Advantage Reading Grade 7 Sample Pages
Transcript of Advantage Reading Grade 7 Sample Pages
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Comprehension: Prior Knowledge . 25
Structural Analysis: Suffixes. . . . . . . 26
Structural Analysis: Context Clues . 27
Fluency: Reading with Expression . 28
Comprehension: Cause and Effect 29
Comprehension: AuthorsViewpoint . . . . . . . . . . . . . . . . . 30
Vocabulary: Frequently Misused . . . . .
or Misspelled Words . . . . . . . . 31
Vocabulary: Content Words . . . . . 32
Reading: Nonfiction Report . . 3334
Reading: Comprehension. . . . . 3536
Reading: Biography . . . . . . . . . . . . . 37
Reading: Comprehension. . . . . . . . . 38
Graphic Information: Diagrams . . 39
Reading: Comprehension. . . . . . . . . 40
Writing: Report. . . . . . . . . . . . . . 4143
More Things to Do . . . . . . . . . . . . . . 44
Comprehension: Prior Knowledge . 45
Structural Analysis: Root Words . . 46
Structural Analysis: Idioms. . . . . . . . 47
Fluency: Reading with Expression . 48Comprehension: Fact and
Opinion . . . . . . . . . . . . . . . . . . . 49
Comprehension: Analogies . . . . . . . 50
Vocabulary: Frequently Misused . . . . .
or Misspelled Words . . . . . . . . 51
Vocabulary: Content Words . . . . . . 52
Table of Contents
ReadingGrade
7Introduction . . . . . . . . . . . . . . . . . . 3
Comprehension: Prior
Knowledge . . . . . . . . . . . . . . . 5
Structural Analysis: Prefixes . . . . . 6
Structural Analysis:Transitional Words. . . . . . . . . 7
Fluency: Reading with
Expression. . . . . . . . . . . . . . . . 8
Comprehension: Draw
Conclusions. . . . . . . . . . . . . . . 9
Comprehension: Multiple
Meaning Words. . . . . . . . . . 10
Vocabulary: Frequently
Misused Words . . . . . . . . . . 11
Vocabulary: Content Words . . . 12
Reading: Nonfiction Report . . . . 13
Reading: Comprehension . . . . . . 14
Reading: Editorial . . . . . . . . . . . . 15
Reading: Comprehension . . . . . . 16
Reading: Fable . . . . . . . . . . . . . . . 17
Reading: Comprehension . . . . . . 18
Graphic Information: Maps . . . . 19Reading: Comprehension . . . . . . 20
Writing: Fable. . . . . . . . . . . . 2123
More Things to Do. . . . . . . . . . . . 24
Survival!
Rememberthe Alamo!
Technologyand You
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Table of Contents
C R E D I T S
Concept Development: Kent Publishing Services, Inc.
Written by: Linda BarrDesign: Moonhee Pak
Production: Signature Design Group, Inc.
Illustrators: John Keely
Art Director: Tom Cochrane
Project Director: Carolea Williams
2005 Creative Teaching Press, Inc., Huntington Beach, CA 92649Reproduction of activities in any manner for use in the classroom and not for commercial sale is permissible.
Reproduction of these materials for an entire school or for a school system is strictly prohibited.
Reading: Essay. . . . . . . . . . . . . . 5354
Reading: Comprehension. . . . . . . . . 55
Reading: Science Fiction. . . . . . 5657Reading: Comprehension. . . . . 5859
Graphic Information: Charts. . . . . . 60
Reading: Comprehension . . . . . . . . 61
Writing: Multi-Step
Directions . . . . . . . . . . . . . . 6264
More Things to Do . . . . . . . . . . . . . . 65
Comprehension: Prior Knowledge . 66
Structural Analysis: Affixes . . . . . . . 67
Structural Analysis: Multiple
Meaning Words . . . . . . . . . . . . 68
Fluency: Reading with
Expression . . . . . . . . . . . . . 6970
Comprehension: Idioms . . . . . . . . . 71
Vocabulary: Frequently Misused
or Misspelled Words . . . . . . . . 72
Vocabulary: Content Words . . . . . 73Reading: How-to-Report. . . . . . 7475
Reading: Comprehension. . . . . . . . . 76
Reading: Contemporary
Fiction . . . . . . . . . . . . . . . . . 7778
Reading: Comprehension. . . . . . . . . 79
Graphic Information: Schedules . . 80
Reading: Comprehension . . . . . . . . 81Writing: Biography. . . . . . . . . . 8284
More Things to Do . . . . . . . . . . . . . . 85
Comprehension: Prior Knowledge . 86
Structural Analysis: Similes
and Metaphors . . . . . . . . . . . . 87
Comprehension: Analogies . . . . . . . 88
Fluency: Reading with Accuracy . . 89
Comprehension: Make Inferences . 90
Comprehension: Homophones . . . . 91
Vocabulary: Frequently Misused
or Misspelled Words . . . . . . . . 92
Vocabulary: Content Words . . . . . . 93
Reading: Biography . . . . . . . . . 9495
Reading: Comprehension. . . . . . . . . 96
Reading: Myth . . . . . . . . . . . . . . 9799
Reading: Comprehension. . . 100101Graphic Information: Time Lines . 102
Reading: Comprehension . . . . . . . 103
Writing: Narrative . . . . . . . . 104106
More Things to Do . . . . . . . . . . . . . 107
Answer Key . . . . . . . . . . . . . . . . 108
Be a Sport!
