Grades 7–8

by Michael Priestley

New York • Toronto • London • Auckland • Sydney

Mexico City • New Delhi • Hong Kong • Buenos Aires
Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Scholastic Inc. grants teachers who have purchased Hi-Lo Passages to Build Comprehension
permission to photocopy the designated reproducible pages from this book for classroom use.
Notice of copyright must appear on all copies of copyrighted materials. No other part of this
publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
written permission of the publisher. For information regarding permission, write to Scholastic Inc.,
557 Broadway, New York, NY 10012.

Cover design by Maria Lilja

Interior design by Creative Pages, Inc.
Interior illustrations by Jennifer Emery, pages 26 & 27, 40; Eva Vagreti Cockrille, pages 11, 5 & 6;
Drew-Brook-Cormack, pages 33, 44; Kate Flanagan, page 18; Ka Botzis, page 30; Kathleen Kemly,
page 8; Holly Jones, pages 26 & 27.

ISBN: 0-439-54889-6

Copyright © 2005 by Michael Priestley. All rights reserved.

Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 13 12 11 10 09 08 07 06 05

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Hi-Lo Passages to Build Comprehension
Grades 7–8
Contents
Readability
A Note for Teachers.................................................................................................................. 4 Level

1. Frog Fest (Cause and Effect)............................................................................................ 5 5.10

2. On Being Yourself (Author’s Purpose and Point of View) ............................................. 7 5.30
3. Snip, Snip (Sequence) ....................................................................................................... 8 5.40
4. On Top of the World (Making Inferences and Predictions) .......................................... 10 5.50
5. The Dog for You (Comparing and Contrasting).............................................................. 12 5.60
6. The Snowball (Making Inferences and Predictions) ....................................................... 14 5.70
7. River Raft Adventure! (Fact and Opinion) .................................................................... 15 5.75
8. Let Everyone Play! (Author’s Purpose and Point of View) ........................................... 17 5.80
9. School Uniforms? Think Again! (Fact and Opinion) ................................................... 19 5.85
10. Meet a Snowboard Champ (Drawing Conclusions) ...................................................... 21 5.90
11. The Mysterious “Black Box” (Cause and Effect) ........................................................ 23 5.95
12. Ronnie’s Restaurant Review (Author’s Purpose and Point of View) .......................... 25 5.95
13. Making a Sled Kite (Steps in a Process) ........................................................................ 26 6.00
14. It’s a Wild and Wonderful Ride, But Is It Safe?
(Main Idea and Supporting Details).................................................................................... 28 6.00
15. Isabel Leaves a Trail of Destruction (Drawing Conclusions).................................... 30 6.05
16. Stick-to-it-ive Brian (Story Elements) ........................................................................... 31 6.10
17. Blue Jeans (Comparing and Contrasting)........................................................................ 33 6.30
18. Welcome to Moviefans.com! (Drawing Conclusions) ................................................... 35 6.35
19. Come Meet Our New Pals—The Sloth Bears
(Comparing and Contrasting) ............................................................................................. 37 6.40
20. Spiders (Fact and Opinion) ............................................................................................... 38 6.40
21. Book Review—Darkness Over Denmark:
The Danish Resistance and the Rescue of the Jews (Cause and Effect)............. 39 6.45
22. Egg Rolls (Steps in a Process) .......................................................................................... 40 6.50
23. Vote for Zach and . . . (Story Elements)......................................................................... 41 6.60
24. LeBron James Launches P.E. Program and a New Career
(Main Idea and Supporting Details).................................................................................... 43 6.85
25. Evelyn Trout: A Remarkable Woman (Main Idea and Supporting Details)............... 44 7.00

Answer Key................................................................................................................................. 46

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 A Note for Teachers
Reading is the key to learning, and today’s students read materials from an
ever-increasing number of sources. They must understand what they read in
traditional forms of fiction and nonfiction, such as stories and textbooks. They
must also comprehend newer forms of text, such as Web sites and e-mail on
the Internet. Many students can benefit from more practice in reading, but
finding good examples of hi-lo texts for instruction at the appropriate grade level
can be challenging.

How to Use This Book

The main purpose of this book is to provide high-interest passages for
students to read. All the passages in this book are intended to be motivating
and interesting to seventh- and eighth-grade students, but they are written
for readers one to two grade levels behind. You can find the readability score
for each passage in the table of contents. (Passages were scored using the
Dale-Chall scoring criteria and range in level of difficulty from 5.10 to 7.00.)
These passages can be used for practice and instruction in reading and to help
prepare students for taking tests. Most important, they can help students enjoy
what they read.
This book provides 25 grade-appropriate passages in a wide variety of
genres, including informational articles, letters, interviews, e-mail correspondence,
and how-to guides. The passages target comprehension skills, such as making
inferences or comparing and contrasting. Each passage has three or five
comprehension questions based on skills. The questions are intended mainly to
help students think about what they have read. (If you want to check students’
responses, you may refer to the Answer Key at the back of the book.)
These questions will also help you assess students’ comprehension of the
material and allow students to practice answering test questions. There are
multiple-choice and short-answer questions. Some of the passages include
writing prompts to elicit longer responses.

Extending Activities
For some of these passages, you may want to have students go beyond
answering the questions that are provided. For example, for any given passage
you could have students write a summary of the selection in their own words or
rewrite the passage from a different point of view. For some pairs of texts, you
might have students compare and contrast the two selections. For other
passages, you might want to create writing prompts and have students write
full-length essays about what they have learned. Students will benefit from
reading and analyzing these passages, discussing them in class or in small groups,
and writing about them in a variety of ways.

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 1 Cause and Effect

wen opened the door to the biology lab.

G Biology was a subject she liked. They
did cool things in this class, and she liked
learning about how life worked.
As she walked toward her seat, Gwen saw
her friend Cody sitting with Justin. “I can’t
wait to cut into that frog!” Justin was saying.
“It is going to be so cool!”
Gwen noticed that Cody looked a bit
green. “Yeah,” he mumbled. “It’ll be great.”
Gwen shot Cody a look. She knew that
Cody hated the sight of blood. Also, he loved
animals of all kinds. Cody returned her look
with a sick smile and stared down at his desk.
It was frog day. Actually, Gwen wasn’t too
excited either. Why did they have to kill the
frogs? The worms hadn’t bothered her much, but she liked frogs.
Mrs. Brodsky had lined up the frogs under round glass hoods. She had
placed bottles next to each student’s lab station. The stuff in the bottles put
the frogs to sleep. Mrs. Brodsky wet a cotton ball with stuff from the bottle
and stuck it under the glass hood. Pretty soon her frog keeled over, fast
asleep. Ugh, thought Gwen. I don’t want to do this.
Gwen walked to her lab station and leaned over to look at her frog. It had
dark green and brown stripes, thin yellow lines, and yellow circles around its
eyes. She put her nose next to the glass. The frog stared back at her, the skin
of its throat moving in and out. She picked up the cotton ball and put the
liquid on it. Down the row she could hear Cody talking to his frog. He
sounded totally miserable.
“Come on, everyone. If you don’t put that cotton ball under the glass,
we’ll never get to cutting these fellows up,” said Mrs. Brodsky. Gwen looked
at her classmates. Most of them looked as reluctant as she felt.
Gwen sighed and tilted the hood to stick the cotton ball under it. The frog
stared at her, unblinking. Soon it would be dead, just so she could know what
its liver and its heart looked like. Suddenly Gwen felt a streak of rebellion.
“No!” she said aloud, “I won’t!” She picked up the glass hood and poked her
frog. “Be free!” she shouted. Her frog took a leap and landed on the floor.
Gwen raced toward the classroom door and threw it open.
All of a sudden she noticed that her classmates were doing the same
thing. Everyone was poking the frogs to make them jump away. Everyone
was shouting. Gwen saw Cody pick up his frog and let it jump out the open
window. Frogs were hopping all over the classroom and down the hallway.
It was total chaos. 5

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

“Gwendolyn Boyd!” Mrs. Brodsky roared over the noise. Her face was a
strange shade of purple. “What in the world are you thinking?”
Gwen walked over to Mrs. Brodsky. “I’m sorry, Mrs. Brodsky,” Gwen
answered. “I just couldn’t do it. I didn’t expect everyone else to let theirs
go, too.”
Mrs. Brodsky took a deep breath as her face began to turn back to its
normal color. “All right,” she said more calmly. “You will receive a zero
for today.”
Gwen nodded. That was fair. She had ruined the class.
“And,” Mrs. Brodsky said, “you will spend your free time looking for
those frogs. They are probably in every corner of the school by now. I do
not want them jumping out of a corner in the middle of Mr. Cree’s English
class. He screams at the sight of frogs. When you have found 30 frogs,
minus the one Cody let out the window, you may take them to the park
and let them go. I think we have had more than enough of frogs in this
class for the year!”
“Thank you, Mrs. Brodsky,” Gwen said. Cody stood there smiling
broadly. “I’ll help!” he said, “and I bet some other kids will too.”
“Good, I’ll need the help,” said Gwen as she walked down the hall,
headed for English with Mr. Cree. She wondered how she would keep from
giggling through the whole class as she waited to see a frog jump out right
at his feet. School should be this exciting every day!

