3

C H A P T E R

ESSENTIAL
READING SKILLS

C HAPTER SUM M ARY

This chapter will help you build the foundation you need to
understand the fiction and nonfiction passages found on the
GED® Reasoning through Language Arts test. You will learn to
identify word parts, prefixes, suffixes, context clues, multiple
word meanings, the author’s point of view and purpose, and
theme. It will also teach you to make predictions and synthesize
what you read.

T he key to doing well on the GED® Reasoning through Language Arts test is being able to comprehend
what you read. Some questions will require you to simply recall facts and information that you have
read. However, a number of questions require a much deeper understanding of the text.
Fiction passages make up one-fourth of the GED® Reasoning through Language Arts test. Nonfiction pas-
sages make up the remaining three-fourths. In this chapter, you will review comprehension skills needed to
understand these passages. Keep in mind that the skills reviewed in this chapter are also important in compre-
hending literature in general.

Word Parts

To understand what a passage is about, you have to be able to determine the meanings of its words. Words are
formed from a combination of root words, prefixes, and suffixes. Root words are the foundation of words.

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Prefixes are added to the beginning of words to Emily was careful with the package.
change their meanings. Suffixes are added to the ends
of words to change their meanings. This sentence uses the same root, care, but adds the
Look at the following example: suffix -ful. This suffix means “full of,” so Emily was full
of care when she handled the package.
unexpected = un + expect + ed Following are lists of some common prefixes and
suffixes and their meanings. Knowing the meanings of
In the word unexpected, un- is the prefix, expect is the these word parts can help you figure out meanings of
root word, and -ed is the suffix. Each of these parts words and help you better understand what you read.
works together to give the word meaning. Think
about the differences in the meanings of the follow- Prefixes
ing sentences: n co-: with n mis-: wrongly, badly
n de-: to take away n non-: without, not
We expect her to call by 1:00 today. n dis-: lack of, n pre-: before
We expected her to call by noon yesterday. opposite of n post-: after
The fact that she did not call was unexpected. n ex-: out of, previous n re-: again
n extra-: outside, n sub-: lower, nearly,
Adding the suffix -ed to the end of the word changes it beyond under
to past tense. Adding the prefix un- to the beginning n il-, in-, im-, ir-: not n super-: above, over
tells that the event was not expected. n inter-: between, n trans-: across
among n un-: not
Mario is an honest man.

Let’s look at the underlined word, honest. We know Suffixes

that honest means “truthful” or “trustworthy.” So, the n -able, -ible: able to, n -ize: to make
sentence lets us know that Mario can be trusted. can be done n -less: without
n -ant: one who n -ly: in a certain way
Mario is a dishonest man. n -en: made of n -ment: action, process
n -er: comparative, n -ness, -ity: state of
In this sentence, the prefix dis- has been added to the one who n -or: one who
root word honest. This prefix means “not,” so we know n -ful: full of n -ous: full of
that dishonest means “not honest.” Adding the prefix n -ive: likely to n -tion: act, process
has changed the meaning of the sentence. Now we
know that Mario cannot be trusted. Now, use what you know about word parts to deter-
mine the meaning of the underlined word in the fol-
Emily handled the package with care. lowing sentence. Write the meaning of the word on
Emily was careless with the package. the line underneath.

The first sentence tells that Emily was gentle with the It seemed illogical for her to drop out of the
package. However, when the suffix -less is added to the campaign.
root word care, the meaning changes. This suffix
means “without,” so careless means “without care.” __________________________________________

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Breaking the underlined word into word parts Portable contains the root port and the suffix
can help determine its meaning. The word illogical is -able. Port means “to move,” so portable means that
made up of the prefix il-, meaning “not,” and the word the telescope is “able to be moved.”
logical. If something is logical, it makes sense. So, if it
is illogical, it does not make sense. The company plans to export 75% of its products
overseas.