Thats
Entertainment!
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Advantage Reading Grade 7 2005 Creative Teaching Press 5
Comprehension: Prior Knowledge
We usually do not dwell on our survivaluntil something happens to remind
us of how fragile we are. Our survival can be threatened in so many ways,by natural and unnatural forces, some under our control and some not. Thesurvival of other animals, both the ones we take care of and the wild ones,along with the plants that sustain us, can be just as fragile.
Think about the words and images that came to your mind when you readthe title of this theme: Survival! Then, complete the word web below.
Name ______________________________________________________________________________
Survival!
Survival!
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Name ______________________________________________________________________________
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Structural Analysis: Prefixes
A prefixis a group of letters that is added to the beginning of a base
word, also called the root. Prefixes change the meaning of words, so itsimportant to know what each prefix means. The prefixes below all relateto numbers.
Prefix Meaning Examplesuni- one unicorn, unitybi- two bicycle, binoculartri- three tricycle, triplet quadr- four quadrangle, quadrilliondeci- ten decimal, decimatecent- hundred century, centimeter
Choose the word that completes each sentence correctly. Pay attention to the prefixes.
The town is celebrating its 100th
birthday, or its ____________.
bicentennial
anniversary
centennial
decennial
He competed in all ten events of
the ____________.
triathlon
decathlon
diphthong
pentathlon
A ____________ tooth has twopoints for chewing.
molar
canine
incisor
bicuspid
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The police divided the area into
four ____________.
quintuplets
quadrants
triangles
quintets
Everyone on the team wore the
same ____________.
unicycle
uniform
unison
universe
Kevin, Joy, and Sharon sang togetheras a ____________.
triangle
quartet
duet
trio
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Structural Analysis: Transitional Words
Advantage Reading Grade 7 2005 Creative Teaching Press 7
Transitional words show how your ideas fit together, making your writingeasier to understand. In the example below, the transitional word howeversignals that the next idea will contradict the first sentence.
She planned to be on time. However, rush-hour traffic made her late.
Name ______________________________________________________________________________
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Look at the categories of transitional words in the box. Choose the transitional word or phrase thatbelongs on each blank line in the questions. Think carefully about how the ideas are related. In somecases, more than one transitional word or phrase could be used.
Survival!
I have to finish my book report tonight ________________________ its due tomorrow.
First, choose a topic that interests you. ________________________ begin to gatherinformation from library sources or reliable Web sites.
He didnt have enough money to buy a new car. ________________________ , he hadno time to search for the best buy.
Our school had held the ceremony on the same day for five years.________________________ , this year it had to be postponed.
The coach really cares about the players on the team. ________________________ , hemakes a point of meeting all their families.
Choosing a sport to play can be challenging. ________________________ , you must
evaluate your own skills. Then, you must decide which sport uses your strongest skills.Our science fair project was quite imaginative. ________________________ , it receivedonly an honorable mention.
Take a good book on your trip. ________________________ , you might want to packa snack.
Time: first, later, then, next
Contrast: however, but, neverthelessAddition: also, too, in additionExplanation: because, for example, in fact
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8 Advantage Reading Grade 7 2005 Creative Teaching Press
Name ______________________________________________________________________________
Fluency: Reading with Expression
Below is an interview with young people who survived the Northridge,California, earthquake in 1994. Practice reading the interview at least
three times. Change your voice for each person in the interview. Thenperform the interview for your friends and family. Remember to: Pronounce all words clearly. Vary the tone, pace, and volume of your speaking. Use pauses or a
louder or softer voice to stress key words and phrases. Use gestures wherever they are appropriate.
