Grade
Reading
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . 3
Comprehension: Prior
Knowledge . . . . . . . . . . . . . . . 5
Structural Analysis: Prefixes . . . . . 6
Structural Analysis:
Survival! 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 . . . . 19
Reading: Comprehension . . . . . . 20
Writing: Fable . . . . . . . . . . . . 21– 23
More Things to Do. . . . . . . . . . . . 24
7
Comprehension: Prior Knowledge . 25
Structural Analysis: Suffixes. . . . . . . 26
Structural Analysis: Context Clues . 27
Remember Fluency: Reading with Expression . 28
the Alamo!
Comprehension: Cause and Effect 29
Comprehension: Author’s
Viewpoint . . . . . . . . . . . . . . . . . 30
Vocabulary: Frequently Misused . . . . .
or Misspelled Words . . . . . . . . 31
Vocabulary: Content Words . . . . . 32
Reading: Nonfiction Report . . 33–34
Reading: Comprehension. . . . . 35–36
Reading: Biography . . . . . . . . . . . . . 37
Reading: Comprehension. . . . . . . . . 38
Graphic Information: Diagrams . . 39
Reading: Comprehension. . . . . . . . . 40
Writing: Report. . . . . . . . . . . . . . 41–43
More Things to Do . . . . . . . . . . . . . . 44
Comprehension: Prior Knowledge . 45
Structural Analysis: Root Words . . 46
Structural Analysis: Idioms. . . . . . . . 47
Technology Fluency: Reading with Expression . 48
and You Comprehension: Fact and
Opinion . . . . . . . . . . . . . . . . . . . 49
Comprehension: Analogies . . . . . . . 50
Vocabulary: Frequently Misused . . . . .
or Misspelled Words . . . . . . . . 51
Vocabulary: Content Words . . . . . . 52
 Table of Contents
Reading: Essay. . . . . . . . . . . . . . 53–54 Reading: Comprehension. . . . . . . . . 79
Reading: Comprehension. . . . . . . . . 55 Graphic Information: Schedules . . 80
Reading: Science Fiction. . . . . . 56–57 Reading: Comprehension . . . . . . . . 81
Reading: Comprehension. . . . . 58–59 Writing: Biography . . . . . . . . . . 82–84
Graphic Information: Charts. . . . . . 60 More Things to Do . . . . . . . . . . . . . . 85
Reading: Comprehension . . . . . . . . 61
Writing: Multi-Step Comprehension: Prior Knowledge . 86
Directions . . . . . . . . . . . . . . 62–64 Structural Analysis: Similes
More Things to Do . . . . . . . . . . . . . . 65 and Metaphors . . . . . . . . . . . . 87

That’s Comprehension: Analogies . . . . . . . 88

Comprehension: Prior Knowledge . 66
Structural Analysis: Affixes . . . . . . . 67
Structural Analysis: Multiple
Meaning Words . . . . . . . . . . . . 68
Be a Sport!
Fluency: Reading with
Expression . . . . . . . . . . . . . 69–70
Comprehension: Idioms . . . . . . . . . 71
Vocabulary: Frequently Misused
or Misspelled Words . . . . . . . . 72
Vocabulary: Content Words . . . . . 73
Reading: How-to-Report. . . . . . 74–75
Reading: Comprehension. . . . . . . . . 76
Reading: Contemporary
Fiction . . . . . . . . . . . . . . . . . 77–78
Entertainment! 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 . . . . . . . . . 94–95
Reading: Comprehension. . . . . . . . . 96
Reading: Myth . . . . . . . . . . . . . . 97–99
Reading: Comprehension. . . 100–101
Graphic Information: Time Lines . 102
Reading: Comprehension . . . . . . . 103
Writing: Narrative . . . . . . . . 104–106
More Things to Do . . . . . . . . . . . . . 107

Answer Key . . . . . . . . . . . . . . . . 108

CREDITS
Concept Development: Kent Publishing Services, Inc.
Written by: Linda Barr
Design: 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 92649

Reproduction 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.
 Introduction

The Advantage Reading Series for grades 3–8 is shaped and influenced by current research
findings in literacy instruction grounded in the federally mandated No Child Left Behind Act.
It includes the following key skill strands:
• phonics/structural word analysis _______________
___
_______________
_______________

• vocabulary development _____ _______________

Name __________ Suffixes
ysis:
Structural Anal

suffixes:

