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TABLE OF CONTENTS
Introduction .......................................................................................................... 1
Unit 1 – The Reading Process ............................................................................. 5
Lesson 1: Main Idea and Theme........................................................... 6
OGT Coverage: RP.A.1, RP.B.2, RP.C.3, LT.D.4, LT.E.5
Lesson 2: Vocabulary ........................................................................... 20
OGT Coverage: AV.A.1, AV.B.2, AV.C.3, AV.D.4,
AV.E.5, AV.F.6, RP.B.2
Lesson 3: Reading Strategies ............................................................... 45
OGT Coverage: RP.A.1, RP.B.2, RP.C.3, LT.E.5
Lesson 4: Logical Connections ........................................................... 56
OGT Coverage: RP.A.1, RP.B.2, RP.C.3, IT.A.1
Unit 2 – Literature.............................................................................................. 73
Lesson 5: Narrative Elements.............................................................. 74
OGT Coverage: RP.B.2, LT.A.1, LT.B.2, LT.B.8, LT.C.3,
LT.E.4, LT.E.5, LT.F.6 LT.F.8, LT.G.11
Lesson 6: Literary Devices ................................................................... 98
OGT Coverage: AV.C.3, RP.B.2, LT.E.5, LT.F.6, LT.F.7,
LT.F.8, LT.F.9, LT.F.10, LT.G.11
Lesson 7: Interpretation and Support............................................... 116
OGT Coverage: RP.A.1, RP.B.2, LT.B.2, LT.D.4
Unit 3 – Information and Persuasion ........................................................... 127
Lesson 8: Author’s Purpose............................................................... 128
OGT Coverage: RP.B.2, IT.A.1, IT.B.4, IT.D.4, IT.D.5,
IT.E.8, LT.G.11
Lesson 9: Fact, Opinion and Propaganda........................................ 149
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OGT Coverage: RP.B.2, IT.D.4, IT.D.5, IT.D.6, IT.E.8
Lesson 10: Functional Print............................................................... 171
OGT Coverage: RP.B.2, IT.C.3 IT.C.7, IT.E.8
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Table of C ontents
Unit 4 – Beyond the Text ................................................................................. 191
Lesson 11: Comparing Texts.............................................................. 192
OGT Coverage: RP.B.2, IT.E.2
Lesson 12: Written Response ............................................................ 203
To the Teacher:
“OGT Coverage” codes are listed for each lesson in
the table of contents and for each page in the
shaded gray bars that run across the tops of the
pages in the workbook (see example to the right).
These codes indicate the OGT Standards for a given
page.
iv
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OGT Coverage: RP.A.1, RP.B.2, RP.C.3
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Unit 1 – The Reading Process
OGT Coverage: RP.A.1, RP.B.2
Lesson 1
Main Idea and Theme
Most reading tests will ask questions about the topic, main idea or theme of a passage. To
answer these kinds of questions, you must be able to summarize what the passage is
mostly about.
What’s It About?
Answering these questions is easier than it sounds. In fact, you do this sort of quick
summing-up all the time. Imagine that you are telling a friend about Harry Potter and the
Goblet of Fire, a movie you just saw. You say, “It’s about a boy who competes in a
tournament for young wizards and then battles the horrendous villain, Voldemort.”
You probably won’t spend two hours describing everything that happens in the movie.
But you may want to mention some of the cooler things that happen, to show your friend
what you mean by “tournament for young wizards” or “horrendous villain.” Those details
will support the main idea you have already described.
The tips in this lesson will help you determine the main idea and important supporting
details of a reading passage.
TIP 1: Preview the passage and predict what it will be about.
You can start to figure out what a passage is about before you begin reading it. How? By
previewing.
Once you have previewed the passage, you will start to have some idea of the topic, or the
main subject of the writing.
1. Preview the passage that begins on the following page. What do you predict it will be
about?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Now that you have previewed the passage, you are ready to begin your “first read.”
