reading for comprehension 2 - lawler education/studymates · 2017. 11. 9. · natalie edmonds b.ed....

Natalie Edmonds B.Ed.

Reading Comprehension – Book 2

Reading for

Comprehension 2

A D U L T S K I L L S

The Adult Skills Range

The range of Adult Skills resources has been developed by Lawler Education in response to needs expressed by tutors, students and governmental agencies. The materials are appropriate for adults who require support in advancing their literacy and numeracy skills.

Natalie Edmonds is a teacher with over 30 years of experience in education.

Reading for Comprehension 2

ISBN 978-1-84285-435-8

© Lawler Education 2017

Produced and Published by

Lawler Education

Lamorna House

Abergele

Conwy County

LL22 8DD

Setting by Shed Media

www.graham-lawler.com

Copyright Notice

The Adult Skills range of resources is produced for the adult literacy/numeracy market.

The copyright of this book grants the right for one tutor at one provider site to photocopy the activities. A Multi-User Licence must be purchased for each additional tutor using the same resource at the same site.

Additional Multi-User licences can be purchased at any time.

For providers with multiple sites, each site is treated as an independent site and the above paragraph applies.

The ongoing supply of these materials depends on tutors’ professional good judgment and compliance with copyright law. This resource is covered by U.K. copyright law, and CLA polices its use.

Title Page Fleisch-Kincaid Reading Ease

Fleisch-Kincaid Grade Level/Year Level

Introduction

A Lovely Secret Garden 6 86.4 3.9

Soccer Fever 9 87.6 3.6

Headlines 11 87.7 4.5

Too Much TV ? 13 87.1 4.3

Old Car City 15 84 4.5

My Surprise Bouquet 17 90.3 3.4

Watching in Secret 19 90.2 3.5

The Art of Origami 21 77.2 4.8

Recycling 23 79.4 4.5

A Look into the Past 25 91.3 4.4

Apple Picking Season 27 87.3 4.2

My New Car 29 87.4 4.2

My First Rock Climb 31 86.8 3.6

The Rabbit-Proof Fence 33 88.1 3.3

The Wonderful Wheel 35 77.6 4.8

From Cave Walls to Trees 37 81.1 4.2

The Penny Black is Born 39 81.7 4.4

The Closest Thing to Flying

41 86.2 3.7

My Mate Monty 43 84.6 4.6

Rock Star Tutors 45 80.5 4.9

Emotionally Speaking 47 85.3 4

The Many Talents of Horses

49 74.1 4.9

Rock climbing photo By Burtonpe at English Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=34874311

Introduction

Who is this resource for?This is a set of 22 short stories for you to provide reading and comprehension material appropriate for children, teenagers and young adults who have literacy skills that do not allow them to be and/or feel successful in their everyday lives.

There are many children and young people and frankly older people in this category. The causes are many fold, they include failure in school, a broken family, illness, negative life experiences, emigration, second language English and many other causes may have contributed to their situation. This book will aloso work well for students who are learning English as a second language.

Many of these people are aware of their needs. Adults, in particular, often lack confidence in their ability to read and want to improve and further develop their literacy skills. This is hard to achieve by oneself, particularly for these adults, who often need to look for support. This seeking of help is a huge step. Those adults who do not can often become aggressive in social situations.

Adults who seek help may have different motivations for self improvement, including getting a job or moving up the job ladder. Or it may mean gaining independence in commonplace tasks such as sitting a driving exam, writing a grocery list, reading the newspaper or doing personal banking. A significant result of their efforts in literacy programmes, in addition to increasing their reading skills, is the improvement of their self-image. They will be able to feel the effects in every part of their lives.

How is the resource organised? The stories contain simple, words in sentences that are at first short but then increase in length through the resource and are ideal for level 1/2 students. We have deliberately made them suitable for those with a reading age of 3/4 as can be seen by the Fliesch Kincaid reading ease ansd the grade/school year that is stated above.Each story is accompanied with an image, and comprehension questions.