• reading fluency
common
Here are some Example
Meaning nstrative
Suffix authoritative, demo
-ative “inclined to” blacken, fasten
Outer Space “to make” ant
different, merch

• reading comprehension
-en “one who” ment
-ent/ant “inclined to” or development, instru
” or “thing”
-ment “action” or “state

g.
and the spellin
to the suffixes

This series offers strong skill instruction along with Choose the word
that correctly comp
letes each senten
ce. Pay attention

re in outer space
falls
4 The temperatu

motivational features in an easy-to-use format.

ers.
constantly had _______ numb
1 The astronauts into the _____
__. negation
to be __________
observers negative
observant negatant
observative negament
cattle
below was

Take a look at all the advantages this spapers,

s, and oth
er publica
magazine stions on pag
the que
tions. Rea
d the

e 61. 2 The crew

was not _____

they made their

_______ as
final flight check
s.
5 The sight of Earth
enough to _____
gladden
_______ any heart
.

nd in new answer
y are fou Internet. Then

reading series offers . . . rmation. The the talker s gladding

info sic from
news and nloading mu
contain
Reports report about dow talkive gladdent
owing
foll talkant engladden

ales talkative
usic S ads faced a

se in M
6 Suddenly the crew

e c r e a D o w nlo 3 The sky began

to __________
__
____________.
D Fr e e as the rocket rose
into space. predication

Phonics/Structural Word Analysis Due to

e for
is to blam eed
e in mu
sic sale
s. Who
puters.
High-sp brightent predicament
t decreas with com fast computer
r percen
saw a fou panies, it’s con ily. Anyone with
sumers a brighting predicamant
America
In 2001, rding com nload music eas
to reco rd com
panies
brigh ten predictament

Word analysis activities include the study

ord ing ple to dow reco
p? Acc w peo g. court. The yright laws.
the slum tions allo favorite new son been taken to
Interne
t connec
y of thei
r recently ic is prot
ected by
cop
brightly
a free cop of free music has d that the mus
can get e rule
The issu The cou
rts
of thei r battles. e 27
t ies hav
won mos compan

of word syllabication, prefixes, suffixes,

Internet er solution
.
Newer
with a clev g” Press
come up by the son Grade 6 © 2004
Creative Teaching
r a “pay Advantage Reading
They offe s, people
On their site for
option. le songs
nload sing fee
can dow of that

synonyms, antonyms, word roots, similes,

fee. Part panies.
a small rding com
the reco ns, this
goes to musicia
ers and re too.
For sing r fair sha
getting thei sic stores Here is a scien
means mu ce fiction story
But can r sales? answer the
at to thei go to questions about
thre on page 37. a girl who loses her

metaphors, idioms, adjectives, adverbs, and

the to
survive ’t have pet during
peo ple don st CD in a volcanic
Now the late eruption. Read
to buy song. the story and
a store r thei r favorite then
order to
hea from the
dow nload it es are
They can sic stor
Some mu
Internet. er prices An
much more. Word analysis helps students
low
ing with y
respond ertis ing. The
adv
and mo
hope that
keep retu
re
loyal cus
rning.
tomers

t about
will

the Explosiv
increase their vocabulary, word-recognition singers
they thin
And wha
and mu
k about
Internet?
sicians?
selling mu
Mo st
What do

sing
sic
ers
music and
tell thei
r friends
about it.
songs. The
Other mu
y say that
sicians
’s the way Summ e
on the
are hap
g.
py
The
with
y want
the free
people
adver
to listen
ple buy enti
to their
instead
re albums ated.
app reci
of single
mu sic. How
they get
g with
it will kee
the
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times.
er
Vacatio
tisin peo ays buy

skills, and spelling skills.

er have heard and will alw changin
means
would rath ular songs get sure. Music fans
their less
pop
Only one
thing is
inesses
for
that are looking
toward
the futu
re, that
n
g. For bus
changin

Press
Teaching
Creative
5 © 2004
Grade
Reading
Advantage

Variety of Reading Genres

60

June 24, 2301

, dawned clea
It was a beau r and bright.
tiful day in

Fiction and Nonfiction

Jazzy was the Pacific Mitzer the
glad to be Northwest. family dog
on summer Jazzy’s toes started licki
could final vacation. She , bringing her ng
ly relax in one mind back
place. She time. Mitzer to the pres
tastic year did have a especially ent
at the Academ fan- missed Jazz
y though. had been y because
time that the away at scho

