Iready at Home Activity Packets Student Ela Grade 8 2020

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Grade 8 Reading
Student At-Home Activity Packet 1
This At-Home Activity Packet includes two parts, Section 1 and Section 2,
each with approximately 10 lessons in it. We recommend that your student
complete one lesson each day.
Most lessons can be completed independently. However, there are some

lessons that would benefit from the support of an adult. If there is not an
adult available to help, don’t worry! Just skip those lessons.
Encourage your student to do the best they can with this content. The most
important thing is that they continue to work on their reading!
Flip to see the Grade 8

Reading activities
included in this packet!
© 2020 Curriculum Associates, LLC. All rights reserved.

Section 1 Table of Contents
Grade 8 Reading Activities in Section 1

Lesson Resource Instructions Page(s)
1 Grade 8 Ready • Read the Introduction. 9–10

Language Handbook Lesson 7 • Complete Guided Practice.
Lesson 7
Active and Passive Voice
• Complete the Independent Practice.
Introduction Sentences can be stated in the active voice or the passive voice.
• In the active voice, the subject of the sentence clearly performs the action.
subject action
[Maddy] won the All-Around Student Achievement Contest.

• In the passive voice, the subject receives the action expressed by the verb. The verb
consists of a form of the helping verb be plus the past participle of the main verb.
subject helping verb past participle
[
The All-Around Student Achievement Contest was won by Maddy. ]
• In the passive-voice sentence example, the subject of the sentence changed, but the
overall meaning did not. Maddy performed the action of winning, but she was not the
subject. The contest, which was the direct object of the action in the first sentence, is the
subject of the second sentence.
Guided Practice Underline the simple subject in each sentence. Then write A for active
or P for passive to identify the voice of each sentence.
Hint 1 Maddy is considered one of the best writers in school.

In the passive voice,
2 She writes amazing articles for the school newspaper.
the person who
performs the action 3 Her report on ways to reduce waste in the cafeteria was
isn’t always identified. chosen as Article of the Year.
Example:
The award will be 4 This year’s spring play was also written by Maddy.
presented on Friday.
5 The eighth grader even excels in math and science.
The sentence doesn’t
tell who will present 6 Last year, she received a chance to go to Science Camp in
the award. Award is Washington, DC.
the simple subject,
but it doesn’t perform 7 Camp applications were distributed to all students.
the action.
8 Many students took advantage of the opportunity
and applied.
L9: Active
L7: Comparative
and Passive
and Superlative
Voice Adjectives and Adverbs 253
©Curriculum Associates, LLC Copying is not permitted.

Language Handbook Lesson 13 • Complete Guided Practice.
Lesson 13
Using Context Clues
• Complete the Independent Practice.
Introduction Sometimes as you read, you may come to a word or a phrase that you
don’t understand. Often, you can determine the meaning of an unfamiliar word from its context,
the words and sentences around it.
• Different kinds of context clues help readers figure out the meanings of words.
Context Clue Signal Words Example

The land pulls in opposite directions along a
Definition is, or, which is, means
fault, which is a crack in the earth's crust .
for example, for instance, Geoscientists, such as geologists and
Example
such as seismologists, study earthquakes.
Like a large earthquake, smaller seismic
Comparison like, similar, also, as well
events may also be destructive.
but, or, yet, in spite of, In spite of the chaos caused by an
Contrast
however, whereas, although earthquake, order is eventually restored .
• A word’s position and function in a sentence can also be a clue to its meaning. What is the
meaning of geometrogomy in this sentence?
Scientists measure the geometrogomy of earthquakes.
Geometrogomy isn’t a real word! But if it were, you could figure out something about its
meaning from its use in the sentence. Since it comes after the word the, you know that
geometrogomy is a noun. And because of its use in the sentence, you also know that it is
probably an observable “thing”—something scientists can measure.
Guided Practice Underline the context clue that can help you figure out the meaning of
each underlined word or phrase. Write the meaning on a separate piece of paper.
Hint Before they strike land, tornadoes can often be detected by

A context clue is often Doppler radar, an electronic system that measures wind speeds.
in the same sentence A tornado begins when a wind system forms a huge vortex. This
as an unfamiliar word. formation is similar to water swirling toward a drain. This condition
The clue may also be in
a sentence that comes may trigger multiple tornadoes, which may occur simultaneously
before or after the or one after the other. Whereas many regions are fairly safe from
sentence that includes tornadoes, others are susceptible to them. Communities in
the difficult word.
tornado-prone areas try to mitigate their risk. For instance, they
establish public warning systems.
L9: Comparative
L13: Using Context
andClues
Superlative Adjectives and Adverbs 265
© 2020 Curriculum Associates, LLC. All rights reserved. 2

Grade 8 Reading Activities in Section 1 (Cont.)
3 Grade 8, Ready Reading •Read the Introduction. 13–15

Lesson 8 •Complete Modeled and Guided
Instruction: “Holden and Pops.”
Lesson 8 Part 1: Introduction
Determining Theme
Theme: Teamwork
You may read fiction for pleasure or entertainment. But did you know that most stories also
provide lessons about life? These lessons are expressed through the themes, or messages, at
the heart of what the author writes. Even your childhood stories have themes. For example,
the story “Pinocchio” may have taught you the important lesson about honesty.
To identify a theme, connect ideas conveyed through the story’s setting, plot, and characters.
Study the image and caption below. Think about the message being conveyed.
©CHEN WS/Shutterstock
A blind runner and his guide approach the finish

line during a paralympic event in Malaysia.
Now, suppose the people in the picture are characters in a story. Consider what they are
doing. Circle any details in the picture and caption that suggest a message or life lesson.
Read the chart below to see how analyzing details can help you determine a theme.
Character Details Setting Details Action Details Theme
No matter what
• one sighted runner,
a track and field the two runners are obstacles they face,
acting as a guide
event for people approaching the people can accomplish
• one blind runner who
with disabilities finish line amazing things
wants to be in a race
through teamwork.
Whether you read for pleasure, entertainment, or a school assignment, you can learn valuable
lessons from stories. Thinking carefully about a story’s characters, setting, and plot—and how
they work together—will help you figure out, or infer, the story’s theme.
L8: Determining Theme 69

4 Grade 8, Ready Reading • Complete Guided Practice: “One Word of 16–17

Lesson 8 Advice.”
Part 4: Guided Practice Lesson 8
Read the story. Use the Study Buddy and the Close Reading to guide your reading.
Hints
Genre: Realistic Fiction Which sentence matches
the author’s description
One Word of Advice by Charles Mills of Angie’s actions and
attitudes?
1 Angie was worn out preparing for the school career fair, which
was her brainchild and her responsibility. She’d spent hours
researching companies, contacting executives, and making sure
Being aware of a
the school had the technological capability to handle state-of-the-
character’s feelings
and how they change art presentations. With three days to go, she whisked into the
may help me figure out media center and greeted her friend with, “Karim, I’ve been
the theme of this story. multitasking like crazy, and I still can’t imagine how I’ll get
So I’m going to underline everything done.”
words at the beginning 2 Karim leaned over and said, “Delegate. Plenty of friends have
and end of the story that offered their help, and you need to take them up on it.”
reveal Angie’s feelings.
3 Angie winced and clutched her clipboard more tightly. Deep
down she was certain she was the only person who could get
everything right. But Karim grabbed Angie’s clipboard from her
and flipped through the pages. “So. What seems most
overwhelming to you?”
Close Reading
4 Angie groaned and sighed. Then she responded, “I’m not really
Like many characters,
sure how to evaluate the server’s capabilities or the sound
Angie changes from the
system’s amplitude, and I don’t know when I’m going to put
beginning to the end of
together the introductory video.”
the story. Circle text at
the end of the story that 5 Karim nodded, pulled a few pages out of the stack, and
reveals how she is penciled names on each one. Then he handed them to Angie, and
different. said, “I know people. Now delegate.”
6 On the day of the fair, Angie looked as if she were having the
Look at the text you’ve time of her life when Karim saw her.
underlined and circled.
7 “Oh, Karim, did you see Danny’s introductory video? Wasn’t it
Draw an X next to the
fantastic? I could never have come up with that myself,” she
point in the story where
gushed. Angie realized that she needed to give credit where
it’s clear that Angie has
changed. credit was due.
8 “From now on, call me Angie the Delegator; the best thing I
ever did was hand that clipboard to you!”
72 L8: Determining Theme

5 Grade 8, Ready Reading • Complete Independent Practice: “from 18–20

Lesson 8 ‘The Canoe Breaker.’”
Part 5: Independent Practice Lesson 8
Read the story. Then answer the questions that follow.
from “The Canoe Breaker”

by Margaret Bemister
1 Once in a certain tribe there was a young man who had no name. For it was the law in that tribe that
every youth had to do some deed that would give to him his name. This young man had tried in many ways to
do something that would make the chief tell him that he was a great warrior. Several times he had tried to kill
a bear, but had failed. He had gone forth in battle, hoping to kill some powerful enemy, but no one had fallen
under his tomahawk. He had gone on long hunting trips, hoping to bring home the skin of some wild animal,
but had always returned empty-handed. So his brave, young heart felt very sad, for the young men of the tribe
laughed at him for not having won a name for himself.
2 One summer day, the tribe left their camp on the lake shore and went back among the hills on a
hunting trip. After they had gone some distance, the young man left the others and wandered off by himself,
hoping that this time he would kill some animal, and so be no longer scorned by his companions. He tramped
for many hours through the forest and over the hills, without catching sight of anything. At length, he
climbed one hill which was higher than the others, and from here he could see the small creek which flowed
through the hills down to the lake. As he was looking at it, he thought he saw some dark objects along the
shore of the creek. They seemed about the size of canoes. He scanned the hills anxiously, and at length could
see a band of Indians making their way along the trail made by the hunters in the morning.
3 At once the young man knew there was great danger ahead, for these Indians, the Shuswaps, were
the enemies of his tribe and now were following their trail, and when they found them, they would kill them.
Quickly the young man made his way down the hill, and through the forest to the spot where the hunters had
camped for their evening meal. Running up to them, he cried, “Return at once to your lodges. Our enemies
are now on our trail. They are in the forest on the other side of this hill. I shall return and delay them while
you reach your lodges in safety.”
4 Then, without waiting for a reply, he turned and ran back in the direction from which he had come.
By short cuts through the hills, he made his way to the creek and found, as he expected, that the Indians had
left their canoes tied at its mouth. Seizing his tomahawk, he began to break the canoes, and soon had a hole
made in all of them except one. Leaving the creek, he mounted the hill and from there could see the Shuswaps.
He began to wave his arms and call wildly to attract their chief. At last they noticed him and began to make
their way towards him. The young man was delighted, for now he knew that his tribe could escape in safety,
while their enemies were returning towards the creek. Soon the Shuswaps neared the top of the hill, and he
knew he must think of some plan to delay them here. Suddenly he dropped to the ground and lay there as
though insensible. With a run the Shuswaps gained the summit and surrounded him. He lay face downwards
with his arms stretched out. They turned him over on his back and peered into his face. Not a muscle moved;
not even his eyelids quivered. Then the chief bent over him and felt his heart. “He [is not dead], he said, “but
the Great Spirit has called his spirit to go on a long journey. . . . Let us place his body under the pine-trees,
there to await the return of the spirit.”


6 Grade 8 Ready Assessment • Read “The Battle Picnic.” 21–24

Practice • Complete questions 6–11.
Read the passage. Then answer the questions that follow.
The Battle Picnic

by Jonas Sellers
1 [Scene: a well-furnished drawing room in a fancy Washington D.C. home, July 16, 1861.]
2 MANFRED [Excitedly.] Well, the war with the Confederates has finally begun! We are determined
to march to Richmond, and we will certainly overcome those rebels before the month has ended.
Our victory will be swift, and the rebels will learn that they should not have unleashed Pandora’s box
with their traitorous ways.
3 JENNY [Distressed.] I believed that the war had already started in April, when the Confederate soldiers
fired boldly on Fort Sumter. Surely that was an easy victory for them, and thankfully no one was killed
on either side. But with all the volunteers President Lincoln gathered, why would the Confederate forces
try to attack us now? I have heard officials say that our display of strength would frighten the
Confederates into submission. [Pausing briefly in thought.] I am anxious about beginning a war; surely,
many people will be harmed by such as serious act.
4 MANFRED [With a knowing smile.] I believe, sister, that you are less worried about war in general than
about the safety of your own dear brother. Do not waste a moment worrying on my account; we will
reward those Southern soldiers with a hearty beating, bring the black sheep back into the Union, and be
at restful, even boring, peace again before you notice I am gone. By fighting, we will show our strength
and our well-deserved confidence because we are battling on the proper side.
5 JENNY When must you leave?
6 MANFRED I came to say farewell, dear sister, as we march as soon as we are gathered. [Manfred walks
over to the window and looks out.] Look at all the fine and fancy carriages filled with townspeople,
determined to travel the road with our troops. What a stirring show of public support!
7 JENNY [Joining him at the window.] What can they be thinking of, to so merrily follow troops
into battle?
8 MANFRED They are thinking that the battle will offer rewarding entertainment. They are thinking
they will see our troops easily march to victory, just as I am thinking.
9 [Scene: July 21, 1861, along the Bull Run River, near Manassas Junction; there is a mass of confusion,
with sightseers grabbing baskets and jumping into carriages; soldiers running toward the road heading
back to Washington, and many soldiers dead and dying on the battlefield.]
10 JENNY [Totally distraught, staring toward the field.] Father, where is Manfred? Can you see Manfred
anywhere on the battlefield?
11 MR. BENJAMIN [Demandingly.] Manfred will have to take care of himself. Sit down and get settled
now, quickly as you can. The road is already filled to overflowing with panicky people.
12 JENNY Father, this is the most horrifying experience of my life. Why did we come? Why did so many
people come, to picnic at a battle?
Go On
Assessment 1 5
7 Grade 8 Ready Assessment • Read “The Gift of the Flute.” 25–28

Practice

• Complete questions 6–11.
The Gift of the Flute
a Brule Sioux legend
retold by Isabella Stroud
1 Long ago, in the land of the Sioux, there was a time before the People had flutes. They had drums
made of wood and animal hide, and rattles made of gourd; but they had no flutes, for they had never seen or
heard one.
2 One day, a young hunter left his village to follow the fresh tracks of an elk. He carried with him a
new wooden bow and a deerskin quiver holding arrows carved of wood, with fine feathers and flint stone
arrowheads as sharp as glass. Into the mountains he followed the tracks of the elk, who remained always just
out of sight, so that the hunter never caught a glimpse of him. The elk’s tracks led deep into a forest—where,
as night fell, both they and the elk disappeared.
3 As darkness filled the woods, the moon did not rise, and the hunter was forced to admit that until
daybreak he was lost. He ate a little of the wasna—dried meat, mixed with berries and fat—that he carried in
his deerskin pouch, and followed the sound of water to a cold stream, from which he drank. Then he wrapped
himself in his fur robe and tried to sleep. But the night sounds of the forest were ones of animals calling, and
owls hooting, and trees groaning, and instead of sleeping the hunter lay wakefully listening. The more he
listened, the more he heard, until he realized that he was hearing a sound he had never heard before. It was a
sound of wind—though not only of wind—and it was strangely lovely, yet dry and mournful, like the whistle
of a ghost. And it was somewhat frightening. With a shiver, the hunter gathered his robe closer about him and
took a long, long time to fall asleep.
4 When the hunter awoke with the sun, he looked up and saw wagnuka, the redheaded woodpecker,
on a branch of the tree under which he had slept. The bird flitted to another tree, and to another, each time
looking back as if to say, “Follow!” Again the hunter heard the lovely, strange sound of the night before, and he
took up his bow and quiver and followed the woodpecker from tree to tree through the forest, until the bird
came to a great cedar. There it paused on one hollow, slender branch, and began hammering with its beak at
holes it had pecked in the wood. When the wind entered the holes the woodpecker had carved, the branch
whistled with the lovely, strange sound. “Kola—friend,” said the hunter to the woodpecker, “permit me to take
this branch back to my people!”
5 So the hunter returned to his village with no elk meat, but instead with the first flute: a gift of the
tree, of the wind, of the bird, and of one who had learned how to listen.
Go On
Assessment 3 71
8 Grade 8 Ready Assessment • Read “Article 1” and “Article 2.” 29–30

A student is writing a report about Christopher Columbus. Read the following paragraphs from two of
the student’s sources. Then answer the questions that follow.
Article 1
Christopher Columbus was one of the most brilliant navigators in history. In 1492, he “sailed the ocean
blue,” heading west from Spain and into the unknown. On October 12, he sighted land in the Caribbean Sea.
He didn’t know it at the time, but he had discovered a part of the world Europeans did not know existed.
He created a small settlement and then, on a second voyage in 1494, founded a Spanish colony. Four years
later, he sailed south, exploring the northern coast of South America. Most importantly, Columbus found a
reliable sailing route from Europe to America. He did what no man before him had done, and so changed the
world forever.
Article 2
Christopher Columbus changed the world—for the worse. The consequence of his adventures was the
deaths of millions of men, women, and children living in the Americas. How did this happen? Before
Columbus, Europe and the Americas had long been separated. There had been no contact of any kind for
hundreds of thousands of years. Then Columbus and his followers arrived. They brought with them new
people, new plants and animals, and new diseases. This so-called Columbian Exchange led to 95 percent of all
Native Americans living in Central and South America dying of disease. And those who did not die of disease
were made slaves by men like Columbus. Columbus knew how to sail, but his skills brought only disaster.
35 Which is the best summary of Article 1?

