Essential Reading Skills For The GED

This guide 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.
The 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 passages make up the remaining three-fourths. In this guide, you will review comprehension skills needed to understand these passages.

Keep in mind that the skills reviewed in this guide are also important in comprehending 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. Prefixes are added to the beginning of words to change their meanings. Suffixes are added to the ends of words to change their meanings.

Look at the following example:
unexpected = un + expect + ed
In the word unexpected, un- is the prefix, expect is the root word, and -ed is the suffix. Each of these parts works together to give the word meaning. Think about the differences in the meanings of the following sentences:
We expect her to call by 1:00 today.
We expected her to call by noon yesterday.
The fact that she did not call was unexpected.
Adding the suffix -ed to the end of the word changes it to past tense. Adding the prefix un- to the beginning tells that the event was not expected.
Mario is an honest man.
Let's look at the bold word, honest. We know that honest means 'truthful' or 'trustworthy.' So, the sentence lets us know that Mario can be trusted.
Mario is a dishonest man.
In this sentence, the prefix dis- has been added to the root word honest. This prefix means 'not,' so we know that dishonest means 'not honest.' Adding the prefix has changed the meaning of the sentence. Now we know that Mario cannot be trusted.
Emily handled the package with care.
Emily was careless with the package.
The first sentence tells that Emily was gentle with the package. However, when the suffix -less is added to the root word care, the meaning changes. This suffix means 'without,' so careless means 'without care.'
Emily was careful with the package.
This sentence uses the same root, care, but adds the suffix -ful. This suffix means 'full of,' so Emily was full of care when she handled the package.

Following are lists of some common prefixes and suffixes and their meanings. Knowing the meanings of these word parts can help you figure out meanings of words and help you better understand what you read.

Prefixes
- co-: with - de-: to take away
- dis-: lack of, opposite of - ex-: out of, previous
- extra-: outside, beyond
- il-, in-, im-, ir-: not
- inter-: between, among
- mis-: wrongly, badly
- non-: without, not
- pre-: before
- post-: after
- re-: again
- sub-: lower, nearly, under
- super-: above, over
- trans-: across
- un-: not

Suffixes
- -able, -ible: able to, can be done
- -ant: one who
- -en: made of - -er: comparative, one who
- -ful: full of - -ive: likely to - -ize: to make
- -less: without
- -ly: in a certain way
- -ment: action, process
- -ness, -ity: state of - -or: one who
- -ous: full of - -tion: act, process
Now, use what you know about word parts to determine the meaning of the underlined word in the following sentence. Write the meaning of the word on the line underneath.
It seemed illogical for her to drop out of the campaign.

Breaking the underlined word into word parts can help determine its meaning. The word illogical is made up of the prefix il-, meaning 'not,' and the word logical. If something is logical, it makes sense. So, if it is illogical, it does not make sense.

Keep in mind that groups of letters are only considered a prefix or suffix if they are added to a root word.

For example, mis- is a prefix when added to the root word spell to create the word misspell. However, these letters are not a prefix in the words mistletoe or misty.
Sometimes, thinking of a word with a similar root can help you figure out the meaning of an unfamiliar word.
The captain watched the sails deflate as he attempted to guide the boat to the dock.
Suppose you do not know the meaning of deflate. Ask yourself, 'Do I know a word that has a similar root?' You probably already know that inflate means to fill something with air or to make something larger.
Dad will inflate the balloons before the party.
Using what you know about the meanings of word parts, you can figure out that deflate means that the air has gone out of something, or it has gotten smaller.

Let's try another example:
Brian carries his portable CD player everywhere he goes.
Portable contains the root port and the suffix -able. Port means 'to move,' so portable means that the CD player is 'able to be moved.'
The company plans to export 75% of its products overseas.
Suppose you are unsure of the meaning of export. Do you know a word that has a similar root? Portable and export have the same root. You know that the prefix in export, ex-, means 'out of' and port means 'to move,' so export means 'to move out.' So, the company plans to move its products out and send them overseas.
The island imports most of its fruit from other countries.
If export means 'to move out,' what do you think import means? It means 'to move in' or 'to bring in.'
Now you try. What words could help you determine the meaning of the underlined word in the following sentence? Write the words on the line underneath.