6
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First, read the title. Then skim the passage for headings, subheadings or words in boldface
or italic print. Look at any photographs, diagrams, tables or other types of illustrations
that appear with the passage. If the passage has boxed text or an introductory paragraph,
read those as well.
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Lesson 1: Main Idea and Theme
OGT Coverage: RP.A.1, RP.B.2
Directions: Read the following passage. It will be used to help you practice the tips in this
lesson.
Emily Dickinson
by Todd Bianchi
Emily Dickinson led a reclusive life, and her poetry—which she mostly kept hidden—
brought her fame only after her death. The intensity of her writing, as well as her
unusual habit of wearing only white, has lent an air of mystery to her reputation. Read
on to learn more about the life and work of one of our nation’s best-loved poets.
You may have heard the advice often given to beginning writers: “Write what
you know.” But what if you haven’t led an exciting life of travel and adventure?
What if all you know is the four walls of your own house? Can you still “write
what you know” and have anything interesting to say?
2
You only have to read one or two of Emily Dickinson’s poems to know that
the answer to this question is “yes.” Many critics consider Dickinson one of the
greatest American poets, yet for most of her life, she never left her home.
3
Dickinson was born in 1830 and grew up in Amherst, Massachusetts. She
received a good education, although like most women of the time, she did not
go to college. But this did not keep her from
experimenting as a writer.
4
She began writing poems in the 1850s, borrowing the
style of earlier writers she admired, such as Shakespeare
and Emily Brontë. But soon Dickinson found a style of her
own. Her poems are mostly short and dense, with a lot of
meaning packed into just a few words. She used
punctuation in ways that seemed strange, including
frequent dashes between words. Dickinson often put in an
unexpected word here or there to startle the reader into
seeing something in a new way.
5
It is the content of Dickinson’s poems, however, that is
most fascinating. In her writing, she tried to show what
Emily Dickinson
was remarkable about everyday life. Many of her poems
begin with a simple description of something from the
world around her (a snake crawling in the grass, the flight of a hummingbird)
but end with an observation about the nature of life itself. As Dickinson said in
one of her own poems, the job of the poet is to make “amazing sense / from
ordinary meaning.”
6
What makes Dickinson’s poems even more amazing are the conditions in
which she wrote them. Although playful, Dickinson was also quite shy. As she
grew older, she spent more and more of her time at home, rarely leaving for any
reason. After her father’s death, she almost never left the family house and spoke
to few visitors.
7
In her seclusion, Dickinson wrote more than 1,700 poems, fewer than 10 of
which were published while she was alive. Dickinson wanted her poems to be as
private as the rest of her life and shared them with only a handful of trusted
friends. As she wrote her poems, she carefully stitched them together into little
booklets that were not collected and published until after her death. Even after
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1
7
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Unit 1 – The Reading Process
OGT Coverage: RP.A.1, RP.C.3
her poetry became known, it took a long time before readers fully appreciated
her original and challenging style.
8
Although she lived a private and, some might say, lonely life, Dickinson
didn’t have trouble finding things to say in her writing. She wrote about what she
knew: life.
TIP 2: Summarize the passage in your mind.
One way to see if you have an understanding of the main idea of a passage is to
summarize the passage for yourself. If you can boil down the content of a passage into a
sentence or two, you’ve probably got a good handle on the main idea. If you have trouble
coming up with a summary that works, go back and try to find the one idea that is
touched on in each paragraph in some way.
2. Write a sentence or two summarizing the passage on the previous page.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TIP 3: Sometimes the main idea will be stated directly.
A main idea statement tells the basic situation (in fiction) or the central concept (in
nonfiction). Some writers will come right out and tell you the main idea of the passage. If
so, they will often state it near the beginning, but the main idea can actually appear
anywhere in the passage.
When you think you’ve discovered the main idea, check to see whether it is touched on in
nearly every paragraph in at least some small way. Most of the information in the passage
should lead you to this most important idea.
When answering multiple-choice main idea or summary questions, you’ll need to choose
the best statement of the main idea from one of four choices. For example, read the
following question and answer choices about the Emily Dickinson passage.