Students will have many opportunities to build reading

It was the she
new middle first scratched ol. Jazzy ben
high-speed school teste Mitzer beh t down and
rocket laun d out the ind the ears
chers. Ever his eyes and . Mitzer clos
Academy took since the rested his ed
flight earlier home now head on Jazz
always goin in the year boy and I’m y’s lap. “I’m
g somewh Jazzy was going to stay

skills by reading a variety of fiction, nonfiction, and poetry

ere new. She Jazzy reassure all summer
that she neve went to plac d him. ”
r before drea es
the unit on med of goin Just beyond
the rain fores g to. When the lake Jazz
t bega n, the stud top of Mou y coul d see the
spent their ents nt Saint Hele
first day in ns. It was dark
Brazil, sear out. She won and rounded

selections created in a variety of visual formats to simulate

plant spec ching for rare dered wha
ies. When t it must have
they were like with a snow looked
Egypt, the studying anci -capped peak
school land ent , before the
ed right next of 1980. She eruption
to a pyramid imagined
! majestic with it standing
tall, green,
a hint of whi and

authentic reading styles. Each story selection builds on

te lacing the
Advant _____________top.
_____
_______________
age Readin
g Grade 5

_______________
© 2004 Creativ
e Teaching

_______________
Press
_____
Name __________
tion: Diagrams
Graphic Informa
content vocabulary and skills introduced in the section. the solar system
, with the plane
This diagram shows distances between the plane
e
ts drawn to scale.
ts are not shown
Instead, you can
accurately.
figure out
33

However, the relativ much, much bigger diagram. ate the planets.
One
ea l units that separ

Fiction selections include fantasy, legends, realistic fiction,

That would requir astron omica
and the sun.
studying the ce between Earth
the distances by ge distan
Outer Space is the avera
astronomical unit
that follow .
r the questions
am and answe
Study the diagr

first-person narratives, and poetry. Nonfiction selections

Sun

include biographies, how-to’s, reports, and directions.

Graphic Information
Graphic information reading selections include charts, to Earth?
the sun, compared
is Jupiter from

graphs, labels, maps, diagrams, and recipes. These types About how far as far away
1 about 4 times
distance
about the same about 6 times
as far away
as far away
about 2 times

of reading opportunities help students hone real-life 2 Which planet

is abou
Saturn
t 30 times as far from the
sun as Earth?
Neptune
Pluto

reading skills.
Uranus

size as Neptune? _____________

is about the same _______________
3 Which planet _______________
_______________
_______________
39

Press
Creative Teaching
Grade 6 © 2004
Advantage Reading

3
 Introduction

___
_______________

Comprehension Strategies Name __________

_____ _______________
_______________

Comprehension
_______________

Reading:

Strategic comprehension activities encourage

gh 5.
questions 1 throu
r Boyd, answer
about Louise Arne
After reading
on this article?
h statem ent is accurate, based paren ts.
1 Whic her rich
was spoiled by

students to make connections, ask questions, Louise Arner Boyd

Exploring the
Arctic was very

Boyd’s main reaso

dangerous, even

n to visit the Arcti

for men.

c was to searc
h for lost peop
she had not been
le.
wealthy.
her expe ditions even if
made

make predictions, and think about strategies Boyd would have

Which word best

describes Louis
e Arner Boyd?
2 cautious

they can use to increase their understanding

curious
sensible
reckless
e? Name _______________
ary of the articl _______________
is the best summ explorers.

of the text’s meaning.

_______________
Which statement h for two lost _______________
3 Boyd helped searc _______________
For four months, the Arctic. ___
ss explo rer who helped map Fluency: Rea
Boyd was a fearle over the North
Pole. ding with Phrasin
Boyd was the
first wom an to fly
s.
g
re new place Fluent readers put words
loved to explo
Louise Arner Boyd the anima
Science Museum
together in short
l poem below phrases. Practi
as you read: three times. ce reading
rous. Here are some
Boyd was gene points to remem
ber
rts the idea that • Read in natur
al
ent that suppo _______• Clap your handsphrases.
Write a statem

Fluency Practice _______________

4 or tap your foot
_______________ • If as you read and
_____ _____ _______________ _____ _____ ____________ you see a comma (,) or semicolon stick to the beat.
_____ __________ one breath. (;), read all the
_____ _____ _______________ words before it
in
__________
ted the Arctic.

