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NEW YORK ® Junior Skill Builders Reading_fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page i Copyright © 2008 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Junior skill builders : reading in 15 minutes a day. p. cm. ISBN: 978-1-57685-661-1 1. Reading (Middle school) 2. Reading (Secondary) 3. English language—Grammar—Study and teaching (Middle school) 4. English language—Grammar—Study and teaching (Secondary) I. LearningExpress (Organization) II. Title: Reading in 15 minutes a day. LB1632.J86 2008 428.4071'2—dc22 2008020199 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 First Edition For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learnatest.com Reading_fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page ii Introduction 1 Pretest 5 SECTION 1: BUILD YOUR VOCABULARY 17 Lesson 1: Multiple-Meaning Words 19 • Don’t be fooled by words with more than one meaning Lesson 2: Words That Sound or Look Alike 27 • The difference between a homophone and a homograph Lesson 3: Synonyms and Antonyms 35 • Using words that mean the same or mean the opposite Lesson 4: Prefixes and Suffixes 43 • Get clues about a word’s meaning from its parts Lesson 5: Terminology and Jargon 51 • Don’t be thrown by technical terms and subject-matter vocabulary Lesson 6: Context Clues 59 • Find the meaning of unknown words from hints in the text Lesson 7: Denotation and Connotation 67 • Know what a word implies as well as what it really means C O N T E N T S Reading_fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page iii iv contents SECTION 2: VARIETY IN READING 75 Lesson 8: Genre: Fiction or Nonfiction? 77 • How do you know if something’s fiction or not? Lesson 9: Author’s Purpose 85 • Why did the author write this selection anyway? Lesson 10: Tone and Style 93 • How does what authors say and how they say it make you feel? Lesson 11: Text Features 101 • What information can you get from headings, subheads, and captions? Lesson 12: Graphics 109 • What information can you get from graphs, maps, and other visuals? SECTION 3: ORGANIZATION OF TEXT 117 Lesson 13: Main Idea and Supporting Details 119 • What’s a selection all about? Are there enough facts to back that idea? Lesson 14: Chronological Order 127 • Follow things as they happen, from beginning to end Lesson 15: Cause and Effect 135 • What makes something happen? What effect can one thing have on another? Lesson 16: Compare and Contrast 143 • How are people, places, and events alike? How are they different? Lesson 17: Fact and Opinion 151 • What can the author prove to be true? What are simply his or her personal beliefs? Lesson 18: Question and Answer 159 • The author asks you a question, and then you find the answer Lesson 19: Problem and Solution 167 • The author states what’s wrong and suggests how to fix it Reading_fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page iv contents v Lesson 20: Making Inferences 175 • Learn to make good guesses so you can predict what’ll happen next Lesson 21: Drawing Conclusions 183 • Weigh all the evidence, and then make a decision Lesson 22: Summarizing 191 • Retell only the most important parts of what you read SECTION 4: ELEMENTS OF LITERATURE: THE FACTS 199 ABOUT FICTION Lesson 23: Character and Setting 201 • Who’s the story about? • Where does the story take place? Lesson 24: Plot: Conflict and Resolution 209 • Follow a story’s ups and downs on the path of happily ever after Lesson 25: Point of View 217 • Who’s telling this story anyway? Lesson 26: Theme 225 • What’s the message or lesson the author wants me to learn? Lesson 27: Imagery 233 • Use your senses to get “into” the story Lesson 28: Flashback and Foreshadowing 243 • Thinking about the past • Warning readers about what might happen in the future Lesson 29: Figurative Language: Idiom, Personification, Hyperbole 251 • Words don’t always mean what they say • Objects can be characters, too • Making things bigger than life Lesson 30: Figurative Language: Similes and Metaphors 259 • Compare things that are different, in very interesting ways Posttest 267 Glossary 280 Reading_fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page v Reading_fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page vi CAN YOU SPARE 15 minutes a day for 30 days? If so, Junior Skill Builders: Reading in 15 Minutes a Day can help you improve your reading comprehen- sion skills. Just what is reading comprehension? Here’s a clue: Understanding is a synonym for comprehension. So, as I’m sure you figured out, reading comprehen- sion means, “understanding what you read.” Not everyone does, you know. If you ask some people to tell you about a book or article they read, they often say, “I’m not really sure—I didn’t get it!” Well, this book will help you definitely “get it” every time you read, whether