Buckle Down
7 Reading
Unit 1
Reading Literature
Lesson 1: Vocabulary
Lesson 2: Read Like a Pro
Lesson 3: Different Types of Books
Lesson 4: The Big Idea
Lesson 5: What Makes a Story Tick
Lesson 6: Poetry Elements
Unit 2
Thinking Critically
Lesson 7: Making Connections
Lesson 8: Author’s Influence
Lesson 9: Understanding Argument
Lesson 10: You Be the Judge
Lesson 11: Using Information
2ND EDITION
7
Reading
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READING • WRITING • MATHEMATICS • SCIENCE • ALGEBRA I • BIOLOGY
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Student Set US02050S2
ISBN 0-7836-5013-2
5 1 2 9 5
Includes: Student Workbook, Form A
Practice Test, Form B Practice Test
Individual Products:
Student Workbook US02050W2
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9
780783 650135
7 READING
The saxophone got its name from the
Belgian man who patented it in 1846,
Adolphe Sax. Though it is made of
brass, it is classified as a woodwind
instrument. Sax designed his new
instrument to be used in orchestras,
but its popularity is much greater in
jazz and blues musical styles.
TABLE OF CONTENTS
Introduction........................................................................................................................ 1
Test-Taking Tips................................................................................................ 3
Unit 1 – Reading Literature....................................................................................... 5
Lesson 1: Vocabulary..................................................................................... 6
Standards and Skills: 1.1, 1.2, 1.3
Lesson 2: Read Like a Pro........................................................................ 26
Standards and Skills: 2.1, 2.2, 4.5
Lesson 3: Different Types of Books....................................................... 37
Standards and Skills: 3.1, 3.4
Lesson 4: The Big Idea............................................................................... 52
Standards and Skills: 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 4.4
Lesson 5: What Makes a Story Tick...................................................... 64
Standards and Skills: 2.6, 2.7, 3.2, 3.3, 3.5
Lesson 6: Poetry Elements........................................................................ 81
Standards and Skills: 2.3, 3.1, 3.3, 3.4, 3.5
Unit 2 – Thinking Critically.................................................................................. 101
Lesson 7: Making Connections............................................................. 102
Standards and Skills: 2.1, 2.4, 2.5, 2.6, 2.7, 4.3, 4.5
Lesson 8: Author’s Influence................................................................. 114
Standards and Skills: 3.6, 4.1, 4.2, 4.3, 4.4
Lesson 9: Understanding Argument................................................... 130
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Standards and Skills: 4.1, 4.2, 4.3, 4.4
Lesson 10: You Be the Judge................................................................. 139
Standards and Skills: 3.7, 4.1, 4.2, 4.3
Lesson 11: Using Information............................................................... 156
Standards and Skills: 2.2, 2.4, 3.6, 3.7
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Unit 1 – Reading Literature
Standards and Skills: 1.1
Lesson 1: Vocabulary
As human knowledge grows, so does our vocabulary. When scientists and scholars
need new words for things, they often borrow words from the languages of ancient
Greece (Greek) and Rome (Latin). For example, our word biology was first used in
1802 and comes from the Greek words for ‘‘life’’ and ‘‘study.’’ When people needed a
word to describe the emerging scientific study of living organisms, they turned to the
language of the ancient Greeks.
Ruins of the Parthenon in ancient Greece still stand today.
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In this lesson, you’ll learn a few tips for figuring out the meanings of words based on
their Greek and Latin roots and affixes.
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Lesson 1: Vocabulary
Standards and Skills: 1.1
Words in Context
Read the following passage. It will be used to help you understand the tips in this
lesson.
Wherever the Twain Shall Meet
by Max Shadrach
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Some of the folks of Promontory sauntered out to watch the sight; they
had nothing better to do and were in no hurry. These townsfolk were made
up mostly of gamblers, bartenders, con men, and their assorted ladies. One of
the gamblers, Lucky Cross, looked at the crowd surrounding the event and
said, “I’ll bet anyone a ten dollar silver piece that Chinese or Irish men gotta
do the work for these railroad executives.”