She tried to visualize the author's description of the animal.
Vision and visible both have roots that are similar to that of visualize. Vision is the sense of sight. If something is visible, it is able to be seen. So, to visualize means 'to see something.'

Here are a few sets of words with similar roots. Knowing sets of words with similar roots can help you determine word meanings. What other words could you add to each set in the list below? What other groups of words can you think of that have similar roots? (A bigger list of common root words)
- adjoin, conjunction, juncture
- anniversary, annual, biannual
- audible, audience, audio
- benevolent, benefit, beneficial
- chronic, chronological, synchronize
- civic, civilian, civilization
- contradict, dictate, dictionary
- describe, prescribe, transcribe
- design, signal, signature
- empathy, pathetic, sympathy
- evacuate, vacancy, vacuum
- exclaim, exclamation, proclaim
- mystify, mystery, mysterious
- pollutant, pollute, pollution
- telescope, telephone, television
- terrain, terrestrial, territory

Context Clues
Even great readers will come across unfamiliar words in a text at times. One way to figure out the meanings of these words is to use context clues. These are hints that are included in the sentence or passage that help readers understand the meanings of words.
Authors often use synonyms, or words with similar meanings, to help readers understand unfamiliar terms.

Beginning this semester, students will have an abbreviated, or shortened, day every Wednesday.
In this sentence, the author included the synonym shortened to explain what he or she means by abbreviated. This context clue helps readers determine the meaning of a word that might be unfamiliar. A. author might also include antonyms, or words with opposite meanings, to clarify the definition of a word.

Please be advised that both residents and visitors are expected to park their cars on the west side of the apartment building.
This sentence talks about residents and visitors. So, we can conclude that residents are different than visitors. Because you probably know that visitors are people who do not live in the building, we can figure out that residents are people who do live there.

Definitions or explanations are often used as context clues.
The reluctant child was not eager to share his project with the class.
In this sentence, the author explained the meaning of reluctant by saying that the child was not eager.

Examples are another type of context clue that can be used to determine the meaning of unknown words.
Ms. Greene pointed out pictures of several monuments in the students' history books, including the Statue of Liberty, the Lincoln Memorial, and the Liberty Bell.
This sentence includes three examples of monuments: the Statue of Liberty, the Lincoln Memorial, and the Liberty Bell. From these examples, we can figure out that a monument must be a famous place or structure that has a special importance.

When looking for context clues, be sure to check sentences surrounding the unfamiliar word. These clues might be contained in the sentences before or after the sentence that includes the word in question, or they may even be in another part of the paragraph.

As you read the following sentences, look for context clues that could help you determine the meanings of the underlined words. Then, answer the questions that follow.
We climbed all day before reaching the apex, or top, of the mountain. We hadn't eaten 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, others serious. After an hour of eating, relaxing, and enjoying the gorgeous view, we began our hike back down the trail.

1. What is the meaning of apex? __________________________________________
2. What clues helped you determine the meaning?
The synonym top probably helped you figure out that apex means the top, or the highest point, of the mountain.
3. What is the meaning of famished?
4. What clues helped you determine the meaning?
The sentence explains that the hikers hadn't eaten anything in several hours. The following sentence includes the definition 'extremely hungry.' These context clues probably helped you figure out that famished means 'extremely hungry' or 'starving.' Notice that some of the clues were in the sentence following the underlined word. Also, notice that clues were found in more than one place. Be sure to look throughout the entire paragraph for clues that can help you determine meaning.
5. What is the meaning of frivolous?
6. What clues helped you determine the meaning?
The paragraph states that some of the topics the hikers discussed were frivolous and others were serious. This use of an antonym tells us that something that is frivolous is not serious.

