HIGH-INTEREST

SKILLS & STRATEGIES

ing
g
a
Im
l
a
ategori
C
t
ze
en
t
Effec
M
/
e
s
abulary
u
c
o
a
V
C
T h e Fi ve W's eanings
M
e
l
p
i
t
l
Mu

LEVEL

4
Tham Tam Vy's Archives

Table of Contents

To be a good detective, you have to know what facts
Skills
are important and
not important to the case you're
solving! So, ask yourself questions as you read.
Teacher welcome and teaching tips . . . . . . . . . 4

Identifying unfamiliar analogies . . . . . . . . . . .37

Analyzing root words . . . . . . . . . . . . . . . . . . . . 6

Identifying unfamiliar analogies . . . . . . . . . . .38

Analyzing root words . . . . . . . . . . . . . . . . . . . . 7

Categorizing information . . . . . . . . . . . . . . . . .39

Analyzing root word origins . . . . . . . . . . . . . . . 8

Categorizing information . . . . . . . . . . . . . . . . .40

Analyzing root word origins . . . . . . . . . . . . . . . 9

Using Context Clues . . . . . . . . . . . . . . . . . . . . .41

Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . .10

Comparing and contrasting . . . . . . . . . . . . . . .42

Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . .11

Comparing and contrasting . . . . . . . . . . . . . . .43

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . .12

Comparing and contrasting . . . . . . . . . . . . . . .44

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . .13

Recognizing figures of speech . . . . . . . . . . . . . .45

Analyzing visual and context clues . . . . . . . . .14

Recognizing figures of speech . . . . . . . . . . . . . .46

Analyzing visual and context clues . . . . . . . . .15

Recognizing the 5 W's . . . . . . . . . . . . . . . . . . . .47

Analyzing context clues . . . . . . . . . . . . . . . . . .16

Making/confirming/revising predictions . . . . .48

Analyzing context clues . . . . . . . . . . . . . . . . . .17

Making/confirming/revising predictions . . . . .49

Analyzing multiple meaning words . . . . . . . .18

Making/confirming/revising predictions . . . . .50

Analyzing multiple meaning words . . . . . . . . 19

Making/confirming/revising predictions . . . . .51
Using T of C to preview and predict content . .52

Analyzing multiple meaning words . . . . . . . . 20

Using an outline to predict content . . . . . . . . .53

Identifying signal words . . . . . . . . . . . . . . . . . 21

Using illustrations and graphic devices to
preview and predict content . . . . . . . . . . . .54

Recognizing signal words . . . . . . . . . . . . . . . . .22
Using a dictionary . . . . . . . . . . . . . . . . . . . . . .23
Using a dictionary . . . . . . . . . . . . . . . . . . . . . .24

Using graphic devices to preview and
predict content . . . . . . . . . . . . . . . . . . . . . .55

Using a glossary . . . . . . . . . . . . . . . . . . . . . . . .25

Scanning text to predict content . . . . . . . . . . .56

Using a glossary . . . . . . . . . . . . . . . . . . . . . . . .26

Scanning text to predict content . . . . . . . . . . .57

Identifying context clues . . . . . . . . . . . . . . . . .27

Using topic sentence to preview and
predict content . . . . . . . . . . . . . . . . . . . . . .58

Identifying context clues . . . . . . . . . . . . . . . . .28
Following directions . . . . . . . . . . . . . . . . . . . . .29

Using topic sentence to preview and
predict content . . . . . . . . . . . . . . . . . . . . . .59