Since Chinese and Irish labor had built this railroad that traveled from
Sacramento on one side and from Omaha on the other, no one was willing to
take up Lucky on his wager. The two sides of the railroad had been
scheduled to meet in Promontory, Utah, several days ago, but it hadn’t
happened yet. Fault could not be laid at the feet of the workers; the
executives from Central Pacific and Union Pacific had been delayed. The
workers, for their part, had been working 10 to 12 hour days of hard labor.
“You hear that Chinese work gang laid 10 miles of track just west of
here?” asked bartender Bill Harvey.
Rail workers like these were responsible for connecting both coasts of the United States.
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Unit 1 – Reading Literature
Standards and Skills: 1.1
“An Irish worker led the crew,” added Lil O’Grady. Proud of her heritage,
she wanted it on record that one of her people had been in charge of that
crew. “It’ll never happen again, I can assure you.”
No dispute came from the others. These Promontory slickers weren’t
capable of hard labor, and their interest in the workers was mostly centered
on how they could separate these hard workers from their earnings.
Lucky was right, though. The last two rails from the east were put down
by Irish workers–big, brawny men. The last two rails from the west were put
down by Chinese men–small and wiry, much stronger than their appearance.
As the heads of the two giant railroad companies approached to hammer in
the golden spikes, their work was begun by members of each crew.
“Told ya,” said Lucky, who looked at his pocket watch, a gold timepiece
that he kept in a vest pocket, secured to his garment by a long, gold chain.
“12:30, it is. May 10th, 1869. Consider yourself a witness to history.” Lucky
sighed and looked off into the distance. He was used to these kinds of
ceremonies, where the closing of one occasion spawns new opportunities and
a need to make plans. “Well, folks, it won’t be long ‘fore they shut this town
and we start lookin’ for another boomtown to fleece.”
“Yeah,” a couple of the men grumbled. For those who had got to
Promontory early, it had been a good run of luck, money to be made. For
those late at the game, little leftovers and a tired work force too broke or too
focused on finishing the job to spend any more money in town. Still, Lucky
was right again. They were witnesses to history. The Central Pacific and
Union Pacific railroads, led by immigrant work crews, had tied America by
Washington
Territory
Idaho
Territory
Dakota
Territory
Wyoming
Territory
Promontory Point
Nebraska
Sacramento
Nevada
California
Utah
Territory
Cheyenne
Rocky Mounta
San Francisco
Salt Lake City
Fort Kearney
Colorado
Territory
ins
Pacific
Ocean
Arizona
Territory
Omaha
New Mexico
Territory
Kansas
KEY
Central Pacific
Union Pacific
Connecting rail line
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Transcontinental Railroad
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Lesson 1: Vocabulary
Standards and Skills: 1.1, 1.2
rail on this flat spot in Utah. People could now cross the vast mountains of
the Rockies and High Sierras in several days. The 2,000 miles from Omaha
to San Francisco that once took six months and a thousand dollars to cross,
with perils not fit for woman, child, or the elderly could now be covered in
six days for a mere $70. The country could now truly call itself “The United
States of America.”
“Well, as they say,” said Lucky, “‘Wherever the twain shall meet.’ And the
twain just met in a put-up town called Promontory.”
Bill Harvey scratched his head and got an uncomprehending look on his
face. “Now what’s that supposed to mean?”
“Just what he said,” said Lil, who had escorted Lucky into town and
would be leaving with him when Lucky had figured out the next place they
could strike gold. “‘Wherever the twain shall meet.’ It’s a saying.”
Harvey continued scratching his head, his look not altering, as workers
from both sides jumped for joy and the railroad heads shook hands.
Telegraph operators back at Promontory were busy relaying the news to the
rest of the world.
TIP 1:Look for other words in the passage that have a similar meaning.
Finding the synonym of an unknown word in a sentence or passage can give you a
clue to the word you don’t know. Remember that synonyms are words that mean
almost the same thing. Reread the following lines from the passage.