How is comprehension tested?Clearly the purpose of reading is for readers to acquire information or for entertainment. However, it is possible to ‘say’ a word accurately but get no meaning or only a very limited meaning from it. Therefore, checking the readers’ understanding or comprehension of the text they have read is vital. We suggest that the best way to start is by asking your students; ‘what is the purpose of reading?’ Possible answers will include phrases such as ‘learning to spell’, or ‘saying the words’. If necessary explain to them that the whole point of reading is to take the meaning out of the words that the writer put there.You might like to discuss the fact that it doesn’t matter too much whether they read every word correctly, or whether they sound good when reading aloud. What matters is whether they take the meaning from the text.Ask the students how you will know that they have understood the text. They will come to realise that by answering the questions accurately, they are demonstrating that they have actually read the text, ie that they have understood the meaning behind the individual words.After your initial assessment of each of your students, you may find some of them need to start by discussing what the story is about, and even, in the early stages, by reading the story once or twice to them before they try reading it. Then, having read the story as many times as they feel they need to in order to understand the meaning, the students will complete the five comprehension questions that accompany that particular story.

Strategies for effective teachingDiscussion – discussing the topic of a story before the student reads it will give them clues; discuss related aspects of the story.

Reading aloud – the way a text is read aloud, and words emphasized and grouped in particular ways, will indicate a level of understanding.

Word identification – some words will be known by sight and reinforced in the text.

Word attack (decoding) – decoding skills must be taught so that students can apply them when reading independently.

Silent reading – silent reading is a highly developed skill which does takes time to master. Help them gain confidence.

Repetition – students begin to recall words when reading text a second or third time. Developing skilled reading has a lot to do with reading ‘mileage’ – just doing the practise.

Photos/graphics – clues can also be gained from the photo or graphic on each page. This isn’t cheating – it’s something we all do to assist our understanding of text.

Get meaning from context – adults have a wealth of experience which they can use. To read effectively, readers need to learn to take risks without the fear of failure. Teach students how to guess what a word means using the surrounding clues. Use the word in another context to reinforce the learning.

Analysis – encourage students to read analytically, thinking beyond the written information, and relating what they read to their own experiences. Some questions can have more than one right answer, as long as the reasoning is logical.

Revision – The stories can be effectively used for revision. As suggested earlier, keep stories in a folder so they can reread them regularly.

Enrichment – students may find particular stories more appealing than others. When they really enjoy a story, find related stories from other sources to read. These will more likely hold their interest and speed up their learning.

Inferential and evaluative questions require the readers to think beyond the words or to ‘read between the lines’, picking subtle clues that are not immediately obvious. These questions usually require the readers to write answers based on their understanding or opinion of the story, draw conclusions, make predictions, identify main ideas and use context to guess meaning

Photocopiable resourcesThe following is a list of some of the ways in which photocopiable teaching resources (blackline masters or BLM) may be used in an instructional environment to ensure variety of presentation and moderation in photocopying costs.

• Copy the resource to A4 paper at a rate of one sheet per student. Students write to the sheet.

• Copy the resource to A4 paper at a rate of one sheet per group. Students work together to complete one sheet between them.

• Some resources lend themselves to a discussion activity, where half the class does one activity and the other half does another. They pair up to ‘mark’ each other’s work.

• Use peer tutoring by presenting the resource to one student to use with another.

My thanks to Dr Graham Lawler and all at Lawler Education for guiding and supporting me in developing this book. I genuinely believe it will help you to teach and your students to learn.

Natalie Edmonds

The Art of Origami photo courtesy of Jacek Halicki

Rock climbing photo By Burtonpe at English Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=34874311

Teacher Feedback Opportunity

Resource Name_______________ Resource ISBN______________

Your Name__________________ Your Position ________________

School Name_____________________________________________

Address ___________________________________________________________________________

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Overall, what do you think about this resource ? ___________________________________________

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How does it help your children/students ?_________________________________________________

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What could you say to a parent/colleague in a neighbouring school to persuade them to use this re-source ?

