WP 03 Reading · These instructions will help the student take full advantage of the features of SkillsTutor lessons: • Use the mouse to answer questions: click on the correct answer

Reading

Classroom Guide

SkillsTutor

Getting Started ............................................................................................................................................ 1

Basic Skills Lessons ............................................................................................................................ 2

Quizzes ..................................................................................................................................................2

Thinking Skills Lessons ........................................................................................................................2

Tests ......................................................................................................................................................3

Reproducible Worksheets ......................................................................................................................3

Basic Skills Lesson Summaries .................................................................................................................. 5

Vocabulary Building ..............................................................................................................................7

Word Knowledge ..................................................................................................................................8

Reading Comprehension........................................................................................................................9

Thinking Skills Lesson Summaries............................................................................................................11

About Thinking Skills..........................................................................................................................11

Lesson Content ....................................................................................................................................11

Lesson Summaries ..............................................................................................................................12

Thinking Skills Worksheets........................................................................................................................15

Assignment Sheet...................................................................................................................................... 23

Table of Contents

© 2001 Achievement Technologies, Inc. All rights reserved.

All trademarks are the property of their respective owners.

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This product is a comprehensive resource for diagnosing and remediating students’ basicReading skills.

The SkillsTutor management system (OTS) provides several important features:

• Tests students’ skills, providing both pretests and posttests to make initial assessments and

gauge student progress

• Makes assignments, based on students’ pretest results

• Monitors student scores and completion of activities

• Produces reports for individual students

• Provides online documentation

This guide outlines the content and activities of Reading. Information on the management sys-tem (OTS) is provided under separate cover in the SkillsTutor User’s Guide.

Getting Started

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Basic Skills LessonsEach lesson begins with one or more screens that review a concept. Lessons continue with anumber of multiple-choice questions to reinforce the student’s understanding of the topic, asillustrated below.

These instructions will help the student take full advantage of the features of SkillsTutor lessons:

• Use the mouse to answer questions: click on the correct answer.

• Click Hint for help in answering a question.

• If a question is missed, the student will be told why the answer is wrong. The student

should read the response carefully, and try again. The student cannot move to the next ques-

tion until the current question is answered correctly, so reading and answering carefully will

save time.

• The student may review the instructional material at any time during the lesson by clicking

Review. After going through the review screens, the student returns to the question that was

being answered before the review. The student may return to the question before completing

the review by clicking Resume.

• There may be times when the student needs to exit the program before completing an activity.

To end an activity, close the activity window.

• When the student finishes answering all of the questions in an activity, a score is displayed.

The score, expressed as a percent, is the number of questions answered correctly out of all

the questions attempted.

QuizzesQuizzes operate similarly to lessons. However, quizzes have no introductory instructional mate-rial, and they do not require you to answer each question correctly before moving to the nextquestion. Detailed feedback is provided for all questions.

Thinking Skills LessonsEach Thinking Skills lesson begins with a scenario or story that presents a problem to solve.This is the theme that is carried through the entire lesson, and the problem is solved as the lesson progresses.

The opening scenario or story is followed by a discussion of the thinking skill needed to solve theproblem. Step-by-step instructions and examples for using the thinking skill are provided on screen.

The problem is solved through a series of questions which require the student to use the steps

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involved in the thinking skill. Some of the questions have only one right answer. Other questions have more than one correct answer.

For a question of this type, read carefully and select as many of the answers as seem appropri-ate. To select an answer, click the box next to it to place an X in the box. If a box is marked bymistake, click again to remove the X. Click the Hint button for help in answering a question.Click the Check button to see feedback for answers.

At the conclusion of the lesson, a summary screen highlights the thinking skill that was usedand the problem that was solved in the lesson. Then the score for the lesson is presented. Thescore is based on points accumulated, rather than the number of questions answered.