The last two rails from the east were put down by Irish workers–big, brawny
men. The last two rails from the west were put down by Chinese men–small
and wiry, much stronger than their appearance.
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1. Underline any words in the passage that have meanings similar to wiry.
2. What does the word wiry mean in the passage?
A.
B.
C.
D.
large
brown
Asian
lean
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Unit 1 – Reading Literature
Standards and Skills: 1.2
TIP 2:Look for words that have the meaning opposite to that of the
unknown word.
Sometimes, the context will include a word or phrase that has the opposite meaning
of the unknown word. If you know the opposite of the unknown word, you can
probably figure out the difficult word’s meaning. Take a look at the following
example:
Some of the folks of Promontory sauntered out to watch the sight; they had
nothing better to do and were in no hurry.
3. Circle a word in the sentence above that means the opposite of sauntered.
4. In the context of the sentence above, the word sauntered most likely means
A.
B.
C.
D.
walked quickly.
walked slowly.
walked aimlessly.
walked away.
TIP 3:Plug in the answer choices to see which one makes the most
sense in the sentence.
When faced with a vocabulary question on a test, the easiest way to choose an
answer is often to see which choice works best in the passage.
Lucky sighed and looked off into the distance. He was used to these kinds of
ceremonies, where the closing of one occasion spawns new opportunities and a
need to make plans.
5. In this passage, the word spawns means
A.
B.
C.
D.
ends.
creates.
asks.
strengthens.
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Try this technique on the following sentences. Then read Number 5, but do not
answer it yet.
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Lesson 1: Vocabulary
Standards and Skills: 1.2
Substitute each answer choice for the word spawns and read the sentence to yourself.
A. where the closing of one occasion ends new opportunities and a need to
make plans.
B. where the closing of one occasion creates new opportunities and a need to
make plans.
C. where the closing of one occasion asks new opportunities and a need to
make plans.
D. where the closing of one occasion strengthens new opportunities and a need
to make plans.
Which choices can you easily eliminate? Which word seems to fit best in the context
of the paragraph? Use these questions to go back and answer Number 5.
Now try one more from the passage.
Harvey continued scratching his head, his look not altering . . .
6. In this passage, the word altering means
A.
B.
C.
D.
stopping.
starting.
frowning.
changing.
TIP 4:Don’t be fooled by multiple-meaning words.
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Multiple-meaning words are just what you probably think they are: words that can
mean more than one thing. Again, pay attention to how the word is used in the
context.
The 2,000 miles from Omaha to San Francisco that once took six months
and a thousand dollars to cross, with perils not fit for woman, child, or the
elderly, could now be covered in six days for a mere $70.
7. The word perils means
A.
B.
C.
D.
storms.
travels.
dangers.
burdens.
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Unit 1 – Reading Literature
Standards and Skills: 1.2, 1.3
Every word has a denotative meaning, its basic, agreed-upon definition. Many words
have a connotative meaning in addition to their denotative meaning. A word’s
connotative meaning is an extra meaning it has when used in certain ways. For
example, if someone says, “That’s a cheap CD player,” do they mean that it doesn’t
cost much or that it isn’t of very high quality? You’ll need to look at the context to
figure out the exact connotative meaning.
Now read the following sentence and use it to answer Number 8.
Everyone agreed that Mike’s new sports car was hot.
All of the choices are meanings of the word hot, but only one fits the meaning of the
sentence. The common, denotative meaning of the word is “warm,” but that might not
make sense when describing a new car. Other meanings such as “angry” and “urgent”
don’t make much sense in this sentence either. Be sure to choose the meaning that is
closest to the meaning the word has in the sentence.
8. What does hot mean as it is used in the sentence?
A.
B.
C.
D.
warm
attractive
angry
urgent
Word Parts
The word itself can give you clues to its meaning if you know something about the
meanings of common root words and affixes. A root word is the foundation of a
word: it gives a word its basic meaning. An affix is a smaller part of a word added
onto a root word to change its meaning.
