Advantage Reading Grade 8 Sample Pages

Reading

Grade

8

Table of Contents Comprehension: Draw

Introducti Intro duction on . . . . . . . . . . . . . . . . . . 3

Conclusio Conc lusions ns . . . . . . . . . . . . . . . . 29 Comprehension: Prior Knowledge. . . 5

Comprehens Compr ehension: ion: Analogies Analogies . . . . . . . 30

Structural Analysis: Prefixes . . . . . . . . 6

Vocabulary: Frequently

Comprehen Comp rehension: sion: Idioms Idioms . . . . . . . . . . . 7

Misused Words. . . . . . . . . . . . . 31

Fluency: Reading with Expression Expression . . . 8

Vocabulary: Vocabu lary: Content Content Words Words . . . . . . 32

Is It Hot Comprehension: Fact Out There? and Opinion . . . . . . . . . . . . . . . . 9

Reading: Readi ng: Biograph Biographyy . . . . . . . . . 33–34 33– 34 Reading: Readi ng: Comprehen Comprehension. sion. . . . . 35– 35 – 36 Reading: Historical Fiction . . . . . . . . 37

Comprehension: Cause/Effect

Reading: Comprehension. . . . . . . . . 38

and Sequencin Sequencingg . . . . . . . . . . . . 10

Graphic Information: Maps. . . . . . . 39

Vocabulary: Frequently Misused Words. . . . . . . . . . . . . 11


Vocabulary: Content Words . . . . . . 12 12

Writing: Report. . . . . . . . . . . . . . 41–43

Reading: Nonfiction Report. . . . . . . 13

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

Reading: Comprehension. . . . . . . . . 14 Reading: Readi ng: Informati Informational onal Text Text . . . . . . 15

Comprehens Compr ehension: ion: Prior Prior Knowledge Knowledge . 45


Structural Analysis: Analysis: Root Words . . 46

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

Vocabulary: Multiple

Reading: Comprehension. . . . . . . . . 18 Graphic Information:

What’s New?

Meaning Words . . . . . . . . . . . . 47 Fluency: Reading with Expression. . 48

Bar Graphs Graphs . . . . . . . . . . . . . . . . 19

Comprehens Compr ehension: ion: Make Inferenc Inferences es . 49


Comprehens Compr ehension: ion: Homophone Homophoness . . . . 50

Writing: Myth. . . . . . . . . . . . . . . 21–23



Misspelled Words. . . . . . . . . . . 51 Vocabulary: Vocabu lary: Content Content Words Words . . . . . . 52

Revolution

Comprehen Comp rehension: sion: Prior Prior Knowledge Knowledge . 25

Reading: Readi ng: Nonfiction Nonfiction Report Report.. . . 53 – 54

Structural Analysis: Suffixes. . . . . . . 26


Vocabulary: Transitional Words. Words . . . 27 27

Reading: Contemporary

Fluency: Reading with Expression. . 28

Fiction Fict ion.. . . . . . . . . . . . . . . . . 56 – 57

Table of Contents Reading: Readi ng: Comprehen Comprehension. sion. . . . . 58– 58 – 59

Reading: Comprehension . . . . . . . . 81

Graphic Information:

Writing: Writi ng: Biography Biography . . . . . . . . . . 82–84

Spreadsheet . . . . . . . . . . . . . . . 60


Reading: Comprehension. . . . . . . . . 61 Writing: Writi ng: Multi-Step Multi-Step Directions. Directions. 62– 64

Comprehen Comp rehension sion:: Prior Knowledge Knowledge . 86


Comprehension: Similes and Metaphors . . . . . . . . . . . . 87

Comprehen Comp rehension sion:: Prior Knowledge Knowledge . 66 Structural Analysis: Affixes . . . . . . . 67

Have Fun! Vocabulary: Connotative

and Denotative Meanings. . . . 88

Vocabulary: Analogies. . . . . . . . . . . 68

Fluency: Reading with Accuracy. . . 89

Fluency: Reading Reading with Expression Expression . 69

Comprehension: Multiple-Meaning

Good Sport, Good Health Comprehension: Predict

Outcomes . . . . . . . . . . . . . . . . . 70

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

Words. . . . . . . . . . . . . . . . . . . . . 90 Comprehension: Fact and Opinion . 91 91