Following directions . . . . . . . . . . . . . . . . . . . . .30

Using details to preview and predict content . .60

Following directions . . . . . . . . . . . . . . . . . . . . .31

Using details to preview and predict content . .61

Following directions . . . . . . . . . . . . . . . . . . . . .32

Using details to preview and predict content . .62

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .33

Interpreting supporting sentences . . . . . . . . . .63

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .34

Interpreting facts and details . . . . . . . . . . . . . .64

Identifying familiar analogies . . . . . . . . . . . . .35

Interpreting problem/solution . . . . . . . . . . . . .65

Identifying unfamiliar analogies . . . . . . . . . . .36

Interpreting grids . . . . . . . . . . . . . . . . . . . . . . .66

2

Interpreting a label . . . . . . . . . . . . . . . . . . . . . .67

Making inferences . . . . . . . . . . . . . . . . . . . . . .103

Interpreting a diagram . . . . . . . . . . . . . . . . . . .68

Predicting outcome . . . . . . . . . . . . . . . . . . . . .104

Interpreting a Venn diagram . . . . . . . . . . . . . .69

Reading for information . . . . . . . . . . . . . . . . .105

Interpreting a logic matrix . . . . . . . . . . . . . . . .70

Reading for information . . . . . . . . . . . . . . . . .106

Interpreting a logic matrix . . . . . . . . . . . . . . . .71

Understanding author's view/purpose . . . . . .107

Distinguishing between fact/opinion . . . . . . . .72

Understanding author's view/purpose . . . . . .108

Distinguishing between fact/exaggeration . . .73

Understanding character's view . . . . . . . . . . .109

Distinguishing between fantasy/reality . . . . . .74

Understanding character's view . . . . . . . . . . .110

Deleting irrelevant information . . . . . . . . . . . .75

Evaluating story events . . . . . . . . . . . . . . . . .111

Deleting irrelevant information . . . . . . . . . . . .76

Evaluating story events . . . . . . . . . . . . . . . . .112

Sequencing . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

Identifying main character . . . . . . . . . . . . . .113

Sequencing story events . . . . . . . . . . . . . . . . . .78

Identifying main character . . . . . . . . . . . . . .114

Sequencing story events . . . . . . . . . . . . . . . . . .79

Identifying setting . . . . . . . . . . . . . . . . . . . . . .115

Sequencing story events . . . . . . . . . . . . . . . . . .80

Identifying setting . . . . . . . . . . . . . . . . . . . . . .116

Identifying a topic sentence in text . . . . . . . . .81

Identifying setting and time . . . . . . . . . . . . . .117

Identifying a topic sentence in text . . . . . . . . .82

Identifying setting . . . . . . . . . . . . . . . . . . . . . .118

Identifying supporting text sentences . . . . . . .83

Identifying main goal/plot . . . . . . . . . . . . . . .119

Identifying supporting details . . . . . . . . . . . . .84

Identifying main goal/plot . . . . . . . . . . . . . . .120

Identifying supporting details . . . . . . . . . . . . .85

Analyzing a character . . . . . . . . . . . . . . . . . .121

Identifying supporting details . . . . . . . . . . . . .86

Analyzing characters . . . . . . . . . . . . . . . . . . .122

Recognizing similarities and differences . . . . .87

Identifying tone/mood . . . . . . . . . . . . . . . . . .123

Recognizing similarities and differences . . . . .88

Identifying tone/mood . . . . . . . . . . . . . . . . . .124

Comparing and contrasting . . . . . . . . . . . . . . .89

Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .125

Comparing and contrasting . . . . . . . . . . . . . . .90

Recalling facts . . . . . . . . . . . . . . . . . . . . . . . . .126

Comparing and contrasting . . . . . . . . . . . . . . .91

Identifying generalizations . . . . . . . . . . . . . . .127

Comparing and contrasting . . . . . . . . . . . . . . .92

Identifying generalizations . . . . . . . . . . . . . . .128

Determining cause/effect . . . . . . . . . . . . . . . . .93

Mapping story events . . . . . . . . . . . . . . . . . . .129

Determining cause/effect . . . . . . . . . . . . . . . . .94

Mapping story events . . . . . . . . . . . . . . . . . . .130

Determining cause/effect . . . . . . . . . . . . . . . . .95

Mapping characters . . . . . . . . . . . . . . . . . . . .132

Determining cause/effect . . . . . . . . . . . . . . . . .96

Mapping characters . . . . . . . . . . . . . . . . . . . .133

Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . .97

Mapping story events . . . . . . . . . . . . . . . . . . .134

Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . .98

Mapping story events . . . . . . . . . . . . . . . . . . .135

Making inferences . . . . . . . . . . . . . . . . . . . . . . .99

Mapping story events . . . . . . . . . . . . . . . . . . .136

Making inferences . . . . . . . . . . . . . . . . . . . . . .100

Teacher's Scope and Sequence chart . . . . . . .137

Making inferences . . . . . . . . . . . . . . . . . . . . . .101

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139

Making inferences . . . . . . . . . . . . . . . . . . . . . .102

3

Teacher pages just for you!
Welcome to Reading Comprehension
Skills and Strategies