Narrator: The date was January 17, 1994. It all began at 4:30 A.M., an hour when nearly everyonewas asleep in Northridge, California, just outside Los Angeles. Today Im talking with three
people who were all seventh graders and in the same class at school.
Reader 1: I remember that we had all gone to a movie that evening.
Reader 2: It was my birthday! Going to the movies was a present from my parents.
Reader 3: Thats right. The theater was packed, and we had to stand in line forever. I was beat by
the time I got home. Then really early in the morning, I heard a loud rumble. At first,
I thought it was thunder, but then it sounded more like a train headed straight for me!
I was wide-awake in a big hurry! I didnt close my eyes again the rest of the night!Reader 1: When it woke me up, I thought it was a truck passing by. But then the ground started to
shake, and my mom ran in and yanked me out of bed. Our whole family crammed into
the hallway outside our bedrooms. Its a good thing, too, because a second later, all the
windows in the house exploded. Boy, there was glass everywhere!
Reader 2: I thought I was dreaming at first, but then I realized the rumbling was real! I sat up in bed,
which was lucky, because just then all the books and games flew off the shelf above my
head and landed on my pillow! Then my dad yelled for everyone to come into the dining
room. We all huddled under our dining room table, hugging each other and listening tomy dads portable radio. My moms best dishes were crashing on the floor all around us.
Narrator: That night 57 people died and 1,500 were seriously injured. Still, it could have been much
worse if thousands of people had been stuck in a traffic jam or working in high-rise
buildings. The same area had experienced a major earthquake in 1971, so the houses built
since then were designed to remain stable in an earthquake. Still, everyone who lived
through the earthquake will never forget it!
Earthquake!
Survival!
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Advantage Reading Grade 7 2005 Creative Teaching Press 9
To draw a conclusion, you combine information from your readingwith your own knowledge and experience. Then you reach a
decision or form an opinion about something in the selection,something the author hinted at but did not state directly.
Name ______________________________________________________________________________
Comprehension: Draw Conclusions
Choose the sentence that draws a correct conclusion.
One student was cut by flying glass when the windows exploded.
None of the students interviewed was badly hurt in the earthquake.
One student was hurt when the books fell off a shelf onto his or her bed.
The students families were among the 1,500 people injured in the earthquake.
You can conclude that these students had not experienced a major earthquake before.
What information from the reading supports this conclusion?
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________________________________________________________________________
Choose the sentence that draws a correct conclusion.
Moving to a hallway protected one family from injury.
School earthquake drills protected these three families.
Having a portable radio gave one family something to do.
The families would have been fine if they had stayed in bed.
The three students probably knew an earthquake was possible. What information
from the reading supports this conclusion?
________________________________________________________________________
________________________________________________________________________
Choose the sentence that draws a correct conclusion.
The truck passing by was in danger from the earthquake.
The loud rumbling noise caused the windows to explode.
The movement of the ground caused the windows to explode.
The train sound was actually a tornado caused by the earthquake.
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I didnt close my eyes again the rest
of the night!
the remainder
to stay quiet
to pause
to place
But then the ground started to shake, and
my mom ran in and yanked me out of bed. cause or reason
past tense ofgrind
the surface of Earth
an area won in battle
Its a good thing, too, because a
second later, all the windows in
the house exploded.
to support part of a minute
next after the first
a product with a flaw in it
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Comprehension: Multiple Meaning Words
Name ______________________________________________________________________________
Some words have more than one meaning, but the context will help youdetermine which meaning is being used. For instance, the wordbatcould
be a flying animal or a piece of sports equipment. You can tell whichmeaning is being used in this example by reading the sentence.
The player tapped the bat against his spikes before hestepped up to the plate.
In this example, abatis a piece of sports equipment.
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The date was January 17, 1994.
a person you go out with
to go out with someone
a day on the calendar
to get old
Going to the movies was a present
from my parents.
a gift
in view
to offer
to introduce
The theater was packed, and we had
to stand in line forever.
part of a poem
a long, thin mark
a brand of clothing
an arrangement of people
or objects
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Read each sentence and think about the meaning of the underlined word. Then select themeaning of the word in that sentence.
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Advantage Reading Grade 7 2005 Creative Teaching Press 11
Vocabulary: Frequently Misused Words
Some pairs of words are easily confused. They may be spelled nearlyalike and pronounced the same or nearly the same, but their meanings
are quite different. To decide which word in a pair is correct, you mustthink about the meaning of the sentence and of each word.
Read each sentence below and think about the meanings of the two words in parentheses.Then, underline the correct word for that sentence.
They were all going to the game (except/accept) Jennifer and Susan.
