Rosemary Huisingh Linda Bowers Paul Johnson Carolyn LoGiudice Jane Orman Skill Area: Reading Comprehension Ages: 7 through 10 Grades: 2 through 5 Copyright © 2003 LinguiSystems, Inc. All of our products are copyrighted to protect the fine work of our authors. You may only copy the student materials as needed for your own use with students. Any other reproduction or distribution of the pages in this book is prohibited, including LinguiSystems, Inc.
FAX: 1-800-577-4555 copying the entire book to use as another primary source or “master” copy. 3100 4th Avenue E-mail: service@linguisystems.com East Moline, IL 61244-9700 Web: www.com Printed in the U. 1-800 PRO IDEA TDD: 1-800-933-8331 1-800-776-4332 (for those with hearing impairments) ISBN 0-7606-0481-9 About the Authors From the left: Rosemary Huisingh, Jane Orman, Paul Johnson, Carolyn LoGiudice, Linda Bowers Our lively team of speech-language pathologists and educators includes LinguiSystems owners and employees. We collaborated to develop Story Comprehension To Go.
Together we have many years of experience in working with students to boost their language, thinking, and reading skills. We share a zest for life and a passion for high-quality instruction for all students. We hope the materials we present reflect our philosophy. Cover design by Mike Paustian Illustrations by Margaret Warner Page layout by Christine Buysse Table of Contents Introduction.
5 Vocabulary and Semantics. 37 Comparing and Contrasting. 129 Characters and Actions. 189 Conclusions and Inferences.
219 Paraphrasing and Summarizing. 279 Story Comprehension To Go 3 Copyright © 2003 LinguiSystems, Inc. Introduction Story Comprehension To Go was developed for students in grades 2-5, especially those who have difficulty with reading comprehension tasks. It includes numerous brief reading passages with reading comprehension questions for each one.
This resource does not address decoding; it highlights essential reading comprehension tasks, including these: Detecting the main idea Recalling details Vocabulary and semantics Comparing and contrasting Exclusion Problem solving Characters and actions Figurative language Predicting Making inferences Drawing conclusions Paraphrasing Summarizing The readability of the passages is controlled, based on the Flesch-Kincaid readability statistics. These statistics were revised in 2002; the new statistics yield a higher grade level in most cases than the previous ones. The range in readability is from grade levels 2. Each section includes ten passages with the following readability ranges: Passages 1-4 Readability 2.9 The question pages for each passage also ask students to formulate questions about what they have read.
The last task for each passage is a related writing prompt. Use these passages for groups of students or individuals. Photocopy the material so each student has a copy. Encourage your students to highlight or underline key information as they read each passage and to jot down any questions they have.
Research proves that repeated readings improve reading comprehension and that three readings are usually sufficient repetition for a student to grasp the content, assuming a passage is at or below the student’s reading competency level. We recommend training Story Comprehension To Go 5 Copyright © 2003 LinguiSystems, Inc. Introduction, continued students to read a passage three times for adequate comprehension before trying to answer the comprehension questions. The reading comprehension questions are similar to those found on classroom and national reading comprehension tests.
Have your students read each possible answer for the multiple- choice questions before they select their answers. The answers for most of the comprehension questions are listed in the answer key in the back of this book. In some cases, the answers are just examples of appropriate responses. Accept all logical responses as correct.
As you present this information to your students, model your own reading comprehension strategies. Talk about ways to rescan a passage to find key information and other tips that will help your students improve their reading competence and confidence. We hope you will find this book a welcome resource to help students understand and find satisfaction in what they read. Rosemary, Linda, Paul, Carolyn, and Jane Story Comprehension To Go 6 Copyright © 2003 LinguiSystems, Inc.
Vocabulary and Semantics 1 Jack has a job. He works at the toy store. His job is sweeping the floor. Jack doesn’t get paid.
He took a toy from the store. He didn’t pay for it. Jack got caught with the toy. He knew it was wrong to take something.
Jack told the store owner he was sorry. Jack knows that stealing doesn’t pay. Jack sweeps the store to show he is sorry. Jack told his mom and dad he won’t take anything again.
He told the store owner the same thing. Jack promises to be good.0 Story Comprehension To Go 7 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 1, continued Main Idea and Details 1. What is the main idea of this story? a.
Jack has a job sweeping at a toy store. Jack works at a toy store. Jack works because he took a toy. What did Jack do that was wrong? a.
Took some candy b. Took something that didn’t belong to him c. Took a toy without paying d. Who did Jack tell he was sorry and he wouldn’t do it again? a.
The store owner b. The store owner and his mom and dad Vocabulary and Semantics 4. In the story, Jack took a toy. What does took mean in this story? a.
What is another word for buy ? a.0 Story Comprehension To Go 8 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 1, continued 6. What does crime doesn’t pay mean? a. People often get caught when they steal and have to pay a fine.
People don’t get away with taking things. You can’t get much money for stolen things. Which word means the opposite of wrong? a. Both a and b Asking Questions Ask me a question about stealing.