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How well does it match the specification and which specification is it ? _________________________

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Other Comments, suggestions for improvement, errors, please give the page number

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Resources I would like published

Resources I might like to write, or have written, for consideration for publishing.

Fax: 01745 826606 email: [email protected] post: Lawler Education, Lamorna House, Abergele LL22 8DD

© 2017 Lawler Education– Adult Skills Reading For Comprehension 2

7

A Lovely Secret Garden When I finish work I always go for a run from my flat. I did find it a bit boring, seeing the same route every day

One day I noticed a small public path heading away from the road, into a field. I decided to see where it went.

After about 100 metres I saw some lovely colours in the distance.

As I headed straight toward them, I was trying to imagine what they could be. I walked closer and it became obvious They were flowers. The flowers were lovely - nearly as tall as me. There was a small pond in the corner, and it was full of wildlife, mini-beasts. An old fence was behind them. It made me feel so happy.

As far as I could see they were not part of anyone’s garden. I did see some weeds growing amongst the flowers and I did wonder where the flowers came from. Then I realised, of course, they were ‘volunteers’, not planted by people but from seed spread by birds.

My first thought was to pick them to put in a vase in my flat. Then I had a much better idea. I climbed over the fence and pulled the weeds. I sat on the fence and pondered the beauty of the remaining flowers.

The garden was a lovely sight, full of uplifting colour. It just filled my spirit with joy!

About once a week I visit my secret garden. I keep the weeds away from the beautiful volunteers. This month I’m going to plant some other flowers beside them. Maybe other joggers will find my garden and love it as much as I do.

© 2017 Lawler Education Adult Skills Reading for Comprehension 2

8

1. Create another title for this story.

2. Circle Fact or Opinion for each statement.

Fact Opinion The flowers were volunteers.Fact Opinion The storyteller is a jogger.Fact Opinion The secret garden didn’t belong to anyone.Fact Opinion The flowers were very tall.Fact Opinion The storyteller pulled the weeds.

3. What are volunteer flowers?

4. What ways do people volunteer for things. Think of four ways.

5. Write a word or words in each gap different from the words in the story.

One day I noticed a small....................... heading away from the road, into a field. I decided to see where it went.

After about 100 ................I saw some lovely colours in the distance.

The flowers were lovely - ...............as tall as me.

Then I realised, of course, they were ...................., not planted by people but from seed spread by birds.

QuestionsName ..........................


9

Soccer FeverIt was the final game of the season. My brother’s team was tied for top position in our city league.

This was a vital game.

There were 8 people from work on the team, but they needed someone to substitute for John. He was out sick.

I volunteered to take his place. Even though I had never played soccer before.

They agreed. In school I had played a lot of five aside so maybe that helped.

I only had a few minutes to practise tackling before the game and I was pretty nervous.

I played in mid-field and when their striker Matt Daton, who is Mr Uber Cool, was attacking, I tackled him and cleared the ball.

Our strikers took the ball and scored. Mr Uber Cool looked very silly and boy was he cross.

Guess who was Mr Uber Cool now, yours truly for stopping an attack and making a great clearance that led to a goal!


10

1. Find another word that has the same or similar meaning to these.

important take the place of

unlike support

ahead like

2. Write words in these gaps from the information in the story.

He had only played before the game.

This was a game.

He tackled Mr Uber Cool, whose real name was ________________.

Mr Uber Cool looked really ______________.

3. What does ‘yours truly’ mean?

4. What does ‘Uber Cool’ mean?

.................................................................................................................................................................

5. Write a different ending for this story.

.................................................................................................................................................................

................................................................................................................................................................................

................................................................................................................................................................................

QuestionsName ..........................


11

Headlines My friends think I am crazy and they may have a point.

They like reading news on their phones but for me the best way is to buy a newspaper.