TIP Suppose you are unsure of the meaning of

Keep in mind that groups of letters are only export. Do you know a word that has a similar root?
considered a prefix or suffix if they are Portable and export have the same root. You know that
added to a root word. For example, mis- is a the prefix in export, ex-, means “out of ” and port
prefix when added to the root word spell to means “to move,” so export means “to move out.” So,
create the word misspell. However, these the company plans to move its products out and send
letters are not a prefix in the words mistletoe them overseas.
or misty.
The island imports most of its fruit from other
countries.
Sometimes, thinking of a word with a similar
root can help you figure out the meaning of an unfa- If export means “to move out,” what do you think
miliar word. import means? It means “to move in” or “to bring in.”
Now you try. What words could help you deter-
The captain watched the sails deflate as he mine the meaning of the underlined word in the fol-
attempted to guide the boat to the dock. lowing sentence? Write the words on the line
underneath.
Suppose you do not know the meaning of
deflate. Ask yourself, “Do I know a word that has a She tried to visualize the author’s description of
similar root?” You probably already know that inflate the animal.
means to fill something with air or to make something
larger. __________________________________________

Dad will inflate the balloons before the party. Vision and visible both have roots that are similar to
that of visualize. Vision is the sense of sight. If some-
Using what you know about the meanings of thing is visible, it is able to be seen. So, to visualize
word parts, you can figure out that deflate means that means “to see something.”
the air has gone out of something, or it has gotten Here are a few sets of words with similar roots.
smaller. Knowing sets of words with similar roots can help you
Let’s try another example: determine word meanings. What other words could
you add to each set in the list below? What other groups
Brian carries his portable telescope everywhere of words can you think of that have similar roots?
he goes.
n adjoin, conjunction, juncture
n anniversary, annual, biannual

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n audible, audience, audio This sentence talks about residents and visitors. So, we
n benevolent, benefit, beneficial can conclude that residents are different than visitors.
n chronic, chronological, synchronize Because you probably know that visitors are people
n civic, civilian, civilization who do not live in the building, we can figure out that
n contradict, dictate, dictionary residents are people who do live there.
n describe, prescribe, transcribe Definitions or explanations are often used as
n design, signal, signature context clues.
n empathy, pathetic, sympathy
n evacuate, vacancy, vacuum The reluctant child was not eager to share his
n exclaim, exclamation, proclaim project with the class.
n mystify, mystery, mysterious
n pollutant, pollute, pollution In this sentence, the author explained the meaning of
n telescope, telephone, television reluctant by saying that the child was not eager.
n terrain, terrestrial, territory Examples are another type of context clue that
can be used to determine the meaning of unknown
words.
Context Clues
Ms. Greene pointed out pictures of several monu-
Even great readers will come across unfamiliar words ments in the students’ history books, including
in a text at times. One way to figure out the meanings the Statue of Liberty, the Lincoln Memorial,
of these words is to use context clues. These are hints and the Liberty Bell.
that are included in the sentence or passage that help
readers understand the meanings of words. This sentence includes three examples of monuments:
Authors often use synonyms, or words with the Statue of Liberty, the Lincoln Memorial, and the
similar meanings, to help readers understand unfamil- Liberty Bell. From these examples, we can figure out
iar terms. that a monument must be a famous place or structure
that has a special importance.
Beginning this semester, students will have
an abbreviated, or shortened, day every
Wednesday. TIP
When looking for context clues, be sure to
In this sentence, the author included the synonym check sentences surrounding the unfamiliar
shortened to explain what he or she means by abbrevi- word. These clues might be contained in the
ated. This context clue helps readers determine the sentences before or after the sentence that
meaning of a word that might be unfamiliar. includes the word in question, or they may
An author might also include antonyms, or even be in another part of the paragraph.
words with opposite meanings, to clarify the defini-
tion of a word.
As you read the following sentences, look for
Please be advised that both residents and visitors
context clues that could help you determine the mean-
are expected to park their cars on the west side
of the apartment building.

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ings of the underlined words. Then, answer the ques- 5. What is the meaning of frivolous?
tions that follow.
__________________________________________
We climbed all day before reaching the apex,
or top, of the mountain. We hadn’t eaten 6. What clues helped you determine the meaning?
anything in several hours and were all
famished. I was so extremely hungry that I __________________________________________
couldn’t wait for lunch. As we ate our picnic,
we talked about many topics, some frivolous, The paragraph states that some of the topics the
others serious. After an hour of eating, hikers discussed were frivolous and others were serious.
relaxing, and enjoying the gorgeous view, we This use of an antonym tells us that something that is
began our hike back down the trail. frivolous is not serious.