A Christopher Columbus was a great navigator both for discovering America and finding a
sailing route from Europe.
B Christopher Columbus created a small settlement in the Caribbean and sailed around the
northern coast of South America.
C Christopher Columbus changed the world by making several voyages and establishing a
Spanish colony.
D Christopher Columbus was the first man to discover a way of sailing easily from Europe to
the Americas.
E Christopher Columbus was important because, in sailing to America, he discovered an
unknown part of the world.
64 Assessment 2
9 Tools for Instruction • Parent/Guardian: Read the instructions 31–33

and guide the student through the
Tools for Instruction
Determine Theme
activity. Use this with a text the student
read in a previous lesson.
Fictional texts usually convey a theme—an insight into life developed through characters, events, and setting.
In more mature works, theme tends to go beyond a simple, concrete lesson to a relatively complex and more
abstract understanding about human values. Close reading will help students analyze how an author conveys
theme over the course of a text; however, weakness in any of the higher-level skills involved in this process—
making inferences, summarizing, and analyzing character, for example—will pose a greater challenge. Help
students understand that statements of theme are often universal messages they can apply to other texts or to
their own experiences. Then teach them how to trace the development of theme in a text, and provide questions
that guide them to use textual evidence, rather than their own opinions, to support a statement of theme.
Three Ways to Teach

Establish What Theme Is and Is Not 20–30 minutes
To teach students how to determine and analyze theme, begin by clarifying what theme is and what it is not.
• Display a main idea sentence and a statement of theme based on a recent class text. The following example
is based on Dragonwings, by Laurence Yep.
As Moon Shadow makes a new home in America, friends become like family.
Family extends beyond bloodlines.
• Use questions such as these to help students distinguish important characteristics about theme statements.
Which sentence includes key details from the story? (the first one)
What important thing did Moon Shadow learn about friends? (they can be like family)
Which sentence could be applied to other texts and our own lives? (the second one)
• Identify the second sentence as a statement of theme, and help students distinguish how the sentences are
different. Then have students briefly work in small groups to define statement of theme based on the class
discussion. Guide them to understand that a statement of theme is a message about life that is developed
through a work’s characters, events, and setting.
• Repeat the previous exercise with new examples to reinforce what a statement of theme is and is not. As
you identify statements of theme, add them to a chart like the following to serve as a reference.
Text Statement of Theme Not a Statement of Theme

Family extends beyond As Moon Shadow makes a new home
Dragonwings by Lawrence Yep
bloodlines. in America, friends become like family.
“Eleven” by Sandra Cisneros
The pain of humiliation can Mrs. Price makes Rachel wear the
(from Woman Hollering Creek
be hard to heal. ugly sweater.
and Other Stories)
A Wrinkle in Time by Madeleine Meg realizes that IT does not have
There is great power in love.
L’Engle the ability to love.
• Emphasize that theme is a statement, not a topic, and that statements of theme do not include specific
details from the text. Additionally, statements of theme are subjective and can be stated in different ways.
i-Ready.com Reading Comprehension I Grades 6–8 I Determine Theme I Page 1 of 3

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Grade 8 Reading Activities in Section 2


Language Handbook • Complete Guided Practice.
Lesson 10
• Complete Independent Practice.
Lesson 10
Punctuation to Indicate
a Pause or Break
Introduction Sometimes in your writing, you will want to signal a pause. The pause
may be in the middle of a sentence or at the end of it. You can use commas, dashes, or ellipses to
cue different types of pauses.
Punctuation When to Use Examples

Professional sports, such as football and basketball,
to set off nonessential can be more fun to watch live than on TV.
Commas
information
Yesterday’s game was thrilling, especially at the end.
Some people think baseball is boring—nine innings
to indicate a change in thought of players standing around.
Dashes or an abrupt break, or to
emphasize set-off text The batter swung and—with the crack of his bat—
knocked the ball out of the park.
to indicate an unfinished action With two seconds left on the clock, the player dribbled
Ellipses
or the process of thinking down the court . . . slam dunk!
Guided Practice Add the type of punctuation shown in parentheses to correctly signal
the pause in each sentence. Use a caret ( ) to add dashes and ellipses.
Hint 1 Did you see the game between the Hornets and the
When you use commas Grizzlies the one that went into overtime? (comma)
or dashes to signal a 2 Suddenly the referee blew his whistle stopping the game for
pause in the middle of a penalty. (ellipsis)
a sentence, be sure to
use the same 3 A professional athlete runs the risk of serious injury a
punctuation before disaster that could even end a career. (dash)
and after the pause.
4 Our softball team has a game next Thursday not Friday.
Example: (comma)
Camella—that girl over
there—plays hockey. 5 Curtis a newcomer to our team usually scores the most runs.
NOT (dashes)
Camella, that girl over 6 At 6:00 a.m. a time when most people are asleep Curtis and
there—plays hockey. his brother are out practicing. (commas)
7 My mom says I can go to the game if I accomplish one
thing an A on my algebra test. (dash)
8 Stepping up to the plate he keenly focused his eyes on the
pitcher. (ellipsis)
L9: Comparative
L10: Punctuationand
to Indicate
Superlative
a Pause
Adjectives
or Breakand Adverbs 259

Lesson 14
Lesson 14
Greek and Latin Word Parts
Introduction Many words in English have Greek and Latin roots and affixes.
• A root is a word part that contains the main meaning of the word. In the word secede, the
root cede means “move” or “go.” Secede means “to move apart, or to separate.”
Root Meaning Root Meaning

cede, ceed “go, move” pon, pos “put, place”
cur “run” ven, vent “come”
mit, miss “send” ject “throw”
• An affix is a word part added to a root. Prefixes are affixes that come before the root,
and suffixes are affixes that come after it.
Prefix Meaning Suffix Meaning

inter- “between” -ion “act or process of”
pro- “forward; in favor of” -or “state, quality, or action”
“someone who does an action;
pre- “before” -ent
occurring in a certain way”
• You can use the meanings of roots and affixes to figure out the meaning of many
English words.
Guided Practice Read the passage. Circle the root in each underlined word.
On a separate piece of paper, write the meanings of the word parts and define the word.
Hint Our car was proceeding along the highway when we heard
The meaning of the the forecast. The weather had been mixed all day, and now we
root does not usually
fit exactly with the knew that the intermittent rains were the precursor to a big storm.
definition of the word.
The station resumed its programming, but soon the announcer
Think of affixes and
roots as clues that you interjected another warning. My brother, who was driving, was a
can use along with the
context to figure out proponent of going home, but my sister Lexy wanted to continue.
the meaning of an
unknown word. We needed an intervention, so I used my cell phone to call
my mom.
L9: Comparative
L14: Greek and Latin
andWord
Superlative
Parts Adjectives and Adverbs 267


Lesson 19
Lesson 19
Denotation and Connotation
Introduction Words can have two kinds of meanings that convey very different ideas
or images. A word’s denotation is its basic meaning, or dictionary definition. A word’s
connotation is the feeling or impression that people associate with the word.
• A word can have a positive, negative, or neutral connotation. When you write, think
about the connotations of the words you choose and the effect they will have on
your readers.
Positive Connotation Neutral Connotation Negative Connotation
Several people lingered in Several people stayed in Several people loitered in
the theater after auditions. the theater after auditions. the theater after auditions.
My aunt picked me up in My aunt picked me up in My aunt picked me up in
her compact two-door car. her small two-door car. her cramped two-door car.
• To say that a car is small is a neutral statement about the car. A car that is compact,
however, can fit everything you need into just a small space. This word has a positive
connotation. A cramped car, on the other hand, conjures images of tightly squeezed
passengers and belongings. The connotation is negative.
Guided Practice Read each sentence. Each underlined word has a neutral or a positive
connotation. Write a word that has a negative connotation to replace each underlined word.
Hint 1 It was adventurous of me to try out for the role of villain.

Words that have the
same, or a similar,
2 I’m quiet and shy, and the character is powerful.
denotation are
synonyms. You can use 3 My best friend was surprised that I was so firm in my decision.
a thesaurus to find the
synonyms for each
underlined word. Then 4 I nervously held the script as I read my first lines.
choose and write the
synonym that has a 5 My right leg shook as I faced the hero.
negative connotation. 6 When offered the part, I deliberated for a while.
7 But then I decided that I had spent too much time being shy.
8 Sometimes, I wonder what kind of silliness I’ll try next.
L9: Comparative
L19: Denotation and
andConnotation
4 Grade 8, Ready Reading • Read the Introduction. 40–42

Lesson 10 • Complete Modeled and Guided Instruction:
“The Mollusk Family.”
Analyzing Word Meanings
Theme: Animal Survival
What’s the difference between saying “He doesn’t eat very much” and saying “He eats like a
bird”? The two phrases mean the same thing, but the first sentence is literal, and the second is
figurative. Literal meaning refers to the dictionary definition of a word or phrase. Words or
phrases with a figurative meaning express ideas in unusual or creative ways.
Words may also have positive, neutral, or negative connotations, which are the feelings or
ideas associated with a word. And, some words have technical meanings specific to a certain
subject area. When you read, be aware of these different types of meaning. It will improve
your understanding of an author’s message.
Read the magazine article below. Circle an example of figurative language, underline words
with strong connotations, and put a box around any technical words or phrases.
Bald eagles
Bald eagles are majestic creatures.
They sail and dive through the air
like trained acrobats. They also
have wingspans of up to 90 inches.
That’s more than seven feet long!
Read the chart to analyze some of the words you may have marked in the article.
Type of Language Example Effect on Meaning

Majestic encourages readers to think that the
Connotative “majestic”
birds are more than ordinarily beautiful.
Wingspan is a specific term used to explain one
Technical “wingspan”
of the eagle’s characteristics.
“They sail and dive The simile They sail and dive through the air like
Figurative through the air like trained acrobats compares an eagle’s
trained acrobats.” movement to an acrobat’s.
Authors choose words and phrases carefully to convey meaning and feeling. Determining
word meanings can help you understand how an author’s specific word choice affects the text.
L10: Analyzing Word Meanings 95

5 Grade 8, Ready Reading • Complete Guided Practice: “Armadillo 43–44

Lesson 10 Attributes.”
Read the scientific account. Use the Study Buddy and Close Reading to guide your reading. Hints
Find this word in
Genre: Scientific Account paragraph 6.
Armadillo Attributes By Karen Olson
1 The word armadillo comes from a Spanish word meaning “little

armored one.” The armadillo earned its name from the bony
carapace that shields the armadillo’s body like hinged plates of
As I read, I’m going to
look for any connotative, armor. This protective covering has helped this homely mammal
figurative, or technical survive for about 55 million years.
language the author uses 2 Armadillos are related to sloths and anteaters. They may also
to describe the attributes be descendants of ancient dinosaurs. Some scientists believe
of armadillos. modern armadillos are related to an extinct mammal called the
glyptodont (GLIP-toh-dont). Like armadillos, glyptodonts
Close Reading originated in South America.
Underline examples of 3 Today, more than 20 species of armadillos live in Central and
figurative language in South America. The nine-banded armadillo is the only species in
the first and fourth the United States. It is now found in Texas, Oklahoma, Arkansas,
paragraphs. Missouri, Louisiana, and parts of Florida.
4 Armadillos have many strange yet fascinating traits. In order
Circle words with strong to swim, they can swallow air to inflate their stomachs,
connotations used to becoming as buoyant as a balloon floating on the water. When
describe the armadillo. threatened, armadillos may react defensively by jumping three to
four feet into the air. Some are able to curl up into tight balls.
5 Armadillos have terrible eyesight, so they use their foolproof
sense of smell to find food. They probe grasses, decaying logs, or
sandy soil with their pointy snouts. Once they locate beetles,
ants, or other insects they like to eat, they eagerly dig them out
with sharp claws and trap them with narrow, sticky tongues.
6 Armadillos are the only mammals with protective shells. You
might assume that these shells and other traits make armadillos
immune from danger; however, predators such as dogs, wolves,
and coyotes hunt these peaceful animals. Sadly, speeding cars
and trucks can also injure or kill them. Despite these ever-
present threats, armadillos continue to survive in a variety of
habitats and climates.
98 L10: Analyzing Word Meanings


6 Grade 8, Ready Reading • Complete Independent Practice: “Animal 45–47

Lesson 10 Regeneration.”
Read the scientific account. Then answer the questions that follow.
Animal Regeneration
by Aleya Brown
1 Regeneration is the ability of an organism to regrow a lost body part. All creatures have the power to
regenerate lost body parts to some degree. If a human scrapes a knee or breaks a bone, for example, tissue is
regenerated to heal the wound. Even a lost fingernail will regenerate over time. If the finger is severed,
however, the limits of regeneration have been reached; humans cannot regrow limbs or organs. In contrast, if
an earthworm is cut in half, the end of the worm with a head can grow a new tail. If the end of the worm with
the tail survives, it too may grow a new tail. Unfortunately, it starves to death eventually because it cannot
feed itself without a head or mouth.
2 Which creatures have strong regenerative powers? Lower animals, such as worms, lizards, spiders,
and starfish, have some of the greatest regenerative powers. Crayfish, for example, have a remarkable safety
device at the base of each claw and leg called a “breaking joint.” When a predator grabs a limb or claw, the
appendage breaks away so the crayfish can escape. Over time, as the crayfish molts, or sheds its soft shell, the
broken limb or pincer grows larger and larger until it has been completely regenerated.
3 Some animals are able to survive in large part because of their regenerative powers. A type of
flatworm called planaria lives under rocks in clear creeks and streams. The flatworm has no real defense
mechanisms to protect it from predators, but it can be cut into as many as 32 pieces, and each piece may form
a new worm, complete with a head, eyes, and internal organs. In the case of the planaria, an event that could
be fatal is turned into an awesome act of procreation.
4 Many more animals display noteworthy regenerative powers. Sharks replace lost teeth throughout
their lifetimes. A single shark may grow as many as 24,000 teeth in its lifetime, ensuring a long career at the
top of the food chain. Much like planaria, sea cucumbers, which have bodies that grow up to three feet long,
can be cut into pieces and survive. Each piece may grow into a new sea cucumber. Spiders, like crayfish, can
regrow legs. Many lizards also have “breakaway” tails that snap off when caught by predators. They then grow
new ones, which lack the original spine. Starfish can lose arms and grow new ones. Sometimes an entirely new
starfish can grow from a single lost arm.
5 Interestingly enough, the scales of a fish tell stories about regeneration. Much like the rings inside a
tree trunk, fish scales reveal details about an organism’s past. Each scale lies in a pocket of skin and grows
along with the fish. Scientists read the markings on a scale to determine the age of the fish, seasons of famine
or drought, and other important information. It is often necessary to look at many scales to get a complete
story, however, because scales are often lost and regenerated. These new scales lack the markings that happen
over time. They are like a blank page in the history of the fish.