4. What is the main idea of the passage?
A. Dickinson used punctuation in unusual ways.
B. Dickinson was closer to her father than to anyone else.
C. Dickinson went to college at a time when most women didn’t.
D. Dickinson wrote insightful poetry even though she rarely left home.
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3. Reread paragraphs 1 and 2 of the passage on page 3. Look for a sentence that tells
the main idea of the passage. If you find one, underline it.
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Lesson 1: Main Idea and Theme
OGT Coverage: RP.A.1
TIP 4: Sometimes the main idea will be implied.
You cannot always count on finding the main idea stated directly in the passage.
Sometimes you will have to figure it out on your own. When a main idea isn’t directly
stated, we say that it is implied. If this is the case, ask yourself, What is the passage mostly
about? Think about the big picture—the author’s major focus.
Sometimes you may be asked to summarize the main idea of a paragraph or series of
paragraphs rather than the whole passage. The following question asks about the implied
main idea of a paragraph from the Emily Dickinson passage.
5. “What makes Dickinson’s poems even more amazing are the conditions in which she
wrote them. Although playful, Dickinson was also quite shy. As she grew older, she
spent more and more of her time at home, rarely leaving for any reason. After her
father’s death, she almost never left the family house and spoke to few visitors.”
(paragraph 6)
Which of the following summarizes the excerpt above?
A. Dickinson never had any friends.
B. Dickinson was a cheerful, fun-loving person.
C. Dickinson spent much of her life in isolation.
D. Dickinson had trouble writing after her father’s death.
TIP 5: When answering multiple-choice questions about the main
idea, beware of answer choices that are merely details from
the passage.
Incorrect answer choices often look good because they are stated somewhere in the
passage. Just because you can find an answer choice in a passage, though, doesn’t mean
it’s the main idea. Remember, the main idea of a passage or paragraph is the focus of the
entire passage or paragraph.
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Read the following question. Before choosing your answer, cross out any choices that
represent details rather than the main idea.
6. What is the main idea of paragraph 4?
A. Dickinson began writing poetry in the 1850s.
B. Over time, Dickinson developed a unique poetic style.
C. Dickinson’s poems contain a lot of meaning in only a few words.
D. At first, Dickinson imitated the styles of Shakespeare and Emily Bronte.
Remember, you are looking for the best answer to the question. One of the wrong choices
may seem acceptable when you first read it, but don’t just mark it as the answer and move
on without first reading the other choices. There may be another choice that’s better.
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Unit 1 – The Reading Process
OGT Coverage: RP.A.1
TIP 6: Look out for the “which-question” question.
Another type of main idea question may seem a little confusing at first. We call it the
“which-question” question. The best way to describe this question type is simply to show
an example.
7. If you wanted to find out whether someone understands what this passage is mainly
about, which of the following questions would be the best one to ask?
A. How did Dickinson’s life influence her poetry?
B. Why did Dickinson start experimenting as a writer?
C. What did Dickinson’s family think of her becoming a writer?
D. In what way does Dickinson’s poetry reflect her admiration of other authors?
The test writers aren’t intentionally trying to make your head spin. They simply want you
to choose the question that best reveals your understanding of the main idea of the
passage.
Answering this type of question requires two steps. First, you’ll need to figure out the
main idea of the passage. Try to put it in the form of a single sentence in your mind. Then
find the choice that is most closely related to your statement of the main idea. You might
also approach the choices in this way: My main idea statement is the best answer for which of
the following questions?
TIP 7: Notice which details best support the main idea.
8. The main idea of paragraph 7 is that Dickinson wanted to keep her poetry private.
Which of the following details best conveys this idea?
A. She wrote more than 1,700 poems in her lifetime.
B. She carefully stitched her poems together into little booklets.
C. She shared her poems with only a handful of trusted friends.
D. Her style of writing wasn’t immediately appreciated by readers.
TIP 8: When a main idea question requires a written response, be
sure to support your answer with details from the passage.