Vocabulary: Frequently Misused

Misused Words. . . . . . . . . . . . . 92

Words. . . . . . . . . . . . . . . . . . . . . 72

Vocabulary: Content Words . . . . . . 93

Vocabulary: Vocabu lary: Content Content Words . . . . . . 73

Reading: Readi ng: Nonfictio Nonfictionn Article Article . . . 94– 94 – 95

Reading: Readi ng: Nonfictio Nonfictionn Report. Report . . . 74 – 75



Reading: Readin g: Contempo Contemporary rary Fiction Fiction 97– 99

Reading: Contemporary

Reading: Comprehension. . . 100–101

Fiction Fict ion . . . . . . . . . . . . . . . . . 77– 78

Graphic Information: Double-Bar

Reading: Comprehension. . . . . . . . . 79 Graphic Information: Bar Graphs Graphs . . . . . . . . . . . . . . . . 80

Graphs. . . . . . . . . . . . . . . . . . . 102 Reading: Comprehension . . . . . . . 103 Writing: Writi ng: Narrative Narrative . . . . . . . . 104– 106 More Things Things to Do . . . . . . . . . . . . . 107 Answerr Key . . . . . . . . . . . . . . . . 108 Answe 108

CREDITS Concept Development: Kent Publishing Services, Inc. Written by: Linda Barr Designer: Moonhee Pak Production: Signature Design Group, Inc. Art Director: Tom Cochrane Project Director: Carolea Williams © 2005 Creative Teaching Press, 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.

Name ______________________________________________________________________________

Comprehension:

Is It Hot Out There?

Prior Knowledge

This theme focuses on the controversial issue of global warming. Many people are concerned that the burning of fossil fuels, especially coal and gasoline, is sending carbon dioxide and other gases into the air. They believe these gases are causing our atmosphere to trap more of the sun’s heat, thus changing our climate. Others believe that changes in our climate are a natural part of Earth’s cycle. What do you know about this topic? What do you think you know but are not sure is correct? What would you like to know so that you can better understand this issue? Complete the chart below.

What I know about global warming

What I think I know about global warming

What I’d like to find out about global warming

Advantage Reading Grade 8 © 2005 Creative Teaching Press

5

Name ______________________________________________________________________________

Structural Analysis:


Prefixes

A prefix prefix is is a group of letters that is added to the beginning of a base word, also called the root . Prefixes change the meanings of words, so it’s important to know the meanings of as many prefixes as possible. The prefixes below all relate to position, but some of them also have other meanings. For example, para- means “besides” but it also means “faulty or abnormal” and “almost.” Prefix epihypointra para peri super-

Meaning Examples upon epicenter, epidermis under hypodermic, hypochondria within intrastate, intramolecular beside parallel, parathyroid all around perimeter, periodontal over ov er an andd abov abovee su supe perv rvis ise, e, su supe peri rimp mpos osee

Many of the answer choices below might be unfamiliar to you. Still, you can use the meaning of each prefix to choose the word that completes the sentence correctly. 1

2

The tissue that surrounds the heart is called the ____________.  pericardium  intercardium  extracardium  supercardium

4

5

The ____________ settles at the bottom of a fluid.  paragon  peristasis  hypostasis  epistasis 6

3

6

The new law will ____________ the old one, replacing it.  supersede  intrasede  hyposede  parasede

A ____________ is a model of excellence used for comparisons.  perigon  hypogon  paragon  extragon ____________ grows on other plants.  A periphyte  An epiphyte  A paraphyte  An intraphyte An event that takes place between members of a population is called ____________.  epipopulation  intrapopulation  extrapopulation  superpopulation Advantage Reading Grade 8 © 2005 Creative Teaching Press

Name ______________________________________________________________________________

Comprehension: Idioms


Idioms are phrases that do not mean exactly what they say. Over the years, these phrases have taken on a new meaning that can be confusing for anyone who is learning English. For example, when you “throw someone a curve,” you do not throw a baseball. Instead, you do something unexpected that confuses or surprises the other person.