Reading fluency is the ability to read with 5 Explain how Boyd

’s expeditions
probably affec

SIMILE SAFA_______________
_
Cause
of the first
Effect
_______________
_____ _______________
RI ______

expression, intonation, and a natural flow that Boyd was one

peop le
Arctic
to explore the
__________ _____
I went
_____
Right
_____
_______________ my mom showe
on_____
_____
after_____
_____
_______________
an animal safari ___________
__________
lunch,
today. And off in the
like an army,
d me the way.
distance,
came marching,
a herd of wild

sounds like talking. Fluency is essential for

elephants;
Out of the house their trunks high
t , . When you want to and arching.
Cause and Effec a ridet is the result
When you want
reason. The effec ondid the train;
this happen?”
The cause is the and
“Why of this action?”
An eyeball, no,
, ask yourself, there I was,
t was the result
two!
know the cause elf,
in “Wha
the Peerin g just above water
t, ask yours Seren geti Plains!

comprehension because the lack of it results in to know the effec ,

a hippo was Press swimming,
Creative Teaching
Grade 6 © 2004
A cheetah, I saw Advantage Reading trying not to get
first, hotter.
bolting straight
through the grass,
16 as swift as a wind And how, you
ask now,

choppy, robotic reading that stands in the way

storm,
moving strong did I arrive in
, flying fast. just minutes?
Am I in East Africa
,
He was chasin or at a museum
g his prey, exhibit?
a zebra it seeme
d,

of making sense out of a phrase or sentence.

a black and white
swirl,
like a wet maga
zine.

Behind bushes
and trees,
a giraffe we then
saw,
rising high like
a fortress,
chewing leaves
with its jaws.

Writing ______
______
______
______
______
___

______
______
72

Reading and writing are partner skills.

______
___ ______
Fiction
___ ______
______
:Science
Writing
Advantage Reading
Name ___ y have
Grade 5 © 2004
Creative Teaching
tales. The ming Press
believe rt out see
or make- etimes sta
fictional .

A range of writing activities helps students ries are . They som er really happen th.
fiction sto or events
Science ters, places, tha t could nev center of the Ear
charac e events to the
imaginary y usually includ ut a journey
the ry abo
real, but fiction sto you started: personalit
y.
science
Write a nts to get h an interesting

improve their ability to write as well as learn

nter ry.
Earth’s Ce some poi wit your sto
Here are main character blem for . m.
a dinary pro or talking to the proble
• Create an out-of the-or t with dialogue n
nk of inte rac y-rela ted solutio ideas.
• Thi ters log r
the cha
rac
- or tec
hno anize you
• Have a science you org
up with to help

about different forms of writing, such as signs, • Come ing sto ry chart
follow
Use the

th
of the Ear

notes, personal narratives, riddles, poems, stories, Journey

to the

nality tra
Center

its)
______
______
______
______
______
______
______
__
__
me, perso ______
______ ______
TER (na ______

descriptions, journals, and friendly letters.

AR AC ___ ___ ___ ?
MAIN CH ______
___ ______ Earth
______ ______ inside the
______ ______ nd like ______
__
______ ______ , and sou ______
___ ______ ell like ___ ___ __
___ , sm ___ ______
______ , feel like ______ ______
______ ______
it look like ______ ______
G W hat does ___ ___ ______ ___ ___ ______ blem?
SETTIN ______ ______ the pro
______ ______
______ What is ___________
______
______ ______ racters? ___
___ ______ oth er main cha ____________ ___ __
______ are the ___ ___
______ ______ ______
it? Who ______ ______ _____
t year is ____________ ______

Extensions and Real-Life Applications NG Wha ______ ______

______ ______ ______
BEGINNI ______ ______ ______
______ ___ ______ ___ ______ Is the re a
___ ______ ___ ?
___
______ ______
______ y go on
______ ______ e do the
______ ______ adventur _____
______ t kind of ______
ct? Wha

