SKILLS & STRATEGIES

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LEVEL

3

Thẩm Tâm Vy's Archives

Table of Contents
Skills
Teacher welcome and teaching tips . . . . . . . . . . . . . 4

Identifying familiar analogies . . . . . . . . . . . . . . . . . 33

Analyzing word structure—synonyms . . . . . . . . . . . . 6

Identifying familiar analogies . . . . . . . . . . . . . . . . . 34

Analyzing word structure—antonyms . . . . . . . . . . . . 7

Identifying unfamiliar analogies . . . . . . . . . . . . . . 35

Analyzing word structure—synonyms and
antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

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

Analyzing word structure—base words . . . . . . . . . . . 9

Interpreting a Venn diagram . . . . . . . . . . . . . . . . . . 38

Analyzing word structure—base words . . . . . . . . . . 10

Interpreting a Venn diagram . . . . . . . . . . . . . . . . . . 39

Analyzing word structure—word origins . . . . . . . . . 11

Interpreting idiom phrases . . . . . . . . . . . . . . . . . . . 40

Analyzing word structure—base words & prefixes . 12

Interpreting figures of speech . . . . . . . . . . . . . . . . . 41

Analyzing word structure—suffixes . . . . . . . . . . . . . 13

Recognizing the 5 W's . . . . . . . . . . . . . . . . . . . . . . . 42

Analyzing word structure—suffixes . . . . . . . . . . . . . 14

Recognizing the 5 W's . . . . . . . . . . . . . . . . . . . . . . . 43

Analyzing vocabulary using visual and
context clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Predictions of what will happen next . . . . . . . . . . . 44

Analyzing vocabulary using visual and
context clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Reading the table of contents . . . . . . . . . . . . . . . . . 46

Categorizing information . . . . . . . . . . . . . . . . . . . . 37

Predictions of what will happen next . . . . . . . . . . . 45

Using the index to preview content . . . . . . . . . . . . . 47

Analyzing vocabulary using visual and
context clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Using headings and captions to preview
and predict content . . . . . . . . . . . . . . . . . . . . . . . 48

Analyzing vocabulary using visual and
context clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Using headings and captions to preview
and predict content . . . . . . . . . . . . . . . . . . . . . . . 49

Analyzing vocabulary using visual and
context clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Analyzing vocabulary using context clues . . . . . . . 20

Making a movie in your mind to
preview and predict content . . . . . . . . . . . . . . . . . 50

Analyzing vocabulary—multiple-meaning
words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Using illustrations and graphic devices to
predict content . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Analyzing vocabulary—multiple-meaning
words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Reading the cover of a book to predict content . . . 52

Analyzing vocabulary—multiple-meaning
words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Concentrating on the details of an ad
to make decisions . . . . . . . . . . . . . . . . . . . . . . . . . 54

Analyzing vocabulary—multiple-meaning
words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Comparing reviews before making
a decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Analyzing vocabulary—signal words . . . . . . . . . . . 25

Comparing and contrasting details . . . . . . . . . . . . 56

Analyzing vocabulary—signal words . . . . . . . . . . . 26

Identifying topic and supporting sentences . . . . . . 57

Analyzing vocabulary—context clues in text . . . . . 27

Identifying problem/solution . . . . . . . . . . . . . . . . . . 58

Following directions . . . . . . . . . . . . . . . . . . . . . . . . . 28

Identifying supporting details . . . . . . . . . . . . . . . . . 59

Following directions . . . . . . . . . . . . . . . . . . . . . . . . . 29

Reading for details . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Following directions using a graphic device . . . . . . 30

Interpreting a chart . . . . . . . . . . . . . . . . . . . . . . . . . 61

Identifying nouns in text . . . . . . . . . . . . . . . . . . . . . 31

Interpreting labels . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Categorizing a list of items in text . . . . . . . . . . . . . 32

Interpreting labels . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Reading the video case to predict content . . . . . . . 53

2

Interpreting a timeline/graphing
story events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Identifying the author's view/purpose . . . . . . . . . 101
Identifying the author's purpose . . . . . . . . . . . . . . 102

