Grade

Reading 8
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . 3 Comprehension: Draw
Conclusions . . . . . . . . . . . . . . . . 29
Comprehension: Prior Knowledge. . . 5 Comprehension: Analogies . . . . . . . 30
Structural Analysis: Prefixes . . . . . . . . 6 Vocabulary: Frequently
Comprehension: Idioms . . . . . . . . . . . 7 Misused Words. . . . . . . . . . . . . 31
Fluency: Reading with Expression . . . 8 Vocabulary: Content Words . . . . . . 32
Is It Hot Comprehension: Fact Reading: Biography . . . . . . . . . 33–34
Out There? and Opinion . . . . . . . . . . . . . . . . 9 Reading: Comprehension. . . . . 35–36
Comprehension: Cause/Effect Reading: Historical Fiction . . . . . . . . 37
and Sequencing . . . . . . . . . . . . 10 Reading: Comprehension. . . . . . . . . 38
Vocabulary: Frequently Graphic Information: Maps. . . . . . . 39
Misused Words. . . . . . . . . . . . . 11 Reading: Comprehension. . . . . . . . . 40
Vocabulary: Content Words . . . . . . 12 Writing: Report. . . . . . . . . . . . . . 41–43
Reading: Nonfiction Report . . . . . . . 13 More Things to Do . . . . . . . . . . . . . . 44
Reading: Comprehension. . . . . . . . . 14
Reading: Informational Text . . . . . . 15 Comprehension: Prior Knowledge . 45
Reading: Comprehension. . . . . . . . . 16 Structural Analysis: Root Words . . 46
Reading: Fable. . . . . . . . . . . . . . . . . . 17 Vocabulary: Multiple
Reading: Comprehension. . . . . . . . . 18 Meaning Words . . . . . . . . . . . . 47
What’s
Graphic Information: New? Fluency: Reading with Expression. . 48
Bar Graphs . . . . . . . . . . . . . . . . 19 Comprehension: Make Inferences . 49
Reading: Comprehension. . . . . . . . . 20 Comprehension: Homophones . . . . 50
Writing: Myth. . . . . . . . . . . . . . . 21–23 Vocabulary: Frequently
More Things to Do . . . . . . . . . . . . . . 24 Misspelled Words. . . . . . . . . . . 51
Vocabulary: Content Words . . . . . . 52
Comprehension: Prior Knowledge . 25 Reading: Nonfiction Report . . . 53–54
Structural Analysis: Suffixes. . . . . . . 26 Reading: Comprehension. . . . . . . . . 55
Vocabulary: Transitional Words . . . 27 Reading: Contemporary
Revolution Fluency: Reading with Expression. . 28 Fiction . . . . . . . . . . . . . . . . . 56–57
 Table of Contents
Reading: Comprehension. . . . . 58–59 Reading: Comprehension . . . . . . . . 81
Graphic Information: Writing: Biography . . . . . . . . . . 82–84
Spreadsheet . . . . . . . . . . . . . . . 60 More Things to Do . . . . . . . . . . . . . . 85
Reading: Comprehension. . . . . . . . . 61
Writing: Multi-Step Directions. 62–64 Comprehension: Prior Knowledge . 86
More Things to Do . . . . . . . . . . . . . . 65 Comprehension: Similes
and Metaphors . . . . . . . . . . . . 87
Comprehension: Prior Knowledge . 66 Vocabulary: Connotative
Have Fun!
Structural Analysis: Affixes . . . . . . . 67 and Denotative Meanings. . . . 88
Vocabulary: Analogies . . . . . . . . . . . 68 Fluency: Reading with Accuracy . . . 89
Fluency: Reading with Expression . 69 Comprehension: Multiple-Meaning
Good Sport,
Comprehension: Predict Words. . . . . . . . . . . . . . . . . . . . . 90
Good Health
Outcomes . . . . . . . . . . . . . . . . . 70 Comprehension: Fact and Opinion . 91
Comprehension: Idioms . . . . . . . . . 71 Vocabulary: Frequently
Vocabulary: Frequently Misused Misused Words. . . . . . . . . . . . . 92
Words. . . . . . . . . . . . . . . . . . . . . 72 Vocabulary: Content Words . . . . . . 93
Vocabulary: Content Words . . . . . . 73 Reading: Nonfiction Article . . . 94–95
Reading: Nonfiction Report . . . 74–75 Reading: Comprehension. . . . . . . . . 96
Reading: Comprehension. . . . . . . . . 76 Reading: Contemporary Fiction 97–99
Reading: Contemporary Reading: Comprehension. . . 100–101
Fiction . . . . . . . . . . . . . . . . . 77–78 Graphic Information: Double-Bar
Reading: Comprehension. . . . . . . . . 79 Graphs. . . . . . . . . . . . . . . . . . . 102
Graphic Information: Reading: Comprehension . . . . . . . 103
Bar Graphs . . . . . . . . . . . . . . . . 80 Writing: Narrative . . . . . . . . 104–106
More Things to Do . . . . . . . . . . . . . 107
Answer Key . . . . . . . . . . . . . . . . 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, 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
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What do

sing
sic
ers
music and
tell thei
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songs. The
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y say that
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on the
are hap
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py
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with
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people
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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
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times.
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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 article?
based on this
Whic h statem ent is accurate, rich paren ts.
1 was spoiled by
her

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. A

______
___ ______
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 .

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, descrip- Journey

to the

nality tra
Center

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

tions, journals, stories, 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 the

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

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

This theme focuses on the controversial issue of global warming. Many
people are concerned that the burning of fossil fuels, especially coal and
Is It Hot gasoline, is sending carbon dioxide and other gases into the air. They
Out There? 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 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
Is It Hot
prefixes below all relate to position, but some of them also have other
Out There?
meanings. For example, para- means “besides” but it also means “faulty
or abnormal” and “almost.”