1. What is the meaning of apex?

Multiple Meaning Words
__________________________________________
Many words have more than one meaning. As we read,
2. What clues helped you determine the meaning?
it is important to know which meaning the author
intends to use. Consider the use of the word stoop in
__________________________________________
the following sentences:

The synonym top probably helped you figure out

Li sat on the front stoop, waiting for her neighbor
that apex means the top, or the highest point, of the
to come home.
mountain.
David had to stoop to fit into the tiny door of his
3. What is the meaning of famished? little brother’s clubhouse.

The other candidate is constantly telling lies, but

__________________________________________
I would never stoop so low.
4. What clues helped you determine the meaning?
In the first sentence, stoop means “a small porch.” In
the second sentence, stoop means “to bend forward.”
__________________________________________
In the third sentence, stoop means “to do something
unethical.”
The sentence explains that the hikers hadn’t
So, if words have more than one meaning, how
eaten anything in several hours. The following sen-
are you supposed to figure out which is correct? You’ll
tence includes the definition “extremely hungry.”
have to use context clues. Think about which defini-
These context clues probably helped you figure out
tion makes sense in that particular sentence.
that famished means “extremely hungry” or “starving.”
Read the following sentence.
Notice that some of the clues were in the sentence fol-
lowing the underlined word. Also, notice that clues
The detective said the intruders left without a
were found in more than one place. Be sure to look
trace.
throughout the entire paragraph for clues that can
help you determine meaning.

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Which is the meaning of trace in this sentence? This passage was written to entertain. It was intended
a. a tiny amount to tell a story about the author’s adventure. It does not
b. a remaining sign try to teach any information, nor does it try to con-
c. a type of drawing vince you to share an opinion about the topic.
d. to find something
Textbooks, encyclopedias, and many newspaper
In the sentence, the detective could not find any articles are written to inform. Their purpose is to give
remaining sign that the intruders had been there. the reader information or to teach about a subject.
Although each of the answer choices is a definition of Such passages will usually contain mostly facts and
trace, only choice b makes sense in the context of the may include charts, diagrams, or drawings to help
sentence. explain the information.

Parasailing is a sport in which a rider is attached

Author’s Purpose to a large parachute, or parasail. The parasail is
attached to a vehicle, usually a boat, by a long
To fully understand what we read, we need to be able tow rope. As the boat moves, the parasail and
to figure out why the passage was written. An author rider rise up into the air.
always has a reason, or purpose, for writing. The
author’s purpose for writing a passage is usually one
This paragraph teaches readers about the sport of
of the following:
parasailing. It contains facts and information about
the topic. Readers may enjoy reading about the sub-
n to entertain
ject, but the author’s reason for writing the passage
n to inform
was to inform.
n to persuade
Other material, such as commercials, advertise-
ments, letters to the editor, and political speeches, are
Understanding the author’s reason for writing can
written to persuade readers to share a belief, agree
help you better understand what you read. Different
with an opinion, or support an idea. Such writing may
types of texts usually have different purposes. Many
include some facts or statements from experts, but it
stories, plays, magazine articles, poems, novels, and
will most likely include the author’s opinions about
comic strips are written to entertain. They may be fic-
the topic.
tion or nonfiction and may include facts, opinions, or
both, but the purpose for writing them is to tell a
One of the most dangerous sports today is
story. These are intended to entertain readers and are
parasailing. Each year, many people are seriously
meant for pleasure reading.
injured, or even killed, while participating in this
activity. Laws should be passed that prohibit such
This summer while vacationing in Florida, I
reckless entertainment. If people want to fly, they
went parasailing with my mom. It was the most
should get on an airplane.
thrilling adventure I’d ever had! We floated from
a giant parachute, hundreds of feet above the
water, and soared over the beaches. The author of this paragraph wants to convince read-
ers that parasailing is a dangerous sport. The text not
only includes opinions, but also facts that support the

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author’s stand on the subject. Notice that strong words Point of View
and phrases, such as seriously injured, should, and reck-
less, are included to stir up emotions in the readers. It is important to think about who is telling the story.
The author’s purpose for writing this passage was to This narrator may be someone who is a part of the
persuade readers to agree with his or her beliefs about story, or it may be someone outside of the events. The
parasailing. point of view refers to who is telling the story, which
makes a difference in how much information the
reader is given.
Some stories use a first-person point of view. In
BOOST this case, one of the characters is telling the story, and
Did you know that the GED® test was origi- readers see the events through this person’s eyes.
nally created for military personnel and vet-
erans who did not finish high school? That After the game, Henry and I grabbed a pizza
was in 1942. Five years later, New York with the rest of the team. We hung out for a
became the first state to make the test couple of hours, then headed home. By then, I
avail-able to civilians. was totally exhausted.