1. In the fourth paragraph, why did Cody look at Gwen?

A She called his name.
B She tapped him on the shoulder.
C She shot him a look.
D He hated the sight of blood.

2. Why did Mrs. Brodsky’s frog keel over, fast asleep?

3. What caused the frogs to jump away?

A poking them C wet cotton balls
B noise D saying, “Be free!”

4. Why did Gwen receive a zero?

5. What is one thing that causes Mr. Cree to scream?

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 2 Author’s Purpose and Point of View

veryone likes to feel that he or we are often disappointed. There will

she is special. Unfortunately, always be someone out there who is
many of us grow up believing that better than we are at something.
we’re not special at all. We wish that There are plenty of people around
we could be better at sports or more who may not be as smart as we are
attractive. We wish we had nicer but who are better at sports. Or they
clothes or more money. Like the may not be as good-looking, but they
Scarecrow, the Tin Man, or the have more money. It is impossible for
Cowardly Lion from The Wizard of us to be better than everyone else all
Oz, we believe we’re not good enough the time.
just as we are. In the movie, the Like the Scarecrow, the Tin Man,
Scarecrow wishes that he had a brain. and the Cowardly Lion, we all want
The Tin Man wishes he had a heart, what we believe will make us better
and the Lion wants courage. In the people. What we don’t realize is that
end, each of them realizes that he often we already have inside us the
already has what he needs. very things that we seek. Parents
Most parents want us to be the sometimes forget to tell us that we are
best we can be. They sometimes try to special, that we are good enough just
encourage us to do better by comparing as we are. Maybe no one told them
us to others. They mean well, but the when they were growing up, or maybe
message we often get is that we’re not they just forgot. Either way, it’s up to
good enough. We begin to believe that us to remind them from time to time
the only way we can be special is by that each of us, in our own way, is
being better than someone else, but special. What we are is enough.

1. This essay was most likely written by a —

A young person. C teacher.
B parent. D coach.

2. The author of this essay believes that —

A not everyone can be special.
B smart people are more special than others.
C the richer you are, the better you are.
D we are all good enough just the way we are.

3. Why does the author discuss characters from The Wizard of Oz in this
essay? What point is the author trying to make?

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 3 Sequence

ngela hurried in the front

door and headed for the
stairs, clutching a plastic
bag in her hand.
“Let’s see what you bought
at the mall,” Mom called from
the kitchen.
“No, I’d rather not show you
yet,” Angela replied. “Wait till
I try them on.”
“Well, now I know it’s
something to wear,” her mother
teased. “I can’t wait to see
what you picked out, and
Grandma will want to know
how you spent your birthday
money too.”
Angela closed her bedroom
door, dropped the bag on her
bed, and kicked off her
sneakers. She pulled on the new
pair of jeans. Then she looked
in the mirror. They fit perfectly,
she thought. Just a teeny bit too
long, but I know how to fix that.
Quietly, Angela walked down
the hall to Mom’s bedroom and found a pair of sharp scissors next to the sewing
machine. Angela picked them up carefully and carried them back to her room.
Then, she cut into the fabric at the bottom of her jeans. Slowly she began to trim
an inch of cloth from the bottom edge of the left leg. When the front was done,
she twisted her leg, trying to reach the back. I guess I’ll have to take them off,
she thought.
With the jeans in her lap, Angela finished trimming an inch from the bottom of
the left leg. Then she put the pants on again and looked in the mirror. She had
done a good job. The cut leg looked nice and even, but it was still a bit too long.
I’ll do the second leg now and make it a little shorter, Angela thought. Then I’ll
redo the first leg. She carefully cut two inches from the bottom of the right leg.
But when she tried the jeans on, they still looked long. By this time, Angela was
becoming impatient. She took off the jeans, grabbed the scissors, and cut off two
more inches from the right leg. Now the right leg was shorter by four inches!

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

“Oh, no!” cried Angela when she looked at herself in the mirror and saw that
the right leg was way too short. She could never wear the jeans now! What would
she tell Grandma?
“My, you are slow! Aren’t you changed yet?” called her mother from downstairs.
Angela quickly took off the new jeans. She got a ruler and, with white chalk,
drew two lines on the jeans. Here goes nothing, she thought, and cut along the
lines. Then Angela put the new jeans on once more and ran down the stairs . . .
wearing shorts!

1. What did Angela do first in this story?

A She tried on her new jeans.
B She hurried in the front door.
C She spoke to her mother.
D She closed her bedroom door.

2. What did Angela do right after she closed the door and kicked off
her sneakers?
A She pulled on her new jeans.
B She headed for the stairs.
C She cut the left leg.
D She spent her birthday money.

3. Before Angela cut the first piece from her jeans, she .
A showed the jeans to Mom
B put them on for the second time
C carried scissors to her room
D drew a line with chalk

4. When did Angela use a ruler?

A before she did any cutting at all
B after she went downstairs
C before looking in the mirror
D after she cut the jeans too short

5. Tell what Angela did to her jeans by writing the steps she took in the
correct order.

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 4 Making Inferences and Predictions

July 15

Dear Mom,
We climbed up to Baxter Peak, at the top of Mount Katahdin. That’s the
highest peak in Maine. Joni, my counselor snapped a photo of each of us as
we reached the summit. She took a group shot, too. I’ll show you the photos
when I get home.
The night before our climb, Joni told us about the different trails on
Katahdin. We talked about them and then took a vote on our route. Most of
us wanted to go up the Knife Edge trail, which is really difficult. In some
places the trail is only a few feet wide and the ground slopes down steeply
on both sides. The drop is about 2,000 feet—and this goes on for a mile!
I voted for the Knife Edge because it’s the most famous trail on the
mountain. Still, when the votes were counted, I was pretty nervous. I really
wondered if I could manage it.
Well, the photos are living proof that I did! It was an amazing experience.
We got up at 5:00 in the morning. We knew it would be a long day. I think
everyone was a bit nervous—even Lee. The counselors had done this dozens
of times before. They were excited, but not nervous. They told us over and
over that we could do it, no sweat. Joni took me aside and said, “You are well
prepared for this climb. You can do it, and you will love it!” She was right. I
did love it, and I’ll never forget what a great feeling it was to reach the top.
To reach the Knife Edge, we started out on the Chimney Pond Trail,
which was easy at first. It got more rugged as we climbed, and before long we
were clambering up and over huge boulders. On the Knife Edge, we inched
our way along carefully. We had to go single file. That’s how narrow the trail
was. I was shaking, but I made it! All 12 of us made it. I think these guys are
going to be my best friends for life after what we went through together!
It was a clear day, and the view from the top was spectacular. We stopped,
rested, ate, and gazed at the view for about an hour. Then Joni reminded us
that it would take us another six hours to get back down.
I’ll have lots more to tell when I see you. Don’t
worry, Mom. I am taking good care of myself.

Love,
Cary

10

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

1. Where do you think Cary was when she wrote this letter?
A at her best friend’s house
B at school
C at summer camp
D at Joni’s house

2. You can guess that Cary’s friend Lee usually is .

A shy
B confident
C nervous
D smart

3. Why do you think the counselors kept telling the group that they
could do it?
A because the group didn’t listen the first time
B because the counselors forgot that they’d already told them
C so the group wouldn’t be scared
D to make sure everyone could hear them

4. Why do you think Cary was shaking on the Knife Edge?

5. When Cary returns home, what will she probably do first?

11

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 5 Comparing and Contrasting

re you thinking about getting a dog? Find the dog that’s right for you!