Many words in the English language are made up of smaller parts. These parts
include root words and affixes. Adding a prefix or a suffix to a root word changes its
meaning. Think of a root word as the roots and trunk of a tree, and an affix as the
branches and leaves. The branches and leaves change through seasons and weather,
but the roots and trunk stay the same.
Understanding the way an affix changes a root word’s meaning often will help you
figure out the meaning of unfamiliar vocabulary words. The sidebars on pages 13 and
14 list common prefixes and suffixes, along with their meanings.
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TIP 5:Let the word tell you what it means.
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Lesson 1: Vocabulary
Standards and Skills: 1.3
TIP 6:Understand how words are made.
The primary meaning of a word comes from its root, or base. Words are made using
one root, two roots, or even three roots. In addition to roots, affixes also create
meaning. Prefixes come before the root–the prefix pre- means ‘‘before.” Suffixes
come after the root.
9. What is the root of the word prehistoric?
A.
B.
C.
D.
pre
his
history
story
10. What does prehistoric mean?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Prefixes
Some common prefixes include the following:
ambi-both (ambidextrous, ambiguous)
anti-against, preventing (antibody, antifreeze)
dis-the opposite of, not (disappear, disagree)
il- against, not (illiterate, illegal)
im- in, within, toward, on (important, impress)
in- the opposite of (inability, inaccurate)
mis-badly, wrong, not (misprint, misjudge)
non-the opposite of, not (nonsense, nonrefundable)
pre-in front of, before (preheat, prejudge)
un-the opposite of, not (unlikely, unheard)
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Unit 1 – Reading Literature
Standards and Skills: 1.3
TIP 7:The meanings of roots and affixes can help you approximate the
meaning of a word.
You may be wondering what the prefix suf- means. Do you think it means ‘‘after’’?
Well, almost. The prefix suf- (or sub-) means ‘‘below,’’ as in submarine (literally, “below
water”). It can also mean ‘‘secondary’’ as in substation. So in a way, a suffix comes
‘‘below’’ the meaning of the root. It is not as important as the root itself.
11. The root stat- or stit- means ‘‘to stand.’’ What is the literal meaning of the word
substitute?
_____________________________________________________________________
_____________________________________________________________________
Here are some common suffixes you should know.
-ableable to be or to become something; worthy of being something (avoidable, lovable)
-alof, like, or relating to (memorial, industrial)
-ento make more so; made of (strengthen, wooden)
-fulhaving a lot of (beautiful, fearful)
-ityhaving or being a certain way (agility, fertility)
-lesswithout something (odorless, spineless)
-lyin such a manner; like or suited to; occurring every so often (quickly, heavenly, weekly)
-nessthe state of being something (preparedness, goodness)
-ous full of or having something (adventurous, famous)
-tionthe act of, state of, result of (regulation, dehydration)
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Suffixes
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Lesson 1: Vocabulary
Standards and Skills: 1.3
TIP 8:Learn the key roots for knowledge.
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Many of the words we will review in this lesson relate to the main subject areas you
study in school: science, social studies, math, and the language arts. The following
roots appear in words across all the subject areas. The first two roots, graph and logy,
are by far the most widely used in all fields.
Root
Meaning
Examples
graph, gram, graphy
something written
down or recorded
photograph
telegram
geography
logy
the study of
cardiology
neurology
geology
seismology
nomy
arrangement,
management
economy
astronomy
taxonomy
scope
instrument for
viewing or observing
telescope
stethoscope
microscope
Root Words
Here are some common root words that you should know. Add prefixes and suffixes to help
your vocabulary grow.
bibl book
Bible, bibliography
civ
citizen, city civic, civilization
fract, frag
break
fracture, fragment
log, logo, ology
word, thought, study, speech
catalog, biology
soph
wise
philosophy, sophisticated
tele
far telephone, television
voc
call, voice
vocation, provoke
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Unit 1 – Reading Literature
Standards and Skills: 1.3
TIP 9:Start learning roots by dissecting
the words you already know.
