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Reading Comprehension Teacher Instructions Reading Comprehension 600 Series BookBook 21 VolumesVolumes CA andand DB TM SUCCESS FOR ALL TM READING WINGS C.I.R.C. Select TeacherOverheads Instructions 00402 ©2000 Success for All Foundation TPS0304 Reading Comprehension 600 Series Teacher Instruction Volumes A and B i CREDITS RC Instructional Process: Robert Stevens, Ph.D; Robert Slavin, Ph.D; Nancy A. Madden, Ph.D; Anna Marie Farnish Design and Layout: Damien E. DeVille Editors: Damien E. DeVille, Matthew J. Bennett, Nolan S. Love, Charles Fairchild, Dave Kao, Carie Jo Contributing Writers: Damien E. DeVille, Matthew J. Bennett, Nolan S. Love, Sara Brann, Maureen Martin, Charles Fairchild, Carie Jo Special thanks to Judith Ramsey for her continued editorial advice and support throughout this project. © 2000 Success for All Foundation All rights reserved. No part of this publication may be reproduced, in any form or by any means whatsoever except as provided by the U.S. Copyright Law, without written permission from the publisher. ii Reading Comprehension 600 Series Teacher Instruction Volumes A and B RC 600 Series, Book 1 Volumes A and B Teacher Instructions Table of Contents Volume A 6A1 Unfamiliar Words 1 6A2 Multiple Meaning Words 9 6A3 Sequence 16 6A4 Cause and Effect Relationships 26 6A5 Problem and Solution 35 6A6 Main Idea and Supporting Details 43 6A7 Personification 52 6A8 Prediction 58 6A9 Compare and Contrast 68 6A10 Unfamiliar Words 79 600 A Answer Key 87 Volume B 6B1 Fix-It (No Test) 99 6B2 Comprehension Casino (No Test) 103 6B3 Author’s Purpose 117 6B4 Making Inferences 131 6B5 Drawing Conclusions 141 6B6 Cause and Effect Relationships 151 6B7 Compare and Contrast 158 6B8 Multiple Meaning Words 168 6B9 Prefixes 175 6B10 Integration of Skills 186 600 B Answer Key 195 Reading Comprehension 600 Series Teacher Instruction Volumes A and B iii RC 6A1 • Unfamiliar Words Teacher Instructions Unfamiliar Words Student Practice: 1 - 2 Outcome: Students will use context clues to determine the meaning of an unfamiliar word. Teacher Introduction: Read the following sentence aloud to your students. • Maria stood at the front of the room. She answered Ryan’s question condescendingly, saying, “Of course I know that, Ryan. Everyone knows that the reason an apple falls to the earth is because of gravity. I wanted to find out what causes gravity.” “What does the word ‘condescendingly’ mean in this sentence?” “Condescendingly” means in a patronizing manner. She answered his question in a demeaning way. “How do you know?” Maria says that everyone knows about gravity. She implies that Ryan is not smart. “Sometimes when we read, we may come to a word or a group of words we don’t recognize or understand. We could look up every word in the dictionary, but then we might spend more time reading the dictionary than reading what we want to read.” “Many times we can determine the meaning of a word by reading the other words around it. Understanding the meaning of a word in context may be easier if we use context clues to figure out what an unfamiliar word means.” “When we come to a word which we do not recognize in a selection, there are several steps we can take to find out what it means without looking it up in the dictionary.” “First, we need to sound out the word if we are unsure about how to pronounce it. Why do you think this is important?” • Sometimes a word may look strange to us, but once we learn to pronounce it we may recognize it from our own conversations. “Second, we can look for word parts which we recognize. How do you think this might help us with new words?” • Sometimes there may be a root word, or word upon which the unfamiliar word is based, that can help us to understand the meaning. 1 Reading Comprehension 600 Series Teacher Instruction Volumes A and B 1 RC 6A1 • Unfamiliar Words Teacher Instructions We may recognize another word within the unfamiliar word that will help us to understand the meaning. “Third, we need to reread the sentence looking for words which might tell us something about the unfamiliar word.” • There are often other words in the sentence that tell you something about the word you do not know. This is the context of a sentence. The context helps you to determine the meaning of the word you do not understand. “Fourth, decide on a meaning for the word based upon the clues in the sentence.” “Fifth, substitute the meaning in place of the word to see if it makes sense in the sentence.” • It is very important that the meaning we choose makes sense in the sentence. “If you still don’t understand the word, what is one other thing you can do before you look it up?” • We can ask our partners if they know what the word means. Sometimes a word that is unfamiliar to you may be familiar to your partner. He or she might be able to tell you what it means when you ask him or her. Display the following for student reference: Unfamiliar Words Steps • Sound it out • Look for word parts you recognize • Carefully reread the sentence, looking for words which might tell you something about the unfamiliar word. • Decide a meaning for the word. • Substitute your meaning to see if it makes sense in the sentence • Ask your partner “Let’s try this with an example.” 