Sometimes a short-answer or extended-response question might require you to describe
the main idea of a passage. If so, be sure to back up your description of the main idea
with passage details that support it.
10
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As we’ve said, the main idea is the central focus of the passage. The entire passage will
support this idea in some way. Some details in the passage will be more important than
others, however. You should pay special attention to the details that most strongly support
the main idea.
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Lesson 1: Main Idea and Theme
OGT Coverage: RP.A.1
9. Describe the main idea of the passage “Emily Dickinson” in your own words.
Support your description with at least three details from the passage.
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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TIP 9: Titles, subtitles and subheadings often help point out the
main idea of a passage.
The title of a passage often helps you to know what it is most likely to be about. Subtitles
are secondary or explanatory titles that will also give you clues about the main idea.
Subheadings tell about information in a specific section of a passage. Consequently,
another way to test whether you understand the main idea of a passage is to ask you to
choose a good title for the passage or a subheading for a certain section of the passage.
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The rules for answering this kind of question are the same as for other main idea
questions. Read the passage to find out what it is mostly about, then choose the title that
best tells the main idea.
Your creativity is not what’s being tested. You won’t be asked to decide between two
equally good titles by choosing the most interesting one. All you have to do is focus on
the main idea, not on the literary quality of the title. Here’s an example:
10. Which might be an appropriate subtitle for the passage?
A. A Poet of Life
B. Art Imitates Life
C. A Life of Solitude
D. Overcoming the Odds
11. Which of the following subheadings best reflects the information in paragraph 5?
A. A Great American Poet
B. Special Meaning from the Ordinary
C. A Very Private Life
D. The Flight of a Hummingbird
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Unit 1 – The Reading Process
OGT Coverage: RP.A.1, LT.D.4, LT.E.5
TIP 10: When answering summary questions, combine the main
idea and most important details from the passage.
When you summarize an informational passage, you describe the main idea and
important supporting details in your own words. For a narrative passage, summarize by
identifying the main characters, the central conflict, the most important events and the
resolution of the conflict.
To answer a multiple-choice summary question, choose the paragraph that best
summarizes the entire passage.
12. Which of these is the best summary of “Emily Dickinson”?
A. Dickinson was an extremely unhappy person who had only a few friends. She
spent her time in seclusion writing poetry.
B. Dickinson was born in 1830 and grew up in Amherst, Massachusetts. By the
1850s, she was writing poetry similar to Shakespeare's and Emily Brontë’s.
C. Dickinson wrote over 1,700 poems during her life, but she didn’t share them
with many people. In fact, most of her poems weren’t published until after her
death.
D. Dickinson, one of America’s greatest poets, had an ability to write fascinating
poems about life, despite living her own life in isolation. Her observations about
everyday life were written in an original style as unique as the poet herself.
TIP 11: Theme questions ask about the author’s message.
Keep in mind, too, that the theme of a piece of writing is different from its topic, or
subject. The subject of the passage you just read, for example, is Emily Dickinson. The
subject of any piece of writing can be stated in a word or a short phrase. The theme, on
the other hand, is a complete idea or message stated in a sentence or more. A passage may
have more than one subject and more than one theme.
13. Which of the following best states the theme of the passage?
A. Great art can be about everyday life.
B. Hard work guarantees success.
C. Solitude is a writer’s best friend.
D. Sadness can produce great art.
12
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The theme of a piece of writing is related to its main idea, but theme and main idea are
not the same thing. The main idea is a brief statement describing the information or
events of the passage. It is specific to that piece of writing. The theme, on the other hand,
can apply to more than one piece of writing. This is because the theme is an underlying
insight or message about life that runs throughout the piece. It is usually more general
than the main idea. Some examples of themes are “Love can help people overcome great
obstacles” and “Pride can lead to the destruction of a person.”
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Lesson 1: Main Idea and Theme
OGT Coverage: LT.D.4, LT.E.5
TIP 12: Universal themes are those that are common to different
types of writing, time periods and cultures.
