that the author uses
clue phrases such as "many years ago," "the vessel had gone down,"
"rescued from the deserted island," and "a few days later" to signal the
passage of time or a sequence of events.
Many years ago, Boyer said, an unidentified Spanish schooner had hit the
rocks off the end of Malpelo Island during a violent storm. The vessel had
gone down immediately, with only one man surviving. Rescued from the
deserted island, the man revealed that the sunken schooner had carried in
its hold a vast sum in gold and silver bars, together with some other
valuable cargo. That was all that was ever learned about the ship and its
treasure: a few days later the survivor died from exposure.
© Prentice-Hall, Inc.
Identify Steps in a Process or Follow Sequence of Events
47
NAME--______________________________ DATE _________ RECOGNIZE CAUSE AND EFFECT
Introduction
A cause is an event, action, or feeling that produces a result. An effect is
the result that's produced by a cause. Recognizing cause-and-effect rela­
tionships can help the reader follow a story.
The following chart illustrates this relationship.
The boy's shoes were worn out so he got a new pair.
Cause
Effect
The boy's shoes were worn-out
he got a new pair.
Reading Tip
Look for clue words that may help you recognize cause and effect, such
as because, so, for this reason, therefore, consequently, since, unless, and that is
why.
Model
As you read this passage from "The Girl Who Hunted Rabbits," a Zufii
Indian legend, look for the cause and effect and compare them to the
ones below.
As she gazed at them from the roof, she said to herself, "0 that I were a man
and could go forth, as do these young men, hunting rabbits! Then my poor
old mother and father would not lack for flesh with which to duly season
their food and nourish their lean bodies." Thus ran her thoughts, and before
night, as she saw these same young men coming in, one after another, some
of them bringing long strings of rabbits, others short ones, but none of them
empty-handed, she decided that she would set forth on the morrow to try
what luck she might find in the killing of rabbits herself.
Cause
• The maiden feels badly about her parents having no meat and sees
the young men coming back with the rabbits.
This statement shows a feeling that produces a result.
Effect
• The maiden decides to go hunt rabbit the next day.
This statement shows the result that is produced by a feeling.
© Prentice-Hall, Inc.
Recognize Cause and Effect
49
NAME----------_______________________ DATE _________ USE VISUAL AND GRAPHIC CLUES Introduction
You may be familiar with the following proverb: "One picture is worth a
thousand words." Visual and graphic sources of information are pictorial
representations that can provide a great deal of information. Some visual
and graphic sources of information that you may encounter in your read­
ing are listed below.
diagrams
lists
maps
charts
illustrations
scale drawings
schedules
diagrams
tables
time lines
graphs
cartoons
Knowing when and how to use visual and graphic sources of informa­
tion is an important skill.
A map is one kind of visual or graphic source of information that you
will use to learn about places you read about. Maps help you understand
the relative location, size, and shape of different land masses and bodies
of water on the earth. Two kinds of maps that you may find when you
read social studies textbooks, magazine articles, or newspapers are politi­
cal maps and physical maps.
• Political maps are flat pictures that show places on the earth, includ­
ing different countries or states, major cities, rivers, highways, and
soon.
• Physical maps are maps that use colors to show different physical
features of land, such as plains, mountains, and valleys. Each color
represents a different altitude, or the height of land above sea level.
A physical map helps you visualize the geographical features of a
place.
Both political and physical maps may include the following features:
• a compass rose that shows where north, south, east, and west are
located
• a map scale that shows the relationship between actual distances on
the earth and map distances
• a legend or key that explains what the symbols used on a map mean
Helpful Hints
• Remember that visual and graphic sources of information are pic­
torial representations of information. You may have to interpret the
information that is given.
• When you encounter visual and graphic sources of information in
your reading, slow down. Visual and graphic sources of informa­
tion may provide information that will help you understand what
you are reading, or they may provide additional information that is
not given in the text.
© Prentice-Hall, Inc. Use Visual and Graphic Clues
51
NAME _______________________________ DATE _________ ADJUST READING RATE
Introduction
Which would you read more slowly: a comic book or a chapter in your
science textbook? You'd probably read the comic book more quickly than
you'd read the textbook chapter. When you read different kinds of mate­
rials, you do not always read the same way or at the same speed.
Your reading rate is the speed at which you read. When you read, you
adjust your reading rate to suit what you are reading and what your pur­
pose is for reading. For example, you might read more quickly when you
want to find out only the important facts or when you are reading a
fairly easy selection. On the other hand, you might read more slowly
when you read a difficult selection. To help you think about when you
need to adjust your reading rate, study the examples below.