About this Series
This unique series is specially created for you by Saddleback Educational Publishing, as
an exciting supplement to reinforce and extend your classroom reading curriculum.
Reading Comprehension Skills and Strategies can easily be integrated into basic reading
curricula as additional reading lessons: as stand-alone strategy and skill instructional
lessons; as across-the-curriculum lessons; or as activities for students with special
projects, interests, or abilities.
This series is based on the most current research and thought concerning the teaching
of reading comprehension. This series not only sharpens traditional reading
comprehension skills, but it also reinforces the critical reading comprehension
strategies that encourage your students to use prior knowledge, experiences, careful
thought, and evaluation to help them decide how to practically apply what they know
to all reading situations.
Traditional comprehension skills recently have been woven into the larger context of
strategy instruction. Today, literacy instruction emphasizes learning strategies—those
approaches that coordinate the various reading and writing skills and prior knowledge
to make sense to the learner. Our goal in this series is to provide you and your students
with the most up-to-date reading comprehension support, while teaching basic skills
that can be tested and evaluated.

Reading Comprehension Strategies
•
•
•
•
•
•
•
•

vocabulary knowledge
activating prior knowledge
pre-reading—previewing and predicting
previewing and predicting text
mental imaging
self-questioning
summarizing
semantic mapping

Saddleback Educational Publishing promotes the development of the whole child with
particular emphasis on combining solid skill instruction with creativity and
imagination. This series gives your students a variety of opportunities to apply reading
comprehension strategies as they read, while reinforcing basic reading comprehension
skills. In addition, we designed this series to help you make an easy transition between
levels (grades 3, 4, and 5) in order to reinforce or enhance needed skill development for
individual students.

4

About this Book
Reading Comprehension Skills and Strategies is designed to reinforce and extend the
reading skills of your students. The fun, high-interest fiction and non-fiction
selections will spark the interest of even your most reluctant reader. The book offers
your students a variety of reading opportunities—reading for pleasure, reading to
gather information, and reading to perform a task. A character on each page
prompts the student to apply one of the strategies to the reading selection and
includes a relevant comprehension skill activity.

Choosing Instructional Approaches
You can use the pages in this book for independent reinforcement or extension,
whole group lessons, pairs, or small cooperative groups rotating through an
established reading learning center. You may choose to place the activities in a
center and reproduce the answer key for self-checking. To ensure the utmost
flexibility, the process for managing this is left entirely up to you because you
know what works best in your classroom.

Assessment
Assessment and evaluation of student understanding and ability is an ongoing
process. A variety of methods and strategies should be used to ensure that the
student is being assessed and evaluated in a fair and comprehensive manner.
Always keep in mind that the assessment should take into consideration the
opportunities the student had to learn the information, and practice the skills
presented. The strategies for assessment are left for you to determine and are
dependent on your students and your particular instructional plan. You will find a
Scope and Sequence Chart at the back of this book to assist you as you develop
your assessment plan.

5

Putting words in categories by their root words helps
you to learn tons of words faster. What a deal!

Directions:

Look at each word. Then write it under the correct root word.

minimal

visible

deformity

video

dictate

format

minor

invisible

reform

indicate

predict

diminish

min—little, small

dic, dict—say, speak

vis, vid—see

form—shape

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

6

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Learning the meaning of a few basic root words
will help you to figure out the meanings of bunches
of words. Isn't that cool?

Directions:

Read the root words and their meanings. Then read the list of words.
Write the letter of the root word that is part of each word.