Writing Prompt Pretend you are Jack. Write down what you would say to apologize for taking the toy. Also write your promise not to take things in the future.0 Story Comprehension To Go 9 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 2 Ray went for a walk.
He needed a school project. He saw something on the path. It looked like a rock. The rock moved.
Ray looked closer. It was a turtle. He picked it up. The turtle pulled its head into its shell.
It pulled in its legs and its tail. Ray put the turtle down. Out came the turtle’s head. The turtle opened its mouth.
Ray saw no teeth. The turtle had a beak. The beak looked sharp. Ray touched the turtle.
The turtle pulled its head in. Ray got his school project.5 Story Comprehension To Go 10 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 2, continued Main Idea and Details 1. What is the main idea of this story? a.
Ray found a school project. Ray watched a turtle. The turtle pulled in its body parts. What did Ray think he saw on the path? a.
What happened when Ray picked up the turtle the first time? a. The turtle flipped over. The story doesn’t say. The turtle pulled in its head, legs, and tail.
Vocabulary and Semantics 4. What is another way to say school project? a. What did Ray do after he put the turtle down? a. He waited and he watched.
He picked up the turtle again. He touched the turtle’s shell.5 Story Comprehension To Go 11 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 2, continued 6. What did Ray see when the turtle opened its mouth? a.
No teeth but a beak b. No teeth and no beak c. No teeth, but a beak and a sharp tongue 7. The turtle had a sharp beak.
Which of these things could be sharp? a. Knife and spoon b. Knife and scissors c. Knife and needle d.
The turtle had a beak. What is a turtle’s beak? a. The part of a turtle’s jaw that grabs and cuts food b. A turtle’s tongue Asking Questions Ask me a question about turtles.
Writing Prompt Pretend you are Ray. Make a list of at least six things you saw as you watched the turtle.5 Story Comprehension To Go 12 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 3 Don’s ball team is very good. They have won every game this year.
They have two more games to play. If they win one game, they are the best team in the city. Everyone thinks they will win the city title. The Cubs have two outs and Don is up to bat.
He swings and connects. It’s a fly ball. It goes to center field. As Don rounds second base, the fielder throws to third.
Don slides into third. He hears a cracking sound. He feels a knife-like jab in his leg. He grabs his calf.
He winces in pain. Don is hurt and he is out. He can’t stand up. Everyone is sad because Don’s season is over.
The Cubs have one more chance to win the city title.8 Story Comprehension To Go 13 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 3, continued Main Idea and Details 1. Which is the best title for this story? a. Don’s Ball Season b.
The Cubs’ Ball Game c. The Cubs Win 2. What does everyone think Don’s ball team will do? a. Tie the game today b.
Win fewer ball games than any other team c. Win the city title 3. How many outs did the Cubs have when Don came to bat? a. Three Vocabulary and Semantics 4.
Which sentence describes what Don is doing in the sentence Don is up to bat ? a. Don is ready to get a bat. Don is holding the bat, waiting for the pitch. Don is waiting in line to bat.
In the sentence Don swings and connects, what does connects mean? a. Hits the ball b. Misses the ball c. Sees the ball fly Readability 2.8 Story Comprehension To Go 14 Copyright © 2003 LinguiSystems, Inc.
Vocabulary and Semantics 3, continued 6. In the sentence Don winces in pain, what is Don doing? a. Frowning to show pain b. Grabbing his leg to show pain c.
Curling into a ball to show pain d. All of the above 7. What does the word calf mean in this story? a. A small animal or baby cow b.
The lower part of Don’s leg d. Both b and c Asking Questions Ask me a question about the pain in Don’s leg. Writing Prompt Pretend you are on Don’s ball team. Write a letter to him to cheer him up.
Talk about his season and how your team misses him.8 Story Comprehension To Go 15 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 4 Kim and Devon were riding their bikes. Eric, the neighborhood bully, yelled at them to move. “Out of my way,” he said.
He rode his bike toward them. Kim and Devon tried to ignore Eric. He bumped Kim. She landed on the pavement.
Her glasses were crumpled and her arm was bleeding. She started to cry. “Come on, Kim,” said Devon. “Let’s go to my house.
My mom can help us figure out what to do. This street is big enough for all of us to be on,” he said. Kim and Devon walked their bikes to Devon’s house.9 Story Comprehension To Go 16 Copyright © 2003 LinguiSystems, Inc. Vocabulary and Semantics 4, continued Main Idea and Details 1.
Which is the best title for this story? a. A Bad Bike Ride b. Kim and Devon Like Their Bikes c. Going My Way 2.
Who was riding bikes? a. Kim, Eric, and Don b. Kim, Devon, and Eric c. Kim, Devon, and their friend 3.
What does the bully do in this story? a. He bumps into Kim. He tells Kim and Devon to get out of his way. He rides bikes with Kim and Devon.
Both a and b Vocabulary and Semantics 4. Kim’s glasses were crumpled. What does crumpled mean? a.