Slower Rate
• reading a social studies
chapter to study for a test
• reading a computer manual
to learn how to use new
software
Average Rate
• reading a news story to find
out about a recent election
• rereading a story in order to
write a book review for
the school newspaper
Faster Rate
• reading a story for
entertainment
• reading a social
studies chapter to find
a specific fact or detail
Choosing an appropriate reading rate will help you better understand
what you read. Before you begin to read, follow these steps to determine
which reading rate is right for you:
1. First, consider your purpose for reading.
2. Then look at the selection to find out how difficult it is to read.
3. Decide whether you will read at a faster, average, or slower rate.
Reading Tips
• When you read to learn information or when you read difficult selections that contain unfamiliar words and ideas, read slowly and carefully. Do a close reading to learn new information. • Read more quickly when you read for entertainment or when you read easy selections about subjects you are familiar with. When you want to get a general impression of what a selection is about, skim it by looking at it quickly to get the main ideas. Scan a selec­
tion to find specific information, such as dates and important facts, by glancing over the page to locate key words that will help you find the information you want. • Keep in mind that you may not necessarily read an entire selection at the same speed. Even when reading easy material, you may need to adjust your reading rate if you encounter difficult paragraphs or unfamiliar information within the selection. Look for signals that tell you to slow down, such as difficult vocabulary words, diagrams or other visual and graphic aids, and technical information. © Prentice-Hall, Inc.
Adjust Reading Rate
53
NAME ________________________________ DATE _________ DISTINGUISH BETWEEN IMPORTANT AND UNIMPORTANT INFORMATION Introduction
Successful readers have learned to distinguish between important and
unimportant information in the materials they read, whether fiction or
nonfiction. In using this strategy, readers look for the main idea of a pas­
sage because they know that important information will always support the
main idea. The reader is then able to identify the information that the
writer considers important. The strategy of deciding which information is
more important and which is less important can help the reader to focus
on what is worth remembering, draw a conclusion, summarize, or ana­
lyze elements of literature such as setting or character.
Keep the following tips in mind as you apply the strategy to your
reading.
Reading Tips
1. Read all of the passage.
2. Determine the main idea.
3. Identify the details the writer presents in the passage.
4. Decide which details are important enough to remember because
they support the main idea.
S. Decide which details are less important.
Model
Here's an example of the strategy. The passage is from liThe Beardless
Bambino," a biography of conductor Arturo Toscanini (from Teen-agers
Who Made History, by Russell Freedman).
He celebrated his 19th birthday during the voyage, helping the chorus
master rehearse the singers. The company's repertory consisted mainly of
standard Italian operas, and Toscanini knew most of them by heart. His
thorough grasp of the works surprised many veteran performers who had
regarded him as little more than a young upstart just out of school.
Main Idea
• He surprised veteran performers.
Important Details
• He helped rehearse the singers.
• He knew most of the Italian operas by heart.
• They had regarded him as a young upstart.
Less Important Detail
• He celebrated his 19th birthday during the voyage.
© Prentice-Hall, Inc.
Distinguish Between Important and Unimportant Information
55
NAME ________________________________ DATE _________ Practice
Can you distinguish between important and less important information
in this passage taken from a chapter of the book Call It Courage by
Armstrong Sperry? First find the sentence that expresses the main idea of
the text and underline it. Then fill in the chart.
~
Sometimes now, in the hush of night, when the moon was full and its light
lay in silver bands across the pandanus mats, and all the village was
sleeping, Mafatu awoke and sat upright. The sea muttered its eternal threat
to the reef. The sea.... And a terrible trembling seized the boy's limbs,
while a cold sweat broke out on his forehead. Mafatu seemed to see again
the faces of the fishermen who had found the dead mother and her
whimpering child. These pictures still colored his dreams. And so it was
that he shuddered when the mighty seas, gathering far out, hurled
themselves at the barrier-reef of Hikueru and the whole island quivered
under the assault.
Perhaps that was the beginning of it. Mafatu, the boy who had been
christened Stout Heart by his proud father, was afraid of the sea. What
manner of fisherman would he grow up to be? How would he ever lead the
men in battle against warriors of other islands? Mafatu's father heard the
whispers, and the man grew silent and grim.
Important Information
© Prentice-Hall, Inc.
Less Important Information
Distinguish Between Important and Unimportant Information
57
NAME _________________________________ DATE _________ DISTINGUISH BETWEEN FACT AND OPINION OR NONFACT Introduction
Careful readers know they can't accept everything they read as factual.