A. annu—yearly

B. bio—life

C. fract, frag, frai—break

D. geo—earth

E. uni—one

F. brev—short

1. brevity

_____

11. fragment

_____

2. annuity

_____

12. bionics

_____

3. biology

_____

13. fracture

_____

4. abbreviate

_____

14. disunity

_____

5. fraction

_____

15. biohazard

_____

6. frail

_____

16. geography

_____

7. annual

_____

17. nonbiodegradable

_____

8. geology

_____

18. refract

_____

9. biography

_____

19. biological

_____

_____

20. unicycle

_____

10. united

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

7

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Learning how to analyze root-word meanings
helps you figure out new words. What a slick
trick! It's Greek to me.

Directions:

Many English words have Greek roots. Use the Greek roots to figure out the
meaning of the words. Write the correct letter on the lines.

mono—one
phone—sound,
voice
epi—over
gramma—letter
logos—speech,
words
di, dia—two
graph—write
mega—great
lith—stone
GREEK
ROOTS

1. ____ A monogram is

4. ____ A dialogue is
a. a president's speech
b. words between two
people.
c. words that rhyme.
d. an author's second
book.

a. having only one eye.
b. one elementary
school.
c. a design using initials.
d. a seasonal storm.

2. ____ A monograph is

5. ____ An epilogue is

a. something held
firmly.
b. a book or report on
one topic.
c. a picture about one
thing.
d. an airplane with one
engine.

a. a compound word.
b. words at the end of
a story or play.
c. a quote from a book.
d. an outer layer of skin.

6. ____ A megaphone is
a. a cute voice.
b. a device to make
sounds louder.
c. a large city.
d. something that
records voices.

3. ____ Monologue means
a. a speech by one
person.
b. a written record of
events.
c. an author's last word.
d. a single tree.

7. ____ Megalith means
a. a crystal rock.
b. doing things in a
big way.
c. a huge stone.
d. a layer of soil.

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

8

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

You know, this is not just a word game. It's a
strategy to help you figure out word meanings.

Directions:

Most English words have roots in another language. Many of the words
we use come from Latin, the language of the ancient Romans. Read the
root word and its meaning. Then write a word to complete the phrase.

remember
solve
legal
ruptured

clamor

ferry

collection
revolve

location

Latin Root—Meaning

vacant
junction

conduct

English Phrase

1. fer—to carry

_______________________ the cars across the river

2. clam—shout

a noisy _______________________

3. leg—law

a _______________________book

4. rupt—break

a _______________________ blister

5. mem—recall

a time to _______________________

6. loc—place

the _______________________ of the store

7. junct—to join

the _______________________ of the two roads

8. solv—explain

_______________________ the answer to the puzzle

9. lect—gather

a stamp _______________________

10. duct—lead

to _______________________ the tour

11. vac—empty

the _______________________ house

12. volv—turn, roll

_______________________ around the Sun

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

9

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Check
this
out!

What do you know about prefixes?
✔
✔
✔
✔

Directions:

A prefix is a group of letters that go in front of the word.
A prefix changes the meaning of a word.
Most of the time a prefix is not a word by itself, but not always.
When you peel away the prefix, a base word that makes sense
is left.

Circle each prefix. Then write the base word.

1. unfair ____________________________

11. unthread __________________________

2. revisit ____________________________

12. replay _____________________________

3. illegal _____________________________

13. impolite ___________________________

4. misname __________________________

14. disappear _________________________

5. disobey ___________________________

15. pretest ____________________________

6. relearn ____________________________

16. uncover ___________________________

7. indoors ___________________________

17. midair ____________________________

8. overdose __________________________

18. supercharge _______________________

9. unhappy __________________________

19. nonvoter __________________________

10. inactive ___________________________

20. intertwine _________________________

The prefix de means to make less or remove. The prefix re means again or back. Change the
meaning of the word in bold print by adding the prefix re or de. Write the word on the line.

21. Before taking off, the plane had to be iced. _____________________________________
22. The table is old so it needs to be painted. ______________________________________
23. It was such a wonderful day I wish I could live it. ________________________________
24. I need to place the stone that is missing from my ring. __________________________

Oh, hello-o-o! Go back and check to
see that each answer makes sense.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

10

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Remember, the strategy is to peel—peel away the
prefix, that is. Then check to see that the base
word makes sense.