Multiple Meaning Words
Many words have more than one meaning. As we read, it is important to know which meaning the author intends to use. Consider the use of the word stoop in the following sentences:
Li sat on the front stoop, waiting for her neighbor to come home.
David had to stoop to fit into the tiny door of his little brother's clubhouse.
The other candidate is constantly telling lies, but I would never stoop so low.
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.'
So, if words have more than one meaning, how are you supposed to figure out which is correct? You'll have to use context clues. Think about which definition makes sense in that particular sentence.

Read the following sentence.
The detective said the intruders left without a trace.
Which is the meaning of trace in this sentence? a. a tiny amount b. a remaining sign c. a type of drawing d. to find something
In the sentence, the detective could not find any remaining sign that the intruders had been there. Although each of the answer choices is a definition of trace, only choice b makes sense in the context of the sentence.

Author's Purpose
To fully understand what we read, we need to be able to figure out why the passage was written. An author always has a reason, or purpose, for writing. The author's purpose for writing a passage is usually one of the following:
- to entertain
- to inform
- to persuade

Understanding the author's reason for writing can help you better understand what you read. Different types of texts usually have different purposes. Many stories, plays, magazine articles, poems, novels, and comic strips are written to entertain. They may be fiction or nonfiction and may include facts, opinions, or both, but the purpose for writing them is to tell a story. These are intended to entertain readers and are meant for pleasure reading.
This summer while vacationing in Florida, I went parasailing with my mom. It was the most thrilling adventure I'd ever had! We floated from a giant parachute, hundreds of feet above the water, and soared over the beaches.
This passage was written to entertain. It was intended to tell a story about the author's adventure. It does not try to teach any information, nor does it try to convince you to share an opinion about the topic.

Textbooks, encyclopedias, and many newspaper articles are written to inform. Their purpose is to give the reader information or to teach about a subject. Such passages will usually contain mostly facts and may include charts, diagrams, or drawings to help explain the information.
Parasailing is a sport in which a rider is attached to a large parachute, or parasail. The parasail is attached to a vehicle, usually a boat, by a long tow rope. As the boat moves, the parasail and rider rise up into the air.
This paragraph teaches readers about the sport of parasailing. It contains facts and information about the topic. Readers may enjoy reading about the subject, but the author's reason for writing the passage was to inform.
Other material, such as commercials, advertisements, letters to the editor, and political speeches, are written to persuade readers to share a belief, agree with an opinion, or support an idea. Such writing may include some facts or statements from experts, but it will most likely include the author's opinions about the topic.
One of the most dangerous sports today is parasailing. Each year, many people are seriously injured, or even killed, while participating in this activity. Laws should be passed that prohibit such reckless entertainment. If people want to fly, they should get on an airplane.
The author of this paragraph wants to convince readers that parasailing is a dangerous sport. The text not only includes opinions, but also facts that support the author's stand on the subject. Notice that strong words and phrases, such as seriously injured, should, and reckless, are included to stir up emotions in the readers. The author's purpose for writing this passage was to persuade readers to agree with his or her beliefs about parasailing.

Practice

Let's practice what you've learned about recognizing the author's purpose. Read the paragraph and determine whether it was written to entertain, inform, or persuade.
It was a quiet summer evening. The moon was full, and the sky seemed to hold a million stars. Outside, only the sounds of the crickets could be heard.
What was the author's purpose for writing this passage?
Did you recognize that the author's purpose was to entertain? The text did not try to teach anything or convince you to hold a certain opinion. It was simply written for the reader to enjoy.