TestsSkillsTutor offers content-area pretests and posttests modeled on standardized tests. Pretests andposttests have no introductory instructional material. Like the questions for quizzes, the testquestions are presented in multiple-choice format to give students practice in answering standardized-test questions. After each test, students have the opportunity to review the ques-tions they missed. Feedback is provided for each missed question.

Reproducible WorksheetsSkillsTutor contains reproducible worksheets for each Thinking Skills lesson. The worksheetsmay be used to extend the computer activity or as a homework assignment. They are providedin this documentation and may be printed from the online version of the documentation, or pho-tocopied from the printed version.

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Basic Skills Lesson Summaries

Reading contains 45 lessons, 8 quizzes, and 6 tests in a hierarchical arrangement designed tocontinually reinforce the concepts presented. On the following pages, there is a description andexample for each basic skills lesson. The lessons are arranged in the following content areas:

• Vocabulary Building

• Word Knowledge

• Reading Comprehension

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2 – 2 Basic Skills Lesson Summaries

Basic Skills Lesson Summaries

Lesson #

LessonTitle Lesson Description Example

Reading: Vocabulary Building1 Introduction to

Compound WordsStudents learn methods for building and identi-fying compound words.

top + soil = topsoiltopsoil = The top layer of soil.

2 Compound Words II Students divide words into component parts and determine their meanings.

suit + case = suitcasesuitcase = clothes container

3 Introduction to GreekWord Elements

Students use Greek origins to identify the meanings of English words.

arch = chief or leaderarchenemy = chief enemy

4 Greek Word Elements II Students use a table of Greek elements to iden-tify the meanings of English words.

phil = loving, soph = wisdomphilosopher = lover of wisdom

5 Greek Word Elements III Students use a table of Greek elements to iden-tify the meanings of English words.

biblio = book, phil = lovebibliophile = book lover

6 Identifying the Roots of Words Students use Latin origins to identify the mean-ings of English words.

scrip = writetranscript = a written copy

7 Latin RootsRepresenting Feeling

Students use a table of Latin roots that show condition and feeling, to identify the meanings of English words.

bene = goodbenevolent = generous

8 Latin RootsRepresenting Motion

Students use a table of Latin roots that repre-sent motion, to identify the meanings of English words.

mob = movemobile = capable of moving

9 Identifying Prefixes Students use definitions of prefixes to deter-mine the meanings of words.

intro = intointroduce = lead into

10 Prefixes Showing Direction andRelationship

Students use a table of prefixes showing direc-tion and relationship, to determine the mean-ings of words.

ante = beforeantecede = go before

11 Prefixes Indicating Number or Quantity

Students use a table of prefixes that indicate number or quantity, to determine the meanings of words.

tri = threetrio = three players

12 Additional Prefixes Students use a table of prefixes to determine the meanings of words.

post = afterpostpone = place after

13 Identifying Suffixes Students review suffixes and the parts of speech that the suffixes create, to determine the meanings of words.

gardenerimitator

14 Suffixes That Form Nouns Students identify suffixes that form nouns, and determine the meanings of words with noun-forming suffixes.

departmentdiversion

15 Suffixes That Form Adjectives and Adverbs

Students identify suffixes that form adjectives and adverbs, and determine the meanings of words with adjective-forming and adverb-forming suffixes.

helpfulfinally

SkillsTutor 2 – 3

Reading: Word Knowledge1 Introduction to Words

with Multiple MeaningsStudents learn that a word may have one meaning, or it may have several meanings. They learn to figure out the meaning of a word by looking at the words or sentences that sur-round the word.

�Guard� has several meanings:1. shield (v)2. watch (v)3. take precautions (v)4. person standing watch (n)5. team position (n)

2 Words withMultiple Meanings II

Students build on what they learned in the pre-vious lesson. In most cases, the questions show an uncommon definition for a commonly used word.

�Bait� has several meanings:1. food on a hook for fish (n)2. to place food on a hook (v)3. an enticement (n)4. to lure (v)5. to tease (v)

3 Introduction to Homonyms Students learn that homonyms are words that sound the same when spoken but have differ-ent meanings and, often, different spellings.

heal, heelsymbol, cymbalgreat, grate

4 Homonyms II Students are presented with three sentences containing homonyms. They must select the sentence with the homonym that matches a given definition.