7 Grade 8 Ready Assessment • Read “The Glowing Beagle.” 48–51

Assessment 1
Reading
The Glowing Beagle

by Karen Brinkmann
1 Dogs have provided many services for people over the years. Working and herding dogs pull sleds
and shepherd animals. Service dogs guide and protect people with special needs. Police dogs assist in tracking
down and apprehending criminals. Assistance dogs perform necessary tasks for people. And of course, dogs
are probably best known for their faithful companionship to individuals and families.
2 But dogs may soon be able to add another talent to their long list of abilities: the potential to help
researchers cure diseases because of the dogs’ ability to glow. Yes, you read that correctly: scientists in Korea
have designed and bred a dog that glows under ultraviolet light. Let’s take a look at this unprecedented
scientific creation in order to understand why it was accomplished as well as how it could help doctors study
and eradicate diseases.
3 For many years, scientists have studied bioluminescent sea creatures such as jellyfish. Bioluminescent
means a creature can produce and emit its own light. After years of observing and experimenting with these
types of creatures, scientists discovered a protein called green-fluorescent protein, which is responsible for
giving the jellyfish and other creatures the ability to glow. They determined a way to isolate the protein.
Then, they transferred it into the cells of a puppy before the puppy was even born. The result was a delightful
dog named Tegan who is like any other beagle except that she appears to glow when placed under an
ultraviolet light.
4 You may be wondering how in the world a glowing beagle pup could possibly help researchers find a
cure for diseases such as Alzheimer’s and Parkinson’s. The answer to that question lies not in the fact that the
dog glows but that scientists have created a method to transfer genes. Because the gene transfer process has
been successful, scientists are hopeful that other gene transfers will also be successful. And these gene
transfers could lead to a better understanding, if not a cure, for many different kinds of diseases.
5 Human beings and dogs share the ability to contract 268 genetic diseases. If scientists can
successfully conduct research on a dog that has a disease that a human can also develop, the scientists may
find clues to curing that disease by observing the dog. Dogs share some of the same physiological and
anatomical body parts that people do, so studies of dogs translate well to studies of humans. Plus, dogs are
social creatures and respond well to commands. They are better subjects to study than laboratory rats or mice.
6 Though transferring fluorescent genes to a dog does not harm a dog in any way, there are some critics
of the process. Some animal rights groups discourage any testing on animals. Many suggest alternatives to
animal testing, including testing humans instead. However, though many studies have been conducted using
human volunteers, the type of gene testing that scientists have done on dogs cannot be conducted on humans.
Go On
Assessment 1 1
8 Grade 8 Ready Assessment • Read “Cars Without Gasoline Are Here.” 52–55
Assessment 2
Reading
Cars Without Gasoline Are Here

by Caroline Rialto
1 People often feel as if the use of a gasoline engine has been integral to the automobile for as long as
cars have been on the road. Justifiably, this makes people resist change. They feel that if the gasoline engine
disappears, automobiles will never be as fast, safe, or comfortable as they are now, much like people must have
felt as the car replaced the horse-drawn carriage.
2 But in fact, the first automobiles were really locomotives modified with tires. They were powered
mostly by steam engines. Some early cars ran on strange fuels like gunpowder and coal gas. And some early
cars were even powered by simple batteries and electric motors.
3 So the history of the early automobile is a history of changing technology, and of trying things and
seeing if they work. Today, technology is changing because political and environmental concerns are forcing
manufacturers away from the gasoline engine. The Earth’s survival depends on our response to energy issues
today. Plus, the price of gas is rising, which means new technologies must be invented to utilize other forms of
energy. Because of these factors, we are experiencing a return to that glorious era of experimentation. In the
same way as early automobile inventors, we’re trying things and seeing if they work.
4 Biodiesel is a chemical very much like the diesel fuel that trucks and some cars use. But instead of
being made from crude oil, it is made from renewable sources such as vegetable oil or animal fats. Biodiesel
can provide much better fuel efficiency than gasoline. It can be made anywhere. Plus, many cars that now use
diesel can be converted to run on biodiesel, so biodiesel could be very cost-effective.
5 Ethanol is another fuel-based alternative to gasoline power. Bioethanol, made from many common
crops grown in the United States, could be a main fuel for the future of transportation. Ethanol is already
added to fuels to reduce the amount of gasoline our cars consume.
6 Another set of alternative technologies uses natural gas or locally made biogas to power cars. Though
natural gas is itself a fossil fuel, it burns very cleanly, so it does not pollute as much as gasoline. Biogas, made
from decomposing organic matter, is a more environmentally conscious choice that has the same advantages.
7 Hybrid technology allows another route to gasoline-free driving. A hybrid car uses a small
conventional engine, but gets added power through one or more electric motors linked to a set of batteries.
The batteries are charged by excess power from the engine and from energy recaptured from braking. The
electric motor supplements the conventional engine during peak loads, often providing full power at low
speeds. The conventional engine takes over at higher speeds, often around 30 miles per hour. The most
successful commercial hybrids today use a gasoline engine, but the technology could easily be used with
biodiesel, bioethanol, or biogas to provide a fossil-fuel-free transportation technology.
Go On
Assessment 2 33
9 Grade 8 Ready Assessment • Read “Code Breaking and Computers in 56–60

Practice Bletchley Park.”
Code Breaking and Computers

in Bletchley Park
• Complete questions 22–26.
by Thomas Bender
1 If you didn’t know the history of Bletchley Park, it would be easy to walk by this sprawling yet
unassuming mansion in England without giving it a second look. Today, it is the location of both the
National Codes Centre and the National Museum of Computing. However, during the Second World War,
it was a top-secret location where undercover codebreakers reported for duty. The codebreakers quietly but
determinedly helped the Allies (the countries that joined together against German forces) to win the war.
The work done at Bletchley Park was significant both because it allowed the Allies to gather information from
behind enemy lines, and because it was where the first computer was developed.
Communication During War Time
2 The Germans went to great lengths to protect sensitive military information during World War II.
One of the ways they did this was by using codes to communicate. Sending important military and
intelligence messages by code was meant to keep them secret from the enemy. For instance, the following
string of letters uses a substitution code: GISSN. In this “word,” G is used in place of H, I in place of E, S in
place of L, and N in place of O. Once a person has this information, it is easy to see that these letters spell
“hello.” This is a simplified example, but it shows the idea of how using a code worked.
3 During the war, a person who received an encoded message would be able to comprehend its
meaning because he or she would have the key necessary to interpret it. However, an average person would
merely see what looked like a random string of numbers, letters, or symbols. It wouldn’t make any sense at all.
4 The Germans thought that the communication system they had created was foolproof and that their
code would be impossible for an outsider to decipher. Those who worked at Bletchley Park and other key
players ultimately proved them wrong.
The Players in the Code Game
5 The names of certain individuals—especially the mathematician Alan Turing—are practically
synonymous with Bletchley Park. But, the drama of figuring out the various intelligence codes used during
the Second World War actually involved a cast of thousands.
6 These individuals can be divided into four main groups: the informers, the interceptors, the
decoders, and the reporters. The first group consisted of insiders in Poland. They not only broke an early
version of the German Enigma code, but they also succeeded in recreating a machine used to read it. They
shared what they knew with Britain. Without this vital information, it’s quite possible nobody would know
the name of Bletchley Park today. The interceptors covertly eavesdropped on Germany’s radio messages,
sending them along to the team at Bletchley. Here, the codebreakers made sense of the communications.
The final group used the decoded messages to compile intelligence reports focusing on the activities of the
German Navy, Army, and Air Force.
Go On
Assessment 2 51

Independent Reading!
Use the questions/ prompts on the Discourse Card

See pages resource to start a conversation about something the
61 and 62
student has read. You may talk about a text the student
of this
packet. read in one of the lessons above, or anything else the
student is reading.
Encourage daily reading. And remember, reading isn’t just about the books on the
shelves—it’s about anything around you with letters! Turn on the closed captioning feature
on your TV or read catalogs that come in the mail. The backs of cereal boxes work, too, as do
directions to board games!
Running out of stuff to read? Grab some sticky notes, and label household objects, or
make up new, silly names for things! Communicating with sticky notes, instead of talking,
is fun, too—start with a half hour and see if you can go all afternoon. Reading is everywhere!
Don’t worry about right/wrong answers when you talk about text—the important thing
is that you and your student share a reading experience and have fun!
Here are some websites that offer fun, free, high–quality material for kids:
www.starfall.com
www.storyplace.org
www.uniteforliteracy.com
www.storynory.com
www.freekidsbooks.org
en.childrenslibrary.org

Section 1 Activities
Lesson 7
Active and Passive Voice
Introduction Sentences can be stated in the active voice or the passive voice.
• In the active voice, the subject of the sentence clearly performs the action.
subject action
[Maddy] won the All-Around Student Achievement Contest.

• In the passive voice, the subject receives the action expressed by the verb. The verb
consists of a form of the helping verb be plus the past participle of the main verb.
subject helping verb past participle
[
The All-Around Student Achievement Contest was won by Maddy. ]
• In the passive-voice sentence example, the subject of the sentence changed, but the
overall meaning did not. Maddy performed the action of winning, but she was not the
subject. The contest, which was the direct object of the action in the first sentence, is the
subject of the second sentence.
Guided Practice Underline the simple subject in each sentence. Then write A for active
or P for passive to identify the voice of each sentence.
Hint 1 Maddy is considered one of the best writers in school.

In the passive voice,
2 She writes amazing articles for the school newspaper.
the person who
performs the action 3 Her report on ways to reduce waste in the cafeteria was
isn’t always identified. chosen as Article of the Year.
Example:
The award will be 4 This year’s spring play was also written by Maddy.
presented on Friday.
5 The eighth grader even excels in math and science.
The sentence doesn’t
tell who will present 6 Last year, she received a chance to go to Science Camp in
the award. Award is Washington, DC.
the simple subject,
but it doesn’t perform 7 Camp applications were distributed to all students.
the action.
8 Many students took advantage of the opportunity
and applied.
L9: Active
L7: Comparative
and Passive
and Superlative
Voice Adjectives and Adverbs 253
© 2020 Curriculum Associates, LLC. All rights reserved. Grade 8 • Packet 1, Section 1 9
Independent Practice
For numbers 1 and 2, which is the best way to Answer Form

change the voice in each sentence from active 1 A B C D
to passive without changing the meaning?
2 A B C D
3 A B C D Number
1 The committee chose three students to 4 A B C D Correct 4
attend Science Camp.
A Science Camp was chosen for three
students to attend. For numbers 3 and 4, which is the best way to
B Three students were chosen by the change the voice in each sentence from passive
committee to attend Science Camp. to active without changing the meaning?
C Science Camp was chosen for three

students by the committee. 3 Music Camp was applied to by more
students than to Drama Camp this year.
D Three students who attended
Science Camp were chosen by the A More students applied to Music
committee. Camp than to Drama Camp this
year.
B More students will apply to Music
Camp than to Drama Camp this
year.
2 The Science Camp sent the students a
letter of acceptance. C More students applied to Drama
Camp than to Music Camp this
A The Science Camp was sent a letter year.
of acceptance for the students.
D Music Camp had more students
B A letter of acceptance to the apply to it than to Drama Camp this
students was received from the year.
Science Camp.
C A letter of acceptance was received
by the Science Camp for the
students.
4 Maddy, a smart and friendly girl, is liked
D The students were sent a letter of by everyone.
acceptance by the Science Camp.
A Maddy, a smart and friendly girl,
will be liked by everyone.
B Maddy, who is a smart and friendly
girl, likes everyone.
C Everyone likes Maddy, a smart and
friendly girl.
D Everyone is liked by Maddy, a smart
and friendly girl.
254 L7: Active and Passive Voice

Lesson 13
Using Context Clues
Introduction Sometimes as you read, you may come to a word or a phrase that you
don’t understand. Often, you can determine the meaning of an unfamiliar word from its context,
the words and sentences around it.
• Different kinds of context clues help readers figure out the meanings of words.
Context Clue Signal Words Example

The land pulls in opposite directions along a
Definition is, or, which is, means
fault, which is a crack in the earth's crust .
for example, for instance, Geoscientists, such as geologists and
Example
such as seismologists, study earthquakes.
Like a large earthquake, smaller seismic
Comparison like, similar, also, as well
events may also be destructive.
but, or, yet, in spite of, In spite of the chaos caused by an
Contrast
however, whereas, although earthquake, order is eventually restored .
• A word’s position and function in a sentence can also be a clue to its meaning. What is the
meaning of geometrogomy in this sentence?
Scientists measure the geometrogomy of earthquakes.
Geometrogomy isn’t a real word! But if it were, you could figure out something about its
meaning from its use in the sentence. Since it comes after the word the, you know that
geometrogomy is a noun. And because of its use in the sentence, you also know that it is
probably an observable “thing”—something scientists can measure.
Guided Practice Underline the context clue that can help you figure out the meaning of
each underlined word or phrase. Write the meaning on a separate piece of paper.
Hint Before they strike land, tornadoes can often be detected by

A context clue is often Doppler radar, an electronic system that measures wind speeds.
in the same sentence A tornado begins when a wind system forms a huge vortex. This
as an unfamiliar word. formation is similar to water swirling toward a drain. This condition
The clue may also be in
a sentence that comes may trigger multiple tornadoes, which may occur simultaneously
before or after the or one after the other. Whereas many regions are fairly safe from
sentence that includes tornadoes, others are susceptible to them. Communities in
the difficult word.
tornado-prone areas try to mitigate their risk. For instance, they
establish public warning systems.
L9: Comparative
L13: Using Context
andClues
For numbers 1–4, use context clues to answer the questions Answer Form
about each paragraph. 1 A B C D
2 A B C D
3 A B C D Number
The wind velocity, or speed of 4 A B C D Correct 4
motion, in a violent tornado can reach
300 miles per hour. The effects of such a
storm can be catastrophic, killing people
and destroying wildlife. Within as little
When weather forecasters predict
as a few seconds, a tornado can
a tornado, it is advisable for people
devastate a town in its path.
threatened by the storm to find safe
shelter. If the storm destroys property,
emergency workers will do their best to
1 What does the word velocity mean in accommodate storm victims. For
the paragraph? example, they will set up shelters for
A position those who lost homes.
B change in direction
C swiftness 3 What does the word accommodate

mean?
D size of something
A to provide with something needed
B to soothe and comfort
C to give necessary information
2 What does the word catastrophic mean D to investigate in order to report on

in the paragraph?
A dynamic
B productive
C tragic 4 What words from the paragraph

helped you figure out the meaning of
D plentiful
accommodate?
A “When weather forecasters predict
a tornado”
B “people threatened by the storm”
C “emergency workers will do their

best”
D “set up shelters for those who lost
homes”
266 L13: Using Context Clues

Determining Theme
Theme: Teamwork
You may read fiction for pleasure or entertainment. But did you know that most stories also
provide lessons about life? These lessons are expressed through the themes, or messages, at
the heart of what the author writes. Even your childhood stories have themes. For example,
the story “Pinocchio” may have taught you the important lesson about honesty.
To identify a theme, connect ideas conveyed through the story’s setting, plot, and characters.
Study the image and caption below. Think about the message being conveyed.
©CHEN WS/Shutterstock
A blind runner and his guide approach the finish
line during a paralympic event in Malaysia.
Now, suppose the people in the picture are characters in a story. Consider what they are
doing. Circle any details in the picture and caption that suggest a message or life lesson.
Read the chart below to see how analyzing details can help you determine a theme.
Character Details Setting Details Action Details Theme
No matter what
• one sighted runner,
a track and field the two runners are obstacles they face,
acting as a guide
event for people approaching the people can accomplish
• one blind runner who
with disabilities finish line amazing things
wants to be in a race
through teamwork.
Whether you read for pleasure, entertainment, or a school assignment, you can learn valuable
lessons from stories. Thinking carefully about a story’s characters, setting, and plot—and how
they work together—will help you figure out, or infer, the story’s theme.