Notice that when an author uses a first-person point

of view, the narrator uses the pronouns I, me, us, and
Let’s practice what you’ve learned about recog- we, and it seems as if the character is speaking directly
nizing the author’s purpose. Read the paragraph and to the reader. The narrator only knows his or her own
determine whether it was written to entertain, inform, thoughts and feelings, not those of the other charac-
or persuade. ters, and often shares his or her attitudes and opinions
with the readers.
It was a quiet summer evening. The moon was Other stories use a third-person point of view,
full, and the sky seemed to hold a million stars. in which the narrator is not a character in the story
Outside, only the sounds of the crickets could be and does not participate in the events.
heard.
After the game, Deon said he would join Henry
and the rest of the team for pizza. They stayed for
What was the author’s purpose for writing this passage?
a couple of hours before heading home,
exhausted.
__________________________________________
When a story is told from the third-person point of
Did you recognize that the author’s purpose was view, the narrator will use pronouns such as he, she,
to entertain? The text did not try to teach anything or and they when discussing the characters. Also, the nar-
convince you to hold a certain opinion. It was simply rator often knows the thoughts and feelings of every
written for the reader to enjoy. character.

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Let’s practice what you’ve just reviewed. Read the The theme often leaves you with ideas, a conclusion,
next three paragraphs, think about who is telling the or a lesson that the writer wants you to take away from
story, and determine the point of view of the passage. the story. Often, this lesson relates to life, society, or
human nature. As you read, think about what the
As soon as the bell rang, a tall, thin woman with author’s message might be. Consider the characters’
dark hair rose from behind the desk. The class words and actions, the tone, the plot, and any repeated
quieted as she began to speak. patterns to see what views of the writer these portray.
Think about the story of the three little pigs. One
“Good morning, class,” she stated. “I am Ms.
could say that the theme of this story is that it is best to
Wolfe, and I will be your English teacher this
do a job the right way the first time. The author does
semester. Go ahead and open your books to the
not directly state this message, but this is a lesson or
table of contents, and let’s get started.”
opinion that readers might take away from the story.
Ms. Wolfe picked up the text from her desk, and Common themes you may have found in read-
opened it to the first page. ing might include:

n Crime does not pay.

What is the point of view of this passage? n It is important to be honest.
n Be happy with what you have.
__________________________________________ n Money cannot buy happiness.
n Keep going when things get tough.
This passage is written in the third-person point n Do not be afraid to try something new.
of view. The narrator is not a character in the story.
Notice that the pronoun I is included in the passage.
Give it a try. Look for the theme as you read the fol-
However, it is spoken by one of the characters, not the
lowing passage.
narrator.
Camilla usually looked forward to Friday nights,
but this week was the definite exception. Instead
Theme of going to the movies with her friends, she would
be stuck at home, helping Mom get ready for
As we read, we look for and try to understand the mes-
tomorrow’s garage sale. As she walked into the
sages and information that the author wants to share.
house, Camilla could see that Mom was already
Sometimes, the author’s message is very obvious.
prepared for the long night ahead of them.
Other times, we have to look a little harder to find it.
The theme of a story is its underlying message. In a “Hey, get that scowl off your face and throw on
fable, the moral of the story is the theme. In fiction, your overalls,” Mom called out cheerfully. “It
this overall message is usually implied, rather than won’t be that bad.”
being directly stated, and may involve the following:
Camilla changed clothes and headed to the
garage, dragging her feet the whole way. Mom
n attitudes n opinions
was elbow deep in an old cardboard box. She
n beliefs n perceptions
pulled out a raggedy, old stuffed dog.