Interpreting an economic graphic device . . . . . . . . 65

Identifying the character's view . . . . . . . . . . . . . . . 103

Interpreting a Venn diagram . . . . . . . . . . . . . . . . . . 66

Evaluating story events . . . . . . . . . . . . . . . . . . . . . 104

Developing a Venn diagram of your own . . . . . . . . 67

Sequencing events . . . . . . . . . . . . . . . . . . . . . . . . . 105

Interpreting a nutrition matrix . . . . . . . . . . . . . . . . 68

Critical thinking (own conclusions) . . . . . . . . . . . 106

Interpreting a superhero matrix . . . . . . . . . . . . . . . 69

Critical thinking (own conclusions) . . . . . . . . . . . 107

Distinguishing fact/opinion . . . . . . . . . . . . . . . . . . . 70

Critical thinking (own conclusions) . . . . . . . . . . . 108

Distinguishing fact/exaggeration . . . . . . . . . . . . . . 71

Critical thinking (own conclusions) . . . . . . . . . . . 109

Deleting trivial and redundant information . . . . . . 72

Identifying main character(s) . . . . . . . . . . . . . . . . 110

Deleting trivial and redundant information . . . . . . 73

Identifying setting . . . . . . . . . . . . . . . . . . . . . . . . . 111

Sequencing story events . . . . . . . . . . . . . . . . . . . . . . 74

Identifying setting . . . . . . . . . . . . . . . . . . . . . . . . . 112

Sequencing events . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Identifying time . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Sequencing story events . . . . . . . . . . . . . . . . . . . . . . 76

Identifying time . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Sequencing story events . . . . . . . . . . . . . . . . . . . . . . 77

Identifying main idea . . . . . . . . . . . . . . . . . . . . . . 115

Sequencing using a timeline . . . . . . . . . . . . . . . . . . 78

Identifying main idea . . . . . . . . . . . . . . . . . . . . . . 116

Retelling a story . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Identifying plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Retelling a story . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Planning a plot . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Identifying a topic sentence . . . . . . . . . . . . . . . . . . . 81

Predicting outcome . . . . . . . . . . . . . . . . . . . . . . . . 119

Identifying a topic sentence . . . . . . . . . . . . . . . . . . . 82

Predicting outcome . . . . . . . . . . . . . . . . . . . . . . . . 120

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

Making a generalization . . . . . . . . . . . . . . . . . . . . 121

Creating supporting details and facts . . . . . . . . . . . 84

Identifying tone/mood . . . . . . . . . . . . . . . . . . . . . . 122

Creating supporting sentences . . . . . . . . . . . . . . . . 85

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

Identifying supporting sentences . . . . . . . . . . . . . . . 86

Interpreting a graph . . . . . . . . . . . . . . . . . . . . . . . 124

Identifying cause and effect . . . . . . . . . . . . . . . . . . . 87

Interpreting a graph . . . . . . . . . . . . . . . . . . . . . . . 125

Identifying cause and effect . . . . . . . . . . . . . . . . . . . 88

Recalling factual details . . . . . . . . . . . . . . . . . . . . . 126

Identifying similarities and differences . . . . . . . . . . 89

Recalling factual details . . . . . . . . . . . . . . . . . . . . . 127

Identifying similarities and differences . . . . . . . . . . 90

Mapping story events . . . . . . . . . . . . . . . . . . . . . . . 128

Analyzing characters . . . . . . . . . . . . . . . . . . . . . . . . 91

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

Analyzing character attributes . . . . . . . . . . . . . . . . 92

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

Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Mapping story events . . . . . . . . . . . . . . . . . . . . . . . 131

Analyzing data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Interpreting a timeline . . . . . . . . . . . . . . . . . . . . . . 132

Predicting outcomes . . . . . . . . . . . . . . . . . . . . . . . . . 95

Mapping story details . . . . . . . . . . . . . . . . . . . . . . 133

Predicting outcomes . . . . . . . . . . . . . . . . . . . . . . . . . 96

Mapping story details . . . . . . . . . . . . . . . . . . . . . . 134

Making inferences . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Identifying author's purpose . . . . . . . . . . . . . . . . . 135

Making inferences . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Practicing good writing . . . . . . . . . . . . . . . . . . . . . 136

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

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

Identifying the author's view/purpose . . . . . . . . . 100

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

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 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 2, 3, and 4) 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 which is
linked to 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

Synonyms are words that have the same or nearly
the same meaning. So, tap into what you know
(about words) and give it a go!