Read each sentence and the underlined idiom. Then use the meaning of the sentence to choose the correct meaning of the idiom. 1

2

3

4

They supported each other through thick and thin.  no matter how their weight changed  through good times and bad times  through the forest and the fields  together and separately The football field was muddy, but both teams were in the same boat.  soaking wet  used to mud  determined to win  facing the same conditions I tried to keep a straight face as the child explained her drawing.  look straight at the speaker  look confused  look surprised  not smile You take after after your brother brother..  are shorter than  follow around  take care of  look like


5

When the company began to cut corners, its sales fell.  cut its prices  raise its prices  use cheaper materials  spend more time planning

6

Don’t let let him get the better better of you.  get more than you do  discourage you  encourage you  get behind you

7

He decided decided to turn turn the tables tables on the neighborhood bully.  sit down at a table with  trade positions with  throw a table at  take turns with

8

The day before our vacation, our plans fell through.  were completed  went into effect  did not work out  fell on the ground

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Name ______________________________________________________________________________

Fluency:


Reading with Expression

Are you concerned about global warming? Below is a speech that someone who is concerned about global warming might present to a town council. It focuses on the effect of global warming on Earth’s plant and animal species. Practice reading this speech aloud, using your voice to emphasize important points. For example, you might speak louder, softer, or slower to stress key words and phrases. After reading the speech aloud at least three times, present it to a group of classmates, friends, or family members. See if you can convince them to help reduce global warming.

Are You an Endangered Species? Do you realize that Earth has about 14 million plant and animal species? That is an enormous number of living things, things, right? But But what would would Earth Earth be like if one million of these species species suddenly suddenly disappear disappeared? ed? Sure, Sure, we might be able to get along without an endangered Australian tree lizard called Boyd’ss forest dragon and the endangered European Boyd’ European magpie. But losing 999,998 other species would definitely definit ely make make a difference! difference! These These species species are all part part of comp complex lex food webs, webs, so the loss of even one can eventually eventually result result in the loss of many other other species. species. The numbers numbers become become staggering! What will cause these species to disappear? What disappear? They will become victims of climat climatee change. Resea Researche rchers rs predict that by the year 2100, 2100, Earth’ Earth’ss temperatures will rise by between 2.5 and 10 degrees Fahrenheit. This increase is already already forcing forcing some species to move to to cooler areas. Species that cannot move, especially plants, are doome doomed! d! This problem is not in the future—it’s happening today. today. Scientists have studied 1,103 threatened species in Au Australia, stralia, Brazil, South Africa, and other regions. If global warming conti continues, nues, by 2050 2050—during —during your lifetime—between 15 and 37 percent of of these species will have disappeared from Earth—forever! If this finding finding is applied applied to all all species, the number number of extinct extinctions ions could could reach reach one million. What can we do in our own community? We We can reduce our use of the fossil fuels that are trapping tr apping the sun’ sun’s heat by walking walking and biking more more and riding less. If we must ride, we can take the bus bus or carpool. We can use less fuel by buying buying more efficient appliances, turning up the thermostat in the summer, summer, and turning it down in the winter. We can support laws to limit air pollution by local industries. Humans do not own Humans own the Earth. Instea Instead, d, we share share it with million millionss of other living things. If we ruin ruin it for them, we eventually eventually will ruin it for ourselves. ourselves. One day, day, polluti pollution on may cause cause us to become become endangered ourselves! 8


Name ______________________________________________________________________________

Comprehension:


Fact and Opinion

fact is A fact is a statement that can be proved through research, while an opinion is a belief or feeling that cannot be proved. For example, it’s a fact that species are disappearing from Earth, but it’s an opinion that their disappearance is caused mainly by global warming. As you read, you must be able to separate facts from opinions and use facts, along with your previous knowledge, to form your own opinions.

After reading the speech on page 8, answer questions 1 through 5. 1

Choose the statement that is a fact.  The Australian tree lizard is endangered.  One million species will disappear by 2050.  With so many species, we won’t miss a few.  Earth’s temperatures will increase by 10 degrees.