Which underlined word has the same meaning as �made tired�?The board covered the opening.They bored through the wall.The long speech bored me.

5 Introduction to Synonyms Students learn that two words are synonyms if they have the same meaning in a particular phrase or sentence.

ignored, neglectedchecked, blocked

6 Choosing Precise Synonyms Students learn to use precise synonyms. In some cases, two words have the same mean-ing. But, usually, there is a slight difference in their meanings.

I have a big problem.Several words can be used as synonyms for �big� in the sentence above: tough, com-plex, major, irritating, overwhelming

7 Synonyms withSimilar Emotional Intensity

Students practice choosing synonyms with sim-ilar levels of emotional intensity.

The word �low� is most similar to �depressed� in the phrase �feeling low.�

8 Connotative Meanings inSynonyms

Students practice dealing with connotative meanings of words.

The denotative meaning of �grab� is �take quickly.� But the connotative or suggestive meaning of �grab� is more than �take quickly.� �Grab� connotes greed and rude-ness. �Take quickly� does not.

9 Introduction to Antonyms Students learn that antonyms are words with opposite meanings.

�Fast� is an antonym for �slow,� and �up� is an antonym for �down.�

10 Antonyms II Students learn how careful attention to what appear to be unimportant items can help them find antonyms.

I will make the display.1. destroy (verb)2. destruction (noun)�Make� is a verb, so the antonym must also be a verb. The correct antonym for �make� is �destroy.�

11 Introduction to Idioms Students learn to interpret idioms. Idioms are words, phrases, or sentences that mean some-thing other than what they appear to mean.

It only happens once in a blue moon.It's a secret, so keep it under your hat.Hannah won the contest, and now she is walking on air.

Lesson #


2 – 4 Basic Skills Lesson Summaries

12 Idioms II Students review that idioms do not mean exactly what they appear to mean. They try to find a way to link each idiom to its mean-ing.

It's raining cats and dogs!Mrs. Bjorek has a heart of gold.Michael told a joke to break the ice.

13 Idioms III Students review that idioms do not mean exactly what they appear to mean. They are taught to start their analyses by thinking of the exact, or literal, translation of the words.

I couldn't keep a straight face.David sent his sister on a wild-goose chase.We had a bird's eye view at the stadium last night.

Reading: Reading Comprehension1 Identifying People, Places, and

ThingsStudents read passages and answer questions about people, places, and things.

In this passage, which countries are listed as having fish farming as an industry?

2 Identifying Events and Sequences

Students read passages and answer questions about events and sequences.

According to the passage, scientists in the past thought __________.

3 Main Ideas Students find the main idea of a paragraph or story.

Which is the main idea in this paragraph?South Americans are cultured. Craftsmen create beautiful things. The culture of the Incas was remarkable. The Inca Empire was known as the Land of Four Quarters.

4 Causes and Effects Students read passages and identify cause-and-effect relationships.

I�m crying because I miss them.I�m late; therefore, I must hurry.

5 Character Analysis Students read passages and identify character traits through explicit and implicit character statements.

Explicit: Judy has a great desire to make an �A� in all subjects.Implicit: Jim tutors children who need help in math. [Jim is a caring person.]

6 Author Bias/Viewpoint Students read passages and identify tech-niques that show author bias/viewpoint, such as emotionally laden language, omitting details, and exaggeration.

Emotion: The boisterous mob of students was bellowing.Omission of Details: After John ate, there was no food left.Exaggeration: Everyone my age gets to stay up late.

7 Techniques of Persuasion Students read passages written to persuade readers through techniques such as testimoni-als, appeals to join a group, and lofty purpose.

Testimonial: The national champion said, �This product is the best!�Appeal to Join: All the kids are voting for Billy. Aren�t you?Lofty Goal: Your contribution of just $10 a week will feed a hungry child.