The more you start to think about the themes of what you read, the more you will notice
that some ideas come up again and again. This is not to say that writers don’t come up
with original ideas. Rather, some ideas are so important to people of all backgrounds that
these ideas show up repeatedly.
Consider these two hypothetical pieces of writing: a play about two people madly in love
with each other but kept apart by fate, and an adventure novel about a boy who achieves
his dream of climbing Mount Everest with the help of his father. Both could share the
theme that great love helps people accomplish great things.
Summing Up
As you answer questions about the topic, main idea and theme of a passage, keep in
mind the following tips:
• Preview the passage and predict what it will be about.
• Summarize the passage in your mind.
• Sometimes the main idea will be stated directly.
• Sometimes the main idea will be implied.
• When answering multiple-choice questions about the main idea, beware of
answer choices that are merely details from the passage.
• Look out for the “which-question” question.
• Notice which details best support the main idea.
• When a main idea question requires a written response, be sure to support your
answer with details from the passage.
• Titles, subtitles and subheadings often help point out the main idea of a passage.
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• When answering summary questions, combine the main idea and most important
details from the passage.
• Theme questions ask about the author’s message.
• Universal themes are those that are common to different types of writing, time
periods and cultures.
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Unit 1 – The Reading Process
OGT Practice
Directions: Read the passage, then answer the questions that follow.
adapted from
The Open Boat
by Stephen Crane
1
It would be difficult to describe the subtle brotherhood of men that was
here established on the seas. No one said that it was so. No one
mentioned it. But it dwelt in the boat, and each man felt it war m him.
They were a captain, an oiler, a cook and a correspondent, and they
were friends—friends in a more curiously iron-bound degree than may
be common. The hur t captain, lying against the water-jar in the bow,
spoke always in a low voice and calmly, but he could never command
a more ready and swiftly obedient crew than the motley three of the
dinghy. It was more than a mere recognition of what was best for the
common safety. There was surely in it a quality that was personal
and hear tfelt. And after this devotion to the commander of the boat,
there was this comradeship that the correspondent, for instance, who
had been taught to be cynical of men, knew even at the time was the
best experience of his life. But no one said that it was so. No one
mentioned it.
2
“I wish we had a sail,” remarked the captain. “We might tr y my
overcoat on the end of an oar and give you two boys a chance to
rest.” So the cook and the correspondent held the mast and spread
wide the overcoat. The oiler steered, and the little boat made good
way with her new rig. Sometimes the oiler had to scull sharply to keep
the sea from breaking into the boat, but otherwise sailing was a
success.
3
Meanwhile the lighthouse had been growing slowly larger. It had now
almost assumed color, and appeared like a little gray shadow on the
sky. The man at the oars could not be prevented from turning his head
rather often to tr y for a glimpse of this little gray shadow.
14
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(Note: to “scull” (paragraph 2) is to steer by using an oar at the rear of the
boat. When something is “apropos of nothing” (paragraph 7), it is unrelated
to what has come before. “Mental aberrations” (paragraph 8) are
abnor mal, unsound or immoral states of mind.)
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Lesson 1: OGT Practice
4
At last, from the top of each wave, the men in the tossing boat could
see land. Even as the lighthouse was an upright shadow on the sky, this
land seemed but a long black shadow on the sea. It cer tainly was
thinner than paper. “We must be about opposite New Smyrna,” said the
cook, who had coasted this shore often in schooners. “Captain, by the
way, I believe they abandoned that life-saving station there about a
year ago.”
5
“Did they?” said the captain.
6
The wind slowly died away. The cook and the correspondent were not
now obliged to slave in order to hold high the oar. But the waves
continued their old impetuous swooping at the dinghy, and the little
craft, no longer under way, struggled woundily over them. The oiler or
the correspondent took the oars again.