Directions:

Select a synonym for the underlined word in the sentences from the Word Bank.
Write the synonym on the line.

k
Word Ban
Father

neat

dashed

sick

talk

large

mistakes

over

put

small

1.

Dad is picking me up from school today.

2.

The twins keep their bedroom very clean.

3.

Maria ran across the road.

4.

The baby became ill at day care.

5.

Will you speak to my teacher?

6.

The picture hung above the fireplace.

7.

The huge bird landed on our deck.

8.

Please place the plate on the table.

9.

Four errors were marked on my test.

10.

Let's order a little pan-size pizza.

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

6

Date:

_____________________

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

Hey, did you know that antonyms are words that
have opposite meanings? Use what you know about
opposites to complete this activity. Have fun!

Directions:

Read the rhymes. Something is wrong—they don't rhyme. Change them
by writing the correct antonyms of the underlined words. Use the Word
Bank and then read the rhymes again.

Word Bank
head

play

moon

hum

wet

stay

around

night

quiet

sweet

1. I always choose toys I can cuddle in bed.
My favorite's a bear with a bow on its foot.
2. A playful monkey took my hat one day.
I told him he could keep it if he'd go away and rest.
3. How would it be to dance on the sun?
I'd like to be first—can you think of a tune?
4. At day by the campfire, I sing my best songs.
If you don't know the words you can just yell along.
5. If I could choose an animal to take home for a pet,
I would take a penguin, so loud and so dry.
6. While walking in the city and not looking at my feet,
I fell into a sewer where the smell was none too sour.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

7

Date:

_____________________

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

Okay, so now you are an expert on synonyms and
antonyms. Use what you've learned below.

Directions: In each blank write the letter of the word that is a synonym or antonym of the
underlined word.

Antonyms

Synonyms
1. ____ Sue enjoyed the show.
a. liked
b. watched
c. disliked

1. ____ We climbed up narrow stairs.
a. wide
b. long
c. tall

2. ____ Give me a clue.
a. chance
b. prize
c. hint

2. ____ That is not true.
a. crazy
b. false
c. sad

3. ____ Open the door.
a. lock
b. close
c. unlock

3. ____ Ted will arrive later.
a. today
b. sooner
c. nearer

4. ____ Imagine you are a rock star.
a. forget
b. pretend
c. believe

4. ____ Nothing seems to fit.
a. Something
b. Everything
c. Anything

5. ____ My teacher sent the note.
a. envelope
b. letter
c. picture

5. ____ The ice felt smooth.
a. slick
b. wet
c. rough

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

8

Date:

_____________________

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

Always remember to ask yourself: What is the
base word? If you do that you will not have any
problems with the activity below.

Directions:

A base word is a word from which other words are made. Write the base
of each word on the line.

Example:

short
shortest ____________
1. teacher

11. flowers

21. friendly

2. helpful

12. branches

22. foolish

3. clues

13. braver

23. repay

4. artist

14. numbers

24. owner

5. arrived

15. unkind

25. lowest

6. laughed

16. missed

26. replace

7. building

17. trees

27. tables

8. longest

18. smaller

28. started

9. asks

19. voices

29. shorter

20. churches

30. sleepy

10. farmer

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

9

Date:

_____________________

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

Always be on the lookout for base words.

Directions:

Read the story carefully. Then find the bold words and underline the base word
for each. Finally, answer the questions.