Dachshund
Height: 5–9"
Weight: 9–32 lbs.
small, muscular dog
with short legs and short
hair; cheerful; good
with children;
Doberman Pinscher
good watchdog;
Height: 24–28"
good for apartments
Weight: 66–88 lbs.
short, thick hair; long legs;
muscular body; smart; aggressive;
good watchdog; not good
with small children or
in apartments
German Shepherd
Height: 22–26"
Weight: 60–95 lbs.
strong; sheds fur often; owners
must vacuum often; smart; trains
easily; obeys; good with children;
good watchdog; not for
Old English Sheepdog small apartments
Height: 20–24"
Weight: about 66 lbs.
strong body; long, thick coat
must be brushed often to avoid
snarls; good with children; good
at herding; not for
small apartments
Soft-Coated Wheaten Terrier
Height: 17–20"
Weight: 30–45 lbs.
Welsh Terrier strong, muscular dog; fine in bad
Height: 14–15.5" weather; long, thick, wavy coat;
Weight: 20–21 lbs. good hunting and herding dog;
coat must be brushed often; good in apartments; not for
good for apartments; small children
good watchdog
12

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

1. Which breed is the tallest?

A German shepherd
B Old English sheepdog
C Welsh terrier
D Doberman pinscher

2. Name three breeds that are good for apartments.

3. Name four breeds that make good watchdogs.

4. If you want a dog with short hair that is cheerful, which breed
would probably be best?
A German shepherd
B Old English sheepdog
C Welsh terrier
D Dachshund

5. Name three breeds that would be good for a family with children.

Writing Prompt: On a separate sheet of paper, write a paragraph

telling which breed you think you’d like most and which you’d
like least. Use details to explain your choices.

13

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 6 Making Inferences and Predictions

Bik woke up with a feeling of excitement. It was the first day of winter and
that meant snow. Bik watched the first large flakes fall on the green grass.
Bik dashed out in his bare feet and pajamas. He grabbed a handful of snow and
tried to form it into a ball, but it kept falling apart. The government just couldn’t
get the formula right. He’d seen kids making snowballs in old movies.
Mr. King came strolling down the street.
“Oh, brother,” thought Bik, “here come stories of the good old days.”
“Before global warming, we used to have real snow!” exclaimed Mr. King.
“Did you always have it precisely on the first day of winter?” asked Bik.
“No,” admitted Mr. King, “but snow was cold, and we had to dress warmly.”
“Was it fun to throw snowballs?” asked Bik.
Mr. King nodded. “I’ll be right back,” he said. Several minutes later he returned
with something in his mittened hand. The mitten was wet and dark.
“What’s that?” asked Bik.
“It’s an authentic American snowball,” said Mr. King. “It’s probably the last in
America. It’s been in my freezer for over 20 years, but I want you to have it.”
“Thanks!” said Bik, taking the snowball. “Can I do whatever I want with it?”
Mr. King grinned. “I presume you know what snowballs are for,” he said.
Bik eyed the side of the house.

1. When does this story take place?

A thousands of years ago
B hundreds of years ago
C today
D in the future

2. What is strange about the weather in this story?

3. What will Bik probably do next?

A throw the snowball at the house
B eat the snowball
C throw the snowball at Mr. King
D put it in his freezer

14

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 7 Fact and Opinion

 
veryone loves rafting! Just ask any of the rafting guides at River Raft
Adventures (RRA). RRA has been guiding trips since 1993. We are the
best rafting company in the West. All of our guides are highly trained and
ready to share the thrill of river rafting with you.
If you have been rafting before and are seeking a challenge, we have just
the right trip for you. If you are ready to “test the waters” with your very
first white-water run, take a trip with us.

• A guide rides on each raft. Our guides are the friendliest in the business.
• Every passenger is part of the crew and helps to paddle under the
guide’s direction.
• We have trips lasting
from 1 to 5 days.
• We provide all meals
and they are delicious.
• There are comfortable
cabins for overnight trips.
• All trips have beautiful
views.

“I have been a rafting guide since “I loved my rafting trip. It was

1988. Rafting is relaxing and also challenging and fun. The crew was great.
exciting. Choose the trip that you like They worked as a team with the help of
best. You will have a wonderful time!” our guide. It was peaceful and beautiful
Mac Summers, guide along the river. I have recommended the
trip to many of my friends.”
Karen Cho, customer

Call or e-mail RRA today. RRA will answer your questions

by phone or e-mail. Let us help you plan your next adventure.
 telephone: 296-8496 • email: [email protected]

15

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

1. Which idea from this advertisement is a fact?

A Everyone loves rafting!
B RRA has trips lasting from 1 day to 5 days.
C Rafting is thrilling.
D Rafting is relaxing.

2. Which of Karen Cho’s statements is a fact?

A “I have recommended the trip to many of my friends.”
B “The crew was great.”
C “It was peaceful and beautiful along the river.”
D “It was challenging and fun.”

3. Which idea from this passage is an opinion?

A A guide rides on each raft.
B RRA will answer your questions by phone or e-mail.
C RRA has the perfect trip for you.
D RRA has been guiding rafting trips since 1993.

4. Which sentence states a fact?

A RRA is the best rafting company in the West.
B RRA provides meals.
C RRA guides are the friendliest in the business.
D All meals are delicious.

5. Write one fact and one opinion expressed by Mac Summers in this ad.

16

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 8 Author’s Purpose and Point of View

To the Editor:

Dear Editor, are here to learn. All kids should have

I am an eighth-grade student at the chance to learn sports skills and
Central Middle School. In my three teamwork by playing on a school
years at the school I have played soccer, sports team.
basketball, and baseball. I love sports There are other reasons why every
and really enjoy being part of a team. student should have the chance to play
Playing on our school sports teams has sports. Sports are important for good
been the best part of middle school for health and fitness. They help kids feel
me. I know I’m lucky that I’ve had this good about themselves and their school.
opportunity. They build friendships
Some kids have not among teammates.
been so lucky. In fact, Remember, this is Coaches are good role
many kids who love school and students models, and students who
sports don’t have the are here to learn. play team sports learn good
chance to play on a All kids should have sportsmanship. And, most
school team. That’s important, team sports
because, to make a team, the chance to learn are fun! Players have fun
you have to try out. The sports skills and playing, and their parents
idea is that kids who are teamwork by have fun watching and
good at sports will do playing on a school cheering for the team.
well in tryouts and make So, sports bring kids and
the team. But what sports team. parents together, too.
about the kids who don’t By now you know how I
do well during tryouts? feel. Every kid who wants
Maybe they are ill that day, or nervous, to play on a school sports team should
or are just having a bad day, so they have the chance. These teams are for
don’t play their best. They don’t make fun and fitness—they’re not professional
the team, and that is unfair. teams! Let’s change the rules for making
Also, there are kids who really don’t a team. Let’s get rid of tryouts. Let’s
have the skills to play well. They never give every student at Central Middle
make a team, and that isn’t fair either. School the chance to wear a team
How will kids ever learn the skills if uniform.
they don’t have a chance to play?
Remember, this is school and students Mike Fuji

17

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

1. Mike Fuji’s main purpose for writing this letter was to .

A brag about playing three different sports
B tell about exciting moments on the basketball court and
baseball field
C persuade girls and boys to try out for a school team
D convince people that all students should be able to play on
school teams

2. The writer believes that tryouts are .

A a bother
B useful
C unfair
D fun

3. In Mike’s opinion, school sports teams should be for .

A learning skills and teamwork
B showing off the best players
C professional athletes
D making the school famous

4. Name the reason that Mike thinks is the most important for playing
team sports.

5. Mike hopes that his letter will .

A raise money to buy more uniforms
B allow more kids to play team sports
C get parents to practice sports skills
D stop school sports

Writing Prompt: On a separate sheet of paper,

write a letter to the editor in response to
Mike’s letter. First decide on your point of
view and your purpose for writing. (Do
you agree with Mike and support his
ideas, or do you feel differently?)
Express your views in your letter.

18

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 9 Fact and Opinion

t Tuesday’s meeting of the Indeed, what is the issue?

A school teacher–parent team,
Mr. Russell made his position clear.
What problem is our superintendent
trying to solve? Would children
He wants the children in our city’s really feel better about themselves
public schools to wear school if they had to wear clothes that
uniforms. “Uniforms make life someone else picked out?
easier for families,” he said. Parents Americans like to express
do not have to decide what kind of themselves through their clothes.
clothes to buy for school. And, it’s Uniforms can crush creativity.
easier to get ready for school each Paying for uniforms might be hard
day. “Uniforms help for some families. They
children feel better would have to pay for
about themselves,” he And, it’s easier to the uniform no matter
added. Children from what it costs. Then
get ready for
poor families wear the they would need to buy
same clothes as children school each day. other clothes for their
from rich families. children to wear outside
Uniforms make it easier of school.
for children of different Mr. Russell has asked the school
backgrounds to make friends. team to vote for his plan. Clearly,
His suggestion sparked a lively this city is not ready to make
debate. Two parents, Stan Oakley a decision yet. We need more
and Mae Stokes, said they thought information. The school team
it was a good idea. Mr. Oakley should interview students, parents,
suggested that the schools would and teachers in towns that have
look much neater. Children’s school uniforms. They should do
behavior might even improve. research to find out the cost of
Others were not so sure. “Is uniforms. Then they should hold
there a problem now?” asked Gary public meetings to discuss their
Washington. “I wasn’t aware that findings. It would be foolish to
this was an issue.” rush into a vote on this question.

