NONFICTION: “The Amazing Life of Harry Houdini”
Skill: Reading Comprehension
Scho la s t i c s c o pe
Name: _______________________________________ Class: ___________________ Date: _____________
Directions: Read the article “The Amazing Life of Harry Houdini” in this issue of Scope. Then answer the
multiple-choice and short-answer questions below.
1. What is the most likely reason
the author wrote this article?
A to describe Houdini’s rise
to fame, his ability to mystify
audiences, and his enduring
influence to this day
B to warn about the dangers
Houdini faced when
performing his stunts
C to prove that Houdini was
“the greatest escape artist
in the world”
D to compare Houdini’s
death-defying acts with
those of other magicians
whether he was a fraud.”
B “It was hard to imagine
C “The crowd went wild,
that he could ever get free.”
and Houdini had found
his specialty.”
D “Even today, his stunts inspire
amazement and wonder.”
4. How does the author show that
2. The section “A Tough Beginning”
was probably included in the
article to
A shock readers.
B describe working conditions
for factory laborers.
C give information about Houdini’s
childhood and young-adult life.
D bore readers with useless details.
3. Which statement BEST illustrates
the main idea of the article?
A “Some people still wondered
Houdini’s stunts were remarkable
but ultimately dangerous?
A by describing his injuries
B through archival images and
posters
C by describing his stunts in detail
D all of the above
5. How did Houdini probably feel
about his career BEFORE he was
discovered by a famous agent?
A prideful
B demoralized
C ambitious
D excited
6. Consider Houdini’s attempt to free
himself from Hodgson’s chains.
Which literary device does the
author use most in these scenes?
A suspense
B foreshadowing
C irony
D symbolism
7. Which words BEST describe the
posters advertising Houdini’s
stunts?
A torrid and tender
B sensitive and sneaky
C dull and vague
D bold and sensational
8. When relating the events leading
up to Houdini’s death, the author
writes: “Still, he traveled to Detroit
by train, refusing to cancel his
show.” The author probably uses
the word “still” because
A she is skeptical that he would
perform after such a ferocious
attack.
B she wants to emphasize his
determination and dedication
to his craft.
C she needs a transition word.
D she wants to show that he was
in pain during his train ride.
Critical-Thinking Questions
9. Judging by what you read in this article, do you think Houdini deserves the title of “greatest escape artist in the world”?
Why or why not? Use three details from the story to support your opinion._ _________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
10. Consider the last line of the story. What do you think Houdini meant? What does this statement tell you about the kind
of person he was?___________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
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“Harry Houdini” Quiz
Scho la s t i c s c o pe
Play: “Sherlock Holmes and the Blue Carbuncle”
Skill: Reading Comprehension
Name: _______________________________________ Class: ___________________ Date: _____________
Directions: Read the play “Sherlock Holmes and the Blue Carbuncle.” Then answer the multiple-choice and
short-answer questions below.
1. The play begins with dialogue
between Arthur Conan Doyle
and an older Watson. What is the
author’s purpose for those lines?
A to add some humor
B to describe 221B Baker Street
C to introduce the classic
characters Holmes and
Watson, and the writer
who created them
D to describe Peterson
2. Which statement BEST describes
how Watson feels about Holmes?
A jealous of Holmes’s success
B impressed by and proud of
Holmes’s intelligence
C bored by Holmes’s interest
in mysteries
D amused by Holmes’s antics
3. On page 16, what does the
word tattered mean?
A shiny
B old and worn
C new
D bent out of shape
4. On page 17, the narrator says the
commissionaire “barges in” to
221B Baker Street. The author
probably uses this phrase to
A show the message is urgent.
B show how rude the
commissionaire is.
C teach readers a new word.
D startle readers.
5. In scene four, a boy says:
“That’s what they was arguin’
about.” This is an example of
A irony.
B dialect.
C simile.
D flashback.
6.You can infer that Holmes
considers Catherine Cusak to be
the real criminal because
A she planned the theft.
B James Ryder had no criminal
record.
C she tried to pin the crime on
an innocent person.
D all of the above
7. How does Holmes deduce that
Henry Baker is innocent?
A He interrogates Baker.
B He sees that Baker is too out
of shape to commit a theft.
C He traces the gemstone to the
real culprit.
D He offers Baker a new goose,
which Baker accepts gladly. If
Baker was guilty, he’d be really
upset to lose the first goose.
8. Sherlock Holmes stories are
considered classics because
A they still have appeal after
many years.
B the author was popular
in his lifetime.