Part 2: Modeled Instruction Lesson 8
Read the beginning of a story about a boy named Holden and his grandfather.
Genre: Realistic Fiction
Holden and Pops by Evan Gerlachen
“When you’re at your grandfather’s after school, be sure to do something other than sit by
yourself playing video games, Holden.”
“I know, Mom, but what else is there to do?” whined Holden, washing cereal bowls.
“Have you ever tried to show him one of your games? At least you’d be doing something
together,” Mom suggested.
“Oh, Pops wouldn’t be interested,” Holden shrugged as they headed out to the car. “Plus he’d
never catch on—you know how he is about big, scary technology.”
As Holden got out of the car, Mom tried once more. “You know, Pops might surprise you. Keep
your options open. You might even ask him about ‘big, scary technology’ some time.” Holden
puzzled over her words on the way into school.
(continued)
Explore how to answer this question: “What do the details in this part of the story suggest about how
people sometimes judge others?”
In most stories, authors do not state a theme directly. To figure out an author’s message, you need to
look for key details and see how they develop over the course of the text.
Identify key details about each character’s attitudes and opinions. Then complete the chart below.
Character Comments About Pops Attitude Toward Pops
Says Pops wouldn’t be interested in

Holden
games and thinks technology is scary
Suggests that Pops might be interested

Seems to feel Pops is more interesting than
Mom in video games and know something
Holden thinks
about technology
With a partner, read aloud and act out the story’s beginning paragraphs. Then take turns explaining a
theme, or lesson, that the author may be starting to develop in this part of the story.

Part 3: Guided Instruction Lesson 8
Continue reading about Holden and Pops. Use the Close Reading and the
Hint to help you answer the question.
Close Reading (continued from page 70)

On page 70, Holden That afternoon, Holden sat hunkered over his video game
doesn’t want to spend controller making vintage airplanes swoop across the screen.
time with Pops. On this
“Whatcha doin’, Son?” Pops asked.
page, circle words that
tell how Holden’s feelings “Just a game,” Holden answered distractedly. Then, remembering
change. Noticing how a Mom’s advice, he made himself ask, “Wanna see?”
character changes can
Pops settled next to Holden and immediately exclaimed, “Say, is
help you understand a
that plane a Tomahawk? You know, she can go up to 20,000 feet to
story’s theme.
evade that enemy fighter.”
Holden pivoted to gape in shock. Pops shrugged and said, “Didn’t
I ever tell you about the Tomahawk I flew in ‘41?”
Hint Circle the correct answer.

Which choice helps Which statement best expresses the theme of the story?
explain why Holden’s A Strong family bonds can develop only through shared interests.
attitude toward Pops B People from different generations have little in common.
changes?
C Children should always listen to advice from their parents.
D Assuming things about people may stop us from really knowing them.
Show Your Thinking

Look at the answer that you chose. Explain how specific text details helped you choose that answer.
With a partner, list and discuss additional life lessons that this story teaches. Use text details about
characters, setting, and plot to support your discussion.

Read the story. Use the Study Buddy and the Close Reading to guide your reading.
Genre: Realistic Fiction
One Word of Advice by Charles Mills
1 Angie was worn out preparing for the school career fair, which
was her brainchild and her responsibility. She’d spent hours
researching companies, contacting executives, and making sure
Being aware of a
the school had the technological capability to handle state-of-the-
character’s feelings
and how they change art presentations. With three days to go, she whisked into the
may help me figure out media center and greeted her friend with, “Karim, I’ve been
the theme of this story. multitasking like crazy, and I still can’t imagine how I’ll get
So I’m going to underline everything done.”
words at the beginning 2 Karim leaned over and said, “Delegate. Plenty of friends have
and end of the story that offered their help, and you need to take them up on it.”
reveal Angie’s feelings.
3 Angie winced and clutched her clipboard more tightly. Deep
down she was certain she was the only person who could get
everything right. But Karim grabbed Angie’s clipboard from her
and flipped through the pages. “So. What seems most
overwhelming to you?”
Close Reading
4 Angie groaned and sighed. Then she responded, “I’m not really
Like many characters,
sure how to evaluate the server’s capabilities or the sound
Angie changes from the
system’s amplitude, and I don’t know when I’m going to put
beginning to the end of
together the introductory video.”
the story. Circle text at
the end of the story that 5 Karim nodded, pulled a few pages out of the stack, and
reveals how she is penciled names on each one. Then he handed them to Angie, and
different. said, “I know people. Now delegate.”
6 On the day of the fair, Angie looked as if she were having the
Look at the text you’ve time of her life when Karim saw her.
underlined and circled.
7 “Oh, Karim, did you see Danny’s introductory video? Wasn’t it
Draw an X next to the
fantastic? I could never have come up with that myself,” she
point in the story where
gushed. Angie realized that she needed to give credit where
it’s clear that Angie has
changed. credit was due.
8 “From now on, call me Angie the Delegator; the best thing I
ever did was hand that clipboard to you!”

Use the Hints on this page to help you answer the questions.
Hints
Which sentence matches 1 At the beginning of the story, what is Angie’s attitude?
the author’s description A She is frustrated by the lack of help she gets from her friends.
of Angie’s actions and
B She trusts only Karim for reliable help and advice.
attitudes?
C She thinks she’s the only one competent to organize the event.
D She is glad to be part of a team working on a project.
Which sentence describes 2 Which of the following sentences best describes an important theme
Angie’s attitude at the about responsibility as described in “One Word of Advice”?
end of the story? A A strong leader bravely faces all challenges.
B Good leaders trust others to do good work.
C Seeking help is the last resort of a real leader.
D People would rather give advice than lend a hand.
Which details best 3 Select two pieces of evidence from “One Word of Advice” that support
support the important the correct answer to question 2. Check the boxes of your two choices.
theme of the story?
“which was her brain child and her responsibility”
“‘I’ve been multitasking like crazy’”
“the only person who could get everything right”
“‘I could never have come up with that myself’”
“‘how to evaluate the server’s capability or the sound system’s

amplitude’”
“‘the best thing I ever did was hand that clipboard to you’”

Read the story. Then answer the questions that follow.
from “The Canoe Breaker”

by Margaret Bemister
1 Once in a certain tribe there was a young man who had no name. For it was the law in that tribe that
every youth had to do some deed that would give to him his name. This young man had tried in many ways to
do something that would make the chief tell him that he was a great warrior. Several times he had tried to kill
a bear, but had failed. He had gone forth in battle, hoping to kill some powerful enemy, but no one had fallen
under his tomahawk. He had gone on long hunting trips, hoping to bring home the skin of some wild animal,
but had always returned empty-handed. So his brave, young heart felt very sad, for the young men of the tribe
laughed at him for not having won a name for himself.
2 One summer day, the tribe left their camp on the lake shore and went back among the hills on a
hunting trip. After they had gone some distance, the young man left the others and wandered off by himself,
hoping that this time he would kill some animal, and so be no longer scorned by his companions. He tramped
for many hours through the forest and over the hills, without catching sight of anything. At length, he
climbed one hill which was higher than the others, and from here he could see the small creek which flowed
through the hills down to the lake. As he was looking at it, he thought he saw some dark objects along the
shore of the creek. They seemed about the size of canoes. He scanned the hills anxiously, and at length could
see a band of Indians making their way along the trail made by the hunters in the morning.
3 At once the young man knew there was great danger ahead, for these Indians, the Shuswaps, were
the enemies of his tribe and now were following their trail, and when they found them, they would kill them.
Quickly the young man made his way down the hill, and through the forest to the spot where the hunters had
camped for their evening meal. Running up to them, he cried, “Return at once to your lodges. Our enemies
are now on our trail. They are in the forest on the other side of this hill. I shall return and delay them while
you reach your lodges in safety.”
4 Then, without waiting for a reply, he turned and ran back in the direction from which he had come.
By short cuts through the hills, he made his way to the creek and found, as he expected, that the Indians had
left their canoes tied at its mouth. Seizing his tomahawk, he began to break the canoes, and soon had a hole
made in all of them except one. Leaving the creek, he mounted the hill and from there could see the Shuswaps.
He began to wave his arms and call wildly to attract their chief. At last they noticed him and began to make
their way towards him. The young man was delighted, for now he knew that his tribe could escape in safety,
while their enemies were returning towards the creek. Soon the Shuswaps neared the top of the hill, and he
knew he must think of some plan to delay them here. Suddenly he dropped to the ground and lay there as
though insensible. With a run the Shuswaps gained the summit and surrounded him. He lay face downwards
with his arms stretched out. They turned him over on his back and peered into his face. Not a muscle moved;
not even his eyelids quivered. Then the chief bent over him and felt his heart. “He [is not dead], he said, “but
the Great Spirit has called his spirit to go on a long journey. . . . Let us place his body under the pine-trees,
there to await the return of the spirit.”

5 The Indians lifted the body of the young man, carried it to a clump of pine-trees and laid it down.
Then they walked some yards away and held a council.
6 As soon as they were a safe distance away, the young man jumped up. He ran down the hill, and
reaching the canoes, jumped into the unbroken one and began to paddle down the creek.
7 The Shuswaps turned and saw him. With fierce cries, they began to race down the hillside, and when
they arrived at the spot where they had left their canoes, and saw what had happened, they filled the air with
their angry yells. The young man was now out on the lake in the canoe, and they were unable to follow him, as
all the other canoes were wrecked. They ran angrily along the lake shore, thinking he would land on their
side, but instead, he made his way across the lake to the other side.
8 When the young man reached the shore, he again seized his tomahawk, and this time broke the
canoe with which he had saved his life. The defeated Shuswaps, standing on the shore, saw him do this, and
again they filled the air with their angry yells. There was nothing for them to do but to return to their camp,
while the young man made his way along the lake shore to the village of his tribe. When he reached there, he
found that he was no longer a man without a name. His brave deed had won for him the name of
Kasamoldin—the canoe breaker—and ever afterwards in his tribe, and to others, he was known by this name.
Answer Form
Answer the questions. Mark your answers to 1 A B C D
questions 1–3 on the Answer Form to the right. 2 A B C D Number
3 A B C D Correct 3
1 A central theme of this story is that great deeds arise from seeing how to best use our unique
strengths and abilities. Which sentence from the story best illustrates this theme?
A “He had gone forth in battle, hoping to kill some powerful enemy, but no one had fallen
under his tomahawk.”
B “Seizing his tomahawk, he began to break the canoes, and soon had a hole made in all of
them except one.”
C “The Indians lifted the body of the young man, carried it to a clump of pine-trees and laid
it down.”
D “There was nothing for them to do but to return to their camp, while the young man
made his way along the lake shore to the village of his tribe.”

2 In what way does the plot contribute to the theme?
A The young man must decide on a name that reveals his special skills.
B The chief of the Shuswaps appreciates the young man for what he is.
C The young man doesn’t give up until he proves he is a great warrior.
D The young man finally achieves success in a nontraditional way.
3 Which of the young man’s character traits best helps to convey the theme?
A the courage he shows in a dangerous situation
B his physical strength in breaking the canoes
C his determination to earn a name for himself
D his fear when confronted by the Shuswaps
4 Explain how the author develops the theme over the course of “The Canoe Breaker.” In your
answer, include at least two details from different parts of the story.
Self Check Go back and see what you can check off on the Self Check on page 52.
The Battle Picnic

by Jonas Sellers
1 [Scene: a well-furnished drawing room in a fancy Washington D.C. home, July 16, 1861.]
2 MANFRED [Excitedly.] Well, the war with the Confederates has finally begun! We are determined
to march to Richmond, and we will certainly overcome those rebels before the month has ended.
Our victory will be swift, and the rebels will learn that they should not have unleashed Pandora’s box
with their traitorous ways.
3 JENNY [Distressed.] I believed that the war had already started in April, when the Confederate soldiers
fired boldly on Fort Sumter. Surely that was an easy victory for them, and thankfully no one was killed
on either side. But with all the volunteers President Lincoln gathered, why would the Confederate forces
try to attack us now? I have heard officials say that our display of strength would frighten the
Confederates into submission. [Pausing briefly in thought.] I am anxious about beginning a war; surely,
many people will be harmed by such as serious act.
4 MANFRED [With a knowing smile.] I believe, sister, that you are less worried about war in general than
about the safety of your own dear brother. Do not waste a moment worrying on my account; we will
reward those Southern soldiers with a hearty beating, bring the black sheep back into the Union, and be
at restful, even boring, peace again before you notice I am gone. By fighting, we will show our strength
5 JENNY When must you leave?
6 MANFRED I came to say farewell, dear sister, as we march as soon as we are gathered. [Manfred walks
over to the window and looks out.] Look at all the fine and fancy carriages filled with townspeople,
determined to travel the road with our troops. What a stirring show of public support!
7 JENNY [Joining him at the window.] What can they be thinking of, to so merrily follow troops
into battle?
8 MANFRED They are thinking that the battle will offer rewarding entertainment. They are thinking
they will see our troops easily march to victory, just as I am thinking.
9 [Scene: July 21, 1861, along the Bull Run River, near Manassas Junction; there is a mass of confusion,
with sightseers grabbing baskets and jumping into carriages; soldiers running toward the road heading
back to Washington, and many soldiers dead and dying on the battlefield.]
10 JENNY [Totally distraught, staring toward the field.] Father, where is Manfred? Can you see Manfred
anywhere on the battlefield?
11 MR. BENJAMIN [Demandingly.] Manfred will have to take care of himself. Sit down and get settled
now, quickly as you can. The road is already filled to overflowing with panicky people.
12 JENNY Father, this is the most horrifying experience of my life. Why did we come? Why did so many
people come, to picnic at a battle?
Go On
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13 MR. BENJAMIN [Squarely facing Jenny.] Look at the growing hoards of Confederate soldiers,
advancing so quickly. Our troops are fleeing off the field like bats from hell, hurrying back toward
Washington, dropping their goods and guns so that they can run even faster.
14 JENNY I do not think they are cowards, Father. Who would stand at such as show of force?
15 MR. BENJAMIN We must go. We can talk later. Before long, the Confederates will be chasing us back
to Washington, and who could imagine what might happen if they were to apprehend us?
16 JENNY I knew we should not have come!
17 MR. BENJAMIN Yes, I see that now.
18 JENNY [Solemnly.] I hope that Manfred makes it home safely. I hope . . . but I am not at all certain.
6 This question has two parts. First, answer part A. Then, answer part B.
Part A
What is one central theme of “The Battle Picnic”?
A It is unrealistic to believe that wars are not deadly.
B Believing you can win is more important than actually winning.
C One’s attitude toward an event will affect the outcome of that event.
D It is important to stay calm during times of crisis.
Part B
Select three pieces of evidence that support the answer to part A.
A “I believed that the war had already started in April, when the Confederate soldiers fired
boldly on Fort Sumter.”
B “I came to say farewell, dear sister, as we march as soon as we are gathered.”
C “What can they be thinking of, to so merrily follow troops into battle?”
D “Manfred will have to take care of himself. Sit down and get settled now, quickly as
you can. ”
E “ . . . there is a mass of confusion, with sightseers grabbing baskets and jumping into
carriages; soldiers running toward the road heading back to Washington, . . . “
F “Father, this is the most horrifying experience of my life. Why did we come? Why did
so many people come, to picnic at a battle?”
G “We must go. We can talk later.”
6 Assessment 1
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not permitted.
7 Which details from “The Battle Picnic” best support the inference that the charcters do not
fully understand their situation? Select all that apply.
A Almost everyone is excited about a picnic on the battlefield.
B The Union soldiers are preparing to march on the Confederate capital of Richmond.
C Manfred says he and the other Union soldiers will overcome the Confederates before the
month has ended.
D People decide to leave the battle region as quickly as possible once the Confederates
take control.
E The people fleeing the battle are afraid they will be attacked by the advancing
Confederate soldiers.
8 Read these sentences from “The Battle Picnic.”
Do not waste a moment worrying on my account; we will reward those Southern soldiers
with a hearty beating, bring the black sheep back into the Union, and be at restful, even
boring, peace again before you notice I am gone. By fighting, we will show our strength
What do you learn about Manfred’s character by what he says?