19

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

1. Which of these sentences is a fact?

A Uniforms help children feel better about themselves.
B Americans like to express themselves through their clothes.
C Mr. Russell has asked the school team to vote for his plan.
D It would be foolish to rush into a vote on this question.

2. Why does Mr. Russell think school uniforms are a good idea? List
two reasons.

3. Which reason supports Mr. Oakley’s opinion about school uniforms?

A Paying for uniforms might be hard for some families.
B People don’t get to express themselves when they wear uniforms.
C Uniforms are dull.
D Schools would look neater and children would behave better.

4. What is the writer’s opinion of school uniforms? How can you tell?

5. What is your own opinion on school uniforms? Give reasons for

your opinion.

20

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 10 Drawing Conclusions

Meet a Snowboard Champ

T his week Kids and Sports magazine interviewed snowboard
enthusiast Steve Glass. Steve has been snowboarding for
five years. Last month, Steve was in the ISF Junior World
Championships.
Kids and Sports: Steve, how did you get started snowboarding?
Steve: Well, I learned to ski when I was pretty small. I loved skiing,
but when I started to see the tricks that snowboarders could do,
I knew that was the sport for me. And I love competing.
Kids and Sports: Of course, most snowboarders
don’t compete. They are in the sport for the
fun of it.
Steve: That’s right. Enjoying the beauty
of the mountain with friends—there’s
nothing like it.
Kids and Sports: Steve, do you
have some advice for kids who are
interested in trying the sport?
Steve: Sure. It’s important to have
the right equipment. It’s a good idea
to rent first. Beginners should get a
freestyle board, which is shorter,
wider, and more flexible than a race
board. Choose boots and bindings that
work together. Soft boots are for
freestyle riding. You won’t need a hard
boot unless you take up racing later on.
Kids and Sports: What about clothing?
Steve: Just wear a jacket that’s long and
loose. Snowboard pants are a good idea; get
the kind with padding at the knees
and bottom. You will be glad you did!
Kids and Sports: Anything else?

story continued on page 22… 21

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Steve: Always wear a hat, gloves that won’t fall off, and sunglasses or goggles.
And don’t forget sunscreen.
Kids and Sports: Okay. Now, how about some hints about what to do out on the
mountain?
Steve: Well, first you should practice moving on flat ground. Then try walking
uphill. Practice falling, both forward and backward. To do this, try to relax and
keep your arms tucked close to your body. Getting up is tricky for beginners, so
practice that, too. Have someone show you the basic riding position and a few
different turns. Then, when you know all that, you may want to try some ground
tricks and spins.
Kids and Sports: Thanks, Steve. I’m sure our readers can’t wait to get to the
slopes. Anything else?
Steve: Yes. Have a great time, and always keep your leash attached so you don’t
lose your board!

1. Why do you think Steve says it’s a good idea to rent equipment first?

2. Why do you think Steve suggests getting special snowboard pants?

A If you don’t have them, people will know you’re a beginner.
B You have to buy them because you can’t rent clothing.
C They are required equipment for the sport.
D The padding in them will help protect you when you fall.

3. Why do you think Steve suggests snowboarders wear sunglasses or

goggles and use sunscreen?

4. Steve suggests that you use a leash with your board. To what two things
do you think the leash is attached?

5. What can you tell about Steve Glass from this interview?
A He’s a good student.
B He always snowboards with his best friend.
C He knows a lot about snowboarding.
D He writes for a magazine.
22

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 11 Cause and Effect

hen an airplane crashes, the first thing people do is ask, “What went
wrong? How can we keep it from happening again?” At this point,
someone will mention the “black box.” Actually, an airplane’s black box
is orange. Because the box is bright orange, it is easier for people to find
the box after a crash. All commercial airplanes must carry the boxes, and
because of this, air safety has improved.
What is a black box? A black box is a powerful data collection device.
You may have heard of an airplane’s flight data recorder (FDR) and cockpit
voice recorder (CVR). The cockpit is the area in front where the pilot sits.
Together, these record up to 300 different kinds of information about a
flight. For example, they record an airplane’s speed and altitude. Also,
they record everything the pilots say to each other and over the radio.
This helps people piece together just what happened in the minutes
before a crash.
In what part of the airplane is a black box placed? Many people
are surprised to learn that black boxes are not found up front in the
cockpit. Instead, they are housed in the airplane’s tail.
How do the recording devices inside a black box survive a crash?
The boxes are made of very strong materials. They are very well
insulated, too. This protects the devices in two ways. It gives protection
from the crash itself. And it protects against very high heat and fire.
Why are black boxes so well protected? Black boxes record
important information. Without them, many questions about an accident
could never be answered. The information helps people understand and
explain what went wrong. As a result, airplane designers can make
changes so the problem will not happen again.

23

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

1. The “black boxes” on airplanes are colored orange to .

A hide them in the airplane’s tail
B make them easier to find
C protect them against heat
D make them stronger

2. What has resulted from airplanes carrying black boxes?

A There are now more crashes.
B Pilots can’t talk over the radio.
C Air safety has improved.
D Airplanes never have accidents.

3. Why wouldn’t a black box be destroyed by most fires in a crash?

A A black box is very well insulated.
B People need to study it.
C It is in the tail, not the cockpit.
D It is colored orange instead of black.

4. What can airplane designers do with the information gathered from

black boxes?

5. What would be one effect of not having a black box in an airplane?

24

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 12 Author’s Purpose and Point of View

Ronnie’s Restaurant Review

VOLUME XXV Warrenville, USA January 10, 2004

L ast week I decided to try something

different from my usual salad and sandwich
lunch places. So I went to Big Bite Burgers.
salads are ho-hum: lettuce with tomato and
bottled dressing.)
I ordered the Mushroom-Swiss burger. The
Big Bite opened a month ago and is mushrooms were fresh and the cheese was
already very popular. It’s easy to see why. lightly melted. The Big Blue, a burger with
The atmosphere is fun and the food is good. bacon and blue cheese, also tasted great. The
If you’re looking for fancy, this isn’t it. It has Ham ’n Swisser is a good choice for those who
fun red-and-white booths and stools set don’t want a burger. So is the Gobbler, a
at a long counter. Music, from old rock turkey sandwich with cranberries. Skip
to today’s hits, plays throughout the the Mexican burger. The salsa tasted
restaurant adding to the atmosphere. store-bought, and the burger’s tortilla
We started off with shakes. My chips got soggy.
vanilla shake was perfect—smooth As for side dishes, go for the fries.
and creamy. The chocolate shake was They’re perfectly cooked with very little
wonderful too. The strawberry shake was too grease. Other sides, like coleslaw, are fine, but
sweet and did not taste like real strawberries. the fries are too good to miss.
The burgers were just what burgers should Big Bite Burgers is a block from the
be—thick and not too dry with just a little theaters on Seventh Street. Stop in early for
grease. (This is not a place for those trying to dinner before a movie or after the movie for
eat light. The veggie burger is so-so, and the one of their great desserts. 

1. The author’s main purpose in writing this selection was to .

A give directions to Big Bite Burgers
B evaluate a new restaurant for her readers
C tell dieters they should not go to Big Bite Burgers
D compliment the new restaurant for its good food

2. Overall, what is the author’s view of Big Bite Burgers?

A She thinks all the food needs improvement.
B She thinks that people on diets should go there to eat.
C She very much likes the atmosphere and most of the food.
D She finds it fun and enjoyable but likes fancier restaurants.

3. List at least two things that Ronnie did not like at Big Bite Burgers.

25

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 13 Steps in a Process

Kites have been part of many different cultures for

thousands of years. They have also been used for
many reasons. For example, scientists who study weather
use kites. In the 1700s, Ben Franklin tied a metal key to
the tail of a kite. He flew it during a thunderstorm. When
lightning hit it, he learned about electricity.
Today, we’re going to make a kite just for fun. So let’s
get to it. First get all the materials you need together.
Then follow the steps below.

• 12-by-17-inch (or larger) • clear packing tape

cardboard or foam board • hole punch
• craft knife • two 16-inch long (1/8-inch-wide)
• 12-by-17-inch brown bag paper, wooden sticks
white drawing paper, or colored • 21-foot (or longer) ball of
wrapping paper flying string on spool
• pencil • ruler
• scissors • 2-inch-by-2-foot streamer
• markers, crayons, glitter paint, and
tissue paper

STEP 1: Make a pattern for your kite out of cardboard or

foam board. Use a craft knife to cut out the
shape as shown in Figure 1.