Writers often include a combination of facts, opinions, and nonfacts in
their work. It is important that readers distinguish opinions from facts and
distinguish nonfacts from facts. The reader can then make judgments
about the opinions-to agree or disagree-and evaluate the nonfacts to
reject or correct. Following are definitions and examples of facts, non­
facts, and opinions.
Definitions
A fact is based on evidence and can be proved to be true. Facts can be
verified through observation, prior knowledge, and reference sources,
such as an encyclopedia. Example: Mexico's name comes from the Aztec
god of war, Mexitli.
An opinion is what the writer thinks or feels. Opinions may be sup­
ported by facts or based on facts, but opinions are only a personal inter­
pretation. Opinions that are supported by evidence are called valid
opinions. Example: With its great mountains and fertile valleys, Mexico is
a beautiful land.
A nonfact is based on incomplete or uncertain evidence and may be
proved to be false. Sometimes nonfacts are out-of-date information.
Example: Mexico grows at a rapid rate every year.
Model
The following passage about volcanoes from "Popocatepetl and
Ixtlaccihuatl" contains facts and an opinion. Which statement is an opin­
ion? Which are facts? How might you go about proving the facts to be
true?
Their names have not been changed. The one to the north is Ixtlaccihuatl and the one on the south of the pass is Popocatepetl. Both are snowcapped and beautiful. Popocatepetl being the taller of the two. That name means Smoking Mountain. In Aztec days it gushed forth smoke and, on occasion, it does so still. It erupted too in Aztec days and has done so again since the Spaniards came. Ixlaccihuatl means The White Woman, for its peak was, and still is, white. You may have picked out the statement, Both are snowcapped and beautiful.
Through firsthand observation, it can be proved that both volcanoes are
snowcapped. That both are beautiful, however, is an opinion. Their
beauty cannot be proven, although it can be supported by facts and
details. The other statements are facts. They can be proved through his­
torical records and geographical reference sources.
© Prentice-Hall, Inc.
Distinguish Between Fact and Opinion or Nonfact
59
NAME _________________________________ DATE _________ Part II
The following passage is from "Ribbons," by Laurence Yep. What opin­
ion do you find expressed in this passage? Do you think the opinion is a
valid one? In other words, is it supported by facts? Use the graphic
below to show the facts that you think support the opinion.
Mom had told us her mother's story often enough. When Mom's father
died, Grandmother had strapped my mother to her back and walked across
China to Hong Kong to escape the Communists who had taken over her
country. I had always thought her trek was heroic, but it seemed even
braver when I realized how wobbly she was on her feet.
Opinion:
Fact 1:
~
/
Fact 2:
Fact 3:
© Prentice-Hall, Inc.
Distinguish Between Fact and Opinion or Nonfact
61
NAME ______________________________ DATE _________ EVALUATE AUTHOR'S PURPOSE AND POINT OF VIEW Introduction
If you write a letter to the editor to voice your opinion about curfews for
young people, your reason for writing is to persuade. If you write a
humorous skit about the lighter side of living with a curfew, you are
writing to entertain. The main reason that an author has for writing is
known as an author's purpose. An author's purpose may be one of the
following:
• to entertain
• to describe
• to persuade
• to inform
When you are reading, try to understand why an author has written a
particular piece. This will help you to determine how you will read it
and to better appreciate what you are reading.
Whether an author's purpose is to entertain, describe, inform, or per­
suade, the perspective that he or she takes when writing is called point of
view. When you read nonfiction, or factual writing about real people,
places, and events, the author's point of view is his or her opinions or
attitudes towards a subject. By reading a selection carefully and noting
details, you can draw conclusions about an author's feelings concerning
the subject that he or she is writing about.
When you read fiction, or writing about imaginary people, places, and
events, the story is told from the point of view of an imaginary character.
In choosing who that character will be the author must decide whether to
tell the story from a first-person or a third-person point of view. Study the
chart below to learn about the differences between these points of view.
Who Tells the Story?
First Person
A character in the story tells what
happens, using the pronouns I, me,
and we.
© Prentice-Hall, Inc.
Third Person
A narrator who is not one of the
characters in the story tells what
happens, using the pronouns he,
she, and it.
Evaluate Author's Purpose and Point of View
63
NAME--______________________________ DATE _________ Part II
A. Below is a passage from "Stop the Presses," an essay by Russell Baker.
Read the passage and then answer the questions that follow.
I telephoned Taffy's house. Naturally a machine answered. "If it is
dinnertime, press 1," said the machine. It was 3:13 P.M., so I did not press 1.
The machine said, "If it is not dinnertime, press zero."
I pressed zero and immediately heard an unremitting electronic tone. I
had been disconnected.
Immediately I telephoned again. Again I declined to press 1. When the
machine again told me to press zero if it was not dinnertime, I pressed zero.