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“Mr. Floppy!” Camilla cried, excited to see her ing message that the author wanted to portray is that
old friend. “I haven’t seen him in years!” things can turn out to be more fun than we think they
will be.
“Your very first soft friend,” Mom reminisced.
“I’m assuming you’ll be keeping him? Or would
you like a 25-cent price tag to stick on his ear?”
Synthesis
Camilla set the old dog aside. She would
definitely keep him. She helped Mom empty the Suppose you were doing a research paper. You would
rest of the box, sticking price tags on other old select a topic, then to be sure you learned as much as
toys and books. They continued through the possible, you would search a variety of texts to find
boxes, stopping to look through old photo albums information about that topic. After reading each of
together, telling funny stories about some of the your sources, you would put together all the informa-
useless gifts they’d collected, laughing at the tion you learned. This combination of information
hand-me-down clothes that had arrived at their would provide a clear understanding of the subject.
house over the years, and modeling the silliest of As readers, there are times when we have to com-
them. bine information to gain a complete understanding of
the text. Synthesis means putting ideas from multiple
After a few hours, Mom looked at her watch.
sources together. Sometimes, readers synthesize infor-
“Wow! It’s nearly 8:00 already. Should we order
mation from different parts of a single text. Other
a pizza?”
times, they must put together information from more
Camilla couldn’t believe how late it was. She than one text.
looked at her mom—who was wearing dusty Read the passage below.
overalls, five strands of Aunt Edna’s old beads,
and Granny’s wide-brimmed Sunday bonnet— Roger quietly walked to the shelf. He pulled his
and couldn’t help but laugh out loud. This was ball cap down on his head as he quickly looked at
the best Friday night she could remember. the items neatly lined up in front of him. Then,
he grabbed a package of crackers, shoving it into
his backpack as he hurried to the door, trying not
What is the theme of the story? to make any sound.
a. Memories are a special part of life.
b. It is important to get rid of old items.
c. Families should spend weekends together. Think about what you know so far. Roger is being
d. Sometimes things turn out to be better than quiet; he grabs something off of a shelf and tries to
expected. quickly sneak out the door. What do you think is hap-
pening? Now, continue reading.
At the beginning of the story, Camilla did not want to
spend the evening helping her mom. By the end, she Roger’s mom heard him opening the front door.
was having a great time. Choice d is the theme of this She put the sleeping baby in her cradle, then
story. Some of the other answer choices represent hurried to see her son. “Honey, did you find
ideas that were presented in the story, but the underly- something in the pantry to take for a snack?”

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“Yeah, Mom,” Roger replied. “I found the peanut First, figure out how the new information relates
butter crackers and grabbed a package. Those are to what you previously read. Then, try to determine
my favorites. Thanks for getting them.” how this information helps you understand the read-
ing passage in a deeper or different way.
“Do you want me to drive you to baseball
Let’s try an example. Be sure to read the passage
practice so you’re not late?” Mom asked.
carefully so that you will be able to understand the
“No, I don’t want you to wake Amy. I know she question that follows.
hasn’t been sleeping much lately.”
The winter had been especially cold. A thick,
“You’re a good big brother and a great son. Be
snowy blanket had covered the landscape for
careful.”
what seemed like months. Each day, the stack of
firewood beside the house grew visibly smaller
Did this new information change your mind about and smaller. This concerned Ella terribly. She
what was happening? You may have thought Roger continued to hope that the snow would be gone
was being sneaky or doing something he should not before the firewood.
have been doing. When you synthesize the new infor- Ella turned away from the window and
mation, you gain a deeper understanding of the situa- returned to her writing. Somehow, writing about
tion. Roger is being quiet so he doesn’t wake up his summer made the house feel warmer. Feeling the
sister, he’s taking crackers that his mom bought for sun’s bright rays on her face, walking barefoot in
him off of a shelf in the pantry, and he’s in a hurry to the green grass, fishing with her family,
get to practice. swimming in the refreshing water—these were
When you synthesize information, ask yourself: things Ella dreamed and wrote of during the long
winter months.
n Why is this new information relevant?
n Why was the new information given? Here’s an extended synthesis question:
n How does it relate to the first part of the passage?
n How does this help me gain a deeper understand- The author of the passage lived during the nineteenth
ing of what I’ve read? century in the midwestern United States. Based on the
n In what ways does the new information change information in the story, as well as knowing the infor-
my ideas about the passage? mation about the author, which of the following best
explains Ella’s concern over the firewood?
Another common type of question found on the a. Most nineteenth century homes had large
GED® Reasoning through Language Arts exam is an fireplaces.
extended synthesis question. First, you will read a b. There was not much firewood available
passage. Then, you will be given a question. An addi- during the 1800s.
tional piece of information about the passage or the c. Winters in the midwestern United States are
author will be given within the question itself. You will extremely cold.
have to combine the new information with what you d. Before electricity, people depended on
read in the text to gain a deeper understanding of the firewood for heat and cooking.
passage.