Point of View
It is important to think about who is telling the story. This narrator may be someone who is a part of the story, or it may be someone outside of the events. The 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 this case, one of the characters is telling the story, and readers see the events through this person's eyes.
After the game, Henry and I grabbed a pizza with the rest of the team. We hung out for a couple of hours, then headed home. By then, I was totally exhausted.
Notice that when an author uses a first-person point of view, the narrator uses the pronouns I, me, us, and we, and it seems as if the character is speaking directly to the reader. The narrator only knows his or her own thoughts and feelings, not those of the other characters, and often shares his or her attitudes and opinions with the readers.
Other stories use a third-person point of view, in which the narrator is not a character in the story and does not participate in the events.
After the game, Deon said he would join Henry and the rest of the team for pizza. They stayed for a couple of hours before heading home, exhausted.
When a story is told from the third-person point of view, the narrator will use pronouns such as he, she, and they when discussing the characters. Also, the narrator often knows the thoughts and feelings of every character.

Practice

Read the next three paragraphs, think about who is telling the story, and determine the point of view of the passage.

As soon as the bell rang, a tall, thin woman with dark hair rose from behind the desk. The class quieted as she began to speak.
'Good morning, class,' she stated. 'I am Ms. Wolfe, and I will be your English teacher this semester. Go ahead and open your books to the table of contents, and let's get started.'
Ms. Wolfe picked up the text from her desk, and opened it to the first page.

What is the point of view of this passage?
This passage is written in the third-person point of view. The narrator is not a character in the story. Notice that the pronoun I is included in the passage. However, it is spoken by one of the characters, not the narrator.

Theme
As we read, we look for and try to understand the messages and information that the author wants to share. Sometimes, the author's message is very obvious. Other times, we have to look a little harder to find it. The theme of a story is its underlying message. In a fable, the moral of the story is the theme. In fiction, this overall message is usually implied, rather than being directly stated, and may involve the following:
- attitudes
- beliefs
- opinions
- perceptions

The theme often leaves you with ideas, a conclusion, or a lesson that the writer wants you to take away from the story. Often, this lesson relates to life, society, or human nature. As you read, think about what the author's message might be. Consider the characters' words and actions, the tone, the plot, and any repeated patterns to see what views of the writer these portray.
Think about the story of the three little pigs. One could say that the theme of this story is that it is best to do a job the right way the first time. The author does not directly state this message, but this is a lesson or opinion that readers might take away from the story.

Common themes you may have found in reading might include:
- Crime does not pay.
- It is important to be honest.
- Be happy with what you have.
- Money cannot buy happiness.
- Keep going when things get tough.
- Do not be afraid to try something new.

Look for the theme as you read the following passage.
Camilla usually looked forward to Friday nights, but this week was the definite exception. Instead of going to the movies with her friends, she would be stuck at home, helping Mom get ready for tomorrow's garage sale. As she walked into the house, Camilla could see that Mom was already prepared for the long night ahead of them.
'Hey, get that scowl off your face and throw on your overalls,' Mom called out cheerfully. 'It won't be that bad.'
Camilla changed clothes and headed to the garage, dragging her feet the whole way. Mom was elbow deep in an old cardboard box. She pulled out a raggedy, old stuffed dog.
'Mr. Floppy!' Camilla cried, excited to see her old friend. 'I haven't seen him in years!'
'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?'
Camilla set the old dog aside. She would definitely keep him. She helped Mom empty the rest of the box, sticking price tags on other old toys and books. They continued through the boxes, stopping to look through old photo albums together, telling funny stories about some of the useless gifts they'd collected, laughing at the hand-me-down clothes that had arrived at their house over the years, and modeling the silliest of them.
After a few hours, Mom looked at her watch. 'Wow! It's nearly 8:00 already. Should we order a pizza?'
Camilla couldn't believe how late it was. She looked at her mom—who was wearing dusty overalls, five strands of Aunt Edna's old beads, and Granny's wide-brimmed Sunday bonnet—and couldn't help but laugh out loud. This was the best Friday night she could remember.