it’s an ad or a full-length novel! THE BOOK AT A GLANCE What’s in the book? First, there’s this introduction, in which you’ll discover some things good readers do to get more out of what they read. Next, there’s a I N T R O D U C T I O N Reading_01_001-074.qxd:JSB 6/15/08 5:32 PM Page 1 2 introduction pretest that lets you find out what you already know about the topics in the book’s lessons—you may be surprised by how much you already know. Then, there are 30 lessons. After the last one, there’s a posttest. Take it to reveal how much you’ve learned and improved your skills! The lessons are divided into four sections: 1. Build Your Vocabulary: The Wonder of Words Figuring out the meaning of unknown words 2. Variety in Reading: What’s to Read? Recognizing the characteristics of different kinds, or genres, of writing 3. Organization of Text: Putting the Words Together Identifying various text structures an author can use to present ideas 4. Elements of Literature: The Facts about Fiction Understanding the basics and other devices authors use to make stories more interesting Each section has a series of lessons. Each lesson explains one comprehension skill, then presents reading selections and questions so that you can practice that skill. BECOME AN ACTIVE READER Active readers are people who “get it.” They really understand what an author is thinking, saying, and trying to get across in the text. Here are a few things active readers do. As you read this list of some things active readers do, you may discover that you’re already one! 1. Preview what you are about to read. Read the selection title and look over any pictures and captions. Skim the text. Ask yourself: What did the author think was important enough to show in a picture? Why did the author choose to put that word in boldface, or darker, text? 2. Predict what the selection will be about. What do you think the selection is about? Write your prediction on a sticky note and attach it to the selection. As you read, look for information to confirm your prediction. Reading_01_001-074.qxd:JSB 6/15/08 5:32 PM Page 2 introduction 3 3. Set a purpose for reading. Ask yourself: Why am I planning to read this? What do I want to get from it? Maybe it’s assigned reading for class and you want to find facts so you can answer questions. Maybe you need to read direc- tions that tell you how to do something. Or maybe you just want to read for enjoyment. Knowing why you’re reading can help you get what you want from the text. 4. Ask questions to guide your reading. Ask some 5Ws and an H question: Who? What? When? Where? Why? and How? For example: Where do the characters live? Why did they choose to do what they just did? As you read, look for answers. They might be right there, explained in the text. Or you might have to put details from the text together to figure out the answer to your question. 5. Note what’s important. As you read, highlight or underline key words and ideas. Ask yourself: Is this word or detail really important or is it just kind of inter- esting? Make sure you identify and highlight or underline only the most important ones. And write your personal reactions to what you read in the margins or on sticky notes by the text. How you react to what you read is very important. 6. Clear the way. As you read, stop if you’re confused. Circle unfamiliar words or phrases, then reread the text. That may make the meaning clear. If it doesn’t, check nearby words and pictures for clues to the mean- ing. And tap into your own personal knowledge. Ask yourself: Have I ever read anything else about this subject before? Do I know a word or phrase that means about the same thing? Try that word or phrase in the text to see if it makes sense. If you’re still confused, just read on. Maybe you’ll find the answer there! 7. Ask questions to understand the author. Try to figure out how the author thinks and what he or she is try- ing to communicate to you. Ask questions like: Did the author write this to inform me, entertain me, or persuade me to do something? Is the writing funny, sad, friendly, scary, or serious? Why did the author choose this particular word to describe the character? Why did the author have the character react like that? Does the author tell both sides of the story? Reading_01_001-074.qxd:JSB 6/15/08 5:32 PM Page 3 4 introduction 8. Return, review, and reword When you finish reading, review your sticky notes and high- lighted or underlined text. This will quickly remind you not only of the most important ideas, but also of how those ideas are con- nected. Finally, state what the selection is about in your own words. Each of these points is covered again later in the book. But for now, practice being an active reader as you take the pretest that follows! Reading_01_001-074.qxd:JSB 6/15/08 5:32 PM Page 4 [...]