FAST FACT
Sometimes you can figure out the meaning of a
root word or affix by thinking of other words that
have the same root or affix.
dissect = di (two) + sect (cut)
= to cut in two
12. The following list gives you root words and their meanings. Fill in the blanks for
each root and meaning with words you know that use these roots. (The first two
have been completed for you.) If you get stuck, use a dictionary.
Meaning
Example
Definition of Example
cardio
heart
cardiologist
a doctor specializing in the heart
dactyl
finger
pterodactyl
a dinosaur with wings and fingers
dent
tooth
derm
skin
gastro
stomach
hem
blood
neur
nerves
oculo
eye
osteo
bone
ped
foot
psych
mind
13. What do the roots listed above have in common?
_____________________________________________________________________
_____________________________________________________________________
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Root
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Lesson 1: Vocabulary
Standards and Skills: 1.3
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14. The following words are important in the other sciences. Complete the list using
your existing knowledge and a dictionary.
Root
Meaning
Example
Definition of Example
aqua
water
aquatic
relating to water
astro
star
astrology
the study of stars
audio
hearing
audiovisual
bio
life
geo
earth
seismo
seismology
the study of earthquakes
mari
submarine
a ship that goes beneath the sea
petro
stone
petroleum
phon
phonograph
a sound recording
pyro
pyrotechnics
fireworks
stell
interstellar
between the stars
tele
distance
telephone
terr
land
vis, vid
seeing
zoo
animals
zoology
a machine to send sound
across‑distances
the study of animals
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Unit 1 – Reading Literature
Standards and Skills: 1.3
15. The following words are important in history, sociology, and the other social
studies. Complete the list using your existing knowledge and a dictionary.
Meaning
anni, annu year
Example
Definition of Example
biennial occurring every two years
ante
before
antebellum
anthrop
human
anthropomorphic arch
rule
patriarch
archaeo
ancient
rebellion
bell
a war against the existing order
chrono
time
civ city
democracy
crat, cracy
government by the people
demos
people
jud, judi
judge
jur, jus
to swear, of
or relating to
the court
leg
law
judicious
liberation
liber
phobia
fear
poli, pop
people
post
after
socio
giving freedom
populace
the common people of a nation
sociology
the study of society
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Root
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Lesson 1: Vocabulary
Standards and Skills: 1.3
TIP 10:Learn new words wherever you find them.
Language arts isn’t the only subject area in which you learn new words. You can pick
up new vocabulary from nearly everything you read for school. In science, for
example, you might read about how to use a barometer, an instrument that measures
air pressure. In social studies, you might learn the term oligarchy, a kind of
government where a small group of people is in charge. In math class, you might
learn about isosceles triangles, which have two sides that are the same length.
You also may hear or see new, unfamiliar words in your personal reading, on TV, in
the movies, or on the Internet. Learning what these words mean will add to your
enjoyment of what you hear and read. Also, new words may come in handy someday
when you’re writing a paper or taking a test.
TIP 11:Use your dictionary to build your vocabulary.
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When you aren’t sure about the meaning of a word, LOOK IT UP. You can’t do this
when you take a test, but it’s a very good way to build your vocabulary as you
practice.
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Unit 1 – Reading Literature
Standards and Skills: 1.3
TIP 12:Determine the category of words in a list.
When you see a list of things, you might not always recognize every word on the list.
But you can assume that the words are all part of the same category, which should
give you an idea about the meaning of the unfamiliar word. Read the following
example.
Nicole thought that if she could play the trumpet, then she could play them all:
trombone, French horn, flügelhorn, tuba, bugle, and cornet.
In the list above, you probably recognize most of the words, such as trumpet and
trombone, as musical instruments. You may also know that these instruments are
made of metal and have a similar mouthpiece. These facts will help you to zero in on
the correct meaning of flügelhorn.
16. What is a flügelhorn?
A.
B.
C.
D.
a brass instrument
a type of woodwind
an electronic piano
a stringed instrument
TIP 13:Use cause-and-effect relationships to understand new words.
James dropped a smoking match in the forest and, an hour later, there was a
conflagration.