What is the theme of the story? a. Memories are a special part of life. b. It is important to get rid of old items. c. Families should spend weekends together. d. Sometimes things turn out to be better than expected. A. the beginning of the story, Camilla did not want to spend the evening helping her mom. By the end, she was having a great time. Choice d is the theme of this story. Some of the other answer choices represent ideas that were presented in the story, but the underlying message that the author wanted to portray is that things can turn out to be more fun than we think they will be.

Synthesis
Suppose you were doing a research paper. You would select a topic, then to be sure you learned as much as possible, you would search a variety of texts to find information about that topic. After reading each of your sources, you would put together all the information you learned. This combination of information would provide a clear understanding of the subject. A. readers, there are times when we have to combine information to gain a complete understanding of the text. Synthesis means putting ideas from multiple sources together. Sometimes, readers synthesize information from different parts of a single text. Other times, they must put together information from more than one text.

Read the passage below.
Roger quietly walked to the shelf. He pulled his ball cap down on his head as he quickly looked at 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 to make any sound.
Think about what you know so far. Roger is being quiet; he grabs something off of a shelf and tries to quickly sneak out the door. What do you think is happening? Now, continue reading.
Roger's mom heard him opening the front door. She put the sleeping baby in her cradle, then hurried to see her son. 'Honey, did you find something in the pantry to take for a snack?'
'Yeah, Mom,' Roger replied. 'I found the peanut butter crackers and grabbed a package. Those are my favorites. Thanks for getting them.'
'Do you want me to drive you to baseball practice so you're not late?' Mom asked.
'No, I don't want you to wake Amy. I know she hasn't been sleeping much lately.'
'You're a good big brother and a great son. Be careful.'

Did this new information change your mind about what was happening? You may have thought Roger was being sneaky or doing something he should not have been doing. When you synthesize the new information, you gain a deeper understanding of the situation. Roger is being quiet so he doesn't wake up his sister, he's taking crackers that his mom bought for him off of a shelf in the pantry, and he's in a hurry to get to practice.

When you synthesize information, ask yourself:
- Why is this new information relevant?
- Why was the new information given?
- How does it relate to the first part of the passage?
- How does this help me gain a deeper understanding of what I've read?
- In what ways does the new information change my ideas about the passage?

Another common type of question found on the GED® Reasoning through Language Arts exam is an extended synthesis question. First, you will read a passage. Then, you will be given a question. An additional piece of information about the passage or the author will be given within the question itself. You will have to combine the new information with what you read in the text to gain a deeper understanding of the passage.
First, figure out how the new information relates to what you previously read. Then, try to determine how this information helps you understand the reading passage in a deeper or different way.

Let's try an example. Be sure to read the passage carefully so that you will be able to understand the question that follows.
The winter had been especially cold. A thick, snowy blanket had covered the landscape for what seemed like months. Each day, the stack of firewood beside the house grew visibly smaller and smaller. This concerned Ella terribly. She continued to hope that the snow would be gone before the firewood.
Ella turned away from the window and returned to her writing. Somehow, writing about summer made the house feel warmer. Feeling the sun's bright rays on her face, walking barefoot in the green grass, fishing with her family, swimming in the refreshing water—these were things Ella dreamed and wrote of during the long winter months.

Here's an extended synthesis question:
The author of the passage lived during the nineteenth century in the midwestern United States. Based on the information in the story, as well as knowing the information about the author, which of the following best explains Ella's concern over the firewood? a. Most nineteenth century homes had large fireplaces. b. There was not much firewood available during the 1800s. c. Winters in the midwestern United States are extremely cold. d. Before electricity, people depended on firewood for heat and cooking.
Keep in mind that to correctly answer this question, you need to combine the information in the passage with the new information given in the question. Several answer choices could make sense. For example, it is true that many nineteenth-century homes had fireplaces and that winters in parts of the United States can be very cold. However, these facts do not consider the pieces of information that you need to synthesize.
From reading the passage, you know that Ella needs firewood. After learning the time period during which she lived, you are able to see how important firewood was for her survival. During the nineteenth century, homes did not have electricity. People had to have firewood to warm their homes and cook their meals. Choice d best synthesizes the information from both sources.