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Keep in mind that to correctly answer this question, The real estate agent will qualify for a large bonus if
you need to combine the information in the passage she sells one more house within the next month.
with the new information given in the question. Sev- Which of the following best describes the agent’s
eral answer choices could make sense. For example, it motives in the passage?
is true that many nineteenth-century homes had fire- a. Her first concern is selling the house quickly
places and that winters in parts of the United States so she can get the bonus.
can be very cold. However, these facts do not consider b. Her profit depends on the house selling for
the pieces of information that you need to synthesize. the highest possible price.
From reading the passage, you know that Ella c. She knows it is best for the owners to get the
needs firewood. After learning the time period during best price for their home.
which she lived, you are able to see how important d. Her clients’ home is currently overpriced for
firewood was for her survival. During the nineteenth the neighborhood.
century, homes did not have electricity. People had to
have firewood to warm their homes and cook their Based on the information in the passage, we do not
meals. Choice d best synthesizes the information from know whether the home is overpriced, so choice d is
both sources. incorrect. Choices b and c may be true. However, these
Let’s try another example. Read the passage care- do not take into consideration the additional informa-
fully, then read the question. Determine how the tion provided within the question. This information
information in the question is related to the passage. lets us know that if the house sells quickly, the agent
will receive a large bonus. When added to the informa-
As the real estate agent walked up to the home, tion in the passage that states that she wants to lower
she admired her own photo on the “For Sale” sign the price of the house, we can figure out that her moti-
in the front yard. She was anxious to get this vation for dropping the price is to sell the house
home sold. Once inside with the homeowners, she quickly so that she can get the bonus. So, the correct
explained the next step in selling their house. answer is choice a.
“Your beautiful home has been on the
market for several weeks now without any offers.
We need to consider our options. The carpet is
definitely a little bit worn in one bedroom, the TIP
bathroom wallpaper is a bit out of date, and the Remember to carefully read the extended
front yard could use some new flowers. These synthesis questions. Look for the additional
issues could be deterring potential buyers. I think information within the question and think
it is time we lower the price of your home by at about how this information relates to the
least 15%, if you want to get it sold.” passage. The information is there for a rea-
son. You will be expected to use it as you
consider your answer.

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Make Connections Text-to-Text

Text-to-text connections occur when readers are able
To better comprehend text, it is important for readers to make connections between the reading material
to make connections between what they are reading and a text that they have previously read. To make
and what they already know. Not only does this help such connections, think about whether the text
readers gain insight, but it also helps to make the reminds you of any of the following:
material more personal and relevant. This gives read-
ers a deeper understanding of what they read. n a different book by the same author
There are three main types of connections that n a book with similar characters, settings, or plots
great readers make: n a book that includes similar situations or events
n a book about a similar topic
1. text-to-self n information you read in a textbook, newspaper,
2. text-to-text or magazine
3. text-to-world
Did Camilla’s story remind you of another character
The connections readers make are neither correct nor who reconnected with his or her mom? Have you ever
incorrect. The same text may remind different readers read an article about having a garage sale? Can you
of very different things. Connections with texts are think of a book about discovering your family history?
personal, and they will mean different things to differ- If so, these would be examples of text-to-text connec-
ent readers. The important thing is that readers con- tions.
nect with the text in a way that makes it meaningful
and understandable to them. Text-to-World
Connections that readers make between the reading
Text-to-Self material and something that happens in the real world
Connections that readers make between the reading are text-to-world connections. To make this type of
material and their own personal experiences are text- connection, think about whether the text reminds you
to-self connections. These make the reading more of:
personal. Statements that could help you make such
connections include the following: n information you read on the Internet
n something you saw on TV or heard on the radio
n This reminds me of when I . . . n events that are happening in the real world
n If I were this character, I would . . .
n If this ever happened to me, I might . . . If you connected Camilla’s story to a television docu-
mentary on relationships between parents and teenag-
Think about the story we read about Camilla and the ers or if it reminded you that there is a garage sale
garage sale. Perhaps it reminded you of a garage sale happening in your neighborhood this weekend, you
you had, of a time you came across sentimental items, made a text-to-world connection.
or of a situation in which time flew by with your fam-
ily. These would be text-to-self connections.