STEP 2: Use the pattern as a guide for cutting out your

kite shape. Put the paper under the pattern and Fig. 1
trace around it. Then cut along the traced lines.

STEP 3: Next, decorate your kite.

STEP 4: Reinforce the wing tips by putting a piece of

tape over each one. You may want to use two or
three pieces of tape to make the wing tip
stronger. Then, punch a hole in each wing tip as
shown in Figure 2. Fig. 2

26

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

STEP 5: Attach the wooden sticks along each wing fold

with packing tape. Fold any edges of tape
that stick out over the wings. Make sure the tape
folds over the sticks as shown in Figure 3.
Fig. 3
STEP 6: Tie a piece of string (about one foot long) to the
holes in the wing tips. Leave a little slack in the
string. Make a loop in the center of the string as
shown in Figure 4. This is called the bridle.

STEP 7: Attach the streamer to the bottom of the kite

with tape. This is the “tail.”

Fig. 4 STEP 8: Tie the string to the loop in the bridle.

STEP 9: Now, go fly a kite!

1. What is the first thing you should do after gathering

the materials together?
A Make a pattern.
B Cut the shape out of a piece of paper.
C Use a craft knife to cut cardboard.
D Make the bridle.

2. What is the second step?

3. What should you do just before you put tape over the wing tips?

4. After you have punched a hole in each wing tip, what should you do next?

5. What is the last thing you should do before you fly your kite?

27

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 14 Main Idea and Supporting Details

It’s a Wild and Wonderful Ride,

But Is It Safe?
by Akiko Ono

What do parks do to test their coasters

T he Cyclone, Kumba, Superman, Space
Mountain, the SooperDooperLooper, the
Great American Scream Machine, the
before we excitedly jump into a car, fasten
our belts, and take that ride?
Corkscrew . . . What do these names have Parks are very careful about testing their
in common? They’re all roller coasters at coasters. They have to make sure that the
American amusement parks. coaster does not go too fast and that the
Roller coasters are the most popular rides loops and turns are not too tight. They also
at most amusement parks. These days, each have to make sure that riders will not get
new coaster built has to be bigger, faster, sick or hurt. They use computer models to
more exciting, and scarier than the last. But make sure the design is safe. The models
how do riders know the coasters are safe? show, for example, that the coaster won’t
fly off the track or send riders shooting into
midair. They test the coasters with water
dummies of different sizes that represent
real riders. Then they study the effects of
the coaster ride on the dummies. They use
crash test dummies, like carmakers do, to
measure the stress the coaster puts on
human bodies. Finally, they run the ride
over and over with real test riders. What a
great job that sounds like—riding roller
coasters all day!
Actually, it’s probably not as fun as it
sounds. Think about it. Your body is jolted
around, your stomach drops, and the turns
and loops make you dizzy—all day long.
Some parks hire volunteers to come in
and ride all day. One such rider, when
interviewed, said, “When I was asked if I
wanted to be a test rider, I jumped at the
chance. And the first six or seven times
were great! But by the thirtieth time, I was
so ready to get off that ride. I felt sick and
had a headache. And frankly, the ride was
boring by then.”

28

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Parks also hire full-time testers. These bump or jolt the coaster makes. Several
people ride new roller coasters many times times a week, they ride each coaster to
before the coasters open. One test rider check for anything that seems different or
says, “By the way, it’s not a good idea to eat that concerns them. If they notice anything,
a big meal just before you test coasters.” however small, they let the people who
No kidding! The same tester remembers repair the coaster know. The staff then
how once when a new coaster opened, he goes over the coaster to make sure there
rode it 23 times in a row. The rest of his is nothing wrong with it.
day wasn’t so great. Full-time testers seem to love their jobs,
Testers learn each coaster well. They can even if there is the occasional day of feeling
hear any little new sound or sick. They never get over the rush that
feel any new comes when they turn upside down, drop
80 feet, and twist through turns. For these
thrill-seekers, coasters never get boring.
For the rest of us, the testers are the last
step in making sure our rides are safe as
well as fun and exciting. 

1. What is the main idea of this article?

A Each new coaster has to be bigger, faster, more exciting, and scarier.
B Amusement parks test their roller coasters for safety.
C Working as a full-time roller coaster tester can be very tiring.
D Roller coaster test riders are thrill-seekers who love riding coasters.

2. Which detail best supports the idea that test-riding a new roller coaster
might not be as fun as it sounds?
A One such rider, when interviewed, said, “When I was asked if I
wanted to be a test rider, I jumped at the chance.”
B These people ride new roller coasters many times before the
coasters open.
C The models show that the coaster won’t fly off the track or send
riders shooting into midair.
D Your body is jolted around, your stomach drops, and the turns and loops
make you dizzy—all day long.

3. List two details from this passage to support the idea that testers learn
each coaster well.

29

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 15 Drawing Conclusions

by Anna Ruiz
Outer Banks, N.C.
Sept. 19, 2003

t looks like a war zone. Apartment buildings houses. They say, “It could’ve been worse. At
I have whole walls ripped off. You can see the
rain-soaked furniture inside. Cars and trucks
least we’re safe.”
The houses can be rebuilt. Insurance will
lie flipped on their sides. Glass from broken pay for new trailers and new cars. But what
windows sparkles in the streets. Roads have about the trees that are down? Some trees
fallen into the sea. that are standing have no leaves. A leaf is no
Since Isabel hit the Atlantic coast, more match for winds that can blow a roof off.
than three million people have lost power. Some of the people who survived the storm
Airlines have canceled almost 5,700 flights. are packing up for good. They say they’re
Washington, D.C., has been shut down. leaving the North Carolina coast. They don’t
Stray pets roam the streets. Animal lovers want to live in hurricane country any more.
have set up emergency shelters. They feed the Others are planning to rebuild. This time,
animals and treat their cuts. They take photos they say, the houses will be better made and
and post them on a board. People stop by and will be fitted with storm shutters. And next
study the board to see if their pet dog or cat time the weather report says a hurricane is
has ended up here. coming, homeowners will close those shutters
People cry when they see their ruined to keep the wind from tearing into the house.

1. What do you think created all the

destruction described in this article?
A a person
B a hurricane
C a flood
D a monster

2. Why do you think so many flights were canceled?

3. Do you think there have been hurricanes in North Carolina before this
one? Why or why not?

30

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

?
Passage 16 Story Elements

B rian looked at the ugly gray walls of his bedroom. Soon the hated walls
would be covered, but not with paint as he had first planned. Brian had
been disappointed to learn that the landlord would not allow painting. For
weeks he had puzzled over the problem: without using paint, how could he ??
?
cover the walls? But, as Grandmother always said, “Necessity is the mother
of invention.” So Brian did some thinking, and with a little help from his
mother, he came up with a great plan.
This morning, Mom had needed to stop at the mall to buy a book and Brian
went along. While Mom looked through the books, Brian noticed a large
poster of Harry Potter and the Hogwarts School on the wall. Next to it was a
poster showing the cover of No Arm in Left Field, a baseball novel by Matt
Christopher that Brian had read several times. This is it, Brian thought
excitedly. I’ll cover the walls with posters!
Mom thought it was a great idea too. “Why don’t you look in the store that
sells baseball cards?” she suggested. “I’ll bet they sell posters of ball players.”
When they left the mall, Brian had an armful of posters and a box of tacks.
At home, he headed straight to his room. First he unrolled the posters and
?
?
spread them out on his bed, his desk, and most of the floor. Next he measured
each poster, and then he measured the walls. He wanted to cover as much
of those ugly walls as possible! It took all afternoon to work out the best
arrangement. He drew it on paper, making changes until it was just right.
When Dad came home at dinnertime, Brian was ready to tack up the posters.
“Come see my room, Dad,” called Brian. “It’s going to be great!”
?
But when Dad came into the bedroom, he frowned. “The landlord said
we cannot put any holes in the walls. You can’t use thumbtacks, Brian. I
am sorry.” ?
Brian’s joy faded. He would be stuck with the dull gray walls forever.
Maybe there was no solution after all. How could you hang posters without
using tacks? After all, posters would not stick to the walls by themselves!
“What would stick to the walls?” Brian wondered. Then he smiled. Tape,
that’s what! Brian took a piece of tape and made it into a loop. He made sure
the sticky part of the tape was on the outside. This would work, for sure!
?
?
31

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

? 1. In this story, Brian’s main problem is

A getting permission to paint his room
.