Prefix Meaning Examples

epi- upon epicenter, epidermis
hypo- under hypodermic, hypochondria
intra- within intrastate, intramolecular
para- beside parallel, parathyroid
peri- all around perimeter, periodontal
super- over and above supervise, superimpose

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 The tissue that surrounds the heart 4 A ____________ is a model of excellence

is called the ____________. used for comparisons.
A pericardium F perigon H hypogon
B intercardium G paragon J extragon
C extracardium
D supercardium 5 ____________ grows on other plants.
A A periphyte
2 The ____________ settles at the B An epiphyte
bottom of a fluid. C A paraphyte
F paragon H peristasis D An intraphyte
G hypostasis J epistasis
6 An event that takes place between
3 The new law will ____________ the members of a population is called
old one, replacing it. ____________.
A supersede C intrasede F epipopulation
B hyposede D parasede G intrapopulation
H extrapopulation
J superpopulation

6 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
Is It Hot
curve,” you do not throw a baseball. Instead, you do something unexpected
Out There?
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 They supported each other through 5 When the company began to cut corners,
thick and thin. its sales fell.
A no matter how their A cut its prices
weight changed B raise its prices
B through good times and C use cheaper materials
bad times D spend more time planning
C through the forest and
the fields 6 Don’t let him get the better of you.
D together and separately F get more than you do
G discourage you
2 The football field was muddy, but H encourage you
both teams were in the same boat. J get behind you
F soaking wet
G used to mud 7 He decided to turn the tables on the
H determined to win neighborhood bully.
J facing the same conditions A sit down at a table with
B trade positions with
3 I tried to keep a straight face as the C throw a table at
child explained her drawing. D take turns with
A look straight at the speaker
B look confused 8 The day before our vacation, our
C look surprised plans fell through.
D not smile F were completed
G went into effect
4 You take after your brother. H did not work out
F are shorter than J fell on the ground
G follow around
H take care of
J look like

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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
Is It Hot town council. It focuses on the effect of global warming on Earth’s plant
Out There? 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, right? But what would Earth be like if one
million of these species suddenly disappeared? Sure, we might be
able to get along without an endangered Australian tree lizard called
Boyd’s forest dragon and the endangered European magpie. But losing 999,998 other species would
definitely make a difference! These species are all part of complex food webs, so the loss of even one
can eventually result in the loss of many other species. The numbers become staggering!
What will cause these species to disappear? They will become victims of climate change. Researchers
predict that by the year 2100, Earth’s temperatures will rise by between 2.5 and 10 degrees Fahrenheit.
This increase is already forcing some species to move to cooler areas. Species that cannot move, especially
plants, are doomed!
This problem is not in the future—it’s happening today. Scientists have studied 1,103 threatened
species in Australia, Brazil, South Africa, and other regions. If global warming continues, by 2050—during
your lifetime—between 15 and 37 percent of these species will have disappeared from Earth—forever!
If this finding is applied to all species, the number of extinctions could reach one million.
What can we do in our own community? We can reduce our use of the fossil fuels that are trapping
the sun’s heat by walking and biking more and riding less. If we must ride, we can take the bus or carpool.
We can use less fuel by buying more efficient appliances, turning up the thermostat in the summer, and
turning it down in the winter. We can support laws to limit air pollution by local industries.
Humans do not own the Earth. Instead, we share it with millions of other living things. If we ruin
it for them, we eventually will ruin it for ourselves. One day, pollution may cause us to become
endangered ourselves!
8 Advantage Reading Grade 8 © 2005 Creative Teaching Press
Name ______________________________________________________________________________

Comprehension: Fact and Opinion

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
Is It Hot fact that species are disappearing from Earth, but it’s an opinion that
Out There? 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.

A The Australian tree lizard is endangered.
B One million species will disappear by 2050.
C With so many species, we won’t miss a few.
D Earth’s temperatures will increase by 10 degrees.

2 Choose the statement that is an opinion.

F Driving a car burns fossil fuel.
G People are very concerned about global warming.
H Scientists studied 1,103 species of plants and animals.
J Earth has about 14 million species of plants and animals.

3 Choose the statement that is a fact.

A Some species cannot live in warm areas.
B Humans share Earth fairly with other species.
C Fourteen million species is an enormous number.
D If global warming continues, humans will become endangered.