8 Similes and Metaphors Students learn to identify similes (comparisons of unlike things using �like� or �as�) and meta-phors (comparisons by stating that one thing is another).

Simile: She is as quiet as a mouse.Metaphor: Tony is a fox.

9 Hyperbole and Personification Students learn to recognize hyperbole (obvious exaggeration) and personification (language which attributes human characteristics to ideas, animals, and other things which are not human).

Hyperbole: The ice cream cone was a mile high.Personification: The wind whispered softly.

Lesson #


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Thinking SkillsLesson Summaries

About Thinking SkillsTo complement the efforts of teachers and programs focused on incorporating thinking skills (orskills labeled as “higher order thinking,” “critical thinking,” “creative thinking,” “reasoning,” or“problem-solving”), Reading includes thinking skills lessons as an integral part of its instruc-tion. Each Thinking Skills lesson provides students with direct instruction in a specific thinkingskill. Several different thinking skills are addressed and are repeated across different contentareas. The lessons instruct students in a step-by-step thinking process they can use each timethey are faced with a problem that requires them to use that thinking skill. We have chosen togroup the Reading thinking skills in two broad categories:

1. Extending KnowledgeAnalogiesClassification

2. Drawing ConclusionsAbstracting PredictionDeduction Error Analysis

Lesson ContentEach lesson begins by placing one of the thinking skills in the context of a problem or scenariothat ties the lesson together. After instruction in the thinking skill, students answer questionsrelated to the opening scenario that combine the targeted thinking skill as well as basic skillslearned in previous lessons. By the end of each lesson, students have practiced basic skills con-tent and a thinking skill while solving a “real life” problem.

As you introduce your students to these lessons, you might find it helpful to point out the fol-lowing features:

1. After the title screen, a problem or scenario is presented. This is the theme of the entire les-

son and is solved as the lesson progresses.

2. The opening problem is followed by direct instruction in a specific thinking skill. A step-by-

step process is presented to help students focus on the thinking skill that will be used to

respond to the opening problem. If students wish to reread any part of the scenario or steps,

they can return to these screens from any of the questions by selecting Review.

3. A set of questions walks the students through the steps of the thinking process introduced in

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the instruction. Through this sequence of questions, students apply their basic skills knowl-

edge to solve the opening problem. Unlike the rest of the SkillsTutor lessons, many of the

questions in these lessons have more than one correct response to a multiple-choice ques-

tion. Students should read carefully and mark as many of the boxes as seem appropriate to

answer each question.

4. At the conclusion of the questions, a summary screen highlights again the thinking skill that

was used and the problem that was solved in the lesson. Students then see their score for the

lesson, based on points accumulated rather than just the number of questions answered. This

scoring procedure tallies a point for each correct response given to a single question.

Lesson SummariesOn the following pages you will find a lesson summary and strategy or example for each of theReading Thinking Skills lessons. For teachers who want to focus on a particular thinking skillwith one or more students, this chart makes it easy to locate related lessons. Group discussion isalways encouraged as a means of improving metacognition, or getting students to think abouttheir thinking processes.

You will find a reproducible worksheet for each Thinking Skills lesson. The worksheet may beused by students at the completion of the computer lesson or as a homework assignment. Eachworksheet concludes with a “Write Idea” which is a suggested writing activity that should helpstudents think through the process learned in the lesson and apply it to a new situation. Answerkeys are not provided for the worksheets since many of the activities are open-ended and do notlend themselves to single “correct” answers. Encourage students to verbalize the thinkingprocesses they use on these worksheet questions. You might also have students discuss theirworksheet answers in small groups and correct each other’s papers.

Topic Lesson Title Lesson Summary Example/StrategyAnalogies Students compare relationships between pairs of terms.

Word Knowledge Decoding a Message Students use analogies to identify themissing words in a secret message. Theanalogies use homonyms ad words withmultiple meanings.