2 Reading2 Comprehension 600 Series Teacher Instruction Volumes A and B RC 6A1 • Unfamiliar Words Teacher Instructions Examples: Discuss the following examples with your students. Display each example for the students to read. • Fortunately, Sara had the foresight to bring extra rope on the climbing trip. No one had expected to get hurt, but now we needed the extra rope to lower Jim to safety. “We are going to use our context clues to decide what foresight means.” • Sound out the word. If your students are unsure of the pronunciation of the word, then guide them to sound it out. • Are there any parts of the word that you recognize? Students will recognize the word “sight” in “foresight.” They may be familiar with the prefix “fore.” • Carefully reread the passage, looking for words that might tell you something about the unfamiliar word. No one expected to get hurt, but Sara had expected that something bad might happen. Now they needed the rope. • Decide a meaning for the word. “Foresight” means looking ahead and planning for the future. • Substitute your meaning in place of the word to see if it makes sense in the sentence. This meaning makes sense in this passage. • Ask your partner. Do you agree upon the meaning? • As Janine walked into the doctor’s office she was greeted by the receptionist. • Sound out the word. If your students are unsure of the pronunciation of the word then, guide them to sound it out. • Are there any parts of the word that you recognize? Students may notice the similarity between “receptionist” and “reception.” • Carefully reread the passage looking for words that might tell you something about the unfamiliar word. Janine was greeted by someone when she came into the doctor’s office. • Decide a meaning for the word. A receptionist is someone who greets or receives people as they enter an office. Reading Comprehension 600 Series Teacher Instruction Volumes A and B 3 3 RC 6A1 • Unfamiliar Words Teacher Instructions • Substitute your meaning in place of the word to see if it makes sense in the sentence. This meaning makes sense in this passage. • Ask your partner. Do you agree upon the meaning? “In this exercise there will be sentences which have a boldfaced word. Think very carefully about what each sentence tells you. Then choose the meaning that best fits the boldfaced word.” Student Practice: The Student Practice contains 12 items. Items 1-4 are intended as Teacher Guided Practice with Team Consensus. Have students discuss the items together as a team before answering. The team members should all agree. Items 5-8 are for Team Mastery. Have students write their answers to all four items before discussion within the team. The Checkout gives them an opportunity to assess their understanding at that point. Monitor mastery by walking around and spot checking. If students have not mastered the concept at the end of the first practice, discuss any mistakes or reteach if necessary. Then have students go on to items 9-12 for Additional Practice. Test: The test contains five items. 4 Reading Comprehension 600 Series Teacher Instruction Volumes A and B 4 RC 6A1 • Unfamiliar Words Overhead 1 Unfamiliar Words Steps • Sound it out. • Look for word parts you recognize. • Carefully reread the sentence, looking for words which might tell you something about the unfamiliar word. • Decide a meaning for the word. • Substitute your meaning to see if it makes sense in the sentence. • Ask your partner. REFLECT AND CONNECT THINK about how to figure out unfamiliar words. EXPLAIN how to figure out unfamiliar words to your partner. WRITE a few sentences explaining how to figure out unfamiliar words. 5 Reading Comprehension 600 Series Teacher Instruction Volumes A and B 5 RC 6A1 • Unfamiliar Words Student Practice Directions: Read the following selections, paying careful attention to the boldfaced words. Then, using context clues, write a meaning for the boldfaced word. TEAM CONSENSUS 1. Sonia stood still against the wall, aghast at the sights in the Halloween haunted barn. She looked as she was going to faint. 2. Monica awoke and smashed her fist down upon the object emitting noise next to her bed.
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