Again I was disconnected.
I phoned a third time. Hoping to get around Taffy's machine, I instantly
pressed 1 when it said, "If it is dinnertime, press 1."
"If your idea of dinnertime is 3:13 P.M., press 2," the machine said. I did
not press 2. Nobody eats dinner at 3:13 in the afternoon. The machine said,
"If your idea of dinnertime is one of those many points in time between 4
and 5 P.M., press 3."
When I did not press 3 the machine said, "If your idea of dinnertime is
encompassed within the time frame created by 5 P.M. and 6 P.M., press 4."
Impatient, I pressed 4. The machine said: "That is an inappropriate
response. If you wish to know why, press I."
I pressed 1. The machine said, "The period between 5 P.M. and 6 P.M. is
not dinnertime. It is suppertime. Press 9."
I pressed 9 and was immediately disconnected again. I decided to write
my message to Taffy and send it through the mail. It looked like the fast way
to get through now that the telephone had been so perfected that it was
practically useless.
Of course it had been so long since I had written a letter that I could
barely remember how to do it.
"Dear Taffy," I wrote, "If you want to learn something interesting, press
this letter once and return it to me in the enclosed self-addressed, stamped
envelope. If you do not want to learn something interesting, do not press
this letter but return it to me anyhow."
© Prentice-Hall, Inc.
Evaluate Author's Purpose and Point of View
65
NAME _______________________________ DATE _________ EVALUATE EVIDENCE AND SOURCES OF INFORMATION Introduction
Writers draw from many sources of information to support an opinion,
express an idea or concept, or create characters. As you read, you will
have to evaluate the evidence provided by the author. Why is it being
presented? Is it true? Does it tell the whole story?
Sometimes diagramming the evidence presented in a text can be help­
ful. Try using a chart like this:
Evaluating Evidence and Sources of Information
Probable Source
The Evidence
Fact 1:
Fact 2:
Fact 3:
l.
2.
3.
Purpose in Text
1.
2.
3.
True?
1.
2.
3.
Model
Jot down a list of the evidence about Mozart presented in this passage
from liThe Captive Outfielder," by Leonard Wibberly. Where do you
think the author got this information? Does it seem true? What purpose
does it serve in the text?
Compare your answers to some of these questions to those shown below:
Below Paganini was a portrait of Mozart in profile. He had a white wig tied
neatly at the back with a bow of black ribbon. Mozart should have been
looking straight ahead, but his left eye, which was the only one visible,
seemed to be turned a little watching the boy. The look was one of
disapproval. When Mozart was the boy's age-that is, ten-he had already
composed several pieces and could play the violin and the organ. Mozart
didn't like the boy either.
The Evidence
Probable Source
True?
Purpose in Text
1. Mozart wore wig.
old paintings
probably
lets reader picture him
2. Mozart didn t like boy.
author IS imagination
no
shows boy's fear
3. Mozart could play
musical instruments
and compose at 10.
history books
probably
informs reader
l
© Prentice-Hall, Inc.
Evaluate Evidence and Sources of Information
67
NAME _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE _ _ _ __ DRAW CONCLUSIONS
Introduction
Reading presents you with facts, ideas, feelings, and images. It's up to
you to put these clues together and draw conclusions about what you
have read. Any conclusion you come to should be supported by the facts.
This is why it is sometimes a good idea to take stock of your conclusions.
What supporting facts can you find that will back them up?
When you read, use a diagram like the following to keep track of the
conclusions you draw and the facts that support them:
Conclusion: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Supporting Facts: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Model
Read the following passage from "Christmas Day in the Morning," by
Pearl S. Buck. What conclusions can you draw about it? For example,
what can you conclude about the character being described? What can
you conclude about the time of year it is? What can you conclude about
how things have changed over time for the character?
Compare your conclusions to the ones below.
Yet what was the magic of Christmas now? His childhood and youth were long past, and his own children had grown up and gone. Some of them lived only a few miles away but they had their own families, and though they would come in as usual toward the end of the day, they had explained with infinite gentleness that they wanted their children to build Christmas memories about their houses, not his. He was left alone with his wife. Yesterday she had said, "It isn't worthwhile perhaps-" And he had said, "Oh, yes, Alice, even if there are only the two of us, let's have a Christmas of our own." Then she had said, "Let's not trim the tree until tomorrow, Robert-just so it's ready when the children come. I'm tired." He had agreed, and the tree was still out in the back entry. Character being described: older man
Supporting fact: "His childhood and youth were long past, and his own
children had grown up and gone."