Students solve incompleteanalogies focusing on homonymsand words with multiplemeanings.

“Let’s meet tomorrow.”

Race : horse :: meet : track star

“Meet me at the fair.”

Evil : wicked :: just : fair

Decoding a Note fora Child

Students decode a message using clues inthe form of analogies. The analogies usesynonyms, antonyms, homonyms, andidioms.

Students solve incompleteanalogies, such as the one below,focused on antonyms.

“I love your new 10-speed bike.”

Fragile : sturdy :: hate : love

Classification Students determine the attributes of items and then group them into categories according to theseattributes.

VocabularyBuilding

Helping Jake withVocabulary

Students help a friend who is havingtrouble reading long words. They useclassification to determine the meanings ofwords.

Students look for commonelements such as Greek origins toclassify words.

Word Knowledge Choosing the RightWord

Students revise a mystery story byidentifying effective synonyms for wordsin the story.

Students learn how classificationcan help organize synonyms inlists.

Abstracting Students determine the general pattern underlying some information and then they apply that pattern to anew situation.

VocabularyBuilding

Teaching a FriendVocabulary

Students use the abstracting process tohelp a friend learn new vocabulary words.

Students apply theirunderstanding of prefixes andsuffixes to new vocabulary words.

Deduction Students analyze logical arguments or syllogisms. From generalizations, they infer unstated conditionsor consequences.

VocabularyBuilding

Lost in Space Students analyze the parts of a logicalargument to identify which crew memberis the captain of a spaceship.

Students analyze arguments topractice their deduction skills.

Premise 1: All four-leggedcreatures are mammals.

Premise 2: All cows are four-legged creatures.

Conclusion: Therefore, all cowsare mammals.

Prediction Students determine patterns in known information and apply those patterns to predict what might happenin a new situation.

ReadingComprehension

Predicting a Person’sFuture

Students make predictions about anemployee’s actions and behaviors basedon information from a reading passage.

Students use a chart to add up thefacts and then make predictionsbased on their conclusions.

Error Analysis Students identify errors in reasoning in stated information and determine how this information ismisleading. They gather facts to formulate a response.

ReadingComprehension

The J.P. FlowersCase

Students assume the role of a jury memberand analyze how to find errors inwitnesses’ statements that are a result ofunproven facts, opinion, bias, and faultylogic.

Students scrutinize the testimonyof witnesses to isolate fact fromopinion, bias, unproven facts, anderrors in logic.

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Portions of this product are based on materials copyrighted by Mattel, Inc. Vocabulary Building Lessons 1-5

Name: Date:

Vocabulary Building: Thinking Skills Lesson 1 Student Activity

Classification: Helping Jake with Vocabulary

Here is the problem that appeared in the lesson:Your friend Jake likes school, but he has been having trouble understanding big and unusual words. You helped Jake break down these words. Using classification, you grouped words together that had similar parts. This helped Jake figure out the meanings of these unusual words.

Directions: Find words that have Greek elements. Pair words together whose Greek elements are opposite in meaning. Try to come up with as many pairs as you can. Some examples of Greek elements are hyper, hypo, micro, and tele.

Here are some words to start your list:

Opposites

microscope -- telescope

microphone -- telephone

hypothermia -- hyperthermia

Write Idea: Write a paragraph about appliances or electronics that you have in your home. Try to use at least five Greek or Latin word elements or compound words in the paragraph. Write a definition for each compound word and words containing Greek or Latin elements.

STEPS: 1. Identify the items you want to classify.2. Look for common elements, and group items that

are alike.3. State the rule that determines membership in the

group.4. Place items in the group. If necessary, repeat steps 2

and 3 to form new groups until all items are classified.


Name: Date:


Deduction: Lost in Space

Here is the problem that appeared in the lesson:A Boolean spaceship has been found adrift in space. One of the four crew members is the captain. You don't know which one. You use deduction to discover which crew member is the captain.