C they have made lots of money.
D the character is unique.
9. Which of the following words
does NOT describe Holmes?
A bumbling
B brilliant
C compassionate
D clever
Critical-Thinking Questions
10. The story says that Sherlock Holmes is the greatest detective. What evidence in the story supports that
statement? Do you agree or disagree? _ _______________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
11. Holmes states that “even the smallest problem is of interest to me.” Why do you think Holmes is interested
in minor mysteries?_ ______________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
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“Sherlock Holmes” Quiz
Scho la s t i c s c o pe
Name: _______________________________________ Class: ___________________ Date: _____________
“Leghorn” Quiz
Directions: Read the story “Leghorn.” Then answer the multiple-choice and short-answer questions below.
1.Wally reminds Leghorn, “I’m the
boss of you.” You can infer Wally
says that because
A he feels like chatting.
B he wants his mom to hear
him talking to Leghorn.
C he’s scared and wants to make
himself feel more confident.
D he feels powerful.
2. Wally compares Leghorn to a
runner, a boxer, and a crime boss.
What other simile would Wally
MOST LIKELY use to describe
Leghorn?
A light as a cloud
B sneaky as a spy
C silly as a pie-covered clown
D fragile as a glass vase
3.Why does Wally tolerate Leghorn
at the beginning of the story?
A Wally isn’t interested in
female humans or chickens.
B Leghorn can do tricks.
C The hens are mean to Wally.
D Wally’s friends live far away.
4. Which details does the author
include to show that Leghorn
is becoming unhappy?
A Leghorn rubs his head bald.
B Leghorn crows all day long.
C Leghorn guards the
henhouse.
D both A and B
5. Name the literary device the
author uses in the following
sentence: “At night I started
to have dreams of fighting
Leghorns that had grown
strong and escaped.”
A allusion
B foreshadowing
C simile
D hyperbole
6. What does embellishments
mean on page 16?
A factual accounts
B fanciful added details
C long words
D scary gestures
7. Reread the fourth paragraph.
What can you infer is a reason
Wally calls Leghorn his “enemy”?
A Wally resents his mother’s
devotion to the chickens.
B Wally is bored.
C Leghorn tried to kill Wally.
D Wally blames Leghorn for
having to do extra chores.
8. W
hich description does NOT
apply to the character of Wally?
A passive
B imaginative
C admiring of strong characters
D dramatic
9. What mood does the author
create in the following sentence?
“I heard the camellia bush
shake and then the whop-whop
of his wings as he launched
after me.”
A sadness
B joy
C suspense
D success
Critical-Thinking Questions
0. How do Wally’s feelings about Leghorn change throughout the story? Why do they change? ___________________
1
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
11. What do you think Wally learns from Leghorn in the story? Do you think Wally would treat Leghorn differently if
the rooster ever came back? _ _______________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
_ _______________________________________________________________________________________________
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FICTION: “Leghorn”
Skill: Reading Comprehension
Scho la s t i c s c o pe
GRAPHIC POEM: “Come Little Leaves” Skill: Personification
Name: _____________________________________ Class: ___________________ Date: _____________
Directions: Personification is a literary device in which the author gives human traits to nonhuman
things. “Come Little Leaves,” the poem you read in this issue of Scope, contains many great examples
of personification. Reread the poem. Then complete the chart below by listing the human activities
that each nonhuman “character” does in the poem.
Nonhuman
“CHARACTER”
Human Activity
Wind
Leaves
Winter
Snow
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Personification Graphic Organizer
Scho la s t i c s c o pe
PLAY: “Sherlock Holmes and the Blue Carbuncle”
Skill: Sequencing Main Events
Name: _____________________________________ Class: ___________________ Date: _____________
Sequencing
Directions: Read the play “Sherlock Holmes and the Blue Carbuncle.” Then number the main events listed
below in the order in which they happened. (HINT: The order in which the events happened may be different
from the order in which they were revealed in the play.)
_____ S
herlock Holmes pays three
boys to follow James Ryder
and find out where he is going.
_____ Catherine Cusak is arrested
for planning the crime.
_____ The Countess of Morcar’s blue
carbuncle goes missing, and John
Horner is arrested for stealing it.
_____ Sherlock Holmes talks to
Mr. Windigate about his geese.
_____ Commissionaire Peterson comes to
Sherlock Holmes with a battered hat.
_____ Sherlock Holmes figures out that
James Ryder stole the gem and fed
it to a goose to hide it.
_____ The Commissionaire reveals that
his wife found a blue carbuncle
inside a goose.