Each unit ends with a “More Things to Do” page

______ ______
______ rac ter s intera ___ ______ ___ ___ __
the cha blem? ___ ___ ___
How do the pro ______ ______
MIDDLE solving ______ ______ ______
__
______ ______
empt at ______ ______ ______
______
failed att ____________ ______
______ ______ )?
___ ______ ______ pp y ending

that includes suggestions for hands-on experiences

______ ___ ___ ___ ___
aster (un ha
______ ______ re a dis ______
__
______ ___ ______ is the ___
___ ___ ______ ending)
or ___ More Thin__
___
______ (happy ______ ______ gs to Do
______ ______ ______
______ problem ______
______ ______
ter s solve theLearn ___ ___ ___ ___ ___ ___ __
the charac _________ ___ About Space _________ ___
______

that extend the theme. A list of books is also included END Do ______ You can go___ ______ ______
______ ______
___ to a NASA Web ______
______ ______ some fun, space ______site called “The Space
______ ______ Place” toCrealearn
______ -related activities. Here is the
ing Press
tive Teach
______ more about space
______ ______
___http:/ /spaceplace.jpl.n addreGrade 5 © 2004 and do
______ asa.gov/index.sh Advantage Reading ss:
___ ______ tml.
______

for further study and enjoyment of the unit’s theme.

Update Yours
elf
Use the Intern
et, television news,
in the U.S. space magazines, or
program. Find newspapers to
42
what it might out what NASA keep track of
mean to those plans to accom what is happe
of us on Earth plish with its latest ning
. venture and
Spinoffs from
Space
Did you know
that television
originally inven satellite dishes
ted for the U.S. and the bar coding
space program? on food packa

Answer Key
are actually spino Find out what ges were both
ffs from the space other inventions
knowledge! program. Amaz and discoveries
e and entertain
your friends with
your new
Write a Poem
Think about what

Answers for each page are provided at the back of

outer space mean
possibilities intrig s to you. Is it just
ue you? Do you up there, empty
night and wond ever look at the and boring? Or
er what’s out there stars at do the
a poem about in outer space
your thoughts ? Write
about space techn and ideas. For

the book to make checking answers quick and easy.

ology that you information
you might check could use in your
out this Web site poem,
http://vesuvius.js from NASA:
c.
gov/er/seh/SFTe
rms.html.

Check out these

books.
The Atlas of Space
Exploration by
(Friedman/Fai Tim Furniss
rfax Publishing)
Can You Hear
a Shout in Space?
Answers About : Questions and
Space Explora
Melvin and Gilda tion by
Berger (Schola
Scholastic Encyclo stic)
pedia of Space
Simon Mitton by Jacqueline
(Scholastic) and
Space Mysteries
by Mike Goldsm
(Raintree Steck-V ith
aughn Publish
ers)

44

Advantage Reading
Grade 6 © 2004
Creative Teaching
Press

4
Name ______________________________________________________________________________

Comprehension: Prior Knowledge

We usually do not dwell on our survival—until 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. The
Survival!
survival 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 read
the title of this theme: Survival! Then, complete the word web below.

Survival!

Advantage Reading Grade 7 © 2005 Creative Teaching Press 5

Name ______________________________________________________________________________

Structural Analysis: Prefixes

A prefix is 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 it’s
important to know what each prefix means. The prefixes below all relate
Survival!
to numbers.

Prefix Meaning Examples

uni- one unicorn, unity
bi- two bicycle, binocular
tri- three tricycle, triplet
quadr- four quadrangle, quadrillion
deci- ten decimal, decimate
cent- hundred century, centimeter

Choose the word that completes each sentence correctly. Pay attention to the prefixes.

1 The town is celebrating its 100th 4 The police divided the area into
birthday, or its ____________. four ____________.
A bicentennial F quintuplets
B anniversary G quadrants
C centennial H triangles
D decennial J quintets

2 He competed in all ten events of 5 Everyone on the team wore the

the ____________. same ____________.
F triathlon A unicycle
G decathlon B uniform
H diphthong C unison
J pentathlon D universe

3 A ____________ tooth has two 6 Kevin, Joy, and Sharon sang together
points for chewing. as a ____________.
A molar F triangle
B canine G quartet
C incisor H duet
D bicuspid J trio

6 Advantage Reading Grade 7 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

Structural Analysis: Transitional Words

Transitional words show how your ideas fit together, making your writing
easier to understand. In the example below, the transitional word however
signals that the next idea will contradict the first sentence.
Survival! She planned to be on time. However, rush-hour traffic made her late.

Look at the categories of transitional words in the box. Choose the transitional word or phrase that
belongs on each blank line in the questions. Think carefully about how the ideas are related. In some
cases, more than one transitional word or phrase could be used.

Time: first, later, then, next

Contrast: however, but, nevertheless
Addition: also, too, in addition
Explanation: because, for example, in fact

1 I have to finish my book report tonight ________________________ it’s due tomorrow.

2 First, choose a topic that interests you. ________________________ begin to gather

information from library sources or reliable Web sites.