7
Shipwrecks are apropos of nothing. If men could only train for them
and have them occur when the men had reached peak condition,
there would be less drowning at sea. Of the four in the dinghy, none
had slept any time wor th mentioning for two days and two nights
previous to embarking in the dinghy, and in the excitement of
clambering about the deck of a foundering ship they had also
forgotten to eat hear tily.
8
For these reasons, and for others, neither the oiler nor the
correspondent was fond of rowing at this time. The correspondent
wondered ingenuously how in the name of all that was sane could
there be people who thought it amusing to row a boat. It was not an
amusement; it was a diabolical punishment, and even a genius of
mental aberrations could never conclude that it was anything but a
horror to the muscles and a crime against the back. He mentioned to
the boat in general how the amusement of rowing struck him, and the
wear y-faced oiler smiled in full sympathy. Before the wreck, by the
way, the oiler had worked double watch in the engine-room of the
ship.
9
“Take her easy now, boys,” said the captain. “Don’t spend yourselves. If
we have to run a surf, you’ll need all your strength, because we’ll sure
have to swim for it. Take your time.”
10
Slowly the land arose from the sea. From a black line it became a line
of black and a line of white—trees and sand. Finally, the captain said
that he could make out a house on the shore. “That’s the house of
refuge, sure,” said the cook. “They’ll see us before long, and come out
after us.”
15
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11
The distant lighthouse reared high. “The keeper ought to be able to
make us out now, if he’s looking through a glass,” said the captain.
“He’ll notify the life-saving people.”
12
“None of those other boats could have got ashore to give word of the
wreck,” said the oiler, in a low voice, “else the lifeboat would be out
hunting us.”
13
Slowly and beautifully the land loomed out of the sea. The wind came
again. It had veered from the nor theast to the southeast. Finally, a new
sound struck the ears of the men in the boat. It was the low thunder of
the surf on the shore. “We’ll never be able to make the lighthouse now,”
said the captain. “Swing her head a little more nor th, Billie.”
14
“A little more nor th, sir,” said the oiler.
15
Whereupon the little boat turned her nose once more down the wind,
and all but the oarsman watched the shore grow. Under the influence
of this expansion, doubt and apprehension were leaving the minds of
the men. The management of the boat was still most absorbing, but it
could not prevent a quiet cheerfulness. In an hour, perhaps, they
would be ashore.
16
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Unit 1 – The Reading Process
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Lesson 1: OGT Practice
1. What is the main idea of paragraph 1?
A.
The commander and crew of the boat are ver y skilled sailors.
B.
The men aboard the boat share an uncommonly close friendship.
C.
Though the captain is wounded, he speaks calmly to his obedient
crew.
D.
Four men are aboard the boat: a captain, an oiler, a cook and a
correspondent.
2. Which sentence summarizes paragraph 7 in the stor y?
A.
The men did not expect their journey to be so long.
B.
The men are forced to take turns sleeping since leaving the sinking
ship.
C.
The men are not physically prepared for the work they have to do
to sur vive.
D.
The men have not eaten and are anxious to reach the shore so
they can find food.
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3. Which of the following details best suppor ts the idea that the men
believe they will soon be ashore?
A.
“‘The keeper ought to be able to make us out now, if he’s looking
through a glass,’ said the captain.” (paragraph 11)
B.
“‘None of those other boats could have got ashore to give word of
the wreck,’ said the oiler.” (paragraph 12)
C.
“The wind came again. It had veered from the nor theast to the
southeast.” (paragraph 13)
D.
“‘Swing her head a little more nor th, Billie.’” (paragraph 13)
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Unit 1 – The Reading Process
4. Which might be another appropriate subtitle for this passage?
A.
Rescue at Sea
B.
Terror on the High Seas
C.
A Brotherhood of Sur vival
D.
The Amusement of Rowing
5. Summarize paragraph 8 of the passage. (2 points)
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3BDOH10RD01 U1L01
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11:23 AM
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Lesson 1: OGT Practice
6. Explain why “The Open Boat” is an appropriate title for this passage.
Suppor t your explanation with three examples or details from the
passage. (4 points)
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