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Quiz covered the painting with a sheet and placed

it in a closet where it would be safe.
Now you’ve had a chance to review some of the skills (30) Natasha could not stop thinking about
needed to comprehend reading passages. the painting. Her mind was filled with
questions that kept her awake most of the
night. Where had it come from? Was it really
Directions: Read the following passages and choose the work of a famous artist? Why would
the one best answer to each question. (35) someone give away a piece of art that could
potentially be worth thousands of dollars?
Questions 1 through 5 refer to the following passage. Finally, she got out of bed and went to the
computer. She found the name of an art
What Will Happen with the Painting? history professor at the nearby university.
After hours of rummaging through the (40) Maybe some of Natasha’s questions would
various items that had been donated to the finally be answered.
charity over the weekend, Natasha was ready
to head home for the day. She had sorted the 1. Which is most likely the author’s purpose for
(5) clothing, books, toys, housewares, and writing this passage?
sporting goods into the appropriate bins and a. to tell readers a true story
would tackle the task of pricing the items in b. to inform readers about art history
the morning. With any luck, the items would c. to entertain readers with a fiction tale
find their place on the store shelves by d. to teach readers about a famous artist
(10) tomorrow afternoon and be sold quickly.
As she turned to lock the door to the 2. Which is the meaning of the word authentic in
storeroom, Natasha noticed a framed canvas line 22?
leaning against the wall. She wondered where a. old
it had come from and why she hadn’t b. genuine
(15) noticed it before now. She bent over to c. famous
examine the artwork and was amazed at the d. beautiful
bold colors and brushstrokes of the oil
painting and the detail in the carved 3. Read the following sentence from the second
wooden frame. At the bottom corner of the paragraph:
(20) piece, she noticed the signature of a world- Natasha carefully traced the frame with her
famous artist. Amazed, she stared at the finger, looking for any imperfections.
painting wondering whether it was authentic
What is the meaning of imperfection?
or a fake. Natasha carefully traced the frame
a. perfect
with her finger, looking for any imperfections.
b. improvement
(25) She couldn’t help but wonder why someone
c. type of disease
would part with such a beautiful, and
d. a flaw or defect
possibly valuable, piece of art. She carefully

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4. Which statement is an example of a text-to- Questions 6 through 10 refer to the following passage.
world connection readers might make with the
passage? Will Others Change Their Minds?
a. I remember when I found a high-fashion Since I was a boy, it has been difficult to
coat at a garage sale for only $5. make friends. Many assumed that all
b. Art appreciation has been on the rise in aristocrats thought themselves better than
major cities. others, but that was not the case. I never
c. I need to clean out my attic and donate what (5) believed that being a member of the highest
I find to charity. social class made me more important than
d. An art history book I read mentioned that anyone.
people sometimes don’t realize they own In the streets, people stepped far out of
valuable pieces of art. my way, as if trying to avoid me. I smiled and
(10) tried to make eye contact, but no one would
5. Natasha spent many years working in an art meet my gaze. Groups of friends gathered on
museum and has a keen eye for valuable oil street corners and in cafes, laughing together.
paintings. The charity she now volunteers with Loneliness filled my heart, and I longed to be
donates money to the local children’s hospital, a part of one of their groups. Yet somehow, I
which is known for its impressive research (15) would be excluded by circumstances that
program. Which sentence most accurately many would call fortunate.
describes Natasha? One day, I stopped at the farmers’
a. She has a large art collection that she hopes market in town to buy a piece of fruit. As I
to expand. paid the gentleman, a woman sneered and
b. She plans to return to the university and (20) said, “Don’t you have servants to do your
teach about art. shopping for you?” Several other customers
c. She is generous and genuinely cares about giggled and turned their backs. Smiling
helping others. politely, I thanked the man for the fruit and
d. She hopes to work in the field of medicine walked away, listening to the whispers
or research someday. (25) behind me.
As I walked away, I noticed a young boy
sitting alone beside the bakery. He was
crying, and many people walked past him
without stopping. I sat down beside him on
(30) the ground and asked why he was upset.
“I can’t find my mother. I stopped to
look in the window of the bakery. When I
turned back around, she was gone,” the boy
explained.
(35) I put my arm around him, explaining
that he was wise to stay in one place so that
his mother could find him. “You must feel
lonely,” I said. “I feel lonely, too, sometimes.