Time of year: Christmas
Supporting fact: Word "Christmas" mentioned several times. Also, wife
refers to trimming the tree.
How things have changed: Children no longer come early for Christmas.
Supporting fact: Children wanted grandchildren to build memories of
their houses. He was alone with his wife.
© Prentice·Hall, Inc.
Drawing Conclusions
69
NAME--_____________________________ DATE _________ PARAPHRASE
Introduction
When readers paraphrase, they restate the main ideas and some of the
supporting details. Instead of quoting the author directly, readers use
their own words. As you are reading, remember that developing para­
phrasing skills is a way to build vocabulary, become a better writer, and
improve test-taking abilities.
Model
Read the following paragraph from "Foul Shots," by Rogelio R. Gomez.
Consider how you would paraphrase the paragraph and compare your
thoughts with the paraphrased version provided below.
~
In 1969, I was a senior on the Luther Burbank High School basketball team.
The school is on the south side of San Antonio, in one of the city's many
barrios. After practice one day, our coach announced that we were going to
spend the following Saturday scrimmaging with the ball club from Winston
Churchill High, located in the city's rich, white north side. After the
basketball game, we were to select someone from the opposing team and
"buddy up"-talk with him, have lunch with him and generally spend the
day attempting friendship. By telling us that this experience would do both
teams some good, I suspect our well-intentioned coach was thinking about
the possible benefits of integration and of learning to appreciate the
differences of other people. By integrating us with the more prosperous
group, I think he was also trying to inspire us.
Paraphrased version
The author lived in San Antonio, where he was a senior in high school, in a
relatively low-income neighborhood. He played on the basketball team. The
coach announced one day that their team would play the team from a more
affluent high school. The coach also wanted his team to choose one of the
members of the other team to Jlhang out" with for the rest of the day. The
coach meant well. He wanted the boys to mingle with people from different
backgrounds and thought that this was a way to motivate his team.
Reading Tips
• Check your reading comprehension through paraphrasing. If you
can restate a passage accurately in your own words, you under­
stand what you have read .
• Look up unfamiliar words in a dictionary or thesaurus to learn the
word's definition and its synonyms. This will improve your ability
to paraphrase.
© Prentice-Hall, Inc.
Paraphrase
71
NAME ________________________________ DATE _________ SUMMARIZE
Introduction
Details make reading more enjoyable and exciting, but sometimes read­
ers need to put aside details, and select only the essential information
from their reading material. This skill is called summarizing. When you
are reading, remember that to summarize effectively, you must be able to
separate the main ideas in a passage from the supporting details. Then
you can express the meaning of the passage in a shorter, or more con­
densed form.
Summarizing strategies:
• Read the entire passage carefully.
• Determine which are the main ideas of the passage, and which are
details.
• Decide how to restate the main ideas of the passage in the most
concise possible way.
You have now created a summary.
Model
Read this passage from "Susan Butcher," by Bill Littlefield, that tells
about the Iditarod sled dog race in Alaska. Consider how you would
summarize it, and compare your ideas with the sample summary given
below.
A very fast and disciplined dog team with an experienced and fortunate
musher can complete the race in a little over eleven days. Some competitors
take as long as three weeks, and a lot of starters, as high as 30 or 40 percent
some years, quit. Leaders and losers alike spend hours and hours alone and
cold in a blasted white landscape. When their dog teams are traveling up a
hill, the mushers run along behind them or kick with first one numb foot,
then the other. When the teams are traveling downhill, the mushers hold on
for their lives and pray that the wind won't freeze their eyes shut or tear the
sled from their hands, leaving them without even the company of their dogs.
For as long as they can stand it, they swerve over frozen rivers, navigate
through the stumps of burned-over forests by the insanely inadequate glow
of a single small headlight, and hope they won't suddenly crash headlong
into a bear or a moose or the dog team of some poor fool who has become
completely confused and started racing backward on the trail.
Sample Summary
The race can take anywhere from eleven days to three weeks, and a lot of
starters never finish at all. The race is very cold, lonely, and dangerous.
© Prentice-Hall, Inc.
Summarize
73
NAME ______________________________ DATE _________ FORM GENERALIZATIONS
Introduction
When readers take specific statements from reading material and put
them together to make broader assumptions, they are forming generaliza­
tions. When you are reading, remember that to form a generalization, you
• look for specific statements that relate to each other
• decide how the statements are related
• conclude whether a larger meaning exists, based on the clues given by the statements If you discover that there is a larger conclusion to be found from the
clues the author has given, you have formed a generalization.
Model
Read this excerpt from "Song of the Trees," by Mildred D. Taylor. What
generalizations can you form from the information given here? Then
read the examples given below to see if your generalizations agree.