Directions:

Have you read Superfudge by Judy Blume (E. P. Dutton, 1980)? This very funny
story about Peter Hatcher and his little brother Superfudge is a book that will
tickle your funny bone. Read each sentence and circle the word with the prefix.
Then write the meaning of the word on the line.

un

re

pre

mis

means

means

means

means

not

again

before

wrong

1. Peter thinks his brother Fudge is a preschool pain in the neck. ________________________
2. Peter is unexcited when he finds out his mom is having another baby. _________________
3. Peter is even more unhappy when he finds out his family is moving to
a quiet town in New Jersey. _______________________________________________________
4. When Fudge kicks the kindergarten teacher, the principal is unamused. ________________
5. Peter discovers that getting Fudge a bird that repeats everything you
say is definitely a mismatch. ______________________________________________________
6. Fudge's friend, Daniel, is about as untamed as he is. _________________________________
7. Peter feels like his life is full of even more misfortune when his two best
friends become friends. __________________________________________________________
8. Fudge accuses the school nurse of misapplying peroxide to cuts
because she doesn't blow on it to dry it. ___________________________________________
9. When Fudge takes off but reappears one Saturday, Peter thinks his
little brother acted stupidly. _______________________________________________________
10. Peter's dad is rehired at his old job, and the family gets ready to move
back to the city. _________________________________________________________________
11. Peter can't wait to relive his old life in New York, or Nu Yuck as his
baby sister calls it. _______________________________________________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

11

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Amazing—adding a suffix to the end of a word or
root changes its meaning. Give it a try!

Directions:

Circle the suffix that correctly completes each word or root. Then write it on
the line to complete the word. Finally, reread the set of sentences to make
sure everything makes sense.

1. Maurice Klutz loves to travel and tour the world. You
would call him a world-class tour_________.

or

ist

er

2. Maurice is most concerned about getting to his travel
destinations on time. You always see him speed__________
through the airports.

ing

ly

able

ly

able

ish

ly

ful

ment

ful

ive

ery

ist

ive

ly

3. On one of his trips, he toured a fine museum and bumped
into a very rare, expensive, and break____________ vase.
You can imagine his embarrass___________.
4. A quick-thinking security guard saw the accident and
caught the vase before it hit the floor. You know Maurice
was more than grate________ for the security guard's quick
actions.
5. After the vase mishap, Maurice has decided to slow down
a bit. He figures if he looks at the world with a little more
attention to detail and slow____ examines things and
people around him, he'll find much more
enjoy___________in his travels.
6. Oh, by the way, the security guard and Maurice Klutz
became great friends. So now when Maurice travels he
takes along his new pal. You can imagine their trips
together are a very posit________ experience.

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

12

Date:

ery

ive

ment able

ly

ery

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

It's really fun to change the meaning of words
by adding different suffixes. Have fun!

Directions:

Add a suffix to each word in bold print. Write the new word on the line.
You can use each suffix more than once.

Suffixes
er—more in degree
en—to make or become
ful—full of
ous—having the quality of

est—the most
ly—in that manner
ive—having the quality of, given to
less—without

1. A tornado is a violent and destruct wind. ______________________________________
2. It's hard to imagine that a tornado can have
speeds of 300 miles an hour or strong. ________________________________________
3. You can spot a tornado by looking for
an impress funnel-shaped cloud. ______________________________________________
4. The sky may black before a tornado. __________________________________________
5. Tornadoes can be extremely danger. __________________________________________
6. Buildings hit by tornadoes may complete explode._____________________________
7. People and animals can be help in a tornado. __________________________________
8. They must find underground shelter quick. ____________________________________
9. The number of tornadoes each year can vary great. _____________________________
10. In the U.S. tornadoes most frequent occur in the spring. ________________________
Hey you! Check each sentence to see
that your new word makes sense
when you reread the sentence.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

13

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

For a clear understanding of a situation, try to
visualize the scene in your mind.

Directions:

For each situation below, draw a brief cartoon. Then write a couple of sentences
describing the action. Remember to use proper punctuation marks.