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We’ll stay here together until your mother 8. Reread the first paragraph. Which would best
(40) returns.” describe someone who is an aristocrat?
Very soon, a frantic young woman a. friendly
came running down the street, calling out, b. gloomy
“William! William, where are you?” c. helpful
The boy jumped up, and his mother d. wealthy
(45) ran to us and scooped up her son in her
arms, asking if he had been afraid. 9. Which statement is an example of a text-to-self
“No, Mama,” William explained. “This connection that readers might make with the
man kept me company.” passage?
The woman looked at me and seemed a. It was hard for me to make friends after I
(50) surprised, then smiled warmly and thanked moved to a new town, and for a while, I felt
me. William gave me a hug, then walked like an outsider.
away, hand in hand with his mother. As they b. Farmers’ markets are growing in popularity.
walked away, I realized a crowd had gathered c. There was a missing child on the news last
to watch the commotion. One person in the night, but he was found this morning, safe
(55) crowd smiled at me, then another, then and sound.
another. For the first time, I no longer felt d. Our social studies book talks about class
like a lonely outsider. conflict throughout history.

6. Which sentence from the passage reveals its 10. What is the theme of the story?
point of view? a. Friendship is a necessary part of life.
a. I smiled and tried to make eye contact, but b. It is difficult to find happiness without
no one would meet my gaze. having great wealth.
b. Groups of friends gathered on street corners c. Even young children are able to make a
and in cafes, laughing together. difference in the world.
c. “Don’t you have servants to do your d. It is important not to judge people before
shopping for you?” getting to know them.
d. He was crying, and many people walked past
him without stopping.

7. Considering the point of view from which the

story is told, which of the following is true?
a. The narrator is not one of the characters in
the story.
b. The narrator knows the motivations of all
the characters in the story.
c. Readers will only know the thoughts and
feelings of one character.
d. Readers will know the thoughts and feelings
of all the characters.

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 REVIEW

In this chapter, you have learned seven strategies to help you better comprehend reading materials:

1. Breaking unfamiliar words into word parts, such as prefixes, suffixes, and root words, can
be helpful in determining a word’s meaning. Thinking of words with similar roots can
also help readers figure out the meaning of unknown words.
2. Context clues such as synonyms, antonyms, definitions, and examples can be helpful in
figuring out the meanings of unknown words. These clues may be in the same sentence
as the unfamiliar word or in the surrounding sentences and paragraph.
3. Point of view refers to who is telling the story. First-person point of view is when one of
the characters tells the story and readers see the events through his or her eyes. Third-
person point of view is when the story is told by a narrator who is outside of the story
and does not participate in the events. However, he or she is often aware of the
thoughts and feelings of all the characters.
4. Authors usually write for one of the following purposes: to entertain, to inform, or to
persuade.
5. The theme of a story is the author’s underlying message. Usually, these beliefs, attitudes,
or perceptions are not directly stated; instead, the theme is a lesson that readers take
away from the story. The words and actions of the characters, the tone, the plot, and
repeated patterns in the story help to reveal the theme.
6. Synthesizing information means putting together information from multiple sources or
from more than one location within a source. Combining information can help readers
gain a deeper understanding of the text.
7. Making connections between the text and what they already know helps readers better
understand the material. The types of connections readers make include text-to-self,
text-to-text, and text-to-world.

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