2

Choose the statement that is an opinion.  Driving a car burns fossil fuel.  People are very concerned about global warming.  Scientists studied 1,103 species of plants and animals.  Earth has about 14 million species of plants and animals.

3

Choose the statement that is a fact.  Some species cannot live in warm areas.  Humans share Earth fairly with other species.  Fourteen million species is an enormous number.  If global warming continues, humans will become endangered.

4

Write an opinion about global warming. ________________________________________________________________________ ________________________________________________________________________

5

Write a fact about global warming. ________________________________________________________________________ ________________________________________________________________________


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Name ______________________________________________________________________________

Comprehension:


Cause/Effect and Sequencing

As you read, you must be able to identify causes and effects. Something that makes an event happen is a cause cause,, while the result of an action is an effect . Often an effect becomes the cause of another effect, resulting in a chain of related events. Being able to identify causes and effects helps you understand the sequence sequence,, or order of events, in the articles and stories you read.

After reading the speech on page 8, answer questions 1 through 5. 1

According to this speech, what is the cause of climate change?  species being forced to move to cooler areas  supporting laws to limit air pollution  riding in buses and carpooling  a rise in Earth’s temperatures

2

Why does the predicted temperature rise range from 2.5 to 10 degrees?  Some scientists use the Fahrenheit scale, and some use the Celsius scale.  The increase is predicted for 2100, not 2050.  The amount of air pollution may change.  The number of lost species may change.

3

10

In global warming, what happens after the sun’s rays reach Earth?  Vehicles and industries produce air pollution.  Gases from burning fossil fuels rise into the air.  Gases produced by fossil fuels trap some of the heat.  Gases from fossil fuels trap air pollution at Earth’s surface.

4

According to this speech, what will happen if we reduce our use of fossil fuels?  Extinct species will reappear.  Temperatures will not rise so high.  The number of species on Earth will increase.  About 15 to 37 percent of species will survive.

5

Why do scientists think one million species may disappear?  They have studied all 14 million species.  They studied 1,103 species and made a prediction.  They know some species cannot live in warm areas.  They have identified one million endangered species.


Name ______________________________________________________________________________

Vocabulary:


Frequently Misused Words

Some pairs of words are easily confused because they are spelled nearly alike and pronounced the same or nearly the same. However, their meanings are quite different. To decide which word in a pair of similar words is correct, you must think about the meaning of the sentence and of each word.

To practice this skill, read each sentence below and think about the meanings of the two words in parentheses. Then underline the correct word for that sentence. Use a dictionary if you need help. 1 2

If global warming continues, Earth might end up (baron/barren). A rise in temperatures would have an (averse/adverse) effect on living things.

3

Earth’s temperatures are showing an (annual/annul) rise.

4

Scientists try to (apprise/appraise) the effects of this rise.

5

We cannot take a (causal/casual) approach to this problem.

6

Human development is on a (collusion/collision) course with species survival.

7

Many animal habitats are (contagious/contiguous) with human developments.

8

Those who are working to preserve species should be (commended/commanded).

9

Some scientists (decent/descent/dissent) from the theory that Earth is warming.

10 11

Scientists have provided (depositions/dispositions) for both sides of this issue. A thoughtful person will show (deference/difference) to both opinions.

12

(Erasable/Irascible) proponents on both sides do not help address the problem.

13

Instead of being (indigent/indignant), we need to discuss the issue calmly.

14

The air pollution problem will just (expand/expend) with time.

15

Many practical ideas may (emerge/immerge) from current discussions.


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Name ______________________________________________________________________________

Vocabulary:

Is It Hot Out There? 1

2

3

4

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Content Words

How many terms do you know that relate to global warming? 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 of an answer, look it up in a science textbook, on the Internet, or in an encyclopedia.