1. Draw a dentist working on a patient's mouth.
What would the dentist say to the patient?

2. Draw a captain and his crew during a storm.
What would the captain say to his crew?

3. Draw a chef cooking a special meal.
What would a chef say to describe his meal?

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

14

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Pay attention to punctuation marks such as a comma
(,) or a dash (—). Clues to the meaning of an unknown
word may come right after them.
Directions:

Read about geckos. Then write the correct meaning of the words.

A gecko is a small, harmless lizard found mainly in the tropics—hot and humid
regions. This delightful creature has several special attributes, or features, that
make it interesting to study. There are 800 species, or kinds, of geckos. Many
species are vividly, that is, brightly colored, and some can even change color. The
gecko is the only lizard that makes a call—noise like hissing, clicking or barking.
Most geckos have no eyelids. Because of that, they must lick
their big eyes to keep them clean and moist. If you pick up a
gecko by its tail, the tail may break off so it can easily escape.
Later its tail will regenerate—a new one will regrow in its
place. Check out their feet. The bottoms of their broad toes are
covered with flaps of skin that contain thousands of little
bristles, or short, stiff hairs. These bristles enable, or make it
possible, for the gecko to cling to almost any kind of surface,
even windowpanes. A gecko likes to live anywhere it can find
insects. People who live in places like Hawaii are used to the
gecko making itself a guest inside their homes.

1. Vividly means the same as __________________________________.
2. Species means ____________________________________________.
3. An attribute is a _________________________________.
4. Bristles are ___________________________________________.
5. A call is a ______________________________________________.
6. To regenerate means to __________________________________.
7. Tropics are ______________________________________________.
8. Enable means to __________________________________________.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

15

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Hey, you need to know this trick. Using context is like
being a detective. You guess the meaning of unknown
words by looking at other words around them.

Directions:

Use context clues to figure out the correct meaning of the underlined word.
Then circle the letter next to the correct meaning of the word.

December 5. It's time to get on the plane and depart for St. Thomas in the U.S.
Virgin Islands. We were jostled by the big crowd in the boarding area.
1. depart
a. change
b. enjoy
c. come
d. leave
2. jostled
a. fastened
b. curled
c. pushed
d. mixed
December 8. Yum! After getting up, we ate banana pancakes on the veranda
outside our room. Then we quickly bounded down to the beach to collect shells
and other washed-up sea treasures.
3. veranda
a. decision
b. porch
c. planet
d. sidewalk
4. bounded
a. creeped
b. tied
c. rushed
d. dug
December 11. Today was spent lounging in beach hammocks and reading books.
For dinner we gobbled up conch fritters at the hotel restaurant. Yum again! Then
we moved over to the adjoining game room to play checkers.
5. lounging
a. relaxing
b. snoring
c. falling
d. cleaning
6. adjoining
a. basement
b. attached
c. upper
d. separate
December 14. This was our last day so we were off to Coral World, an underwater
observatory. As we walked through this awesome ocean museum, we got closeup views of marine and coral life.
7. observatory
a. building
b. telescope
c. tower
d. shore
8. marine
a. swamp
b. sea
c. soldier
d. boat

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

16

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Be smart! If you read something and it doesn't
make sense, read it again. Look for clues in the
sentence to help you.

Directions:

Read the sentence. Now study it carefully to figure out the meaning of the word or
words in italics. Then write what the word or words mean.

1. Monday. Poor me! Here I sit in the bog. It's wet here, and the soil is so poor that I
can't get enough minerals from it.
____________________________________________________________________________
_____________________________________________________________________________
2. Tuesday. Boy, I sure could use a juicy bug for a meal today. I'm a carnivorous plant
so that's the way I get extra nutrients.
_____________________________________________________________________________
_____________________________________________________________________________
3. Wednesday. Well, nothing is happening so I might as well check out my special
hinged leaves that can open and shut. They are two blade-like halves joined at
one side to form a trap. Looking good!
_____________________________________________________________________________
_____________________________________________________________________________
4. Thursday. Man, I am starved. I'll just exude some sweet-smelling flui...