Zebras are among the most beautiful animals on earth. With their bold
black-and-white stripes, they stand apart from other African animals. They
roam freely over the large African plains. Many people don't know it, but
the zebra is one of the few wild horses left in the world today. All horses
belong to the same animal group, known as Equus.
Zebras are shorter than most other horses,
their ears are larger, and some of them make
a barking sound! Most importantly, only
zebras have stripes—even their manes are
striped! Many zebras have been killed for their
beautiful skins. Fortunately, things are being
done to protect zebras now. African governments and
wildlife groups have set up nature preserves, where
zebras can live without the risk of being hunted.
1. Where do all the world's wild zebras live? _________________________________
______________________________________________________________________
2. What is the animal group to which zebras belong? ________________________
______________________________________________________________________
3. List three things you learned about zebras by reading the selection. __________
______________________________________________________________________
______________________________________________________________________
4. How are people trying to help protect zebras? ____________________________
______________________________________________________________________
______________________________________________________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

10

Date:

_____________________

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

It's really cool to learn about where words in the
English language came from. Have fun exploring!

Directions:

Write words from the lunch box to replace words in the story that are
from Old English and other languages in ( ). Use each word only once.

clock

seat

milk

books

school

yell

right

twisting

take

melted

brushing

out

Marina was dozing in and (ut) __________ of sleep when she heard her Dad
(giellan) ____________, “Get up, now! You're late for (skole) _______________.”
“Late?” shrieked Marina. He was (riht) _______________. As she leapt out of bed,
she glanced at the (clocca) ______________. She had just eight minutes until the
bus arrived. She quickly dressed, throwing on a T-shirt and sneakers. After
(twisten) ________________ her hair into a quick knot and (broose)
________________ her teeth, she tore downstairs and headed toward the door.
Dad handed her (boc) ________________ to her. He looked sorry. “We're out of
cereal. Get some (milc) ________________ when you get to school,” he suggested.
The bus pulled up and Marina sprinted over and hopped on. The only (saeti)
____________ left was next to Jarvis, who always smelled a bit like fried bacon.
“Yuck,” she thought. As she sat down, she felt something weird and wriggled
around a bit. “Oh, no!” she cried to herself as she (meltan) ______________ into
the seat. She had forgotten to (taka) ______________ off her pajama bottoms. It
was going to be one of those days.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

11

Date:

_____________________

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

You, yes you, can unlock the meaning of hundreds
of words by knowing the meaning of base words
and prefixes.

Directions:

The prefix un means “not.” Read the story, then add the un prefix to the underlined
words to change the meaning of the story. Finally, read the story again.

It sounds amazing and a bit ____real, but this tale has been passed down from
a very long time ago. I am ____certain where it came from, but it does not
make me ____happy to tell it again to you. So here goes.
In a land far away there was an ____happy, ____grateful, and altogether cranky
troll named Rolf. He hated just about everything! He thought all rules were
____necessary and that school was boring. He thought all the other troll
children and even his teacher were ____friendly. He even hated recess! One day
at recess the troll children were picking teams for
kickball. They had an ____equal number of
players on each team. Of course, the only troll
not on a team was Rolf. So the troll children
____easily asked ____kind and ____predictable
Rolf to join their team. Well, the rest, as they
say, is history. That day Rolf brought in the
winning run for his team. Rolf changed from
an ____lucky and ____loved little troll into a
happy and friendly troll.

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

12

Date:

_____________________

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

Do you know that suffixes are groups of letters
added to the end of words and they can change
the meaning of the word?

Directions:

Read the first sentence in each set. It gives you the base word. In the second and
third sentences add the suffixes from the Suffix Box to create new meanings for
the base words.

ly

ness ities

Suffix Box
en est ery

ing

ition

You may use these more than one time.
A.
1. The boy is quiet.
2. The boy sits quiet_______.
3. The quiet________ was not disturbed.
B.
1. My grandpa is active and does many things.
2. Grandpa has many fun activ_______ that he enjoys, like golf.
3. He always active_______ tries new things.
C.
1. I have a new light in my bedroom.
2. The yellow paint on the walls of my room really help light_______ it up.
3. I put my favorite teddy bear light_______ on my pillows.
D.
1. The knight was very brave.
2. He was the brav_______ in the castle.
3. He even got a medal for brav_______.
E.
1. Math is my favorite subject. I love to add and subtract.
2. You'll find me add_______ up things all the time.
3. My teacher thinks I'm a great add_______ to her classroom.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

13

Date:

_____________________

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

Use what you already know about base words and
suffixes to create new words below.