Directions: Use the same steps you used in the lesson to determine the validity of the three arguments listed below. Review the steps at the top of this page before beginning.

Argument 1: Some food additives should be illegal. Some food additives are dangerous to human health. All substances dangerous to human health should be illegal.

Argument 2: All cheese cakes are high in fat. Some things that are high in fat are sweet. Therefore, all cheese cakes are sweet.

Argument 3: Some insects are bees. Therefore, some insects can sting, since all bees can sting.

Write Idea: Select an editorial from your local newspaper. Identify the premises and the conclusions to one or two of the arguments you find. Write a paragraph explaining why you think the argument is valid or invalid.

STEPS: 1. Find the premises and the conclusion of the argument.

2. Find the key words in each premise.3. Determine what is claimed by each premise.4. See if the conclusion follows logically from the

premises.


Name: Date:


Abstracting: Teaching a Friend Vocabulary

Here is the problem that appeared in the lesson:At your job in a pet store you have met a girl named Sung. She and her family have just moved to your town from South Korea. You and Sung practice improving her vocabulary as you work in the store.

Directions: You look at the pet product containers to find words with the prefixes and suffixes you have been studying. You find the following phrases and underline the words you will review.

“antidote for poison” “triple strength”

“downy duckling” “unscented flea powder”

“new and more flavorful”

1. Identify the prefix or suffix in each underlined word.Example: “anti”

2. Write out the meaning for each prefix or suffix.Example: “Anti” is a prefix that means against.

3. Give another word that uses the prefix or suffix and suggest its meaning.Example: “antifreeze” -- a fluid that prevents (or works against) freezing

Write Idea: Clip a picture from a magazine. Using steps 1 and 2 of the abstracting process, write a paragraph describing the picture. Using Step 3, write a second paragraph describing a new situation. Use words with prefixes and suffixes in your paragraphs.

Example: Picture of a child playing in the mud.

First paragraph: This little girl is overloaded with mud. Her situation is really extraordinary. There doesn't seem to be a workable solution to this frightful predicament.Second paragraph describes a similar situation.

STEPS: 1. Identify a situation and see what information is important in the situation.

2. Write a general statement to describe the basic information.

3. Apply the general information to a new situation.

Portions of this product are based on materials copyrighted by Mattel, Inc. Word Knowledge Lessons 1-4

Name: Date:

Word Knowledge: Thinking Skills Lesson 1 Student Activity

Analogies: Decoding a Message

STEPS: 1. Read the analogy out loud using the words “is to” and “just as.”

2. Determine the relationship in the complete pair of words.

3. Apply the relationship from the first pair of words to the second pair.

4. Pick the word that completes the relationship for the second pair.

Here is Leroy’s message and the analogies that served as clues in the lesson:

Let’s meet tomorrow. Meet me at the fair. I will see you at dawn. Let’s watch my friends get ready for the big contest. They will show off their ability to skate. We will be able to see the kids descend a huge tunnel. We will not see the contest. We will see them practice. I can’t wait to get there.

Write Idea: Write a secret message to a friend using Leroy’s message as a model. Write at least five sentences with missing words. Use analogies as clues to the missing words. Share your coded message with a classmate.

Analogies:race : horse :: meet : track starevil : wicked :: just : fairsmall : large :: dusk : dawnmovie : watch :: concert : listentrack : run :: rink : skateriver : bridge :: mountain : tunnelstudy : test :: practice : gamehere : near :: there : far

Directions: You write the following message back to Leroy. You are going to leave out the words in bold type. Write analogies that will provide clues to the words in bold type.

I will take you to the annual fair. We will not go as dawn is breaking. I will contact you about the time. We can take a lunch of sandwiches and pears. We will have fun.

Example: First, think of a word or phrase with a relationship to “annual,” such as its definition “once a year.” Next, think of a word pair with the same relationship. You choose the definition “once a week” and the word “weekly.” These two pairs form your first analogy.