A small kerosene lamp was burning in a comer as I entered. Its light reflected on seven-year-old Christopher-John, short, pudgy, and a year younger than me, sitting sleepily upon a side bench drinking a large glass of clabber milk. Mama's back was to me. She was dipping flour from a near­
empty canister, while my older brother, Stacey, built a fire in the huge iron­
bellied stove. "I don't know what I'm going to do with you, Christopher-John," Mama scolded. "Getting up in the middle of the night and eating all that cornbread. Didn't you have enough to eat before you went to bed?" "Yes'm," Christopher-John murmured.
"Lord knows I don't want any of my babies going hungry, but times are hard, honey. Don't you know folks all around here in Mississippi are struggling? Children crying cause they got no food to eat, and their daddies crying cause they can't get jobs so they can feed their babies? And you getting up in the middle of the night, stuffing yourself with cornbread!" I
I
Generalization This family was struggling to make ends meet. Specific evidence The flour canister was nearly empty. Mama was worried about how much cornbread Christopher-John ate. Mama says everyone around them is struggling. Generalization Times were hard for everyone in Mississippi. Specific evidence Mama talks about how everyone is struggling, children crying because they have no food, and daddies crying because they have no jobs. © Prentice-Hall, Inc.
Form Generalizations
75
NAME ________________________________ DATE _________ MAKE JUDGMENTS
Introduction
Effective readers form opinions, or make judgments, about characters and
their actions. As you are reading, remember that in order to make judg­
ments, you must look for clues in the reading material about the charac­
ters' motivations. Next, compare what you already know about the
characters with your own prior knowledge and life experiences. After
evaluating this evidence, you can make judgments about what the author
is saying. Since judgments depend very much on personal experience,
they can vary greatly from person to person.
Model
Read the following passage from liThe Woman Who Had No Eye for
Small Details," by William Maxwell. Decide what you think about the
character described, and compare your ideas with the example given
below.
Once upon a time there was a woman who had no eye for those small details and dainty effects that most women love to spend their time on­ curtains and doilies, and the chairs arranged so, and the rugs so, and a small picture here, and a large mirror there. She did not bother with all this because, in the first place, she lived alone and had no one but herself to please, and, anyway, she was not interested in material objects. So her house was rather bare, and, to tell the truth, not very comfortable. She lived very much in her mind, which fed upon books: upon what Erasmus and Darwin and Gautama Buddha and Pascal and Spinoza and Nietzsche and St. Thomas Aquinas had thought; and what she herself thought about what they thought. She was not a homely woman. She had good bones and beautiful heavy hair, which was very long, and which she wore in a braided crown around her head. But no man had ever courted her, and at her present age she did not expect this to happen. If some man had looked at her with interest, she would not have noticed it, and this would, of course, have been enough to discourage further attentions. Her house was the last house on a narrow dirt road, deep in the country, and if she heard the sound of a horse and buggy or a wagon, it was somebody coming to see her, which didn't often happen. She kept peculiar hours, and ate when she was hungry, and the mirror over the dressing table was sometimes shocked at her appearance, but since she almost never looked in it, she was not aware of the wisps of hair that needed pinning up, the eyes clouded by absent-mindedness, the sweater with a button missing, worn over a dress that belonged in the rag bag. A blind man put down in her cottage would have thought there were two people, not one, living in it, for she talked to herself a great deal. © Prentice-Hall, Inc.
Make Judgments
77
NAME _______________________________ DATE _________ Read the following passage. Then answer the question that follows.
It was May, the flowering thorn was sweet in the air, and the village of San Juan Iglesias in the Valley of the Three Marys was celebrating. The long dark streets were empty because all of the people, from the lowest-paid cowboy to the mayor, were helping Don Romeo Calderon celebrate his daughter's eighteenth birthday. On the other side of the town, where the Canon Road led across the mountains to the Sabinas Valley, a tall slender man, a package clutched tightly against his side, slipped from shadow to shadow. Once a dog barked, and the man's black suit merged into the blackness of a wall. But no voice called out, and after a moment he slid into the narrow, dirt-packed street again. The moonlight touched his shoulder and spilled across his narrow hips. He was young, no more than twenty-five, and his black curly head was bare. He walked swiftly along, heading always for the distant sound of guitar and flute ... 1. Which of the following conclusions can most reasonably be drawn from this
selection?
A. The story takes place on a hot summer's day.
B. The story takes place on a moonlit night in May.
C. The story takes place on Don Romeo Calderon's birthday.
D. The story takes place in Spain.
1. _ __
Answer the following questions. Write the letter of the correct answer on the line at
the right.