A He believes battle is more exciting than daily life.
B He cares for his sister so much that he does not want to frighten her.
C He does not want to fight but he feels he must do so for his country.
D He does not care that his sister is concerned for his safety.
9 When Manfred states in “The Battle Picnic” that he is battling on the “proper side,”
what does the word “proper” suggest?
A Manfred is certain that his side will win.
B Manfred believes he is the only person able to behave in a correct manner.
C Manfred views the war as necessary.
D Manfred believes his side is supported by the forces of justice.
Go On
Assessment 1
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10 What is the effect of Manfred’s comment in “The Battle Picnic” that he will be back before
Jenny notices he is gone?
A It creates a break in the tension of the passage because the audience knows that Manfred
is using humor in his response to Jenny.
B It creates a sense of dread since the audience knows that Manfred’s prediction of a quick
and easy victory is incorrect.
C It causes the audience to share Jenny’s sense of fear because the audience can tell
Manfred is lying on purpose.
D It causes the audience to share Jenny’s anger because the audience knows that Jenny has
begged Manfred not to go to war.
11 At the beginning of the play, Manfred says, “Our victory will be swift, and the rebels will learn
that they should not have unleashed Pandora’s box with their traitorous ways.” Read this
telling of the Greek myth “Pandora’s Box.”
Pandora’s Box
Long ago, the god Zeus was angry with two brothers named Epimetheus and
Prometheus. Zeus, who was the most powerful of all the gods, had a plan to get even.
He ordered another god, Hephaestos, to make a very beautiful woman out of clay. This
woman, Pandora, was sent to Earth by Zeus to marry Epimetheus. As a wedding gift,
Zeus gave Pandora a box but made her promise never to open it.
Pandora was very curious by nature, and after resisting for as long as she could, she
finally opened the box. Out flew all the horrors and evils of the world—hate, disease,
misery, poverty, envy, and more—which Zeus had hidden away in the box. Frightened by all
the evil rushing out, Pandora quickly closed the lid, not realizing that there was one thing
still trapped inside. That thing was hope.
What does Manfred suggest through his reference to Pandora’s box? Use details from both
“The Battle Picnic” and “Pandora’s Box” in your answer.
8 Assessment 1
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not permitted.
The Gift of the Flute

a Brule Sioux legend
retold by Isabella Stroud
1 Long ago, in the land of the Sioux, there was a time before the People had flutes. They had drums
made of wood and animal hide, and rattles made of gourd; but they had no flutes, for they had never seen or
heard one.
2 One day, a young hunter left his village to follow the fresh tracks of an elk. He carried with him a
new wooden bow and a deerskin quiver holding arrows carved of wood, with fine feathers and flint stone
arrowheads as sharp as glass. Into the mountains he followed the tracks of the elk, who remained always just
out of sight, so that the hunter never caught a glimpse of him. The elk’s tracks led deep into a forest—where,
as night fell, both they and the elk disappeared.
3 As darkness filled the woods, the moon did not rise, and the hunter was forced to admit that until
daybreak he was lost. He ate a little of the wasna—dried meat, mixed with berries and fat—that he carried in
his deerskin pouch, and followed the sound of water to a cold stream, from which he drank. Then he wrapped
himself in his fur robe and tried to sleep. But the night sounds of the forest were ones of animals calling, and
owls hooting, and trees groaning, and instead of sleeping the hunter lay wakefully listening. The more he
listened, the more he heard, until he realized that he was hearing a sound he had never heard before. It was a
sound of wind—though not only of wind—and it was strangely lovely, yet dry and mournful, like the whistle
of a ghost. And it was somewhat frightening. With a shiver, the hunter gathered his robe closer about him and
took a long, long time to fall asleep.
4 When the hunter awoke with the sun, he looked up and saw wagnuka, the redheaded woodpecker,
on a branch of the tree under which he had slept. The bird flitted to another tree, and to another, each time
looking back as if to say, “Follow!” Again the hunter heard the lovely, strange sound of the night before, and he
took up his bow and quiver and followed the woodpecker from tree to tree through the forest, until the bird
came to a great cedar. There it paused on one hollow, slender branch, and began hammering with its beak at
holes it had pecked in the wood. When the wind entered the holes the woodpecker had carved, the branch
whistled with the lovely, strange sound. “Kola—friend,” said the hunter to the woodpecker, “permit me to take
this branch back to my people!”
5 So the hunter returned to his village with no elk meat, but instead with the first flute: a gift of the
tree, of the wind, of the bird, and of one who had learned how to listen.
Go On
Assessment 3 71
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Part A
Which of the following sentences best states a central theme of the story?
A Taking time to understand nature can lead to rewarding friendships with plants
and animals.
B It is generally better to settle for something unimportant than to leave empty-handed.
C If people remain motivated and focused, they can accomplish any goal that they set
out to.
D If people are not too focused on what they think they want, they can find
unexpected surprises.
Part B
Which sentence from the story best supports the answer to part A?
A “Into the mountains he followed the tracks of the elk, who remained always just out of
sight, so that the hunter never caught a glimpse of him.”
B “The more he listened, the more he heard, until he realized that he was hearing a sound
he had never heard before.”
C “When the hunter awoke with the sun, he looked up and saw wagnuka, the redheaded
woodpecker, on a branch of the tree under which he had slept.”
D “Again the hunter heard the lovely, strange sound of the night before, and he took up
his bow and quiver and followed the woodpecker from tree to tree through the forest,
until the bird came to a great cedar.”
E “So the hunter returned to his village with no elk meat, but instead with the first flute:
a gift of the tree, of the wind, of the bird, and of one who had learned how to listen.”
72 Assessment 3 © 2020 Curriculum Associates, LLC. All rights reserved. Grade 8 • Packet 1, Section 1 26
7 Which sentence from the story best explains why the hunter has to stay in the
woods overnight?
A “One day, a young hunter left his village to follow the fresh tracks of an elk.”
B “Into the mountains he followed the tracks of the elk, who remained always just out of
sight, so that the hunter never caught a glimpse of him.”
C “As darkness filled the woods, the moon did not rise, and the hunter was forced to admit
that until daybreak he was lost.”
D “But the night sounds of the forest were ones of animals calling, and owls hooting, and
trees groaning, and instead of sleeping the hunter lay wakefully listening.”
8 Based on evidence from the text, which words below best describe the hunter? Select all
that apply.
A curious
B cold-hearted
C respectful
D foolhardy
E careful
F cheerful
9 The author begins the fourth paragraph with the words “When the hunter awoke with the
sun.” How does this choice of words affect the tone of the story?
A The words further develop the frightening tone because the hunter is too scared to
notice the sun.
B The words create a surprising tone because the reader expected the hunter to sleep
into the afternoon.
C The words create a light tone to contrast with the mysterious tone of the
previous paragraph.
D The words create a humorous tone because the hunter is now amused by his fear.
Go On
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10 Which of these best summarizes the plot of this story?
A A Sioux hunter follows an elk into a forest. The elk stays too far ahead of him, so the
hunter loses sight of the elk. The hunter decides to stay the night in the forest and look
for the elk in the morning. When he wakes up, the hunter cannot find the elk. The
hunter walks home and finds a flute on the way. He plays it for his people.
B A Sioux hunter follows an elk into a forest, and then night falls. Realizing it’s too dark
to get home, he lies down and listens to the sounds of the forest. He hears an unusual
sound, and in the morning, he follows it to find a woodpecker who makes a flute. With
permission from the woodpecker, the hunter takes the gift to his people.
C A Sioux hunter foolishly follows an elk into the forest. He lies down to fall asleep but is
kept awake all night by the sounds of animals and trees. He also hears an unusual sound
which frightens him because he is a coward. When he wakes up in the morning, he sees a
woodpecker putting holes in some trees. This gives him an idea to make a flute.
D A Sioux hunter follows an elk into a forest until it gets dark. Then, he stays the night in
the forest but is too worried about finding the elk to get any sleep. He hears the wind,
the trees, and the animals of the forest. All the noises are very loud and frighten the
hunter. He is given a flute on the way home.
11 Below are three inferences about the passage.
The people of the story placed a high value on music.

Inference The hunter is in tune with the nature surrounding him.
For the hunter, the flute’s sound carries deep emotion.
Circle one of the inferences. Then cite two lines from the passage that help support
this inference.
Line 1:
Line 2:
74 Assessment 3
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not permitted.
A student is writing a report about Christopher Columbus. Read the following paragraphs from two of
the student’s sources. Then answer the questions that follow.
Article 1
Christopher Columbus was one of the most brilliant navigators in history. In 1492, he “sailed the ocean
blue,” heading west from Spain and into the unknown. On October 12, he sighted land in the Caribbean Sea.
He didn’t know it at the time, but he had discovered a part of the world Europeans did not know existed.
He created a small settlement and then, on a second voyage in 1494, founded a Spanish colony. Four years
later, he sailed south, exploring the northern coast of South America. Most importantly, Columbus found a
reliable sailing route from Europe to America. He did what no man before him had done, and so changed the
world forever.
Article 2
Christopher Columbus changed the world—for the worse. The consequence of his adventures was the
deaths of millions of men, women, and children living in the Americas. How did this happen? Before
Columbus, Europe and the Americas had long been separated. There had been no contact of any kind for
hundreds of thousands of years. Then Columbus and his followers arrived. They brought with them new
people, new plants and animals, and new diseases. This so-called Columbian Exchange led to 95 percent of all
Native Americans living in Central and South America dying of disease. And those who did not die of disease
were made slaves by men like Columbus. Columbus knew how to sail, but his skills brought only disaster.
35 Which is the best summary of Article 1?
A Christopher Columbus was a great navigator both for discovering America and finding a
sailing route from Europe.
B Christopher Columbus created a small settlement in the Caribbean and sailed around the
northern coast of South America.
C Christopher Columbus changed the world by making several voyages and establishing a
Spanish colony.
D Christopher Columbus was the first man to discover a way of sailing easily from Europe to
the Americas.
E Christopher Columbus was important because, in sailing to America, he discovered an
unknown part of the world.
64 Assessment 2
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36 Which statement from Article 2 could the student quote to explain the meaning of
“Columbian Exchange”?
A “Before Columbus, Europe and the Americas had long been separated.”
B “There had been no contact of any kind for hundreds of thousands of years.”
C “They brought with them new people, new plants and animals, and new diseases.”
D “And those who did not die of disease were made slaves by men like Columbus.”
37 Article 1 is organized sequentially, and Article 2 has a cause-effect organization. How can
the student explain why those structures are appropriate for the arguments the authors
are making?
STOP
Assessment 2
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Determine Theme
Fictional texts usually convey a theme—an insight into life developed through characters, events, and setting.
In more mature works, theme tends to go beyond a simple, concrete lesson to a relatively complex and more
abstract understanding about human values. Close reading will help students analyze how an author conveys
theme over the course of a text; however, weakness in any of the higher-level skills involved in this process—
making inferences, summarizing, and analyzing character, for example—will pose a greater challenge. Help
students understand that statements of theme are often universal messages they can apply to other texts or to
their own experiences. Then teach them how to trace the development of theme in a text, and provide questions
that guide them to use textual evidence, rather than their own opinions, to support a statement of theme.
Three Ways to Teach

Establish What Theme Is and Is Not 20–30 minutes
To teach students how to determine and analyze theme, begin by clarifying what theme is and what it is not.
• Display a main idea sentence and a statement of theme based on a recent class text. The following example
is based on Dragonwings, by Laurence Yep.
As Moon Shadow makes a new home in America, friends become like family.
Family extends beyond bloodlines.
• Use questions such as these to help students distinguish important characteristics about theme statements.
Which sentence includes key details from the story? (the first one)
What important thing did Moon Shadow learn about friends? (they can be like family)
Which sentence could be applied to other texts and our own lives? (the second one)
• Identify the second sentence as a statement of theme, and help students distinguish how the sentences are
different. Then have students briefly work in small groups to define statement of theme based on the class
discussion. Guide them to understand that a statement of theme is a message about life that is developed
through a work’s characters, events, and setting.
• Repeat the previous exercise with new examples to reinforce what a statement of theme is and is not. As
you identify statements of theme, add them to a chart like the following to serve as a reference.
Text Statement of Theme Not a Statement of Theme

Family extends beyond As Moon Shadow makes a new home
Dragonwings by Lawrence Yep
bloodlines. in America, friends become like family.
“Eleven” by Sandra Cisneros
The pain of humiliation can Mrs. Price makes Rachel wear the
(from Woman Hollering Creek
be hard to heal. ugly sweater.
and Other Stories)
A Wrinkle in Time by Madeleine Meg realizes that IT does not have
There is great power in love.
L’Engle the ability to love.
• Emphasize that theme is a statement, not a topic, and that statements of theme do not include specific
details from the text. Additionally, statements of theme are subjective and can be stated in different ways.
i-Ready.com Reading Comprehension I Grades 6–8 I Determine Theme I Page 1 of 3

Trace the Development of Theme 20–30 minutes
To help students determine theme, provide them with question prompts they can use to help them analyze
plot components, make inferences, and draw relevant connections to their own lives.
• Say, Authors convey themes through details about characters, events, and setting. To demonstrate this point,
model identifying a detail in the text students are currently reading to explore the development of theme.
See the following example.
Who are the main characters? What do they do that helps me understand the theme? At the beginning of
this short story, Juan says his neighbor Mr. Foley is always busy in his garden. Juan says Mr. Foley tends to his
flowers like children, carefully pulling even the smallest of weeds. I am going to pay attention to this detail
about how Mr. Foley cares for his garden. I think the author might want me to learn something from that.
• Then have students work in small groups to answer the following questions. Explain that thinking about
their answers will help them trace the development of theme in the text.
Identify Plot Components

Who are the main characters?
Where and when does the story take place?
What problem did a character want to solve?
What did the character do to solve the problem?
What happened as a result of the character’s actions?
Was the problem resolved?
Make Inferences
Why does the character say/do ?
What does the character learn when ?
What does the author want readers to know about ?
Relate to Real-Life Situations
Would you have resolved the problem differently? Why not/How so?
What did a character learn that applies to your own life?
In what situations would it be easy to apply that theme to real life?
In what situations would it be difficult to apply that theme to real life?
• Bring students back together to discuss their answers. Review how the author conveyed the theme over the
course of the text.
• Point out that texts often convey more than one theme. Some may be minor themes, while others will
emerge over the course of a text as major themes.
Support English Learners Students’ understanding of particular themes may be influenced by their cultural
background. Integrate culturally relevant literature into class readings to provide a familiar base from which to
explore theme and to broaden all students’ cultural awareness.
i-Ready.com © 2020 Curriculum Associates, LLC. AllReading Comprehension

rights reserved. I Grades 6–8 I Determine Theme
Grade 8 • Packet I Page1 2 of323
1, Section

Respond to a Statement of Theme 30–45 minutes
Connect to Writing To help students meaningfully engage with statements of theme, have them take a
position of agreement or disagreement with a theme from their reading. Display several statements of theme
from one or more recent texts. Have students choose one theme and decide whether they agree or disagree
with it. Then have them write a brief essay defending their position. Provide guidelines such as these to help
students develop a strong response.
Take a clear stand: Do you agree or disagree?