Analogies:

1. once a week : weekly :: once a year : annual

2. _______________________________________

3. _______________________________________

4. _______________________________________

5. _______________________________________


Name: Date:


Classification: Choosing the Right Word

Here is the problem that appeared in the lesson:You and your friend Pat wrote a short story for a contest for writers. You were very pleased with the plot, but you felt something was missing. You realized that some words could be replaced by a better word in order to create the mood you wanted.

You and Pat used classification to create lists of words to replace some of the words in your story. You had to make sure that the words in your lists had the same meaning and were the same part of speech. These are called synonyms. After making your lists, you decided which synonyms you wanted to use.

Directions: Another way to classify words is by their opposites. By using opposite word meanings, or antonyms, you will completely change the meaning of your writing. This may or may not change the mood. Rewrite the following paragraph by choosing the antonymns for the words in bold. The new words should be opposite in meaning and create excitement and suspense.

It was a moonlit night. The thief stood in the open near the tiny tree as he began to study the house. The windows were open. It would be easy to enter the house through the windows. The thief had a delightful smile on his face as he thought about all the loot. Slowly he used a razor blade on one of the windows. Two small night lights were turned on and bells began to chime. Then two police cars leisurely pulled in front of the house. The thief sat down and waited to be greeted.

Write Idea: Cut out an article from a newspaper. Identify several synonyms for each of ten words in the article. Choose a specific mood that you want to create. Rewrite the article, using the synonyms that will create the feeling you want. Share the revised article with two classmates and see if they can guess the mood you were trying to create.

STEPS: 1. Identify the items you want to classify.2. Look for common elements, and group items that

are alike.3. State the rule that determines membership in the

group.4. Place items in the group. If necessary, repeat steps

2 and 3 to form new groups until all items are classified.


Name: Date:


Analogies: Decoding a Note for a Child

Here is Rita’s message and the analogies that served as clues in the lesson:

I noticed the present your parents bought you. I love your new 10-speed bike. It has a great finish that makes it look like a million bucks. I would give my right arm to have one like it. I hope you will permit me to ride it when I visit you. It is impressive.

destroyed : created :: ignored : noticedfragile : sturdy :: hate : love hair : hare :: grate : great stuck : up a tree :: attractive : look like a million bucksget your goat : upset you :: give my right arm : be willing to try anythingtrail : follow :: allow : permitincomplete : complete :: unimpressive : impressive

Directions: The following note is so full of idioms that Rita can’t understand it. Write some analogies that will give clues about the meaning of the idioms in bold type.

You really hit the nail on the head when you said Pete stole the show at the game Saturday. He was on cloud nine when he hit that homerun. It really gave his team the upper hand. It was a month of Sundays before they finally won the game. By the end, we were all bushed.

For example:made a mistake : hit the nail on the head :: small : large

Write Idea: Choose one of the idioms in the message above and answer the following questions. What does it mean? How do you think it became a common saying? Write a short story about the origin of the idiom.

STEPS: 1. Read the analogy out loud using the words “is to” and “just as.”

2. Determine the relationship in the complete pair of words.

3. Apply the relationship from the first pair of words to the second pair.

4. Pick the word that completes the relationship for the second pair.

Portions of this product are based on materials copyrighted by Mattel, Inc. Reading Comprehension Lessons 1-5

Name: Date:

Here is the reading passage and the prediction chart about Shantel that appeared in the lesson:

You supervise a part-time employee named Shantel James. She often completes her work early. She has asked if she can help with any additional tasks. Before assigning her new tasks, think about what Shantel might like to do.Shantel is a nursing student. She likes her job because it allows her to study regularly. It also leaves her time to volunteer at a nearby hospital.From her job application, you also know that Shantel likes exploring caves, reading mystery novels, and traveling to new places. You also have noticed her reading medical journals during her breaks.

Predictions About ShantelFacts: 1. She is studying to be a nurse.

2. She volunteers at a hospital.+ 3. She reads medical journals.

___________________________________

Conclusion: Shantel is interested in the medical profession.