In this example, you can use your understanding of words such as match and forest to
determine what happens as a result. When answering Number 17, consider which
answer choice seems the most likely to be the result of dropping a match in a forest.
17. What is the meaning of conflagration?
A.
B.
C.
D.
harsh warning
group of flags
church meeting
disastrous fire
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Sentences and paragraphs often explain that one thing happened because of another,
or that one thing caused another thing to happen. You can use the relationship
between a cause and its effect to work out the meaning of an unfamiliar term. In the
following example, you may not recognize the underlined word, but you should be
able to tell its meaning based on how it relates to the other words in the sentence.
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Lesson 1: Vocabulary
Standards and Skills: 1.3
TIP 14:Use these vocabulary building tips for expanding your
vocabulary.
• Read, read, read. The more you read, the more new words you will pick up.
Reading is the very best way to improve your vocabulary.
• Be a verbal investigator. Whenever you come across a difficult word in your
reading, even when you are reading for fun, don’t just skip over it. Try to figure
out its meaning from the context. If that doesn’t work, pick up a dictionary.
• Make a list and check it twice. Keep a small notepad with you as you read.
When you learn a new word, write it down. You may also want to write down
the sentence in which you found the word. Every now and then, go back and
review the new words you have learned.
• Get personal. Relate the word to your own experiences. What does the word
make you think of? Try to recall an experience you have had that relates to the
concept presented by the word. Create a mental picture of the experience.
• Use it or lose it. Put the new word into a sentence of your own. Perhaps write a
letter to a friend showing off your immense vocabulary, then ask him or her to
write an equally magniloquent (showy) response. Or, create a zany news flash
using 10 new words that you have learned.
• Did we mention reading? We can’t stress this enough! Whether it’s a comic
book or a website, the more you read, the more words you’ll know.
• Use these word tools:
glossary – gives meanings of words used in a certain book; often found in
the backs of textbooks
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thesaurus or synonym finder – lists words with similar meanings
spell-check program – locates spelling errors in electronic documents and
makes suggestions for correcting them; usually part of a word-processing
program
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Unit 1 – Reading Literature
Reading Practice
Directions: Read the passage and answer the questions that follow.
Guardian of the Nation’s Treasures
by Theo Wallace
“Dolly, I must go join the troops. Will you be
afraid to stay here in the White House while I’m
gone?” President Madison asked.
Dolly almost didn’t hear her husband’s words.
She was lost in thought—contemplating what
would happen to this beautiful building and the
treasures it housed if it fell to the British army.
That couldn’t be allowed to happen, she told
herself—not if she had anything to say about it.
President James
First Lady Dolly
“Dolly, will you be afraid?”
Madison
Madison
With a start, she realized that her husband,
James, was speaking to her. “No, dear, you go ahead. I’m sure everything will be fine. I
promise you that I’ll take care of all of your official documents. The British will not take
them,” she replied firmly.
“I’ll send word to tell you if the Redcoats get through our lines at Bladensburg. If you
hear that the British are approaching Washington, you must leave immediately. Promise me
that,” Madison urged. “Then we can meet in Virginia, where it is safe.”
Dolly nodded and gave him a quick farewell kiss. Grabbing a pair of dueling pistols for
protection, the president hurried out of the White House and headed toward the
headquarters of the United States Army.
It was early morning, August 24, 1814. The war that had begun in 1812 was not going
well for the Americans. The British army, under the command of General Robert Ross,
threatened at any moment to invade the capital of the young nation. If it did, Dolly knew
that the city would be burned to the ground. The White House and everything in it would
be in peril.
It was almost inconceivable to this forty-six-year-old woman that she could be the sole
guardian of the nation’s treasures. But if that was the way it was to be, then so be it, Dolly
thought. Dolly had been born in a small North Carolina town nearly a decade before the
Declaration of Independence had been signed. This nation was her heritage, and her
husband was its commander-in-chief. She would do what she had to. Her country could
count on her.
Dolly waited all morning for word from James. Lunch time came and went. Still nothing.
Then, in the distance, Dolly heard the sound of cannon fire. The British had arrived in the
capital city.