3 He didn’t have enough money to buy a new car. ________________________ , he had

no time to search for the best buy.

4 Our school had held the ceremony on the same day for five years.
________________________ , this year it had to be postponed.

5 The coach really cares about the players on the team. ________________________ , he
makes a point of meeting all their families.

6 Choosing a sport to play can be challenging. ________________________ , you must

evaluate your own skills. Then, you must decide which sport uses your strongest skills.

7 Our science fair project was quite imaginative. ________________________ , it received

only an honorable mention.

8 Take a good book on your trip. ________________________ , you might want to pack
a snack.

Advantage Reading Grade 7 © 2005 Creative Teaching Press 7

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. Then
Survival! perform 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.

Earthquake!
Narrator: The date was January 17, 1994. It all began at 4:30 A.M., an hour when nearly everyone
was asleep in Northridge, California, just outside Los Angeles. Today I’m 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: That’s 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 didn’t 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. It’s 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 to
my dad’s portable radio. My mom’s 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!

8 Advantage Reading Grade 7 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

Comprehension: Draw Conclusions

To draw a conclusion, you combine information from your reading
with your own knowledge and experience. Then you reach a
decision or form an opinion about something in the selection,
Survival! something the author hinted at but did not state directly.

1 Choose the sentence that draws a correct conclusion.

A One student was cut by flying glass when the windows exploded.
B None of the students interviewed was badly hurt in the earthquake.
C One student was hurt when the books fell off a shelf onto his or her bed.
D The students’ families were among the 1,500 people injured in the earthquake.

2 You can conclude that these students had not experienced a major earthquake before.
What information from the reading supports this conclusion?
________________________________________________________________________
________________________________________________________________________

3 Choose the sentence that draws a correct conclusion.

A Moving to a hallway protected one family from injury.
B School earthquake drills protected these three families.
C Having a portable radio gave one family something to do.
D The families would have been fine if they had stayed in bed.

4 The three students probably knew an earthquake was possible. What information
from the reading supports this conclusion?
________________________________________________________________________
________________________________________________________________________

5 Choose the sentence that draws a correct conclusion.

A The truck passing by was in danger from the earthquake.
B The loud rumbling noise caused the windows to explode.
C The movement of the ground caused the windows to explode.
D The train sound was actually a tornado caused by the earthquake.

Advantage Reading Grade 7 © 2005 Creative Teaching Press 9

Name ______________________________________________________________________________

Comprehension: Multiple Meaning Words

Some words have more than one meaning, but the context will help you
determine which meaning is being used. For instance, the word bat could
be a “flying animal” or a “piece of sports equipment.” You can tell which
Survival! meaning is being used in this example by reading the sentence.

The player tapped the bat against his spikes before he

stepped up to the plate.

In this example, a bat is a piece of sports equipment.

Read each sentence and think about the meaning of the underlined word. Then select the
meaning of the word in that sentence.

1 The date was January 17, 1994.
A a person you go out with
B to go out with someone
C a day on the calendar
D to get old
2 Going to the movies was a present
from my parents.
F a gift
G in view
H to offer
J to introduce
3 The theater was packed, and we had
to stand in line forever.
A part of a poem
B a long, thin mark
C a brand of clothing
D an arrangement of people
or objects
4 I didn’t close my eyes again the rest
of the night!
F the remainder
G to stay quiet
H to pause
J to place
5 But then the ground started to shake, and
my mom ran in and yanked me out of bed.
A cause or reason
B past tense of grind
C the surface of Earth
D an area won in battle
6 It’s a good thing, too, because a
second later, all the windows in
the house exploded.
F to support
G part of a minute
H next after the first
J a product with a flaw in it

10 Advantage Reading Grade 7 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

Vocabulary: Frequently Misused Words

Some pairs of words are easily confused. They may be spelled nearly
alike and pronounced the same or nearly the same, but their meanings
are quite different. To decide which word in a pair is correct, you must
Survival! think 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.