Let's try another example.

Read the passage carefully, then read the question. Determine how the information in the question is related to the passage.

As the real estate agent walked up to the home, she admired her own photo on the 'For Sale' sign in the front yard. She was anxious to get this home sold. Once inside with the homeowners, she explained the next step in selling their house.
'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 bathroom wallpaper is a bit out of date, and the front yard could use some new flowers. These issues could be deterring potential buyers. I think it is time we lower the price of your home by at least 15%, if you want to get it sold.'
The real estate agent will qualify for a large bonus if she sells one more house within the next month. Which of the following best describes the agent's motives in the passage? a. Her first concern is selling the house quickly so she can get the bonus. b. Her profit depends on the house selling for the highest possible price. c. She knows it is best for the owners to get the best price for their home. d. Her clients' home is currently overpriced for the neighborhood.

Based on the information in the passage, we do not know whether the home is overpriced, so choice d is incorrect. Choices b and c may be true. However, these do not take into consideration the additional information provided within the question. This information lets us know that if the house sells quickly, the agent will receive a large bonus. When added to the information in the passage that states that she wants to lower the price of the house, we can figure out that her motivation for dropping the price is to sell the house quickly so that she can get the bonus. So, the correct answer is choice a.

Remember to carefully read the extended synthesis questions. Look for the additional information within the question and think about how this information relates to the passage. The information is there for a reason. You will be expected to use it as you consider your answer.

Make Connections
To better comprehend text, it is important for readers to make connections between what they are reading and what they already know. Not only does this help readers gain insight, but it also helps to make the material more personal and relevant. This gives readers a deeper understanding of what they read.

There are three main types of connections that great readers make:
1. text-to-self
2. text-to-text
3. text-to-world
The connections readers make are neither correct nor incorrect. The same text may remind different readers of very different things. Connections with texts are personal, and they will mean different things to different readers. The important thing is that readers connect with the text in a way that makes it meaningful and understandable to them.

Text-to-Self
Connections that readers make between the reading material and their own personal experiences are text-to-self connections. These make the reading more personal. Statements that could help you make such connections include the following:
- This reminds me of when I . . .
- If I were this character, I would . . .
- If this ever happened to me, I might . . .
Think about the story we read about Camilla and the garage sale. Perhaps it reminded you of a garage sale you had, of a time you came across sentimental items, or of a situation in which time flew by with your family. These would be text-to-self connections.

Text-to-Text
Text-to-text connections occur when readers are able to make connections between the reading material and a text that they have previously read. To make such connections, think about whether the text reminds you of any of the following:
- a different book by the same author
- a book with similar characters, settings, or plots
- a book that includes similar situations or events
- a book about a similar topic
- information you read in a textbook, newspaper, or magazine
Did Camilla's story remind you of another character who reconnected with his or her mom? Have you ever read an article about having a garage sale? Can you think of a book about discovering your family history? If so, these would be examples of text-to-text connections.

Text-to-World
Connections that readers make between the reading material and something that happens in the real world are text-to-world connections. To make this type of connection, think about whether the text reminds you of:
- information you read on the Internet
- something you saw on TV or heard on the radio
- events that are happening in the real world
If you connected Camilla's story to a television documentary on relationships between parents and teenagers or if it reminded you that there is a garage sale happening in your neighborhood this weekend, you made a text-to-world connection.

Practice Quizzes
Now you've had a chance to review some of the skills needed to comprehend reading passages.
Directions: Read the following passages and choose the one best answer to each question.