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While the United States was battling the British army during the War of 1812, one woman
bravely struggled to preserve some of our nation’s historic treasures.
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© 2007 Buckle Down Publishing. COPYING IS FORBIDDEN BY LAW.
Lesson 1: Reading Practice
The first lady ran into the street, where she saw a wagon
passing by. She ordered the driver to draw the wagon up in
front of the White House. It might be too late to save the
house, she thought, but she could still save some of its
precious contents. She hastened in and out, carrying armloads
of the most important books, papers, silver, china, and
paintings from the White House to the wagon. Time and
again, the few remaining staff members warned her of the
Redcoats’ approach and urged her to leave. But Dolly refused
to heed their warnings. Instead, she convinced them to help
her load the wagon. She was determined to protect as much
of the country’s heritage as she could.
At last, Dolly knew she could save no more. The British
President George Washington
would surely arrive at any moment. Most of Washington, DC
was already deserted. “Get out now, Mrs. Madison—there’s
not a moment to lose!” shouted a young lieutenant,
galloping toward her. “The president’s wife must not be taken captive!”
Dolly Madison agreed; it was dangerous for her to remain any longer. But there was still
one important piece of history she had to save. With the officer at her heels, she raced back
into the White House. The famous portrait of George Washington was still adhered to the
wall. Dolly could not leave this great man’s likeness behind for the British troops to defile
and destroy. George Washington had not only been the first president of the United States,
he had been a trusted friend. In fact, it had been with George’s encouragement that Dolly
had agreed to marry James Madison so many years before.
Dolly borrowed the army officer’s knife, quickly but carefully sliced around the inner
edge of the frame, and peeled the portrait out. Hurriedly, she rolled the canvas and packed it
securely in the wagon. With one of her friends beside her and the officer riding behind,
Dolly Madison drove away from the White House and left Washington, DC behind.
The first lady had heard no news of her husband all day. Was he still alive? Would she
ever see him again? She’d had little time for such considerations while loading the wagon.
But now the exhausted woman’s thoughts would not leave her in peace. As the wagon
rumbled into the Virginia night, a glow lit up the sky behind her. Just as she feared, the
British had set fire to the White House. Staring over her shoulder at the ravaged city, Dolly
Madison silently wondered whether she would ever be able to return home again.
This drawing shows the White House after being burnt by the
British.
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Unit 1 – Reading Literature
1. Read this sentence from the passage.
She was lost in thought—contemplating what would happen to this beautiful
building and the treasures it housed if it fell to the British army.
What is the meaning of the word contemplating ?
A.
B.
C.
D.
choosing
discussing
considering
confusing
2. What were the official documents Dolly promised to take care of ?
A.
B.
C.
D.
trained soldiers
presidential papers
government employees
important appointments
3. Read this sentence from the passage.
The White House and everything in it would be in peril.
What is the meaning of the phrase in peril ?
in danger of being destroyed
protected by faithful supporters
completely emptied of its contents
used for the enemy’s headquarters
4. Read this sentence from the passage.
She hastened in and out, carrying armloads of the most important books, papers,
silver, china, and paintings from the White House to the wagon.
What is the most likely meaning of the word hastened?
A.
B.
C.
D.
looked
strolled
skipped
hurried
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A.
B.
C.
D.
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Lesson 1: Reading Practice
5. Read this sentence from the passage.
But Dolly refused to heed their warnings.
What is the most likely meaning of heed ?
A.
B.
C.
D.
pay close attention to
give an answer to
ask questions about
tell anyone else about
6. Read this sentence from the passage.
The famous portrait of George Washington was still adhered to the wall.
What is the most likely meaning of adhered ?
A.
B.
C.
D.
cemented
fastened
fallen
unfastened
7. Read this sentence from the passage.
Staring over her shoulder at the ravaged city, Dolly Madison silently wondered
whether she would ever be able to return home again.
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What is the most likely meaning of ravaged ?
A.
B.
C.
D.
preserved
forgotten
devastated
salvaged
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