2. Where should you look to locate magazine articles about recent science
fiction?
A. newspaper
B. encyclopedia
C. almanac
D. Reader's Guide to Periodical Literature
2. _ __
3. Where would you look to find the location of Rome, Italy?
A. table of contents
B. almanac
C. atlas
D. Reader's Guide to Periodical Literature
3. _ __
Use this excerpt from an index to answer the question that follows.
Sweden, 319, 379,445 foreign entrepreneurs in, 64 Gustavus' reforms in, 64-65 Russian war with, 106-107 Switzerland, 379, 445 Syria, 273, 366, 391, 396 4. On which pages would you find information about both Sweden and
Switzerland?
A. pages 273 and 319 C. pages 64 and 65
D. pages 319 and 379
B. pages 379 and 445
© Prentice-Halt Inc.
4. _ __
Post-Test
19
NAME ________________________________ DATE _________ Read the following passage and answer the questions that follow.
It was early April in the year 1833 that I woke one morning to find Sherlock Holmes standing, fully dressed, by the side of my bed. He was a late riser, as a rule, and as the clock on the mantelpiece showed me that it was only a quarter past seven, I blinked up at him in some surprise, and perhaps just a little resentment, for I was myself reg­
ular in my habits. "Very sorry to wake you up, Watson," said he, "but it's the common lot this morn­
ing. Mrs. Hudson has been awakened, she retorted upon me, and I on you." "What is it then-a fire?" "No; a client." 9. Which two events in this passage follow each other?
A. Watson realized that Sherlock Holmes was standing near him and he woke up. B. Watson blinked and then saw that the clock said it was a quarter past seven. C. Watson looked at the clock and then felt a little resentment.
D. Sherlock HolmeS'got fully dressed and stood at the side of the bed.
9. _ __
10. Based on the clues in the passage, what does the word retorted mean?
A. yelled angrily
B. jumped quickly
C. called quickly
D. stood silently
10. _ __
11. Which of the following can be concluded from this passage?
A. Watson regularly awoke at 7:45 A.M.
B. Holmes was an early riser.
C. Watson usually awoke later than 7:15 A.M.
D. Holmes and Watson generally awoke at the same time.
11. _ __
Read the following passage and answer the questions that follow by writing the
answer on the line at the right.
Dear Ms. Ellen George:
This is my last warning that if you don't immediately send a tadpole in a bottle kit to our home, I shall contact the Better Business Bureau. I hate to think how many other people, in addition to my young son, have been disappointed by the inefficient pack­
aging done by your company. I don't know why you think I would want to order chicken eggs from you. They are easily available by the dozen at my local supermarket. Yours truly,
A. Peacock
12. What is the connotation of A. Peacock's statement that he will contact the
Better Business Bureau?
A. He is angry and will pursue the matter in an official manner.
B. He will call the Bureau, which is an official organization.
C. He is helpless and upset.
D. He will write to the Bureau and state his complaint.
© Prentice-Hall, Inc.
12. - - ­
Post-Test
81
NAME--------_________________________ DATE _________ 16. Which statement best expresses the author's point of view towards Mother
Teresa and the sisters?
A. She feels overwhelmed by their work.
B. She admires their work.
C. She is in shock about how they pick up abandoned babies.
D. She is saddened that they cannot do more.
16. _ __
17. What is the author's primary purpose in this selection?
A. to persuade others to do more and share in the project
B. to arouse a patriotic feeling
C. to bring comfort to people who cared about these babies
D. to tell about the amazing work of these women
17. _ __
18. Why do you think that Mother Teresa and the sisters help the babies?
A. Because they are being paid.
B. They appreciate the value of every individual life.
C. They need to do something with the building they have cleaned up.
D. They have been ordered to.
18. _ __
Read the following passage and answer the questions that follow by writing the
answer on the line at the right.
There's more to a blue-jay than any other creature. He has got more moods, and more
different kinds of feelings than other creatures; and, mind you, whatever a blue-jay
feels, he can put into language. And no mere commonplace language, either, but
rattling, out-and-out book-talk and bristling with metaphor, too-just bristling! And
as for command of language-why you never see a blue-jay get stuck for a word. No
man ever did. They just boil out of him! And another thing: I've noticed a good deal,
and there's no bird, or cow, or anything that uses as good grammar as a blue-jay. You
may say a cat uses good grammar. Well, a cat does-but you let a cat get excited once;
you let a cat get to pulling fur with another cat on a shed, nights, and you'll hear
grammar that will give you the lockjaw. Ignorant people think it's the noise which
lighting cats make that is so aggravating, but it ain't so; it's the sickening grammar
they use. Now I've never heard a jay use bad grammar but very seldom; and when
they do, they are as ashamed as a human; they shut right down and leave.