Questions 1 through 5 refer to the following passage.
What Will Happen with the Painting?
After hours of rummaging through the 
various items that had been donated to the 
charity over the weekend, Natasha was ready 
to head home for the day. She had sorted the (5) clothing, books, toys, housewares, and sporting goods into the appropriate bins 
and would tackle the task of pricing the 
items in the morning. With any luck, the items 
would find their place on the store shelves by
(10) tomorrow afternoon and be sold quickly. A. she turned to lock the door to the storeroom, 
Natasha noticed a framed canvas leaning 
against the wall. She wondered where it had 
come from and why she hadn't
(15) noticed it before now. She bent over to examine the artwork and was amazed at the bold 
colors and brushstrokes of the oil painting 
and the detail in the carved
wooden frame. At the bottom corner of the (20) piece, she noticed the signature of a world-
famous artist. Amazed, she stared at the painting 
wondering whether it was authentic or a fake. 
Natasha carefully traced the frame
with her finger, looking for any imperfections.
(25) She couldn't help but wonder why someone
would part with such a beautiful, and possibly 
valuable, piece of art. She carefully covered 
the painting with a sheet and placed
it in a closet where it would be safe.
(30) Natasha could not stop thinking about
the painting. Her mind was filled with questions 
that kept her awake most of the night. Where 
had it come from? Was it really
the work of a famous artist? Why would
(35) someone give away a piece of art that could
potentially be worth thousands of dollars? 
Finally, she got out of bed and went to the 
computer. She found the name of an art
history professor at the nearby university.
(40) Maybe some of Natasha's questions would
finally be answered.

1. Which is most likely the author's purpose for writing this passage? a. to tell readers a true story b. to inform readers about art history c. to entertain readers with a fiction tale d. to teach readers about a famous artist
2. Which is the meaning of the word authentic in line 22? a. old b. genuine c. famous d. beautiful
3. Read the following sentence from the second paragraph:
Natasha carefully traced the frame with her finger, looking for any imperfections.
What is the meaning of imperfection? a. perfect b. improvement c. type of disease d. a flaw or defect
4. Which statement is an example of a text-to-world connection readers might make with the passage? a. I remember when I found a high-fashion coat at a garage sale for only $5. b. Art appreciation has been on the rise in major cities. c. I need to clean out my attic and donate what I find to charity. d. An art history book I read mentioned that people sometimes don't realize they own valuable pieces of art.
5. Natasha spent many years working in an art museum and has a keen eye for valuable oil paintings. The charity she now volunteers with donates money to the local children's hospital, which is known for its impressive research program. Which sentence most accurately describes Natasha? a. She has a large art collection that she hopes to expand. b. She plans to return to the university and teach about art. c. She is generous and genuinely cares about helping others. d. She hopes to work in the field of medicine or research someday.

Questions 6 through 10 refer to the following passage.
Will Others Change Their Minds?
Since I was a boy, it has been difficult to 
make friends. Many assumed that all 
aristocrats thought themselves better than 
others, but that was not the case. I never 
(5) believed that being a member of the 
highest social class made me more important 
than anyone.
In the streets, people stepped far out of 
my way, as if trying to avoid me. I smiled and (10) tried to make eye contact, but no one would
meet my gaze. Groups of friends gathered 
on street corners and in cafes, laughing together. 
Loneliness filled my heart, and I longed to be 
a part of one of their groups. Yet somehow, I
(15) would be excluded by circumstances that
many would call fortunate.
One day, I stopped at the farmers' market in 
town to buy a piece of fruit. As I paid the 
gentleman, a woman sneered and (20) said, 'Don't you have servants to do your
shopping for you?' Several other customers 
giggled and turned their backs. Smiling politely, 
I thanked the man for the fruit and walked 
away, listening to the whispers
(25) behind me. A. 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. 
We'll stay here together until your mother
(40) returns.'
Very soon, a frantic young woman came 
running down the street, calling out, 'William! 
William, where are you?'
The boy jumped up, and his mother
(45) ran to us and scooped up her son in her
arms, asking if he had been afraid.
'No, Mama,' William explained. 
'This man kept me company.'
The woman looked at me and seemed
(50) surprised, then smiled warmly and thanked
me. William gave me a hug, then walked away, 
hand in hand with his mother. As they walked 
away, I realized a crowd had gathered to watch 
the commotion. One person in the (55) crowd smiled at me, then another, then
another. For the first time, I no longer felt like a lonely outsider.