Support your view with evidence from your experiences and observations.
Evidence may also come from what you have learned from other readings.
Identify key words in the statement. Repeating these in your writing can help you stay on topic.
Check for Understanding

If you observe… Then try…
difficulty recognizing the underlying meaning in reviewing metaphor. Explain that sometimes the
a selection events in a text are meant to be symbolic of bigger
ideas. Revisit some of Aesop’s fables and work with
students to determine how the characters and their
actions are really metaphors for bigger ideas.
confusion about how to form a statement of theme scaffolding with choices for possible themes. Work with
students to point to evidence in the text that leads
readers to one or the other. Help students articulate
why the incorrect choices are not the best choices.
i-Ready.com © 2020 Curriculum Associates, LLC. AllReading Comprehension

rights reserved. I Grades 6–8 I Determine Theme
Grade 8 • Packet I Page1 3 of333
1, Section

Section 2 Activities
Lesson 10
Punctuation to Indicate
a Pause or Break
Introduction Sometimes in your writing, you will want to signal a pause. The pause
may be in the middle of a sentence or at the end of it. You can use commas, dashes, or ellipses to
cue different types of pauses.
Punctuation When to Use Examples

Professional sports, such as football and basketball,
to set off nonessential can be more fun to watch live than on TV.
Commas
information
Yesterday’s game was thrilling, especially at the end.
Some people think baseball is boring—nine innings
to indicate a change in thought of players standing around.
Dashes or an abrupt break, or to
emphasize set-off text The batter swung and—with the crack of his bat—
knocked the ball out of the park.
to indicate an unfinished action With two seconds left on the clock, the player dribbled
Ellipses
or the process of thinking down the court . . . slam dunk!
Guided Practice Add the type of punctuation shown in parentheses to correctly signal
the pause in each sentence. Use a caret ( ) to add dashes and ellipses.
Hint 1 Did you see the game between the Hornets and the
When you use commas Grizzlies the one that went into overtime? (comma)
or dashes to signal a 2 Suddenly the referee blew his whistle stopping the game for
pause in the middle of a penalty. (ellipsis)
a sentence, be sure to
use the same 3 A professional athlete runs the risk of serious injury a
punctuation before disaster that could even end a career. (dash)
and after the pause.
4 Our softball team has a game next Thursday not Friday.
Example: (comma)
Camella—that girl over
there—plays hockey. 5 Curtis a newcomer to our team usually scores the most runs.
NOT (dashes)
Camella, that girl over 6 At 6:00 a.m. a time when most people are asleep Curtis and
there—plays hockey. his brother are out practicing. (commas)
7 My mom says I can go to the game if I accomplish one
thing an A on my algebra test. (dash)
8 Stepping up to the plate he keenly focused his eyes on the
pitcher. (ellipsis)
L9: Comparative
L10: Punctuationand
to Indicate
Superlative
a Pause
Adjectives
or Breakand Adverbs 259
For numbers 1–5, choose the best way to punctuate the pause Answer Form
in each sentence. 1 A B C D
2 A B C D
3 A B C D
1 A The ball slowly rolled around the 4 A B C D Number
rim and finally, dropped through 5
5 A B C D Correct
the hoop.
B The ball slowly rolled, around the
rim, and finally dropped through
the hoop. 4 A Let’s get something to eat, maybe
popcorn or nachos—at halftime.
C The ball slowly rolled . . . around
the rim and finally dropped B Let’s get something to eat—maybe
through the hoop. popcorn or nachos—at halftime.
D The ball slowly rolled around the C Let’s get something to eat maybe
rim . . . and finally dropped through popcorn or nachos, at halftime.
the hoop.
D Let’s get something to eat—maybe
popcorn or nachos, at halftime.
2 A That tennis ball is flying toward

you—watch out!
5 A Competing in the Olympics, what
B That tennis ball is—flying toward an amazing experience, that
you watch out! would be.
C That tennis ball is flying toward B Competing in the Olympics . . .
you, watch out! what an amazing experience, that
would be.
D That tennis ball is—flying toward
you—watch out! C Competing in the Olympics . . .
what an amazing experience that
would be.
D Competing in the Olympics—what
an amazing experience—that
3 A The score after six innings—if she would be.
remembered correctly was 4 to 1.
B The score after six innings if she
remembered correctly, was 4 to 1.
C The score after six innings . . . if she
remembered correctly was 4 to 1.
D The score after six innings, if she
remembered correctly, was 4 to 1.
260 L10: Punctuation to Indicate a Pause or Break

Lesson 14
Greek and Latin Word Parts
Introduction Many words in English have Greek and Latin roots and affixes.
• A root is a word part that contains the main meaning of the word. In the word secede, the
root cede means “move” or “go.” Secede means “to move apart, or to separate.”
Root Meaning Root Meaning

cede, ceed “go, move” pon, pos “put, place”
cur “run” ven, vent “come”
mit, miss “send” ject “throw”
• An affix is a word part added to a root. Prefixes are affixes that come before the root,
and suffixes are affixes that come after it.
Prefix Meaning Suffix Meaning

inter- “between” -ion “act or process of”
pro- “forward; in favor of” -or “state, quality, or action”
“someone who does an action;
pre- “before” -ent
occurring in a certain way”
• You can use the meanings of roots and affixes to figure out the meaning of many
English words.
Guided Practice Read the passage. Circle the root in each underlined word.
On a separate piece of paper, write the meanings of the word parts and define the word.
Hint Our car was proceeding along the highway when we heard
The meaning of the the forecast. The weather had been mixed all day, and now we
root does not usually
fit exactly with the knew that the intermittent rains were the precursor to a big storm.
definition of the word.
The station resumed its programming, but soon the announcer
Think of affixes and
roots as clues that you interjected another warning. My brother, who was driving, was a
can use along with the
context to figure out proponent of going home, but my sister Lexy wanted to continue.
the meaning of an
unknown word. We needed an intervention, so I used my cell phone to call
my mom.
L9: Comparative
L14: Greek and Latin
andWord
Superlative
Parts Adjectives and Adverbs 267
For numbers 1–4, read each sentence. Then answer Answer Form
the question. 1 A B C D
2 A B C D
1 My mom told us that the trajectory of 3 A B C D Number
the storm had changed and the river 4 A B C D Correct 4
might overflow.
The prefix tra- means “across,” the root

ject means “throw,“ and the suffix -ory 3 We subsequently turned the car around
means “a place where.“ What is the and returned home.
meaning of trajectory as used in the
sentence? The prefix sub- means ”under or after,”
and the root sequ means ”follow.” What
A the time when something is the meaning of subsequently as used
important begins in the sentence?
B the type A slowly but surely
C the path something takes as it B immediately after
moves over
C completely
D the size and shape
D eventually
2 Lexy could be tenacious, but my

mother’s news put an end to all 4 After the huge storm, everyone
discussion. wondered how long it would take
the floodwaters to recede.
The root ten means “hold,“ and the
suffix -ious means “characterized by.“ The prefix re- means “back,“ and
What is the meaning of tenacious as the root cede means “go.“ What is
used in the sentence? the meaning of recede as used in the
sentence?
A stubborn
A flow over
B talkative
B rise higher
C cranky
C remain stable
D bossy
D withdraw from
268 L14: Greek and Latin Word Parts

Lesson 19
Denotation and Connotation
Introduction Words can have two kinds of meanings that convey very different ideas
or images. A word’s denotation is its basic meaning, or dictionary definition. A word’s
connotation is the feeling or impression that people associate with the word.
• A word can have a positive, negative, or neutral connotation. When you write, think
about the connotations of the words you choose and the effect they will have on
your readers.
Positive Connotation Neutral Connotation Negative Connotation
Several people lingered in Several people stayed in Several people loitered in
the theater after auditions. the theater after auditions. the theater after auditions.
My aunt picked me up in My aunt picked me up in My aunt picked me up in
her compact two-door car. her small two-door car. her cramped two-door car.
• To say that a car is small is a neutral statement about the car. A car that is compact,
however, can fit everything you need into just a small space. This word has a positive
connotation. A cramped car, on the other hand, conjures images of tightly squeezed
passengers and belongings. The connotation is negative.
Guided Practice Read each sentence. Each underlined word has a neutral or a positive
connotation. Write a word that has a negative connotation to replace each underlined word.
Hint 1 It was adventurous of me to try out for the role of villain.

Words that have the
same, or a similar,
2 I’m quiet and shy, and the character is powerful.
denotation are
synonyms. You can use 3 My best friend was surprised that I was so firm in my decision.
a thesaurus to find the
synonyms for each
underlined word. Then 4 I nervously held the script as I read my first lines.
choose and write the
synonym that has a 5 My right leg shook as I faced the hero.
negative connotation. 6 When offered the part, I deliberated for a while.
7 But then I decided that I had spent too much time being shy.
8 Sometimes, I wonder what kind of silliness I’ll try next.
L9: Comparative
L19: Denotation and
andConnotation
For numbers 1–3, which word has the same Answer Form
denotation as the underlined word but has a 1 A B C D
more negative connotation? 2 A B C D
3 A B C D
4 A B C D Number
1 The director was unpredictable in his
5
reactions to the actors and scenes. 5 A B C D Correct
A changeable
B volatile
For numbers 4 and 5, which word has the same
C whimsical denotation as the underlined word but has a
more positive connotation?
D variable
4 The director’s great arrogance made it

difficult for him to compromise in his
way of doing things.
2 The actors felt that the director’s A conceit

comments were sometimes clever.
B smugness
A perceptive
C confidence
B insightful
D haughtiness
C keen
D shrewd
5 At the end of the rehearsals, the actors

admitted that this director brought out
the best in them.
3 The director’s feedback excited the
actors. A declared
A agitated B confessed
B inspired C gossiped
C invigorated D vented
D energized
278 L19: Denotation and Connotation

Analyzing Word Meanings
Theme: Animal Survival
What’s the difference between saying “He doesn’t eat very much” and saying “He eats like a
bird”? The two phrases mean the same thing, but the first sentence is literal, and the second is
figurative. Literal meaning refers to the dictionary definition of a word or phrase. Words or
phrases with a figurative meaning express ideas in unusual or creative ways.
Words may also have positive, neutral, or negative connotations, which are the feelings or
ideas associated with a word. And, some words have technical meanings specific to a certain
subject area. When you read, be aware of these different types of meaning. It will improve
your understanding of an author’s message.
Read the magazine article below. Circle an example of figurative language, underline words
with strong connotations, and put a box around any technical words or phrases.
Bald eagles
Bald eagles are majestic creatures.
They sail and dive through the air
like trained acrobats. They also
have wingspans of up to 90 inches.
That’s more than seven feet long!
Read the chart to analyze some of the words you may have marked in the article.

Majestic encourages readers to think that the
Connotative “majestic”
birds are more than ordinarily beautiful.
Wingspan is a specific term used to explain one
Technical “wingspan”
of the eagle’s characteristics.
“They sail and dive The simile They sail and dive through the air like
Figurative through the air like trained acrobats compares an eagle’s
trained acrobats.” movement to an acrobat’s.
Authors choose words and phrases carefully to convey meaning and feeling. Determining
word meanings can help you understand how an author’s specific word choice affects the text.

Part 2: Modeled Instruction Lesson 10
Read the beginning of the scientific account about mollusks.

Genre: Scientific Account
The Mollusk Family By Deshawn Miller
Did you ever imagine that a tiny snail and a giant octopus might be part of the same family
tree? Most people don’t realize that snails, mussels, squid, and even octopods belong to the same
category of creatures known as mollusks. These amazing creatures are invertebrates, which
means they do not have spines.
Mollusks share three basic body parts: a foot, a body, and a mantle. The foot is a fleshy part of
the mollusk’s body, made up mostly of muscle tissue. In a snail, the foot is the part of the mollusk
that meets the ground and gently rolls the body forward. From this slow, measured motion comes
the phrase “a snail’s pace.” A mollusk’s soft body is like a fragile bag that holds the heart, the guts,
and various internal organs. The mantle, which is often a shell or a tough, sturdy covering,
functions like a suit of armor to protect the body. (continued)
Explore how to answer this question: “How do the word choices in the scientific account help you
understand the author’s intended meaning?”
Reread the account. Circle an example of figurative language, underline words with strong
connotations, and put a box around any technical words or phrases.
In the account, find an example of each type of language named in the first column. Add it to the
chart. Then, in the last column, explain the effect the word or phrase has on meaning.
Figurative
Connotative
Technical
With a partner, discuss your completed charts. Then identify one more example for each type
of language.

Part 3: Guided Instruction Lesson 10
Continue reading the account. Use the Close Reading and the Hint to
help you answer the question.
Close Reading (continued from page 96)

Circle two phrases in the Because many mollusks creep along slowly, they need defense
first paragraph that help mechanisms. Mollusks with shells simply retreat into their body
you understand the armor to protect themselves from predators. But the Blue-Ringed
technical term defense Octopus, a mollusk found in the South Pacific, defends itself with a
mechanisms. bite so fierce it is almost always fatal to humans.
Overall, mollusks are peaceful inhabitants of our planet.
Whether they live on land or in the sea, they are not aggressive.
Our taste for cooked mussels, clams, and oysters, in fact, makes us
far more dangerous to mollusks than they are to us.
Hint Circle the correct answer.

Think about the Which statement best explains why the author has used the words retreat,
connotations, or fierce, and fatal in the first paragraph above?
feelings, that the words A to warn readers that mollusks are often aggressive and dangerous
suggest. How do those
B to emphasize the contrast between different mollusk defenses
feelings differ?
C to explain the mystery behind a mollusks’ defense system
D to call attention to the unusual shells grown by the mollusk family
Show Your Thinking

Look at the answer you chose above. Explain how the connotations of the words helped you to
understand the ideas about mollusk defense mechanisms that the author wants to convey.
With a partner, discuss how the use of figurative, connotative, and technical language in the account
gives you a clearer picture of the characteristics of the mollusk family.