Directions:

Add the suffix ly, er, or ing to a base word on the towel to complete each
sentence. Remember, if a word ends in e, take off the e before adding ing.

bad

cold

clean

quick

drink

high

flake

shower

short

wear

itch

bath

use

1. In ________________ months, our skin dries out more _________________.
2. ___________________ and __________________ are common problems.
3. In the winter, __________________ your skin gently is important.
4. ____________________ is important, but not more than once a day.
5. After ____________________ just pat your skin dry. Don't rub it dry.
6. Take ____________________ bath or showers.
7. Avoid ___________________ itchy fabrics next to your skin.
8. _____________________ lots of water will help.
9. ______________________ lotion helps also.
10. Keep the heat in your house no ____________________
than 70 degrees.
11. Go to the doctor if your skin starts
itching ______________________.

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

14

Date:

_____________________

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

Make a movie in your mind. Picture beautiful
Puerto Rico as you read the selections below.
Bon Voyage!

Directions:

Use the pictures and the words in each selection to answer the questions below.

¡Hola Puerto Rico! Bordered by the Atlantic Ocean and the
Caribbean Sea, Puerto Rico, with its rich Hispanic heritage,
is America's premier 100-mile-long island territory. The
Puerto Ricans are self-governed U.S. citizens.
Hey! Try this trick to remember the name of the capital of Puerto
Rico. Imagine you are walking along a sandy beach and you find
a magic wand. You pick up the wand and wave it over the sand
and NOTHING! So much for sand and wands! Well, use this
“picture” to remember that San Juan is the capital of Puerto Rico.
Did you know that treasure ships once sailed the water near
Puerto Rico? Their hulls were filled with gold as they headed
for Spain. Some of them sank in storms off the coast of Puerto
Rico. They are still there, somewhere, and treasure hunters are
on the lookout.
The skies over Puerto Rico can send down buckets of rain,
and then be clear and completely dry 15 minutes later. In
Puerto Rico's El Yunque rainforest, you can see a storm on
one mountain and clear skies over a nearby mountain.

1. What two large bodies of water border Puerto Rico? _________________________
________________________________________________________________________
2. What is the capital of Puerto Rico? _________________________________________
3. Where were the treasure ships that sailed from the Caribbean headed? _________
________________________________________________________________________
4. What is the weather like in Puerto Rico? ____________________________________
5. Is Puerto Rico a state, a country, or a territory island of the U.S.? ______________
________________________________________________________________________
6. What is the heritage of the Puerto Rican people? ____________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

15

Date:

_____________________

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

Hey, did you know that you can use pictures and
captions to figure out new words in a selection before
you read?
Directions:

Look at the picture, read the caption, and read the selection.
Then answer the questions below.

Bones

Skull
Collarbone
Shoulder
blade
Ribs
Humerus
Elbow
joint
Pelvic
girdle

You have 206 bones in your body. Both boys and
girls have the same number of bones. They
make up the framework, or skeleton, that
supports the tissues and muscles. Your bones are
important because of the structure they provide
and also because of what they contain. Together
they give your body shape, and—moved by your
muscles—help you to run after a ball, take a
walk, or type a letter to your mom. They protect
delicate body parts. They also store bone marrow
to produce blood cells and contain important
minerals like calcium and phosphorus that can
be released into your blood.
1. Where can you find the humerus bone?
___________________________________________

Femur
Knee joint
Kneecap
(patella)

2. What is the longest bone in your body and
where is it located?
___________________________________________
3. Your kneecap has a special name. What is it?
___________________________________________

Tibia

4. Your skeleton is the framework of your body.
What does framework mean?
___________________________________________
5. Bones also give you calcium and phosphorus.
These are a few of the bones in the
body. The femur is the longest bone.
Can you find it on your body?

What are those things?
___________________________________________

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

16

Date:

_____________________

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

Use what you know and ask yourself questions
as you figure out this article.

Directions:

Read the paragraph without stopping to figure out the missing words. Now read
it again and write the number of the missing word in the blank. Watch out!
There are three extra words you won't need.

1.
2.
3.
4.
5.

6. over
7. five
8. need
9. players
10. love

middle
point
game
played
by

11.
12.
13.
14.
15.

out
in
hit
winner
...