... leaned over for a closer look The rotting wood of the dock broke under her! “H-e-l-l-p!” she screamed as she splashed down into the dark, cold water (4) Pete jumped in to help her “Quiet down!” he panted as they got to the rocky shore “You’re not hurt If you keep hollering, you’ll wake the witch!” Then he yelped, “OUCH-H-H!” and lifted his foot There was a deep cut on the bottom of his foot from a... confused Janet followed She was frightened but had a strange feeling the old woman meant no harm Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:32 PM Page 11 pretest 11 (6) At the top of the hill, the woman walked toward an old house “Oh, p-p-please, Ma’am,” a frightened Pete begged “Please don’t go there That’s where the w-w-witch lives!” (7) “That is my home, young man,” the woman said softly “Do not be afraid.”... night my little sister said, “I hate talking in front of the class Aren’t you scared?” Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:32 PM Page 13 pretest 13 (2) “I have no trepidation!” I had replied, matter-of-factly I love using big words with her because I know she’ll run to look them up in the dictionary, so it’s a win-win situation I get rid of her and she gets a bigger vocabulary, like finding out that... terms and jargon used by special groups • locating and using context clues • distinguishing between what a word means and what it suggests Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:33 PM Page 18 Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:33 PM Page 19 L E S S O N 1 multiple-meaning words VINZINNI: Inconceivable! INIGO: You keep using that word I do not think it means what you think it means WILLIAM GOLDMAN (1931–... completed in 1937, it was the world’s longest, but in 1964, New York’s Verrazano-Narrows Bridge beat that with a span of 4,260 feet Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:33 PM Page 23 multiple-meaning words 23 (1,298 m) Then in 1981, England’s Humber Bridge beat that with a span of 4,626 feet (1,410 m) And since 1998, Japan’s Akashi-Kaikyo Bridge has held the record, with a span of 1,991 feet (6,529 m) Will... example of a a simile b metaphor c hyperbole d idiom 9 The clue that this is told from the third-person point of view is the use of a the pronoun I b the noun coat c the pronoun he d the verb blew Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:32 PM Page 9 pretest 10 Describing Wind as arrogant means he was a full of self-importance b full of thanks c full of wonder d full of humility 11 You can infer that when... from paragraph 5 is a multiple-meaning word? a pleads b spot c kite d before 4 The meaning of back as used in paragraph 7 is a “a piece connected to the seat of a chair.” b “the opposite of front.” c “to return.” d “to sponsor or give money to.” Reading_ 01_00 1-0 74.qxd:JSB 22 6/15/08 5:33 PM Page 22 build your vocabulary 5 The last paragraph contains all these multiple-meaning words: play, ball, pitcher,... number of the lesson(s) listed with the right answer That’s where you’ll find more about that skill If you get a lot of questions right, you can probably spend less time using this book If you get a lot wrong, you may need to spend a few more minutes a day to really improve your reading comprehension Reading_ 01_00 1-0 74.qxd:JSB 6 6/15/08 5:32 PM Page 6 pretest FIRST PEOPLES OF THE NORTHEAST Read the selection,... weighing things d draws in relative proportion Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:33 PM Page 25 multiple-meaning words ANSWERS 1 a 2 d 3 b 4 c 5 Here are sample sentences: I’m in a play./Please play that song again The prince danced at the ball./I hit the ball Fill the pitcher with cream./He’s a baseball pitcher She tied the bow./The score is tied I bat left-handed./The bat flew away Sit on this swing./Swing... score is tied I bat left-handed./The bat flew away Sit on this swing./Swing your arms like this My head hurts./Let’s head home 6 d 7 c 8 a 9 b 10 d 11 c 12 b 13 d 14 c 25 Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:33 PM Page 26 Reading_ 01_00 1-0 74.qxd:JSB 6/15/08 5:33 PM Page 27 L E S S O N 2 words that sound or look alike In the theatre, you can be seen or in a scene, but don’t confuse your objective! S A CONSODINE . York. Library of Congress Cataloging-in-Publication Data: Junior skill builders : reading in 15 minutes a day. p. cm. ISBN: 97 8-1 -5 768 5-6 6 1-1 1. Reading (Middle school) 2. Reading (Secondary) 3. English language—Grammar—Study. 267 Glossary 280 Reading_ fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page v Reading_ fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page vi CAN YOU SPARE 15 minutes a day for 30 days? If so, Junior Skill Builders: Reading in. NEW YORK ® Junior Skill Builders Reading_ fm_i-vi.qxd:JSB 6/15/08 4:50 PM Page i Copyright © 2008 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions.