Unit 2: Reading-Enhancing Skills For Success

Unit 2: Reading—Enhancing Skills for Success
Unit Focus
Reading
• Use a variety of strategies to analyze words and text, draw

conclusions, use context and word structure clues, and recognize
organizational patterns. (LA.A.1.3.2)
• Demonstrate consistent and effective use of interpersonal and

academic vocabularies in reading, writing, listening, and speaking.
(LA.A.1.3.3)
• Determine the main idea or essential message in a text and identify

relevant details and facts and patterns of organization. (LA.A.2.3.1)
• Identify the author’s purpose and/or point of view in a variety of texts

and use the information to construct meaning. (LA.A.2.3.2)
Language
• Distinguish between emotional and logical argument.

(LA.D.2.3.3)
LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
G
Unit 2: Reading—Enhancing Skills for Success
Overview
You read every day of your life. You also
read everywhere you go. You read at school.
You read at home. You even read as you are
traveling. There are billboards on the
roadsides. There are signs on shop
fronts. There are bumper stickers on the cars in
front of you.
You will continue to read throughout your entire life.
Therefore, being a good reader is very important. Reading Reading well will
well will make your life’s work easier. It will also make make your leisure
your leisure time more fun. time more fun.
Reading well involves more than correctly pronouncing words. Good readers
understand what they are reading. They are able to find specific information
when they need it. They can also evaluate what they read.
This unit is designed to help improve your reading skills. Specific areas of focus
include the following:
• previewing your reading materials
• using context for clues to word meaning
• using word parts for clues to meaning
• finding the main idea of a reading selection
• understanding a writer’s use of language
• recognizing fact and opinion
• understanding visual references
• finding information from different sources
• summarizing a reading selection.
Unit 2: Reading—Enhancing Skills for Success 53

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
G
Vocabulary
Use the vocabulary words and definitions below as a reference for this unit.
adjective .......................................... a word that tells something about a

noun or pronoun
adverb ............................................. a word that tells something about a

verb, adjective, or another adverb
audience .......................................... the readers to whom a piece of writing is

directed or the listeners to whom a talk is
directed
base word ....................................... the word to which a prefix or suffix is

added
bias................................................... a strong feeling toward or against

something
connotation .................................... meaning that comes from the emotions or

ideas readers associate with particular
words
Example: The word home means the place
where one lives, but its connotation may
suggest family, love, and comfort.
context clue..................................... the use of surrounding words or sentences to

identify the meaning of an unfamiliar word
denotation ...................................... meaning that comes from the exact

definition of a word
56 Unit 2: Reading—Enhancing Skills for Success

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
expository writing ........................ writing that explains something or

informs readers
figurative language ...................... uses words in such a way that the reader sees
something special or feels a particular way;
uses words to describe and create images
Examples:
simile—makes comparisons using like
and as
metaphor—describes one thing as being
or is another personification—describes
an animal, object, or idea as having
human characteristics
inference ......................................... a conclusion based on facts and

experience
literal language.............................. uses words for their exact meaning—the

meaning found in the dictionary
main idea ........................................ the most important idea or point in a

paragraph or piece of writing
metaphor......................................... a comparison between two different or unlike

things without using like or as in the
comparison
Example: Each day is a blank sheet of
paper.
noun................................................. a word that names a person, place,

thing, or idea
onomatopoeia ................................ the use of words that sound like their

meanings
Example: ooze, slurp, or thud

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
G
paragraph ....................................... a group of related sentences that present and
develop one main idea
personification .............................. an expression that gives a human

characteristic or action to an animal,
object, or idea
Example: The sun smiled down on the
hikers.
persuasive writing ........................ writing that focuses on convincing readers of

an opinion or claim, or to take a particular
action
prefix ............................................... a letter or group of letters added to the

beginning of a word to change its meaning
preview ........................................... to look at in advance to get an idea of

what is to come
pronoun .......................................... a word that is used instead of a noun to refer

to a person, place, thing, or idea
simile ............................................... a comparison between two different or

unlike things using like or as in the
comparison
Example: My mind is as sharp as a tack.
suffix................................................ a letter or group of letters added to the end

of a word to change its meaning
summary ......................................... a brief restatement of the main points of a

piece of writing

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
topic ................................................. the subject of written material; what the

material is about
topic sentence ................................ the sentence that tells the focus or main point
of a paragraph
verb .................................................. a word that expresses physical action,

mental action, or state of being; tells what
the subject of the sentence is, has, does, or
feels; also called a simple predicate

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
G
Previewing: Looking Ahead
Looking ahead is a good idea. When you travel,
you need to plan. You look at a map. You look at
travel brochures. You know in advance where you
are going. Smart travelers do this. They preview
all their information.
When you travel, you need to
plan—you look at maps and Smart students preview their
travel brochures. reading. Previewing prepares
you to read. You
can better find the writer’s purpose. You can
organize the material you are reading. This helps
you understand the material better. You read for
a purpose when you preview.
Complete the following steps as you preview your
reading. Answer the questions as you work.
Smart students plan ahead by
1. Preview the Beginning of the Selection previewing their reading.
• Read the title.
a. What is the general subject?
b. On what specific part is the focus?
c. Can you tell how the author feels about this subject?
Example: The title is “Stop the Violence in Our Schools!” The

general subject is violence in our schools. The focus is on stopping
this violence. The author wants the violence to stop.
• Read the introduction or opening paragraph.
a. How does the author feel about the subject?

Is he or she explaining an idea?
b. Is he or she arguing?
Is the author asking you to see why an idea is true or false?

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
Below is the opening paragraph.
Stop Bullying in Our Schools
Joseph’s mother was worried about him. He told her he did not
want to go to school. This was not like Joseph who had always
loved school. He was a good student and had many close friends.
Joseph finally told his mother he was afraid.
Nearly every day there was one
student who bullied him. His mother
was upset, but she did not give up.
She and Joseph talked about what
might help. They
decided to meet with the principal
about this problem. Both Joseph
Joseph’s mother was upset about and his mother had some ideas
the bullying in his school. about what to do.
The opening paragraph tells us this is a serious issue. The author is arguing—
bullying must be stopped. The article will probably give some ideas about how
this could be done.
2. Preview the Middle of the Selection
• Read the headings and subheadings. Think of them as the bones of a

skeleton. These “bones” tell you what is important. They help you
organize information.
Example: The article “Stop the Bullying in Our Schools!” is

divided into subheadings. These subheadings include the
following:
a. “Why Students Are Bullies” b.
“How the School Can Help” c.
“How the Family Can Help”
d. “How We Can Protect Our Students”

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
G
You learn much about the article from these titles. The author feels
students have reasons for their bullying. The author thinks the school
can help. The author feels the family can help. The author will give
ideas about how to help.
See how much you learned?
3. Preview the End of the Selection
• Read the ending paragraph or summary. What conclusion has the

author reached?
• Read any questions asked.
Read the closing paragraph of “Stop the Bullying in Our Schools!”

It seems that school bullying is everywhere. It
also seems unstoppable. Can our students ever the
Bullying
be safe? These are hard questions. However, in Our
there is an answer. The answer is that change Schools!
comes from one person at a
time. It comes from Joseph. It comes from his mother. It comes from
his classmates, teachers, and principal. It comes from you and me.
The author concludes that the problem can be solved. This solution will
happen if readers take action. We all must be involved.
Explaining and Persuading
Paragraphs are written for many different reasons or purposes. You might want to
describe how something looks. You may want to give directions to a specific
place. Or you might want to tell someone about something you did. In each of
these cases you are attempting to inform your reader about something. This kind
of writing is called expository writing. Expository writing explains or informs
readers.
Another kind of writing is called persuasive writing. We use persuasive writing

to convince readers to agree with our opinion on a particular issue. Persuasive
paragraphs are written to convince readers of an opinion or claim, or to take a
stand.

LITERATURE
TECHNOLOGY
Communication
SPEAKING
Language Arts
Reading
LISTENIN
Writing
The previewing guide is repeated below. Use it each time you begin a
reading assignment.
Previewing Reading Materials
1. Preview the Beginning of the Selection
• Read the title.
a. What is its general subject?
b. On what specific part is the focus?
c. Can you tell how the author feels about this subject?
• Read the introduction or opening paragraph.
a. How does the author feel about the subject?

Is he or she explaining an idea?
b. Is he or she arguing?
Is he or she asking you to see why an idea is true or false?
2. Preview the Middle of the Selection
• Read the headings and subheadings. Think of them as the bones of a

skeleton. These “bones” tell you what is important. They help you
organize information.
3. Preview the End of the Selection
• Read the ending paragraph or summary. What conclusion has the

author reached?
• Read any questions asked.


Unit 2: Reading-Enhancing Skills For Success

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Unit 2: Reading—Enhancing Skills for Success

• Use a variety of strategies to analyze words and text, draw

• Demonstrate consistent and effective use of interpersonal and

• Determine the main idea or essential message in a text and identify

• Identify the author’s purpose and/or point of view in a variety of texts

• Distinguish between emotional and logical argument.

• previewing your reading materials

• using context for clues to word meaning

• using word parts for clues to meaning

• finding the main idea of a reading selection

• understanding a writer’s use of language

• recognizing fact and opinion

• understanding visual references

• finding information from different sources

• summarizing a reading selection.

Unit 2: Reading—Enhancing Skills for Success 53

adjective .......................................... a word that tells something about a

adverb ............................................. a word that tells something about a

audience .......................................... the readers to whom a piece of writing is

base word ....................................... the word to which a prefix or suffix is

bias................................................... a strong feeling toward or against

connotation .................................... meaning that comes from the emotions or

context clue..................................... the use of surrounding words or sentences to

denotation ...................................... meaning that comes from the exact

56 Unit 2: Reading—Enhancing Skills for Success

expository writing ........................ writing that explains something or

inference ......................................... a conclusion based on facts and

literal language.............................. uses words for their exact meaning—the

main idea ........................................ the most important idea or point in a

metaphor......................................... a comparison between two different or unlike

noun................................................. a word that names a person, place,

onomatopoeia ................................ the use of words that sound like their

56 Unit 2: Reading—Enhancing Skills for Success

personification .............................. an expression that gives a human

persuasive writing ........................ writing that focuses on convincing readers of

prefix ............................................... a letter or group of letters added to the

preview ........................................... to look at in advance to get an idea of

pronoun .......................................... a word that is used instead of a noun to refer

simile ............................................... a comparison between two different or

suffix................................................ a letter or group of letters added to the end

summary ......................................... a brief restatement of the main points of a

56 Unit 2: Reading—Enhancing Skills for Success

topic ................................................. the subject of written material; what the

verb .................................................. a word that expresses physical action,

58 Unit 2: Reading—Enhancing Skills for Success

• Read the title.

a. What is the general subject?

b. On what specific part is the focus?

Example: The title is “Stop the Violence in Our Schools!” The

• Read the introduction or opening paragraph.

a. How does the author feel about the subject?

59 Unit 2: Reading—Enhancing Skills for Success

Below is the opening paragraph.

Stop Bullying in Our Schools

2. Preview the Middle of the Selection

• Read the headings and subheadings. Think of them as the bones of a

Example: The article “Stop the Bullying in Our Schools!” is

a. “Why Students Are Bullies” b.

“How the School Can Help” c.

“How the Family Can Help”

d. “How We Can Protect Our Students”

60 Unit 2: Reading—Enhancing Skills for Success

See how much you learned?