?
B working out a good arrangement for his posters
C getting permission to use tacks
D finding a way to cover ugly bedroom walls

2. Which word best describes Brian?

?
A persistent
B careless
C impatient

? D

B
C
thoughtless

3. What solution does Brian finally reach?

A He decides to paint his room.
He decides to use the tacks even though his dad tells him not to.
He decides to use tape on the walls.

?
? D

A
B
C
He realizes that the gray walls are not really so bad.

4. Which sentence expresses a theme of this story?

You can solve problems if you think creatively.
Kids should be allowed to paint their rooms.
It’s fun to have a lot of posters in your bedroom.
D You should never put holes in your walls.
? 5. Where does this story take place?

? Writing Prompt: On a separate piece of paper, retell the story in your

own words. Remember to include information about the time and place
of the story, the characters, the problem, and how the problem is solved.

?
32

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 17 Comparing and Contrasting

L oose, tight, straight-legged. What

kind of jeans do you wear? Are
your jeans the dark blue color?
(They may not be since today you
can buy jeans in light blue as well as
brown, black, white, green, and even
red.) There are long jeans, jean
shorts, and jean skirts. People wear
denim jeans for play, work, school,
and parties. People of all ages—
from babies on up—wear jeans, and
that’s not surprising. After all, jeans
are comfortable and rugged. They
are usually cheap except for
“designer jeans.”
These jeans are made by famous
clothing designers. In the 1970s,
many American designers began
making jeans and charging high
prices for them. A pair of these
jeans can sell for well over $100!
In the 1850s, the first jeans cost
just 22 cents. Levi Strauss, a young
immigrant, invented the rugged
pants. He started making the pants
for miners during the California
Gold Rush. At first, he used tent
canvas to make his pants. Later he
switched to a strong cotton fabric
called serge de Nimes. This fabric
got its name from the town of
Nimes, France, and became known
as “denim.” Strauss used a dark dye
to color the denim before it was
sewn into pants.
33

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

In 1873 a Nevada tailor named Jacob found the new style of pants rugged
Davis teamed up with Strauss. Davis and comfortable. Pants that carried
had the idea of putting little bits of the label “Levi’s” became wildly
metal on the pants to stop the pockets popular in the days of the Gold Rush
from tearing. Miners and railroad men and have remained so ever since.

1. What was different about the jeans Davis & Strauss made?
A They cost more money.
B They came in lots of different colors.
C They were more comfortable.
D They had little bits of metal to stop the pockets from tearing.

2. Compared with other jeans, designer jeans .

A are less rugged C look more comfortable
B cost more D are never blue

3. How did the price of Levi’s jeans of the 1850s differ from the price of
other jeans sold today?

4. Compare and contrast the kinds of people who wore jeans in the 1850s
with the kinds of people who wear jeans today.

5. Compare and contrast the purpose of the first jeans with the purpose
of jeans today.

34

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 18 Drawing Conclusions

Welcome to Moviefans.com!
H ave you ever sat in a theater at the end of a movie to watch the credits?
As the credits rolled by, you probably saw the names of crew jobs you
did not know, such as gaffers and grips. What do these people do, anyway?
It takes many people to make a movie. Each person’s job is important in
helping to get the movie finished, or “in the can.” Below are descriptions of
some of those strange-sounding jobs.

Movie Terms
best boy: The best boy is generally
the assistant chief lighting technician
(tech). Best boys order lighting
equipment. They are in charge of the
lighting crew and make sure the crew
knows when it is scheduled to work. Home Photos

boom operator: A boom is a long

pole with a microphone at the end. Movie Now
The boom operator holds the boom Terms Playing
so that the microphone is in exactly
the right place to pick up what the
actors are saying. The point is to
make sure the microphone picks up
the sound clearly without getting in the picture.
gaffer: A gaffer is chief technician and aide to “important” people on the
shoot, like the director. A gaffer’s job is to make sure the lighting equipment
is in the right place at the right time.
grip: The grip moves equipment where it needs to go. Grips build, move, set
up, and fix any gear needed for the movie except the lighting equipment, which
the gaffer takes care of.
swing gang: This crew builds and tears down sets. They move things like
tables or chairs that are part of a set.

35

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

1. A gaffer and best boy might work together because they both .
A work with lighting equipment
B are chief technicians
C work as assistant lighting chiefs
D are chief aides to the director

2. Look at the description of a grip’s job. Do you think “grip” is a good

name for someone who does this work? Why or why not?

3. Why do you think the boom operator tries to make sure the microphone
doesn’t get in the picture?

4. Think about what a swing gang does. Do you think “swing gang” is a
good name for people who do this kind of work? Why or why not?

5. Which of the jobs listed would you be most interested in doing?

Tell why.

Home Movie Now

Photos
Terms Playing

36

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 19 Comparing and Contrasting

Come Meet Our New Pals—

ZooNooz April 24

ave you ever heard of a sloth bear? bear’s diet is mostly termites. Unlike other
Like sloths, sloth bears use their bears, sloth bears have only 40 adult teeth.
curved claws to hang in trees. However, They are missing two teeth, which creates a
sloth bears are actually a species of bear. gap inside their mouths. Like anteaters, sloth
Sloth bears live mainly in India and Sri bears use their mouths as vacuums. They
Lanka. Like other bears from this part of the suck up ants or termites with a loud whoosh
world, sloth bears have a U-, V-, or Y-shaped that can be heard hundreds of feet away!
white or yellow mark on their chests. Like There are a few other interesting differences
all bears, sloth bears have thick, heavy fur. between sloth bears and other bears. Sloth
However, their dark fur is long bears do not have a long winter’s sleep. Also,
and shaggy, which makes them a mother sloth bear carries her cubs on
look messy. In fact, sloth her back. No other bear does this. Only
bears are really kind of sloth bears can close up their nostrils
funny-looking. While most at will. Sloth bears may also suck on
bears have short ears, sloth their paws while they sleep.
bears have large, floppy ears. But don’t take our word for all of
They also have long, pointed noses and this. Come by the zoo and see our sloth
stomachs with almost no fur. bears for yourselves. They receive visitors
Although some bears eat bugs, a sloth from 9 A.M. to 6 P.M. every day.

1. In what way are sloth bears like sloths?

A They are funny-looking.
B They slurp up ants and termites.
C Their fur is shaggy and messy-looking.
D They use their claws to hang in trees.

2. What is one way that sloth bears are like most other bears?
A They have thick, heavy fur.
B They have large floppy ears.
C They eat mainly termites.
D They live only in the countries of India and Sri Lanka.

3. List two ways in which sloth bears are different from other bears.

37

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 20 Fact and Opinion

S piders live in almost every corner of the world. They

have been around for more than 350 million years.
Clearly, they are tough creatures. Tons of people get the
creeps just looking at spiders. However, spiders really
are fascinating.

Web Weavers
The most interesting thing about spiders is their webs. By
weight, spider silk is the strongest of all natural fibers. To
make silk, spiders make a liquid inside their bodies into solid silk. A
spider can spin a web with 1,500 connecting points in less than an hour. This is
really amazing, and no two webs are ever the same! Each web is built to suit its
location and purpose. And did you know that spiders often take their own webs
apart? They absorb the silk back into their bodies. Spiders are incredible things!

Spider Silk
Spider silk doesn’t dissolve in water. It doesn’t react chemically with any
known substance. Also, harmful bacteria don’t seem to affect it. Scientists are
trying to make their own silk in labs. They hope that if they can make silk that is
really like spider silk, they can use it to help people. For example, the silk could
be used in medicine to replace damaged tissues. Spider silk might also be useful
to companies looking for a very strong material. But for now, spiders are keeping
the secret of spider silk to themselves!

1. An opinion stated in this article is .

A Spiders have been around for more that 350 million years.
B Spider silk doesn’t dissolve in water.
C The most interesting thing about spiders is their webs.
D Scientists are trying to make their own silk in labs.

2. A fact stated in this article is .

A Spiders really are fascinating.
B Tons of people get the creeps just looking at spiders.
C Spiders absorb the silk back into their bodies.
D Spiders are incredible things.

3. The text states, “This is really amazing, and no two webs are ever the
same!” Which part of the sentence is fact and which part is opinion?