I couldnt believe they would (desert/dessert) me when I needed them most.
How much (farther/further) is the village?
Her shrug (implied/inferred) that she was not concerned about it.
The (elusive/illusive) dog managed to disappear into the park.
The teacher was (adept/adapt/adopt) at keeping our attention.
The managers debated the (morality/mortality) of firing staff who were aboutto retire.
Just before the deadline, the union decided to (except/accept) the new contract.
He was so late that I had to (imply/infer) that he was not coming.
When you start a new school, you must (adept/adapt/adopt) to the rules there.
The gathering broke up soon after the (desert/dessert) was served.
The farmer decided to (adept/adapt/adopt) the lost dog.
What was the (morality/mortality) rate for this years flu season?
The (farther/further) he researched the issue, the more troubled he became.
Her smile was (elusive/illusive), as she had no intention of cooperating.
Name ______________________________________________________________________________
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Name ______________________________________________________________________________
Vocabulary: Content Words
How many terms do you know that relate to the survival of plants and animals?Heres your opportunity to find outand to expand your vocabulary. Fill in thebubble beside the correct answer for questions 1 through 8. If you arent sureof an answer, look it up in a science textbook or an encyclopedia.
Which word means a place wherean organism lives that meets all ofits needs?
home biosphere habitat ecosystem
What is the term for all the organismsin an ecosystem?
invertebrates vertebrates population species
Which term means anything thatrestricts the number of individuals
in a population? food web symbiosis food chain limiting factor
What is the carrying capacity foran ecosystem?
the largest number of onespecies that the ecosystemcan support
the total number of populationsliving in an ecosystem
the size of a population atany time
the link between predatorand prey
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Which term describes a species thatcould soon disappear?
extinct diverse threatened endangered
Which term describes gradual changes inthe type of species that live in an area?
biome pioneer succession climax communities
Which of these is an abiotic factor inan environment?
water plants insects predators
Which cycle depends on evaporation? water carbon energy
nitrogen
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Advantage Reading Grade 7 2005 Creative Teaching Press 13
This article describes how certain animals survive in the harsh environment of the desert. Read the article, and thenanswer the questions on page 14.
Survivingin the Desert
To survive in the desert, animals face two huge obstacles: too little water and toomuch heat. They use a range of adaptations to cope with these too problems.For example, some birds simply migrate to cooler areas during the hottest part ofthe summer. Others, such as the desert toad, hibernate deep underground whenthe surface sand is too hot for them. Some birds and reptiles are active mostly
during the dawn and sunset periods and spend the scorching hours in (relatively)cooler, shady spots. Kangaroo rats live in dens underground and seal off theentrances during the day to keep the heat out. Other desert creatures arecompletely nocturnal, sleeping all day and staying active only during the night.
Some animals have developed unusual ways to cool off. Jackrabbits, forexample, have huge ears with a network of blood vessels near the surface of theirskin. The vessels release excess heat from the rabbits body into the air. Fewpeople would want to take the black vultures approach to cooling off. This birdlets urine run down its legs, which cools the vultures legs as it evaporates. Thenthe cooled blood is circulated back through the birds body.
The deserts residents have also adapted to the limited supply of water.
Some obtain all the water they need from their food. Many excrete very littlewater in their urine. Some are able to recapture the moisture in the air theyexhale. Kangaroo rats are able to make their own water as they digest dry seeds.These rats will not even drink water when it is available, preferring to make itthemselves.
So the next time the weather turns hot, try cooling off with one of theseanimal adaptations!
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After you read Surviving in the Desert, answer questions 1 through 5.
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Reading: Comprehension
Which statement is the best summary of this article?
Desert animals face too little water and too much heat. Some desert animals come out only during cool periods.
The kangaroo rat excels at coping with harsh conditions.
Desert animals have many adaptations to help them survive.
Which statement is an accurate conclusion, based on this article?
Desert animals have more adaptations than any other group of animals.
Animals that cannot adapt to existing conditions may not survive.
Animals have more trouble adapting to heat than lack of water.
People need to learn from these animals adaptations.
Which statement applies the ideas in this reading selection to life in general?
Desert animals can adapt to a challenging environment.
Survival often requires adapting to conditions.
Desert animals are fascinating creatures.
We must protect desert habitats.
Write a sentence or two that explains two ways people adapt to a changing
environment.
Compare and contrast a kangaroo rat and a jackrabbit.
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Compare and ContrastTo compare two things, list ways they are alike. To contrast two things, lookfor ways they are different.
Ways the two are similar Ways the two are different
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Name ______________________________________________________________________________