1 They were all going to the game (except/accept) Jennifer and Susan.

2 I couldn’t believe they would (desert/dessert) me when I needed them most.

3 How much (farther/further) is the village?

4 Her shrug (implied/inferred) that she was not concerned about it.

5 The (elusive/illusive) dog managed to disappear into the park.

6 The teacher was (adept/adapt/adopt) at keeping our attention.

7 The managers debated the (morality/mortality) of firing staff who were about
to retire.

8 Just before the deadline, the union decided to (except/accept) the new contract.

9 He was so late that I had to (imply/infer) that he was not coming.

10 When you start a new school, you must (adept/adapt/adopt) to the rules there.

11 The gathering broke up soon after the (desert/dessert) was served.

12 The farmer decided to (adept/adapt/adopt) the lost dog.

13 What was the (morality/mortality) rate for this year’s flu season?

14 The (farther/further) he researched the issue, the more troubled he became.

15 Her smile was (elusive/illusive), as she had no intention of cooperating.

Advantage Reading Grade 7 © 2005 Creative Teaching Press 11

Name ______________________________________________________________________________

Vocabulary: Content Words

How many terms do you know that relate to the survival of plants and animals?
Here’s your opportunity to find out—and to expand your vocabulary. Fill in the
bubble beside the correct answer for questions 1 through 8. If you aren’t sure
Survival! of an answer, look it up in a science textbook or an encyclopedia.

1 Which word means “a place where 5 Which term describes a species that
an organism lives that meets all of could soon disappear?
its needs”? A extinct
A home C biosphere B diverse
B habitat D ecosystem C threatened
D endangered

2 What is the term for all the organisms 6 Which term describes gradual changes in
in an ecosystem? the type of species that live in an area?
F invertebrates F biome
G vertebrates G pioneer
H population H succession
J species J climax communities
3 Which term means “anything that 7 Which of these is an abiotic factor in
restricts the number of individuals an environment?
in a population”? A water
A food web B plants
B symbiosis C insects
C food chain D predators
D limiting factor
8 Which cycle depends on evaporation?
4 What is the “carrying capacity” for F water
an ecosystem?
G carbon
F the largest number of one
H energy
species that the ecosystem
J nitrogen
can support
G the total number of populations
living in an ecosystem
H the size of a population at
any time
J the link between predator
and prey

12 Advantage Reading Grade 7 © 2005 Creative Teaching Press

This article describes how certain animals survive in the harsh environment of the desert. Read the article, and then
answer the questions on page 14.

Surviving
in the Desert

To survive in the desert, animals face two huge obstacles: too little water and too
much 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 of
the summer. Others, such as the desert toad, hibernate deep underground when
the 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 the
entrances during the day to keep the heat out. Other desert creatures are
completely nocturnal, sleeping all day and staying active only during the night.
Some animals have developed unusual ways to cool off. Jackrabbits, for
example, have huge ears with a network of blood vessels near the surface of their
skin. The vessels release excess heat from the rabbit’s body into the air. Few
people would want to take the black vulture’s approach to cooling off. This bird
lets urine run down its legs, which cools the vulture’s legs as it evaporates. Then
the cooled blood is circulated back through the bird’s body.
The desert’s residents have also adapted to the limited supply of water.
Some obtain all the water they need from their food. Many excrete very little
water in their urine. Some are able to recapture the moisture in the air they
exhale. 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 it
themselves.
So the next time the weather turns hot, try cooling off with one of these
animal adaptations!

Advantage Reading Grade 7 © 2005 Creative Teaching Press 13

Name ______________________________________________________________________________

Reading: Comprehension
After you read Surviving in the Desert, answer questions 1 through 5.
1 Which statement is the best summary of this article?
A Desert animals face too little water and too much heat.
B Some desert animals come out only during cool periods.
C The kangaroo rat excels at coping with harsh conditions.
D Desert animals have many adaptations to help them survive.

2 Which statement is an accurate conclusion, based on this article?

F Desert animals have more adaptations than any other group of animals.
G Animals that cannot adapt to existing conditions may not survive.
H Animals have more trouble adapting to heat than lack of water.
J People need to learn from these animals’ adaptations.

3 Which statement applies the ideas in this reading selection to life in general?
A Desert animals can adapt to a challenging environment.
B Survival often requires adapting to conditions.
C Desert animals are fascinating creatures.
D We must protect desert habitats.

4 Write a sentence or two that explains two ways people adapt to a changing
environment.

5 Compare and contrast a kangaroo rat and a jackrabbit.

Ways the two are similar Ways the two are different

_______________________________ _______________________________

_______________________________ _______________________________

_______________________________ _______________________________

_______________________________ _______________________________

Compare and Contrast

To compare two things, list ways they are alike. To contrast two things, look
for ways they are different.

14 Advantage Reading Grade 7 © 2005 Creative Teaching Press