4 Write an opinion about global warming.

________________________________________________________________________
________________________________________________________________________

5 Write a fact about global warming.

________________________________________________________________________
________________________________________________________________________

Advantage Reading Grade 8 © 2005 Creative Teaching Press 9

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, while the result of an action is
an effect. Often an effect becomes the cause of another effect, resulting
Is It Hot in a chain of related events. Being able to identify causes and effects
Out There? helps you understand the 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?

A species being forced to move to cooler areas
B supporting laws to limit air pollution
C riding in buses and carpooling
D a rise in Earth’s temperatures

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

3 In global warming, what happens after the sun’s rays reach Earth?
A Vehicles and industries produce air pollution.
B Gases from burning fossil fuels rise into the air.
C Gases produced by fossil fuels trap some of the heat.
D 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?
F Extinct species will reappear.
G Temperatures will not rise so high.
H The number of species on Earth will increase.
J About 15 to 37 percent of species will survive.

5 Why do scientists think one million species may disappear?

A They have studied all 14 million species.
B They studied 1,103 species and made a prediction.
C They know some species cannot live in warm areas.
D They have identified one million endangered species.

10 Advantage Reading Grade 8 © 2005 Creative Teaching Press

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
Is It Hot
similar words is correct, you must think about the meaning of the
Out There?
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 If global warming continues, Earth might end up (baron/barren).

2 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 Scientists have provided (depositions/dispositions) for both sides of this issue.

11 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: 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
Is It Hot answer, look it up in a science textbook, on the Internet, or in an encyclopedia.
Out There?

1 Which word refers to the specific 5 Which of these is NOT a fossil fuel?
conditions of the atmosphere at a A oil
certain place and time? B coal
A climate C wood
B weather D natural gas
C climate change
D warm or cold front 6 Which of these is NOT a form of
precipitation?
2 What is the mixture of gases F sunshine
surrounding Earth? G snow
F weather H sleet
G atmosphere J rain
H carbon dioxide
J greenhouse gases 7 What is the term for everything around
you, including the climate and
3 Which term describes the trapping of living things?
the sun’s heat on Earth’s surface? A greenhouse effect
A greenhouse effect B global warming
B greenhouse gases C environment
C global warming D atmosphere
D climate change
8 The term climate change means
4 What is the average weather for a ____________.
particular period and time? F a change in temperatures in
F climate change a certain region
G precipitation G changes that begin with
H atmosphere global warming
J climate H changes in the amount of
precipitation
J an exceptionally dry summer

12 Advantage Reading Grade 8 © 2005 Creative Teaching Press

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 Warming:
What We
Don’t Know

First, let’s define what we do know about global warming. For the most part, scientists agree that
human activities, including the burning of fossil fuels, are increasing the amount of carbon dioxide and
other gases in the air. Scientists also generally agree that these “greenhouse gases” trap some of the sun’s
heat in Earth’s atmosphere. The gases form a blanket that prevents the heat from reflecting back into
outer space. In this way, the gases increase the natural greenhouse effect. You might not realize that this
effect is essential for our survival. It helps Earth maintain temperatures that support life. If Earth did
not absorb some of the sun’s heat, it would become a cold and empty place.
However, we are not sure how much these greenhouse gases will raise temperatures. Scientists have
used different climate models to predict the temperature increase by the year 2100. These predictions,
however, range from 2.5 to 10 degrees. This amount of variation itself makes one wonder about the
accuracy of the predictions.
At the same time, bear in mind that Earth’s climate has been much colder—and much warmer—
than it is now. The climate in North America, for example, has ranged from the tropical temperatures
that supported the dinosaurs to frigid ice ages. These changes clearly occurred without human
interference. Some scientists think these ancient climate extremes were linked to changes in solar
radiation or to interactions between the atmosphere and the ocean. Some believe the changes we
are experiencing now are part of a natural cycle that occurs with or without us.
People are concerned about the amount of carbon dioxide in the air, but 600 million years ago, the
level was twenty times higher than it is now. Humans certainly did not 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, we don’t know how big the human role is in climate change. Many other
factors might contribute, including changes in solar activity and ocean currents. We have measured
Earth’s temperatures with thermometers for only about 300 years. We may never be certain about
temperature and climate patterns long ago. This lack of long-term data means that we cannot be sure
how much more warming will occur and how fast it might happen. However, this problem definitely
deserves more 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?

A It’s a question that should be studied.
B It’s a definite threat to our survival.
C It will lead to negative effects.
D It’s an imaginary threat.

2 What is the main idea in this article?

F Earth has experienced many changes.
G We need to learn more about global warming.
H Some people are overreacting to climate changes.
J Scientists agree that greenhouse gases are increasing.

3 Which statement applies the ideas in this article to life in general?

A You should gather much information before drawing a conclusion.
B The study of ancient climate changes should be encouraged.
C People must reduce their use of fossil fuels.
D Scientists keep changing their minds.

4 Why does the author mention ancient climate changes?

___________________________________________________________________
___________________________________________________________________

5 Choose the sentence that draws a correct conclusion.

A We should prepare for significant global warming.
B We should ignore warnings about global warming.
C Human activities have no effect on global warming.
D 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.

14 Advantage Reading Grade 8 © 2005 Creative Teaching Press