6. Which sentence from the passage reveals its point of view? a. I smiled and tried to make eye contact, but no one would meet my gaze. b. Groups of friends gathered on street corners and in cafes, laughing together. c. 'Don't you have servants to do your shopping for you?' 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.
8. Reread the first paragraph. Which would best describe someone who is an aristocrat? a. friendly b. gloomy c. helpful d. wealthy
9. Which statement is an example of a text-to-self connection that readers might make with the passage? a. It was hard for me to make friends after I moved to a new town, and for a while, I felt like an outsider. b. Farmers' markets are growing in popularity. c. There was a missing child on the news last night, but he was found this morning, safe and sound. d. Our social studies book talks about class conflict throughout history.
10. What is the theme of the story? a. Friendship is a necessary part of life. b. It is difficult to find happiness without having great wealth. c. Even young children are able to make a difference in the world. d. It is important not to judge people before getting to know them.

Answers
1. c. This passage was written to entertain. It is not a true story, and although art history and a famous artist are mentioned, the author did not intend to teach readers about these topics.
2. b. The passage tells us that Natasha wondered whether the painting was 'authentic or a fake.' Fake is given as an antonym of authentic. So, authentic means real, or genuine.
3. d. The root of imperfections is perfect. The prefix im- means 'not,' so imperfections cause something to be not perfect. An imperfection is a flaw or defect that makes something not perfect. If you thought the answer was perfect, you selected the root of the word. If you chose 'a type of disease,' you may have confused the word with infection.
4. b. Choices a and c are examples of text-to-self connections because they relate ideas from the passage to something personal. Choice d makes connections between the passage and other texts that have been read previously, so it is an example of a text-to-text connections. Choice b, making a connection between the passage and something happening in the world, is a text-to-world connection.
5. c. This is an example of an expanded synthesis question. To answer it correctly, you must combine the information given in the question with what you read in the passage. Because Natasha used to work in a museum and recognizes valuable oil paintings, she probably had a pretty good idea that the artwork was worth a lot of money. The charity that now has the painting donates its money to the children's hospital, which uses some of the money for research. Natasha was obviously excited about the painting being given to the charity, which is probably because the money it raises will be given to the hospital. If she is so excited, she must really care about the people who will benefit from the donation.
6. a. This passage was written from the first-person point of view. The narrator is one of the characters in the story, and he uses pronouns such as I and me. Notice that it sounds as if the narrator is talking directly to the reader.
7. c. Because the story tells a first-person account of the events, only the narrator's thoughts and feelings will be revealed to the readers. The narrator is a character in the story, and he only knows his own ideas and motivations, unless the other characters reveal their thoughts and feelings to him.
8. d. Context clues in the first paragraph explain that an aristocrat is 'a member of the highest social class.' Generally, people in this class have a lot of money. In this story, the aristocrat was also friendly, helpful, and possibly even gloomy. However, by definition, aristocrats are usually wealthy. As you read, remember to look for context clues in the sentences surrounding the word they help to define. In this case, the word aristocrats is used in one sentence, and the definition or explanation is in the sentence that follows.
9. a. Choices b and c are examples of text-to-world connections because they relate ideas from the passage to real-world events. Choice d makes connections between the passage and other texts that have been read previously, so they are examples of text-to-text connections. Choice a, making a connection between the passage and something personal, is a text-to-self connection.
10. d. In this passage, people made assumptions about the narrator without getting to know him. As it turned out, these assumptions were incorrect. After others saw his helpfulness and the way he cared for the little boy, they became aware of his true personality. The narrator longed for friendships and showed that he felt helping the little boy was important, but these ideas were not the overall message the author wanted to portray. Choice b is the opposite of what the narrator believed, as he did have great wealth but was not happy.

To Summarize this guide:
In this guide, 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.