Read the scientific account. Use the Study Buddy and Close Reading to guide your reading.
Genre: Scientific Account
Armadillo Attributes By Karen Olson
1 The word armadillo comes from a Spanish word meaning “little

armored one.” The armadillo earned its name from the bony
carapace that shields the armadillo’s body like hinged plates of
As I read, I’m going to
look for any connotative, armor. This protective covering has helped this homely mammal
figurative, or technical survive for about 55 million years.
language the author uses 2 Armadillos are related to sloths and anteaters. They may also
to describe the attributes be descendants of ancient dinosaurs. Some scientists believe
of armadillos. modern armadillos are related to an extinct mammal called the
glyptodont (GLIP-toh-dont). Like armadillos, glyptodonts
Close Reading originated in South America.
Underline examples of 3 Today, more than 20 species of armadillos live in Central and
figurative language in South America. The nine-banded armadillo is the only species in
the first and fourth the United States. It is now found in Texas, Oklahoma, Arkansas,
paragraphs. Missouri, Louisiana, and parts of Florida.
4 Armadillos have many strange yet fascinating traits. In order
Circle words with strong to swim, they can swallow air to inflate their stomachs,
connotations used to becoming as buoyant as a balloon floating on the water. When
describe the armadillo. threatened, armadillos may react defensively by jumping three to
four feet into the air. Some are able to curl up into tight balls.
5 Armadillos have terrible eyesight, so they use their foolproof
sense of smell to find food. They probe grasses, decaying logs, or
sandy soil with their pointy snouts. Once they locate beetles,
ants, or other insects they like to eat, they eagerly dig them out
with sharp claws and trap them with narrow, sticky tongues.
6 Armadillos are the only mammals with protective shells. You
might assume that these shells and other traits make armadillos
immune from danger; however, predators such as dogs, wolves,
and coyotes hunt these peaceful animals. Sadly, speeding cars
and trucks can also injure or kill them. Despite these ever-
present threats, armadillos continue to survive in a variety of
habitats and climates.

Hints Use the Hints on this page to help you answer the questions.
Find this word in 1 What does the word “immune” mean as it is used in the passage?
paragraph 6. A defensive
B unaffected
C threatened
D unaware
Look for context clues in 2 Which of the phrases from the passage best helps the reader
paragraph 6 that might understand the meaning of “immune”?
help you understand the A “may react defensively”
meaning of “immune.”
B “these peaceful animals”
C “can also injure or kill them”
D “in a variety of habitats and climates”
Look back at the 3 Explain why the author uses words like homely, strange, fascinating,
descriptive words you terrible, foolproof, and peaceful to describe armadillos. Write a
circled. Which words have paragraph about what these word choices reveal about how the
a positive connotation? author would like readers to feel about armadillos. Use at least three
Which words have a specific details from the text in your response.
negative connotation?

Read the scientific account. Then answer the questions that follow.
Animal Regeneration
by Aleya Brown
1 Regeneration is the ability of an organism to regrow a lost body part. All creatures have the power to
regenerate lost body parts to some degree. If a human scrapes a knee or breaks a bone, for example, tissue is
regenerated to heal the wound. Even a lost fingernail will regenerate over time. If the finger is severed,
however, the limits of regeneration have been reached; humans cannot regrow limbs or organs. In contrast, if
an earthworm is cut in half, the end of the worm with a head can grow a new tail. If the end of the worm with
the tail survives, it too may grow a new tail. Unfortunately, it starves to death eventually because it cannot
feed itself without a head or mouth.
2 Which creatures have strong regenerative powers? Lower animals, such as worms, lizards, spiders,
and starfish, have some of the greatest regenerative powers. Crayfish, for example, have a remarkable safety
device at the base of each claw and leg called a “breaking joint.” When a predator grabs a limb or claw, the
appendage breaks away so the crayfish can escape. Over time, as the crayfish molts, or sheds its soft shell, the
broken limb or pincer grows larger and larger until it has been completely regenerated.
3 Some animals are able to survive in large part because of their regenerative powers. A type of
flatworm called planaria lives under rocks in clear creeks and streams. The flatworm has no real defense
mechanisms to protect it from predators, but it can be cut into as many as 32 pieces, and each piece may form
a new worm, complete with a head, eyes, and internal organs. In the case of the planaria, an event that could
be fatal is turned into an awesome act of procreation.
4 Many more animals display noteworthy regenerative powers. Sharks replace lost teeth throughout
their lifetimes. A single shark may grow as many as 24,000 teeth in its lifetime, ensuring a long career at the
top of the food chain. Much like planaria, sea cucumbers, which have bodies that grow up to three feet long,
can be cut into pieces and survive. Each piece may grow into a new sea cucumber. Spiders, like crayfish, can
regrow legs. Many lizards also have “breakaway” tails that snap off when caught by predators. They then grow
new ones, which lack the original spine. Starfish can lose arms and grow new ones. Sometimes an entirely new
starfish can grow from a single lost arm.
5 Interestingly enough, the scales of a fish tell stories about regeneration. Much like the rings inside a
tree trunk, fish scales reveal details about an organism’s past. Each scale lies in a pocket of skin and grows
along with the fish. Scientists read the markings on a scale to determine the age of the fish, seasons of famine
or drought, and other important information. It is often necessary to look at many scales to get a complete
story, however, because scales are often lost and regenerated. These new scales lack the markings that happen
over time. They are like a blank page in the history of the fish.

6 Scientists are extremely interested in regeneration because of the possible implications for healing
humans. Some scientists think it is possible that higher animals retain the ability to regenerate body parts, but
that the reaction triggering the body to regenerate has been lost. By studying lower animals, such as worms,
spiders, and sponges, scientists hope to discover what triggers regeneration. The dream is that this knowledge
could one day be used to help humans regrow internal organs and limbs. Currently, human regeneration may
sound like something out of a science-fiction movie. The implications of such a discovery, however, would be
so far-reaching that they are hard to fathom. For now, the miracle of regeneration is intriguing enough to keep
scientists working for years to come.
Answer Form
Answer the questions. Mark your answers to 1 A B C D
questions 1–5 on the Answer Form to the right. 2 A B C D
3 A B C D
4 A B C D Number
5 A B C D Correct 5
1 What is the meaning of “procreation” as it is used in paragraph 3 of the passage?
A survival
B repetition
C cooperation
D reproduction
2 Read this sentence from the passage.
Crayfish, for example, have a remarkable safety device at the base of each claw and leg
called a “breaking joint.”
Which of the following best matches the author’s connotative meaning of the word
“remarkable” as it is used in the sentence?
A unusual
B significant
C extraordinary
D noticeable

3 As used in paragraphs 2, 3, and 4 of the passage, the word powers is closest in meaning to
A influence
B authority
C forcefulness
D abilities
4 Which of the phrases from the passage best helps the reader understand the meaning of the
word “appendage”?
A “have a remarkable safety device”
B “grabs a limb or claw”
C “sheds its soft shell”
D “grows larger and larger”
5 Read this sentence from the passage.
The dream is that this knowledge could one day be used to help humans regrow internal
organs and limbs.
Which word best matches the meaning of “dream” as it is used in this sentence?
A hope
B fantasy
C plan
D illusion
Self Check Go back and see what you can check off on the Self Check on page 94.
Assessment 1
Reading
The Glowing Beagle

by Karen Brinkmann
1 Dogs have provided many services for people over the years. Working and herding dogs pull sleds
and shepherd animals. Service dogs guide and protect people with special needs. Police dogs assist in tracking
down and apprehending criminals. Assistance dogs perform necessary tasks for people. And of course, dogs
are probably best known for their faithful companionship to individuals and families.
2 But dogs may soon be able to add another talent to their long list of abilities: the potential to help
researchers cure diseases because of the dogs’ ability to glow. Yes, you read that correctly: scientists in Korea
have designed and bred a dog that glows under ultraviolet light. Let’s take a look at this unprecedented
scientific creation in order to understand why it was accomplished as well as how it could help doctors study
and eradicate diseases.
3 For many years, scientists have studied bioluminescent sea creatures such as jellyfish. Bioluminescent
means a creature can produce and emit its own light. After years of observing and experimenting with these
types of creatures, scientists discovered a protein called green-fluorescent protein, which is responsible for
giving the jellyfish and other creatures the ability to glow. They determined a way to isolate the protein.
Then, they transferred it into the cells of a puppy before the puppy was even born. The result was a delightful
dog named Tegan who is like any other beagle except that she appears to glow when placed under an
ultraviolet light.
4 You may be wondering how in the world a glowing beagle pup could possibly help researchers find a
cure for diseases such as Alzheimer’s and Parkinson’s. The answer to that question lies not in the fact that the
dog glows but that scientists have created a method to transfer genes. Because the gene transfer process has
been successful, scientists are hopeful that other gene transfers will also be successful. And these gene
transfers could lead to a better understanding, if not a cure, for many different kinds of diseases.
5 Human beings and dogs share the ability to contract 268 genetic diseases. If scientists can
successfully conduct research on a dog that has a disease that a human can also develop, the scientists may
find clues to curing that disease by observing the dog. Dogs share some of the same physiological and
anatomical body parts that people do, so studies of dogs translate well to studies of humans. Plus, dogs are
social creatures and respond well to commands. They are better subjects to study than laboratory rats or mice.
6 Though transferring fluorescent genes to a dog does not harm a dog in any way, there are some critics
of the process. Some animal rights groups discourage any testing on animals. Many suggest alternatives to
animal testing, including testing humans instead. However, though many studies have been conducted using
human volunteers, the type of gene testing that scientists have done on dogs cannot be conducted on humans.
Go On
Assessment 1 1
7 Another drawback of the program is the expense. Scientific research is typically costly, but genetic
testing requires equipment and technology that come at a very high price. Additionally, testing on dogs would
require that researchers find caregivers for the dogs. Small creatures such as mice and rats can live happily in
small cages, but dogs of course cannot. Researchers who want to dedicate their lives to performing gene
transfers on pups would need to find a way to house the dogs in a humane way.
8 Still, scientists are optimistic. They see great potential in these developments and hope that the future
of scientific research on genes is bright, not only for humans, but for their best friends, the dogs.
Part A
What is one central idea of the article?
A Dogs are known for their loyal and devoted companionship to humans.
B Bioluminescent sea creatures may help researchers cure diseases such as Parkinson’s.
C It is safer and easier to conduct research on dogs than on humans.
D Glowing beagles could help doctors effectively treat human diseases.
Part B
Which sentence from “The Glowing Beagle” best supports the answer to part A?
A “For many years, scientists have studied bioluminescent sea creatures such as jellyfish.”
B “If scientists can successfully conduct research on a dog that has a disease that a human
can also develop, the scientists may find clues to curing that disease by observing
the dog.”
C “However, though many studies have been conducted using human volunteers, the type
of gene testing that scientists have done on dogs cannot be conducted on humans.”
D “They see great potential in these developments and hope that the future of scientific
research on genes is bright, not only for humans, but for their best friends, the dogs.”
2 Assessment 1
LLC 8 Copying
not permitted.
2 Look at the first sentence of the passage.
Dogs have provided many services for people over the years.
What relationship does this sentence have with the rest of the first paragraph?
A It introduces a problem. The rest of the paragraph lists possible solutions.
B It states an observed effect. The rest of the paragraph examines causes.
C It provides an opinion. The rest of the paragraph provides reasons.
D It presents an idea. The rest of the paragraph gives examples.
3 Which of the following gives the best summary of the ideas in “The Glowing Beagle”?
A Some animals, such as jellyfish, can produce their own light. By transferring the light-
producing gene to dogs, scientists have found a way to make dogs glow when placed
under ultraviolet light. This could lead to important discoveries.
B The fascinating study of bioluminescent sea creatures has led to new research for
curing diseases. However, scientists now cruelly perform tests, such as gene transfers,
on live animals.
C By successfully transferring genes from light-producing sea creatures to dogs, scientists
have found a way to study and possibly cure diseases in people. Though there are several
drawbacks, scientists are hopeful that the challenges can be overcome.
D Scientists have discovered a cure for Alzheimer’s disease. By transferring genes from
bioluminescent sea creatures to dogs, researchers discovered where disease-producing
genes can be found. They found ways to prevent these genes from becoming active.
Go On
Assessment 1
© 2020 Curriculum
3
50
4 The author believes the gene transfer process is a positive discovery, but she also wants to
acknowledge that there are people who oppose it. Which sentence from the passage best
supports this statement?
A “And of course, dogs are probably best known for their faithful companionship to
individuals and families.”
B “The result was a delightful dog named Tegan who is like any other beagle except that
she appears to glow when placed under an ultraviolet light.”
C “Though transferring fluorescent genes to a dog does not harm a dog in any way, there
are some critics of the process.”
D “Small creatures such as mice and rats can live happily in small cages, but dogs of
course cannot.”
E “They see great potential in these developments and hope that the future of scientific
research on genes is bright, not only for humans, but for their best friends, the dogs.”
5 Below are three claims that one could make based on the article “The Glowing Beagle.”
Claims
Gene transfers are an important breakthrough that could greatly benefit humans.
Because of their similarity to humans, dogs are some of the best research subjects.
Genetic testing is too costly and controversial to hold much promise.
Draw an X by the claim that is supported by the most relevant and sufficient evicence within
“The Glowing Beagle.” Then write down two sentences from the article that best provide
evidence to support the claim selected in part A.
First sentence:
Second sentence:
Assessment 2
Reading
Cars Without Gasoline Are Here

by Caroline Rialto
1 People often feel as if the use of a gasoline engine has been integral to the automobile for as long as
cars have been on the road. Justifiably, this makes people resist change. They feel that if the gasoline engine
disappears, automobiles will never be as fast, safe, or comfortable as they are now, much like people must have
felt as the car replaced the horse-drawn carriage.
2 But in fact, the first automobiles were really locomotives modified with tires. They were powered
mostly by steam engines. Some early cars ran on strange fuels like gunpowder and coal gas. And some early
cars were even powered by simple batteries and electric motors.
3 So the history of the early automobile is a history of changing technology, and of trying things and
seeing if they work. Today, technology is changing because political and environmental concerns are forcing
manufacturers away from the gasoline engine. The Earth’s survival depends on our response to energy issues
today. Plus, the price of gas is rising, which means new technologies must be invented to utilize other forms of
energy. Because of these factors, we are experiencing a return to that glorious era of experimentation. In the
same way as early automobile inventors, we’re trying things and seeing if they work.
4 Biodiesel is a chemical very much like the diesel fuel that trucks and some cars use. But instead of
being made from crude oil, it is made from renewable sources such as vegetable oil or animal fats. Biodiesel
can provide much better fuel efficiency than gasoline. It can be made anywhere. Plus, many cars that now use
diesel can be converted to run on biodiesel, so biodiesel could be very cost-effective.
5 Ethanol is another fuel-based alternative to gasoline power. Bioethanol, made from many common
crops grown in the United States, could be a main fuel for the future of transportation. Ethanol is already
added to fuels to reduce the amount of gasoline our cars consume.
6 Another set of alternative technologies uses natural gas or locally made biogas to power cars. Though
natural gas is itself a fossil fuel, it burns very cleanly, so it does not pollute as much as gasoline. Biogas, made
from decomposing organic matter, is a more environmentally conscious choice that has the same advantages.
7 Hybrid technology allows another route to gasoline-free driving. A hybrid car uses a small
conventional engine, but gets added power through one or more electric motors linked to a set of batteries.
The batteries are charged by excess power from the engine and from energy recaptured from braking. The
electric motor supplements the conventional engine during peak loads, often providing full power at low
speeds. The conventional engine takes over at higher speeds, often around 30 miles per hour. The most
successful commercial hybrids today use a gasoline engine, but the technology could easily be used with
biodiesel, bioethanol, or biogas to provide a fossil-fuel-free transportation technology.
Go On
Assessment 2 33
8 So far we’ve been looking at vehicles that represent small improvements. But some new technologies
are more boldly changing the face of motoring. The fully electric car does away with the conventional motor
altogether, using only electric motors and battery packs. However, the limited state of battery technology
today means that such vehicles rarely have real-life ranges of more than 100 miles. They can also take many
hours to charge up. But there is another option. The plug-in hybrid is very much like normal hybrid
technology, but it adds the capacity to be charged from a wall plug like an electric car. That way, drivers can
charge the cars overnight and have them ready in the morning. Such vehicles generally use the electric motor
almost exclusively until the battery pack is exhausted. This means that the car may use little fuel or no fuel at
all during shorter trips.
9 Batteries are heavy. And, as we’ve seen, they have short range and long charging times. If we want
to avoid pollution completely, there are two revolutionary fuel technologies also being deployed. For short
trips inside of cities, vehicles powered off of compressed air could be valuable. Such a vehicle would emit no
pollutants. It could be pumped up at stations throughout the city and would provide ample power for
urban environments. For longer trips, hydrogen could be used as a fuel. Hydrogen can be safely stored in a
compressed tank or incorporated into cutting-edge materials. It can be combined with oxygen from the air to
produce energy that can be used to power a car. The only emission from a hydrogen-powered vehicle would be
pure water. Plus, hydrogen is the most abundant natural element in the universe, so there is plenty of
it around.
10 Future road cars will combine many of these technologies to provide maximum efficiency. But one
thing is certain: Cars will surely get better for the consumer.
Part A
Which meaning of the word “hybrid” best defines the use of the word in the passage?
A the offspring of two different biological beings
B a word that contains elements of two or more languages