Which word refers to the specific conditions of the atmosphere at a certain place and time?  climate  weather  climate change  warm or cold front

5

Which of these is NOT a fossil fuel?  oil  coal  wood  natural gas

6

What is the mixture of gases surrounding Earth?  weather  atmosphere  carbon dioxide  greenhouse gases

Which of these is NOT a form of precipitation?  sunshine  snow  sleet  rain

7

What is the term for everything around you, including the climate and living things?  greenhouse effect  global warming  environment  atmosphere

8

The term climate change means ____________.  a change in temperatures in a certain region  changes that begin with global warming  changes in the amount of precipitation  an exceptionally dry summer

Which term describes the trapping of the sun’s heat on Earth’s surface?  greenhouse effect  greenhouse gases  global warming  climate change What is the average weather for a particular period and time?  climate change  precipitation  atmosphere  climate


Are you convinced that global warming is a real problem? Read Global Warming: What We Don’t Know and see if you change your mind. Then, answer the questions on page 14.

Global Warm Global Warming: ing: Whatt We Wha We Don’t Know First, let’ let’ss define what we do know know about global global warming. For the most most part, scientist scientistss agree that human activities, inclu including ding the burning of fossil fuels, fuels, are increasin increasingg the amount amount of carbon dio dioxide xide and and other gases in the air. air. Scientis Scientists ts also generally agree agree that these “greenho “greenhouse use gases” trap some of the sun’ sun’s heat in Earth’s Earth’s atmosphere. The gases form a blanket that prevents the heat from reflecting back into outer space. space. In this way, way, the gases increase increase the natural greenhouse greenhouse effect. You might not realize that this effect is essential essential for for our survival. It helps Earth Earth maintain tempera temperatures tures that that support support life. If Earth did not absorb some some of the sun’ sun’s heat, it would become become a cold and and empty place. place. However, we are not sure how much these greenhouse gases will raise temperatures. Scientists have However, used different climate models to predict the temperature temperature increase by the year 2100. 2100. These predictions, however howev er,, range from from 2.5 to 10 degrees. degrees. This amount amount of variatio variation n itself make makess one wonder wonder about about the accuracy accu racy of the predictions. predictions. At the same time, bear in mind that Earth’s Earth’s climate has been much colder—and colder—and much warmer— than it is now. now. The climate climate in North America, America, for example, example, has ranged from from the tropical tropical temperatures temperatures that supported the dinosaurs to frigid ice ages. These changes clearly occurred occurred without human interference. Some scientists think these ancient climate extremes were linked to changes in solar radiation or to interactions between the atmosphere atmosphere and the ocean. ocean. Some believe the changes we we are experiencing now are are part of a natural cycle that occurs with or without us. People are concerned People concerned about about the amount amount of carbon dioxide dioxide in the air, air, but 600 million million years years ago, the level was twenty twenty times higher than it is now. now. Hum Humans ans certainly certainly did not cause cause that high level of carbon dioxide back then. Global warming might lead to melting polar caps and rising seas. It could cause both strong storms and droughts. However However,, we don’t don’t know how big the human role is in climate change. Many other factors might contribute, including changes in solar activity and ocean ocean currents. We have measured Earth’ss temperatures with thermometers for only about 300 years. We may never be certain about Earth’ temperature tempe rature and climate climate patterns patterns long ago. This lack of long-t long-term erm data means that we cannot cannot be sure how much more warming will occur and how fast it might happen. However However,, this problem definitely deserves more study study..


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Name ______________________________________________________________________________

Reading:

Comprehension

After you read Global Warming: What We Don’t Know , answer questions 1 through 5. 1

Which statement best describes the author’s view of global warming?  It’s a question that should be studied.  It’s a definite threat to our survival.  It will lead to negative effects.  It’s an imaginary threat.

2

What is the main idea in this article?  Earth has experienced many changes.  We need to learn more about global warming.  Some people are overreacting to climate changes.  Scientists agree that greenhouse gases are increasing.

3

Which statement applies the ideas in this article to life in general?  You should gather much information before drawing a conclusion.  The study of ancient climate changes should be encouraged.  People must reduce their use of fossil fuels.  Scientists keep changing their minds.

4

Why does the author mention ancient climate changes? ___________________________________________________________________ ___________________________________________________________________

5

Choose the sentence that draws a correct conclusion.  We should prepare for significant global warming.  We should ignore warnings about global warming.  Human activities have no effect on global warming.  The beneficial greenhouse effect could become harmful. 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, something the author hinted at but did not state directly.

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Advantage Reading Grade 8 Sample Pages

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