19. According to the passage, how does the cat compare with the blue-jay?
A. The cat uses better grammar than the blue-jay.
B. The cat gets angrier than the blue-jay.
C. The cat cares less about using bad grammar than the blue-jay.
D. The cat gets less excited than the blue-jay.
19. _ __
20. What statement best expresses the author's point of view toward blue-jays?
A. The blue-jay is a remarkable creature.
B. The blue-jay is an unfortunate bird.
C. The blue-jay is the author's favorite species next to the cat.
D. The blue-jay needs to use better grammar.
20. _ __
© Prentice-Hall, Inc.
Post-Test
83
NAME--------_______________________ DATE _________ Using your knowledge of roots, prefixes, and suffixes, choose the best definition for
the following words.
26. inappropriate
A. not suitable
B. fitting well
26. _ __
c. unfriendly
D. unlike
27. _ __
27. predetermined
A. unfortunate
B. decided beforehand
C. necessary
D.firstly
28. Primary, primitive, and prima donna all have the same root: prim.
28. _ __
What does this root mean?
A. last
C. first
B. difficult
D. important
29. Words such as gracious, anxious, and spacious all share the same suffix: -ous.
29. _ __
What does this suffix mean?
A. full of
C. out of
B. in
D.next to
Read the following passage and answer the questions that follow.
It is true that in making the gardens-the little plantings of beans, pumpkins,
squashes, melons, and com-the maiden was able to do very well; and thus mainly
on the products of these things the family were supported. But, as in days of our
ancients we had neither sheep nor cattle, the hunt was depended upon to supply the
meat; or sometimes it was procured by barter! of the products of the fields to those
who hunted mostly. Of these things this little family had barely enough for their own
subsistence; hence, they could not procure their supplies of meat in this way.
t. barter, v.: to exchange goods.
30. Which of the following statements makes a generalization about the
passage?
A. The maiden wanted to be a hunter as well as a gardener.
B. As a gardener, the maiden was reasonably successful.
C. Through her gardening, the maiden was able to provide for her large family.
D. The maiden had to work very hard to produce healthy crops.
30. _ __
31. According to the selection, what caused the family to have difficulty getting
meat?
A. They did not have enough crops with which to barter for meat.
B. They did not raise cattle.
C. The maiden did not know how to barter.
D. The maiden did not have time to hunt.
31. _ __
32. Which statement below paraphrases the last sentence of this passage?
A. They had barely enough for their own subsistence.
B. "Of these things this little family had barely enough for their own subsis­
tence; hence, they could not procure their supplies of meat in this way."
C. The family didn't have enough food so they had to live without meat.
D. The family had hardly enough food for themselves so it was not even
a consideration to trade necessary food for meat. 32. _ __
© Prentice-Hall, Inc.
Post-Test
85 NAME _________________________________ DATE _________ 35. _ __ 35. Which of the following is an opinion presented in the selection?
A. The tides advance and retreat regularly.
B. The edge of the sea is a beautiful place.
C. The open sea is an unstable environment.
D. Beaches are unimportant environmental areas.
Use this map of early Africa to answer the following questions.
MDn'Ibasa ••••••••
\: ;;~ ;;~ ~ ~
: : : : : : : : : : :: : : : : : : : : :
H~H~~~~~H(
::::~:::::::::::::,:::
Gntat
• •• 'D'opic of Capricorn •••• ZImbabwe
'·.
tB+.
•• ~~
c
o,
400
,
~Kilwa~~~::":~ .:::.
:::
••
• ••
.-H-::. ---. --.-.... -S . '...
..;..;.
~~~~~~;~~~;~~~~:.Manomcapa
.:~~~~~::::~~~~
•••••••••••••••••
. •••••• , •••• , ••••
~
. -M-.-:-:
::: ~ ::::: ::::;:::.
• : : : ~/iilj'tANOCEAN: :
::::::::::::::::::::::::::::::::::::::::::
800
1200
I
I
36. Kush is located next to which body of water?
A. Red Sea
B. Mediterranean Sea
C. Dead Sea D.Meroe 36. _ __
37. Where on the map is the Tropic of Cancer situated?
A. between Sofala and Monomotapa
B. between Egypt and Kush
C. between the Red Sea and the Atlantic Ocean
D. between Meroe and Kush
37. _ __
38. How many different bodies of water are labeled on the map?
A.one
B.two
C. three D.four 38. _ __
© Prentice-Hall, Inc.
Post-Test
87