My friends say that for a young person I am really old-fashioned but I don’t care.

There is something really special about the feel of a paper. I also like the rustle of the pages as they turn.

My dad used to buy a newspaper every day when he was alive and when I was little he used to take me with him to the shop. He bought the paper and I was allowed a comic.

The first thing I do is read the showbiz and entertainment. I’m mad on pop music. Then I read the sport.

That way I can keep up to date with my boyfriend when he talks about football.

It is good for our relationship to share things. So I do my bit to show an interest in his stuff, he doesn’t always do the same though.

The last thing I do is read the headlines from the front of the paper.

When I leave college I would love to work on a newspaper.


12

1. Write interesting headlines for the following stories:

tv studio fire

shop burglary

flooding in December

world rally championships in Wales

2. Is the writer a boy or girl? Can we be sure?

What evidence is there for your answer?____________________________

3. What words does the writer use to describe reading a printed paper?

..........................................................................................................................................

4. List the parts of the newspaper you read first, second and third.

5. Finish these sentences:

The main purpose of headlines is to ...............................................................................

The storyteller reads the showbiz first because ....................................................

After college the storyteller wants to work for ...................................................

Questions Name ..........................


13

Too Much TV ?

I was walking home from college when it happened.

Two police cars screamed around the corner with blue lights flashing.

They stopped by the hedge where I was standing. I pointed to the building. I pointed up to the window of the house, it was number 7.

The cop gasped, ‘ok we’ll take it from here’.

In the window there was a trainer and we could see it was attached to a leg.

There was a body handing inside the window as if someone had tried to break in and got caught by the foot.

From the pavement I could see the foot and the leg of the jeans, the rest of the body was unseen. The cop was now knocking on the door.

A little old lady came to the door and beamed him a lovely smile. I could see them talking and she seemed to laugh. She then beckoned him into the house.

By now there was a group of people standing on the pavement with me. There were lots of questions from people, like ‘what is happening?’ I didn’t say anything, I just pointed to the foot sticking out of the window. I could hear a couple of people gasping; they could see the body hanging there as well.

Then the cop came out of the house and he was smiling. Something was wrong, there was a body hanging in the window and the guy is smiling! Then I found out what was really happening, the body hanging in the window was a dummy, a mannequin. It turns out the old lady’s husband was an artist and was painting a scene where

someone tries to break into a house. It looked so real, maybe I watch too many tv cop shows.


14

1. Write another title for this story. .....................................................................................

2. Write words in the gaps to complete the sentence.

Two police cars around the corner

In the window there was a _____________ attached to a leg.

An old _______ to the door to talk to the cop.

When the cop came out of the house he was ________________.

The body was a __________, which to ordinary people is called a ___________.

3. Number each sentence to show the order it happened.

______ The cop was smiling.

______ The old lady came to the door.

_____ The body hanging in the window was a mannequin or dummy.

4. Why did the storyteller call 999? _____________________________________

QuestionsName .....................................


15

Old Car CityOld Car City is a museum in a forest in America.

It is a 13.8 hectare woodland that is littered with old cars.

But it did not start out as a museum.

It started in 1931 when Dean Lewis’ parents bought a plot of land. They also opened up a shop.

In the 1930’s there were money problems in many countries. It was called the Great Depression. This meant people had to find other ways of earning money. So Mr Lewis’ dad bought some old cars. Then he stripped them down and sold the parts. He left the old cars in the woods.

Some of the cars have been there for so long that trees are growing through them. Look at the photograph, it shows a tree growing through the engine compartment.

You can see more by going online to YouTube. On the day we checked there were a number of videos on Old Car City. Here is the link we used:

https://www.youtube.com/watch?v=wRrhs9NIkcg

When Dean Lewis had grown up, he started buying old cars and stripping them down for their parts and again the remains were left in the woods.

This means there are now over 4000 old cars in the woods. Mr Lewis had a brilliant idea. He now charges people to come into the woods and look at the old cars. This is how the museum started.