38

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 21 Cause and Effect

Book Review—Darkness Over Denmark:

The Danish Resistance and the Rescue Levine wanted to tell the story “through
of the Jews by Ellen Levine the people who experienced it.” She spoke
with dozens of Danes who had lived through
n this excellent book for young people, the the war. Some of them sent her information
I author tells why she wrote it. As a Jewish
child growing up in the United States, she
and translated for her. They felt that it was
important for others to learn the story.
read many stories about World War II. During The book is exciting because it has many
the war, Germany invaded many countries in dramatic tales of rescue. For example, Jette
Europe. In most countries, German soldiers Thing was a baby when her mother tried to
rounded up the Jewish people who lived escape to Sweden in a rowboat. A scared girl in
there. The Jews were sent to camps where the boat dropped Jette in the water. Jette’s uncle
most of them died. Denmark was different. jumped in and saved her. Amazing photographs
In 1943, Danes heard of the German plan to from the time bring the story to life.
round up Danish Jews. They did not stand by Many features make this book easy to use.
and watch. Instead, they fought back. Nearly It has a time line of important events. Levine
all of the 8,000 Jews in Denmark were saved. also includes a list of all the people whose
Levine wanted to find out why the Danes stories she told. I recommend this book to
acted differently from their neighbors in anyone interested in learning more about
other countries. the strength of the human spirit.

1. Why did Ellen Levine write this book?

A She wanted to write about World War I.
B She wanted to find out why the Danes acted differently.
C She wanted to translate the book into Danish.
D She wanted to take amazing photographs.

2. Why were most Danish Jews saved?

3. According to the writer, what makes this book exciting?

39

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Passage 22 Steps in a Process

D id you ever wonder how to make an egg roll? Here’s a simple recipe that
tells you how. Egg rolls can be made with different vegetables such as carrots
or mushrooms. They can also be made with meat. Egg roll wrappers may be found
in grocery stores. Most wrappers are made of rice paper but some are made with
wheat flour. Egg rolls are best made in a Chinese wok, but you can make them in
a frying pan instead. Ask an adult to help you.

What You Need:

2 tablespoons cooking oil 1 1/2 teaspoons salt
2 cups shredded cabbage 1/8 teaspoon black pepper
2 stalks celery, minced 2 1/2 teaspoons sugar
2 scallions or 1 onion, minced 8 to 10 egg roll wrappers
1 cup shredded, cooked pork 1 egg, beaten
or 1 cup raw, chopped shrimp 3 cups cooking oil

What You Do:

1. Get all ingredients ready. Fold and seal each wrapper with
2. Set the wok on the stove over high egg as shown. Let the egg rolls sit
heat. Add 2 tablespoons of oil. Then for 1 hour.
stir-fry the cabbage, celery, and 5. When ready to cook, heat 3 cups
scallion (or onion) for 2 minutes. oil in the wok. Cook each egg roll
3. Turn off heat. Remove the wok from 4 to 5 minutes or until golden
the stove. Add the pork or shrimp, brown, turning often. Drain and
salt, pepper, and sugar, and mix well. keep warm. Serve egg rolls warm
4. Fill egg roll wrappers with 1 or 2 with a dipping sauce, such as
tablespoons of filling. Do not overfill. mustard or plum sauce.

1. What is the first step?

2. What should you do just after you have stir-fried the vegetables for
two minutes?
A Turn off the heat. C Set the wok over high heat.
B Add 2 tablespoons of oil. D Fill the egg roll wrappers.

3. How should egg rolls be served?

40

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 23 Story Elements

Ant Boy Ant Boy

Date: Mon, 23 Aug 2004 10:44:45 Date: Mon, 23 Aug 2004 11:39:54
Subject: Ant Boy Subject: Re: Ant Boy
From: Kate <[email protected]> From: Zach <[email protected]>
To: Zach <[email protected]> To: Kate <[email protected]>

I can’t believe you’re telling everyone that I Who else would have written it?
was the person who wrote “Ant Boy” on your
campaign poster.

Re: Ant Boy Re: Ant Boy

Date: Mon, 23 Aug 2004 12:23:38 Date: Mon, 23 Aug 2004 2:50:42
Subject: Re: Ant Boy Subject: Re: Ant Boy
From: Kate <[email protected]> From: Zach <[email protected]>
To: Zach <[email protected]> To: Kate <[email protected]>

Listen, Zach, I think it is really unhealth y to What is wrong with you? Why are you
blame others for your problem. Aren’t politicians acting so weird?
supposed to tell their suppor ters about anything
weird in their past? Well, I think you should
have told the public that you liked to eat ants
in preschool. Not everybody wants a class
president who once snacked on insects! Take
responsibility for your past, Zach!

Re: Ant Boy Re: Ant Boy

Date: Mon, 23 Aug 2004 3:02:35 Date: Mon, 23 Aug 2004 3:15:55
Subject: Re: Ant Boy Subject: Re: Ant Boy
From: Kate <[email protected]> From: Zach <[email protected]>
To: Zach <[email protected]> To: Kate <[email protected]>

Zach, a true leader would have called every I didn’t know you wanted to be
person in our class and ask ed for the truth about vice president. I thought you hated
who wrote “Ant Boy” in a direct and sincere politics. You can be my vice president
manner. A true leader would have persuaded the only if YOU tell me the TRUTH. Did
culprit to confess and help him (that’s you) make you write “Ant Boy” or not?
new posters before the election next week. A
true leader would have asked his best friend
(that’s me) to run with him as vice president.

41

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Name Date

Re: Ant Boy

Date: Mon, 23 Aug 2004 3:44:22
Subject: Re: Ant Boy
From: Kate <[email protected]>
To: Zach <[email protected]>

Yes, I would like to be class vice president,

thank you. If you look back closely at these
e-mails, you will see that I ne ver actually
denied that I wrote “Ant Boy.” Anyway, I think
Ant Boy is a cute name! That’s why I wrote it!
You certainly stand out from the other
candidates now, Zach. On to victory!

1. How is this story told?

A by telephone C by postcards
B by e-mail D by posters

2. When does the story take place?

3. What is Zach’s problem?

A He has lost the election for class president.
B He wants to run for vice president of the class.
C He doesn’t know for sure who wrote on his election poster.
D He doesn’t have any friends in school.

4. What is the relationship between Kate and Zach?

A sister and brother C enemies
B best friends D mother and son

5. What is the mood of this story?

A sad C playful
B serious D frightening

42

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 24 Main Idea and Supporting Details

by Jesse Whitaker

A kron, Ohio—On September 8, NBA rookie

LeBron James wowed the students of
Akron’s Margaret Park Elementary School. He
Akron knew he was a good basketball player.
At St. Vincent–St. Mary High School, he
became the star of the basketball team. He
visited the school to help start a new physical usually scored about 30 points per game.
education program. James said that he wanted He led his team to the Division III State
to help kids in Akron get into shape. He hopes Championship. In his senior year, he was on
students in his hometown have a chance to the cover of Sports Illustrated!
play sports. Some people say that James will be the
In 2003, James became a professional greatest basketball player ever. When he
basketball player in the NBA. He was drafted joined the Cavaliers, James signed a three-
by the Cleveland Cavaliers as their first pick. year contract worth almost $13 million. He
Unlike many players who go to the NBA, James got $4.02 million for his first year. He also
didn’t go to college first. He went from high signed advertising contracts worth close to
school to the pros at the age of 18. He was $100 million.
6 feet 8 inches tall and weighed 240 pounds. No one has ever been paid the kind of
James was born in Akron, Ohio, on money and attention that James has received
December 30, 1984. His mother was the most before playing his first professional game.
important person in his life growing up. By the Many people will watch closely to see if James
time James entered high school, everyone in can live up to such high expectations.

1. What is this passage mostly about?

A a new physical education program
B basketball teams in Akron, Ohio
C the sports career of LeBron James
D how to become a player in the NBA

2. Write two details from the passage supporting the idea

that James is already a huge star.

3. Another good title for this passage would be .

A LeBron James: Basketball Player
B The Cavaliers Draft James
C St. Vincent–St. Mary High School Graduates
D NBA Players
43

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

Passage 25 Main Idea and Supporting Details

n January 24, 2003, Evelyn “Bobbi” Trout passed away. She was 97. As one of
O the first women to fly airplanes, Trout did some amazing things. She held an
international pilot’s license that was signed by Orville Wright in 1929. Trout was
also the last survivor of the 19 pilots who flew in the 1929 National Women’s Air
Derby, a race from California to Ohio. That was the race that made her famous.
Trout was born in Illinois in 1906—less
than three years after the Wright brothers’
first airplane flight. At 14, she began
working at the family service station and
became a good mechanic. (This skill served
her well more than once when she began
flying airplanes.) At the age of 16, Trout
took her first plane ride from Rogers
Airport in Los Angeles. From that moment
on, she knew she wanted to be an aviator.
She took her first flying lessons in 1928 and
earned her solo pilot’s license in four months.
She also gained the nickname Bobbi when she
had her hair “bobbed,” or cut short. That was a
popular style of the times.
Trout soon bought a biplane—a plane with two pairs of
wings. She flew the biplane in many air shows around California. In
late 1928 she accepted a job offer from a man named R.O. Bone. For
$35 a week, she flew the new airplane he had just built. It was a monoplane
called the Golden Eagle. A monoplane has one set of wings.
Trout set many aviator records. With the Golden Eagle she soon won an air
race in Los Angeles. Then she set a new solo endurance record for women and
made her first night landing. In 1929 Trout set the high-altitude record for light
planes at 15,200 feet. The next year she won an air race in Burbank, California.
In 1931, she and Edna May Cooper set a new world endurance record by flying
nonstop for 122 hours, 50 minutes. Trout flew airplanes until 1984.
Trout received many awards and honors for her achievements. In 1933, she
received the Aviation Gold Cross from the king of Romania. Only two other
flyers had ever received this award before: Charles Lindbergh and Amelia
Earhart. In 1976 she received the Outstanding Women’s Award from the
OX5 Aviation Pioneers.