C a custom born out of the interaction of two or more cultures
D something that draws on multiple sources of power
Part B
Which of the phrases from the passage best helps the reader understand the meaning
of “hybrid”?
A “replaced the horse-drawn carriage”
B “supplements the conventional engine”
C “use the electric motor”
D “combined with oxygen”
34 Assessment 2
LLC 8 Copying
not permitted.
2 Which of the following sentences from “Cars Without Gasoline Are Here” suggests that the
development of “green” technology is being influenced by forces outside the auto industry?
A “So the history of the early automobile is a history of changing technology, and of trying
things and seeing if they work.”
B “Today, technology is changing because political and environmental concerns are forcing
manufacturers away from the gasoline engine.”
C “Ethanol is already added to fuels to reduce the amount of gasoline our cars consume.”
D “Future road cars will combine many of these technologies to provide maximum efficiency.”
3 One of the author’s main claims in “Cars Without Gasoline Are Here” is that the limited
range of the electric car can be overcome. Which statement from the passage best supports
this statement?
A “The Earth’s survival depends on our response to energy issues today.”
B “The fully electric car does away with the conventional motor altogether, using only
electric motors and battery packs.”
C “The plug-in hybrid is very much like normal hybrid technology, but it adds the capacity
to be charged from a wall plug like an electric car.”
D “Such a vehicle would emit no pollutants.”
Go On
Assessment 2
© 2020 Curriculum
35
54
4 The author of “Cars Without Gasoline Are Here” claims that new technologies are changing
the way modern automobiles are fueled. Which three details are irrelevant to this claim?
A Some early cars ran on gunpowder and coal gas.
B The survival of Earth hinges on our response to the energy crisis.
C Biogas powers cars and does not pollute as much as gasoline.
D The fully electric car is powered only by electric motors and battery packs.
E Hydrogen can be combined with oxygen from the air to power a car.
F Hydrogen is the most plentiful element in the universe.
5 How does the author make distinctions between the different types of automobiles she
discusses in the article? Use two details from the passage to support your response.
Code Breaking and Computers

in Bletchley Park
by Thomas Bender
1 If you didn’t know the history of Bletchley Park, it would be easy to walk by this sprawling yet
unassuming mansion in England without giving it a second look. Today, it is the location of both the
National Codes Centre and the National Museum of Computing. However, during the Second World War,
it was a top-secret location where undercover codebreakers reported for duty. The codebreakers quietly but
determinedly helped the Allies (the countries that joined together against German forces) to win the war.
The work done at Bletchley Park was significant both because it allowed the Allies to gather information from
behind enemy lines, and because it was where the first computer was developed.
Communication During War Time
2 The Germans went to great lengths to protect sensitive military information during World War II.
One of the ways they did this was by using codes to communicate. Sending important military and
intelligence messages by code was meant to keep them secret from the enemy. For instance, the following
string of letters uses a substitution code: GISSN. In this “word,” G is used in place of H, I in place of E, S in
place of L, and N in place of O. Once a person has this information, it is easy to see that these letters spell
“hello.” This is a simplified example, but it shows the idea of how using a code worked.
3 During the war, a person who received an encoded message would be able to comprehend its
meaning because he or she would have the key necessary to interpret it. However, an average person would
merely see what looked like a random string of numbers, letters, or symbols. It wouldn’t make any sense at all.
4 The Germans thought that the communication system they had created was foolproof and that their
code would be impossible for an outsider to decipher. Those who worked at Bletchley Park and other key
players ultimately proved them wrong.
The Players in the Code Game
5 The names of certain individuals—especially the mathematician Alan Turing—are practically
synonymous with Bletchley Park. But, the drama of figuring out the various intelligence codes used during
the Second World War actually involved a cast of thousands.
6 These individuals can be divided into four main groups: the informers, the interceptors, the
decoders, and the reporters. The first group consisted of insiders in Poland. They not only broke an early
version of the German Enigma code, but they also succeeded in recreating a machine used to read it. They
shared what they knew with Britain. Without this vital information, it’s quite possible nobody would know
the name of Bletchley Park today. The interceptors covertly eavesdropped on Germany’s radio messages,
sending them along to the team at Bletchley. Here, the codebreakers made sense of the communications.
The final group used the decoded messages to compile intelligence reports focusing on the activities of the
German Navy, Army, and Air Force.
Go On
Assessment 2 51
©Curriculum Associates, LLC Copying
© 2020 is notAssociates,
Curriculum permitted.LLC. All rights reserved. Grade 8 • Packet 1, Section 2 56
Enigma: Cracking the Code
7 Enigma was a very clever code that involved using a machine by the same name. German officials
would rotate the wheels of the machine into a certain position and then type their message. The recipient of
the message could unscramble it using the same machine only because they knew the position of its wheels.
Billions of code variations could be produced using this deceptively simple-looking contraption. The Germans
also changed the code regularly to prevent anyone who might be trying to crack it from making progress.
8 The mathematicians Alan Turing and Gordon Welchman created a device called the Bombe to
convert German messages into a form that could be easily understood. The machine worked by using the
process of elimination principle. By ruling out potential code variations, the correct one could eventually
be pinpointed.
9 The Bombe creators knew that messages often had commonly used words and phrases. They also
knew that no letter would ever stand for itself; the letter A, for instance, would always represent another letter.
This knowledge allowed them to reduce the billions of possibilities down to a more manageable number.
Keeping Up: Deciphering Later Codes and the First Computer
10 After the team at Bletchley Park figured out the Enigma code, the Germans moved on to an even
more sophisticated method of encryption that they honed and perfected. The British called this new code
Fish. By 1944, cracking the code by hand was no longer possible. It became necessary to invent a machine
that could process more digital information in a much shorter time than a human codebreaker was capable
of processing.
11 The ultimate solution to figuring out Fish was a machine called Colossus. It is often described as the
ancestor of the modern computer, but comparing it to an Internet-wired laptop is a little like equating a house
cat to a tiger. They are related, but the differences are at least as numerous as the similarities.
12 Colossus was absolutely massive, and it operated thanks to well over 1,000 vacuum tubes.
Still, its capabilities were impressive, at least for the time. Using it, the Bletchley Park team could complete
mathematical calculations that would have taken weeks to do by hand in a matter of hours. This allowed
them to do the extensive work necessary to crack the mind-boggling German code. Colossus also laid the
groundwork for the development of the faster, smaller, and more user-friendly computers people use today.
52 Assessment 2
LLC 8 •Copying
Packet 1,isSection 2 57
not permitted.
Part A
How does the author acknowledge the viewpoint of people who might not agree that
Colossus was the first computer?
A He admits that Colossus was extremely different from modern computers.
B He agrees that Colossus was more like a calculator than a laptop.
C He points out that Colossus wasn’t able to process digital information very efficiently.
D He recognizes that today’s computers would exist even if Colossus had never been built.
Part B
Which sentence from the passage best supports the answer to part A?
A “It became necessary to invent a machine that could process more digital information in a
much shorter time than a human codebreaker was capable of processing.”
B “The ultimate solution to figuring out Fish was a machine called Colossus.”
C “It is often described as the ancestor of the modern computer, but comparing it to an
Internet-wired laptop is a little like equating a house cat to a tiger.”
D “Colossus also laid the groundwork for the development of the faster, smaller, and more
user-friendly computers people use today.”
23 Which describes an important similarity between codemakers and codebreakers?
A Both groups depend on perfect secrecy to accomplish their missions.
B Historically, both groups have relied on machines to do their work.

C Both groups need the code, but not necessarily the key, to do their jobs.
D In order to succeed, both groups must constantly improve their technology.
Go On
Assessment 2 53
© 2020
24 Read the following sentence from the passage.
But, the drama of figuring out the various intelligence codes used during the Second World
War actually involved a cast of thousands.
What does the word “drama” suggest about the events at Bletchley Park during World War II?
A They didn’t seem real at the time.
B They were full of emotion and excitement.
C They involved numerous conflicts between the decoders.
D They would later be turned into a stage play.
E They were made stressful by people who overreacted.
F They were more complicated than they needed to be.
25 Read the last paragraph of the passage. Which sentence most clearly develops the idea that a
technology’s effect is relative to its era?
A “Colossus was absolutely massive, and it operated thanks to well over 1,000 vacuum tubes.”
B “Still, its capabilities were impressive, at least for the time.”
C “Using it, the Bletchley Park team could complete mathematical calculations that would
have taken weeks to do by hand in a matter of hours.”
D “This allowed them to do the extensive work necessary to crack the mind-boggling
German code.”
26 Read the inference about the passage at the top of the chart below. Then select two sentences
from the passage that best support the inference and write them in the blanks.
Inference: Speed was an essential element of codebreaking.
Support
Go On
Assessment 2 55
© 2020
Reading Discourse Cards
UNDERSTANDING LITERATURE UNDERSTANDING LITERATURE
How does a
character change in
the story? If the story were told
First, the
by a different character,
character _____. which details might
Then, the be different?
character _____.
Reading ©Curriculum Associates, LLC 5 Reading ©Curriculum Associates, LLC 11
UNDERSTANDING LITERATURE UNDERSTANDING INFORMATIONAL TEXTS
How do the illustrations What is the main

help you understand the topic of this text?
characters, setting, or How do you know?
events in the story?
KNOWLEDGE BUILDING KNOWLEDGE BUILDING
What does this

What does this text part of the text make
help you understand ? you want to learn
more about?
Now I know _____. The text makes me

want to know _____.
Reading ©Curriculum Associates, LLC

©Curriculum Associates, LLC 32 Reading ©Curriculum Associates, LLC
©Curriculum Associates, LLC 33
KNOWLEDGE BUILDING KNOWLEDGE BUILDING
What do you already

know about this topic?
Where have you learned
about this topic? What were you
surprised to learn
I already
know ________ from the text?
from ________.

ACADEMIC TALK ACADEMIC TALK
I’m curious about Can you tell me more

__________. about _____?

Tarjetas de discusión
TEXTOS LITERARIOS TEXTOS LITERARIOS
¿Cómo cambia un
personaje a lo largo
de la historia? Si la historia la contara
Primero,
un personaje diferente,
el personaje _____. ¿qué detalles podrían
Luego, ser distintos?
el personaje _____.
TEXTOS LITERARIOS TEXTOS INFORMATIVOS
¿Cómo te ayudan las

ilustraciones a comprender ¿Cuál es el tema
los personajes, el escenario principal de este texto?
o los sucesos de ¿Cómo lo sabes?
la historia?
ASIMILAR CONOCIMIENTOS ASIMILAR CONOCIMIENTOS
¿Qué te ayuda a ¿Sobre qué te anima

entender este texto? a aprender más esta
parte del texto?
El texto hace que

Ahora sé _____.
quiera saber _____.

ASIMILAR CONOCIMIENTOS ASIMILAR CONOCIMIENTOS
¿Qué sabes ya sobre

este tema?
¿Dónde has aprendido
sobre este tema? ¿Qué aprendiste en
el texto que te haya
Ya sé ________ sorprendido?
Lo aprendí ________.

LENGUAJE ACADÉMICO LENGUAJE ACADÉMICO
Siento curiosidad por ¿Puedes decirme algo

__________. más sobre _____?

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What is the purpose of the At-Home Activity Packet?

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What are some examples of context clues mentioned in the passage?

What are some examples of context clues mentioned in the passage?

Printer Warning:

Most lessons can be completed independently. However, there are some

Flip to see the Grade 8

© 2020 Curriculum Associates, LLC. All rights reserved.

Grade 8 Reading Activities in Section 1

1 Grade 8 Ready • Read the Introduction. 9–10

[Maddy] won the All-Around Student Achievement Contest.

subject helping verb past participle

Hint 1 Maddy is considered one of the best writers in school.

2 Grade 8 Ready • Read the Introduction. 11–12

Context Clue Signal Words Example

Scientists measure the geometrogomy of earthquakes.

Hint Before they strike land, tornadoes can often be detected by

© 2020 Curriculum Associates, LLC. All rights reserved. 2

Grade 8 Reading Activities in Section 1 (Cont.)

Lesson Resource Instructions Page(s)

3 Grade 8, Ready Reading •Read the Introduction. 13–15

A blind runner and his guide approach the finish

Character Details Setting Details Action Details Theme

L8: Determining Theme 69

4 Grade 8, Ready Reading • Complete Guided Practice: “One Word of 16–17

Part 4: Guided Practice Lesson 8

72 L8: Determining Theme

5 Grade 8, Ready Reading • Complete Independent Practice: “from 18–20

Part 5: Independent Practice Lesson 8

Read the story. Then answer the questions that follow.

from “The Canoe Breaker”

74 L8: Determining Theme

© 2020 Curriculum Associates, LLC. All rights reserved. 3

Lesson Resource Instructions Page(s)

6 Grade 8 Ready Assessment • Read “The Battle Picnic.” 21–24

The Battle Picnic

7 Grade 8 Ready Assessment • Read “The Gift of the Flute.” 25–28

Read the passage. Then answer the questions that follow.

8 Grade 8 Ready Assessment • Read “Article 1” and “Article 2.” 29–30

35 Which is the best summary of Article 1?

9 Tools for Instruction • Parent/Guardian: Read the instructions 31–33

Three Ways to Teach

Text Statement of Theme Not a Statement of Theme

i-Ready.com Reading Comprehension I Grades 6–8 I Determine Theme I Page 1 of 3

© 2020 Curriculum Associates, LLC. All rights reserved. 4

Grade 8 Reading Activities in Section 2

1 Grade 8 Ready • Read the Introduction. 34–35

Punctuation When to Use Examples

2 Grade 8 Ready • Read the Introduction. 36–37

Root Meaning Root Meaning

Prefix Meaning Suffix Meaning

© 2020 Curriculum Associates, LLC. All rights reserved. 5

Grade 8 Reading Activities in Section 2 (Cont.)

Lesson Resource Instructions Page(s)

3 Grade 8 Ready • Read the Introduction. 38–39

Hint 1 It was adventurous of me to try out for the role of villain.

8 Sometimes, I wonder what kind of silliness I’ll try next.

4 Grade 8, Ready Reading • Read the Introduction. 40–42

Theme: Animal Survival

Type of Language Example Effect on Meaning