Prediction: Shantel will enjoy tasks that include her interest in the medical profession.

Directions: Use this additional information about Shantel to complete another prediction chart. Add up the facts in the prediction chart below. Write a conclusion and prediction about Shantel’s eating style.

During the next two weeks, you observe that Shantel brings very interesting lunches to work. Her lunches have unusual combinations of vegetables and fruits. She tells you that she loves to take cooking lessons. Her favorite lessons involve vegetarian meals. Last Thursday, you noticed that Shantel had a vegetarian cookbook.

Facts: 1.2.

+ 3.___________________________________

Conclusion: _______________________________

______________________________________________

Prediction: What would Shantel eat at a restaurant?

______________________________________________

______________________________________________

______________________________________________

Reading Comprehension: Thinking Skills Lesson 1 Student Activity

Prediction: Predicting a Person’s Future

STEPS: 1. Identify the facts that you know.2. Look for patterns in the information.3. Make a general statement that explains the

patterns you have observed.4. Based on your conclusions, predict what might

happen in a new situation.5. Make more observations to see if you predicted

correctly.

Write Idea: Choose a favorite character from a story or a famous person from history. Prepare prediction charts to draw three or more conclusions about the person. Based on that information, predict three things the person would do if he or she won $1,000,000. Explain your predictions.

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Assignment Sheet

This appendix contains an assignment sheet for all the activities in Reading. The assignmentsheet lists the available lessons and tests. The SkillsTutor management system will track the les-sons and tests your students complete. However, it may be helpful to photocopy an assignmentsheet to help you plan lesson assignments or to help your students keep track of the lessons andtests they complete.

A c t i v i t y Date A s s i g n e d Date Completed S c o re / P ro g re s s

Assignment Sheets: Reading Series

Vocabulary Building

• Pretest on Vo c a b u l a ry Building

1 Introduction to Compound Words

2 Compound Words II

3 Introduction to Greek Word Elements

4 Greek Word Elements II

5 Greek Word Element III

Q1 Quiz on Lessons 1 through 5

TS Classification: Helping Jake with Vocabulary

6 Identifying the Roots of Words

7 Latin Roots Representing Feelings

8 Latin Roots Representing Motion

9 Identifying Prefixes

10 Prefixes Showing Direction and Relationship


TS Deduction: Lost in Space

11 Prefixes Indicating Numbers or Quantity

12 Additional Prefixes

13 Identifying Suffixes

14 Suffixes That Form Nouns

15 Suffixes That Form Adjectives and Adverbs


TS Abstracting: Teaching a Friend Vocabulary

• Posttest on Vo c a b u l a ry Building



Word Knowledge

• Pretest on Word Knowledge

1 Introduction to Words with Multiple Meanings

2 Words with Multiple Meanings II

3 Introduction to Homonyms

4 Homonyms II


TS Analogies: Decoding a Message

5 Introduction to Synonyms

6 Choosing Precise Synonyms

7 Synonyms with Similar Emotional Intensity

8 Connotative Meanings in Synonyms


TS Classification: Choosing The Right Word

9 Introduction To Antonyms

10 Antonyms II

11 Introduction to Idioms

12 Idioms II

13 Idioms III


TS Analogies: Decoding a Note for a Child

• Posttest on Word Knowledge



Reading Comprehension

• Pretest on Reading Comprehension

1 Identifying People, Places, and Things

2 Identifying Events and Sequences

3 Main Ideas

4 Causes and Effects

5 Character Analysis


TS Prediction: Predicting a Person’s Future

6 Author Bias/Viewpoint

7 Techniques of Persuasion

8 Similes and Metaphors

9 Hyperbole and Personification


TS Error Analysis: The J.P. Flowers Case

• Posttest on Reading Comprehension

Documents

WP 03 Reading · These instructions will help the student take full advantage of the features of SkillsTutor lessons: • Use the mouse to answer questions: click on the correct answer