44

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
Name Date

In 1993, she was inducted into the Women in Aviation International Hall of Fame.
In 1996, she received the Howard Hughes Memorial Award for her lifetime
achievements in aviation. She was the first woman to receive this award.
In 1999 during an interview with the Los Angeles Daily News, Trout recalled
the early days of flying. “People thought we were nuts,” she said, describing how
people reacted to her and other women pilots in the 1920s. But she certainly had
a remarkable life.

1. What is this passage mostly about?

A why Evelyn Trout was called Bobbi
B the Powder Puff Derby
C Evelyn Trout’s life as a pilot
D the Wright brothers

2. Which sentence best states the main idea of this passage?

A On January 24, 2003, Evelyn “Bobbi” Trout passed away in San Diego,
California.
B As one of the first women to fly airplanes, Trout did some
remarkable things.
C Trout held an international pilot’s license that was signed by
Orville Wright in 1929.
D Trout was also the last survivor of the 19 pilots who flew in the
1929 National Women’s Air Derby, a race from California to Ohio.

3. Why was Trout’s nickname “Bobbi?”

A She acted like a man.
B She had her hair cut short.
C She didn’t like “Powder Puff.”
D It was a popular name.

4. Write a detail from the passage to support the idea that Trout set many
aviation records.

5. Write a detail from the passage to support the idea that Trout received
many honors and awards for her achievements.

45

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 Answer Key
1. Frog Fest 6. The Snowball
1. C 1. D
2. She put a cotton ball with stuff 2. Examples: It’s warm in the middle of
on it that makes frogs sleep under winter; there’s fake snow falling; the
the glass dome. government makes the snow.
3. A 3. A
4. She let her frog go and ruined
7. River Raft Adventure!
the class.
5. the sight of frogs 1. B
2. A
2. Being Yourself 3. C
1. A 4. B
2. D 5. Example: Fact: “I’ve been a
3. Example: The author uses The rafting guide since 1988.” Opinion:
Wizard of Oz characters as “You’ll have a wonderful time!”
examples of people who think they
8. Let Everyone Play!
could be special if they had certain
qualities, but they learn that they 1. D
already have those qualities and 2. C
are already special. 3. A
4. Example: Sports are fun.
3. Snip, Snip 5. B
1. B Writing Prompt: Answers will vary.
2. A
9. School Uniforms? Think Again!
3. C
4. D 1. C
5. Example: She cut one inch from the 2. Answers should include any two of
left leg, she cut two inches from the the following reasons: Uniforms
right leg, she cut two more inches make life easier for families. Parents
from the right leg, and she cut the do not have to decide what kind of
legs to make shorts. clothes to buy for school. It’s easier
to get ready for school each day.
4. On Top of the World Uniforms help children feel better
1. C about themselves. Uniforms make it
2. B easier for children of different
3. C backgrounds to make friends.
4. She was scared. 3. D
5. Example: She’ll tell stories about 4. Answers will vary but should
her trip and show photos. suggest that the writer does not
5. The Dog for You like the idea of school uniforms.
The writer says that uniforms
1. D “crush creativity” and suggests
2. dachshund, soft-coated wheaten other problems with uniforms.
terrier, Welsh terrier 5. Answers will vary but should include
3. dachshund, Doberman pinscher, a clear opinion in favor or against
German shepherd, Welsh terrier school uniforms and include at least
4. D one well-supported reason.
5. dachshund, German shepherd,
Old English sheepdog
46
Writing Prompt: Answers will vary.

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
10. Meet a Snowboard Champ 4. Attach wooden sticks along each
1. Examples: It costs less to rent wing fold with packing tape.
equipment than to buy it; if you 5. Examples: Tie the string from the
try snowboarding and decide you spool to the loop in the bridle; put
don’t like it, you won’t waste a lot the short stick through the hole in
of money if you rented your the spool of string.
equipment; you can try different 14. It’s a Wild and Wonderful Ride,
kinds of equipment before But Is It Safe?
choosing what to buy. 1. B
2. D 2. D
3. Example: It may be sunny when 3. Examples: They can hear any new
you snowboard. These things little sound or feel any new bump or
protect you from the sun; goggles jolt the coaster makes; several times
and sunglasses can also help with a week they ride each coaster in the
the sun’s glare. park to check for anything that
4. It is attached to the snowboard and seems different or concerns them;
the snowboarder. if they notice anything, however
5. C small, they let the people who repair
11. The Mysterious “Black Box” the coaster know.
1. B 15. Isabel Leaves a Trail of Destruction
2. C 1. B
3. A 2. Example: Isabel was a huge storm
4. They can find out problems about and flying through it would be too
the airplane and make changes so dangerous.
the problems won’t happen again. 3. Example: Yes. The article says
5. Example: Questions about an people are leaving North Carolina
accident could not be answered. because it’s hurricane country.
12. Ronnie’s Restaurant Review 16. Stick-to-it-ive Brian
1. B 1. D
2. C 2. A
3. Examples: The strawberry shakes 3. C
were too sweet and did not taste 4. A
like real strawberries; the veggie 5. At the shopping mall and in
burger is “so-so”; the salads are Brian’s room
“ho-hum”; the Mexican burger had Writing Prompt: Answers will vary.
soggy chips and salsa that tasted
store-bought. 17. Blue Jeans
13. Making a Sled Kite 1. D
2. B
1. A 3. In the 1850s they cost 22 cents but
2. Use the pattern as a guide for today some jeans can cost more
cutting out your kite shape. Put than $100.
the paper under the pattern and 4. Then: miners and railroad men;
trace around it. Then cut along the today: all kinds of people including
traced lines. toddlers, teens, and seniors
3. Decorate your kite.

47

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources
 5. Then: for work; now: for work but 22. Egg Rolls
also for other occasions such as play, 1. Get all the ingredients ready.
parties and school 2. A
18. Welcome to Moviefans.com! 3. Warm with a dipping sauce
1. A 23. Vote for Zach and . . .
2. Example: Yes, because a grip would 1. B
grip, or handle equipment. 2. Monday, August 23, between
3. It wouldn’t be good to show the 10:44 AM and 3:45 PM
microphone in the movie with 3. C
actors. 4. B
4. Example: Yes, because someone 5. C
on the swing gang builds or tears
down sets and would be swinging 24. LeBron James Launches P.E. Program
hammers and other tools. and a New Career
5. Answers will vary. 1. C
2. Examples: He was on the cover
19. Come Meet Our New Pals –The
of Sports Illustrated; he signed a
Sloth Bears
three-year contract worth almost
1. D $13 million; he signed advertising
2. A contracts worth nearly $100 million.
3. Examples: Sloth bears can hang in 3. A
trees; they have long, shaggy fur;
they have large, floppy ears; they 25. Evelyn Trout: A Remarkable Woman
have long pointed noses; their 1. C
stomachs have almost no fur; they 2. B
eat mostly termites; they have only 3. B
40 adult teeth; they do not have a 4. Examples: She set a solo endurance
long winter’s sleep; mother sloth record for women; she set the high-
bears carry their cubs on their altitude record in 1929; she set a
backs; they can close their nostrils world endurance record in 1931.
at will. 5. Examples: She received the Aviation
Gold Cross, the Outstanding
20. Spiders
Women’s Award, the Howard Hughes
1. C Memorial Award, and was inducted
2. C into the Women in Aviation
3. Fact: No two webs are ever the International Hall of Fame.
same; opinion: This is really
amazing.
21. Book Review: Darkness over
Denmark
1. B
2. Danes learned of the Germans’
plans and fought back to save
Danish Jews.
3. It has dramatic tales of rescue.

48

Hi-Lo Passages to Build Comprehension: Grades 7-8 © Priestley, Scholastic Teaching Resources