There used to be a similar one in Switzerland some years ago but the council made the owner clean up the area. Remember the cars are all old and contain old oil, brake fluid and maybe petrol. This will leak into the ground and so poison the earth.

So is it really such a good idea ?


16

1. Why did Mr Lewis’ parents start buying old cars ?

.......................................................................................................................................................

.......................................................................................................................................................

2. Look at the photo on the page, what can you see growing through the car?

What does this tell you?

3. Number each sentence to show the order it happened.

Mr Lewis’ parents bought old cars.

Mr Lewis’ parents bought an old wood.

Mr Lewis changed the scrap yard into a museum.

Mr Lewis started buying old cars.

4. Do you think the museum is a good idea or a bad idea? Explain your answer.

Questions Name ...................................


17

I’ve always enjoyed being given flowers. My husband is very kind.

Every month he brings me flowers. He never brings them on the same day. He says that surprise is part of the deal and he does like to surprise me.

He is really kind and gentle with me. That is why I love him so much. That kindness, that gentleness is what brings us together.

I am a stay at home wife because I have a disability. I was in a car crash many years ago.

When I had the crash, I ended up with some injuries. My injuries are permanent but the way I look at it, is that it is a small price to pay, to still be here.

The car crash was a bad one and I could have died but did not, so I am lucky.

Some men would have left a disabled wife but Reg just said, ‘right we’ll have to get some kit to help you move around’.

This means I can work from home, I run a small business selling knitwear online. This means I do make a financial contribution.

I have an adapted kitchen so I can still cook our meals.

So all in all, we have a happy life. I do love my flowers and my man.

My Surprise Bouquet


18

1. Explain what these comments mean:

I’ve always enjoyed receiving flowers. .............................................................. I have a disability. ...............................................................

I do make a contribution. .................................................................

2. Find these words in the story.

Write down one or more words that mean about the same.

kind surprise ______________________

crash contribution ______________________

3. What job does the writer do ?

_____________________________________________________________________

4. Number each sentence to show the order it happened in the story.

Every month the story teller receives flowers.

The storyteller works from home.

The storyteller makes and sells knitwear.

The storyteller was in a car crash.

5. Underline three facts in the story.

Questions Name ...................................


19

Watching in Secret

Every Saturday I play in goal for my local team.

We usually play in the afternoon but I let in some goals.

Maybe I am a bit superstitious but I had to ask my girlfriend Sally not to come to the matches anymore.

You see when she was there I was a little nervous and I let some goals in. In fact I didn’t play well.

So I asked Sally to stay away. The best thing was it worked. During the next three games I played really well. In fact we won all three games. But that was when Sally dropped her bombshell.

You see she told me a fib. She was annoyed when I asked her not to come but agreed to it, despite saying I was being silly.

In fact what I didn’t know was that Sally had secretly been watching me play. I am a lucky guy to have such an understanding girlfriend.

She pointed out to me that I had been a bit of a jerk. Sally being present didn’t put me off my game, it was my idiotic thinking.

Sally told me that when you believe something maybe true it becomes more real for you. I said maybe she was a lucky mascot; she threw a tin of biscuits at me and walked off in a temper. I’m not sure what I did wrong.


20

1. Circle the way you think the soccer player felt when they were watched while playing a game.

self-confident pressured to do well excited anxious sad

2. Write another title for this story.

3. What can you say about Sally? ___________________________________________

4. Number each sentence to show the order it happened in the story.

Sally didn’t tell the storyteller she was watching.

The storyteller let in some goals when Sally was watching

The storyteller doesn’t know why Sally threw the biscuit tin at him.

The storyteller thinks Sally is a lucky mascot.

5. Do you think the storyteller should apologise to Sally?

Explain your answer. ......................................................................................................

.........................................................................................................................................

Questions Name ...................................

reading for comprehension 2 - lawler education/studymates · 2017. 11. 9. · natalie edmonds b.ed....

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