advantage reading grade 7 sample pages

8/9/2019 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


Writing: Report. . . . . . . . . . . . . . 4143

More Things to Do . . . . . . . . . . . . . . 44


Structural Analysis: Root Words . . 46

Structural Analysis: Idioms. . . . . . . . 47

Fluency: Reading with Expression . 48Comprehension: Fact and

Opinion . . . . . . . . . . . . . . . . . . . 49

Comprehension: Analogies . . . . . . . 50

Vocabulary: Frequently Misused . . . . .


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: Fable . . . . . . . . . . . . . . . 17


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: Science Fiction. . . . . . 5657Reading: Comprehension. . . . . 5859

Graphic Information: Charts. . . . . . 60

Reading: Comprehension . . . . . . . . 61

Writing: Multi-Step

Directions . . . . . . . . . . . . . . 6264

More Things to Do . . . . . . . . . . . . . . 65


Structural Analysis: Affixes . . . . . . . 67

Structural Analysis: Multiple

Meaning Words . . . . . . . . . . . . 68

Fluency: Reading with

Expression . . . . . . . . . . . . . 6970

Comprehension: Idioms . . . . . . . . . 71

Vocabulary: Frequently Misused


Vocabulary: Content Words . . . . . 73Reading: How-to-Report. . . . . . 7475


Reading: Contemporary

Fiction . . . . . . . . . . . . . . . . . 7778


Graphic Information: Schedules . . 80

Reading: Comprehension . . . . . . . . 81Writing: Biography. . . . . . . . . . 8284

More Things to Do . . . . . . . . . . . . . . 85


Structural Analysis: Similes

and Metaphors . . . . . . . . . . . . 87

Comprehension: Analogies . . . . . . . 88

Fluency: Reading with Accuracy . . 89

Comprehension: Make Inferences . 90

Comprehension: Homophones . . . . 91

Vocabulary: Frequently Misused


Vocabulary: Content Words . . . . . . 93

Reading: Biography . . . . . . . . . 9495


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 ______________________________________________________________________________

6 Advantage Reading Grade 7 2005 Creative Teaching Press

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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Survival!


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Structural Analysis: Transitional Words


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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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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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?

________________________________________________________________________

________________________________________________________________________


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?

________________________________________________________________________

________________________________________________________________________


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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Survival!


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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


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.

Survival!


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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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Survival!


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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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Survival!


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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.


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

_______________________________ _______________________________

_______________________________ _______________________________

_______________________________ _______________________________

_______________________________ _______________________________

Name ______________________________________________________________________________

advantage reading grade 7 sample pages

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