Scholastic sCOPE online reproducible • September 20, 2010
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When reading a story or play, it’s important to pay close attention to how the events unfold. In this activity,
you will practice sequencing, which means putting events in chronological order.
Scho la s t i c s c o pe
Activity: “Extreme Words”
Skill: Vocabulary, page 1 of 2
Name: _______________________________________ Class: ___________________ Date: _____________
Directions: In “Extreme Words,” you learned six new words. Read each word’s definition and example
sentence below, then use the word in a sentence of your own.
1. aquatic [uh-KWA-tik]: adj. living in or relating to water
Example sentence: A champion waterskier and swimmer, Alicia shines in aquatic sports.
Your sentence: _ _____________________________________________________________________________________
2. brawny [BRAW-nee]: adj. having large, strong muscles; hefty
Example sentence: The entrance to the theater’s backstage area is guarded by two brawny men in
security jackets.
Your sentence: _ _____________________________________________________________________________________
3. equilibrium [ee-kwuh-LIH-bree-uhm]: n. a state of balance; steadiness
Example sentence: William struggled to keep his equilibrium as he hopped from stone to stone across
the creek.
Your sentence: _ _____________________________________________________________________________________
4.incendiary [in-SEN-dee-ayr-ee]: adj. capable of catching fire; burning readily and dangerously
Example sentence: Our camping kit always includes incendiary materials like lighter fluid for starting
the campfire.
Your sentence: _ _____________________________________________________________________________________
5. successive [suhk-SESS-iv]: adj. following in sequential order
Example sentence: After a successive string of coaches quit the team, Coach Peterson finally whipped the
basketball players into shape and they made it into the playoffs.
Your sentence: _ _____________________________________________________________________________________
6. supple [SUHP-uhl]: adj. moving or bending easily; flexible
Example sentence: Jamie wove the supple apple branches into a basket to hold the fruit.
Your sentence: _ _____________________________________________________________________________________
Continued on Next page >
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Vocabulary Review
Scho la s t i c s c o pe
Activity: “Extreme Words”
Skill: Vocabulary, page 2 of 2
Directions: Fill in each blank below with the correct word from the Word Bank.
Word Bank
equilibrium
incendiary
successive
supple
1._Before the fireworks show on the Fourth of July, Jeff wouldn’t let us go anywhere near his truck.
The back was full of brightly colored ________________________ sparklers!
2._Samantha marveled at the flamenco dancer’s _____________________ wrists, which could bend
and twist in many directions.
3._The tall, lean basketball players beat the big, _____________________ football players at the high
jump in our school’s Varsity Challenge.
4._If Mario triumphs at the spelling bee this year, it will be his third ___________________ win.
5._The fossils in the cliff show fish skeletons and other signs of the ___________________ life that
once existed there, when the area was underwater many centuries ago.
6._When my brother crept up behind me on the ridge and shouted in my ear, I almost lost my
______________________ and tumbled down the hill.
Directions: Next to each word in the column on the left, write the letter of its antonym, from the
column on the right.
VOCABULARY
ANTONYM
____ brawny
a. scrawny
____ equilibrium
b. stiff
____ successive
c. unordered
____ supple
d. imbalance
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aquatic
brawny
Scho la s t i c s c o pe
Activity: “Grammar Mistakes of the Rich and Famous” Skill: Editing
Name: _____________________________________ Class: ___________________ Date: _____________
Wretched Writing!
Directions: Help Alyssa edit her letter. Look for three types of mistakes: incorrect pronouns, missed
capitalizations, and misplaced apostrophes.
Dear lindsay,
You won’t believe it! You know how you and me had planned to share a bunk this summer at
camp pokanokey? Well, my parents have changed our plan’s a bit. Instead of canoeing on lake silver
and perfecting my pottery in the arts and crafts cabin, I’ll be stuck in a car all summer. My parents are
forcing I and my brothers to go on a road trip around the country. Mom is really excited; she thinks
its time we learn about our great nation. Do you know what I want to learn? How her can possibly
think this is a good idea.
Picture this: a family of five stuffed into a tiny, rusted-out 1995 toyota corolla for six unbearable
weeks—without air conditioning! The car—we call her Becca the Wrecka—doesn’t have a built-in
DVD player like your familys car does. It doesn’t even have a stereo. What are us supposed to do for
all those hour’s in the car . . . talk to each other? mom suggested we sing folk songs. My brother
suggested that shes crazy. The worst part of the whole trip is that dad won’t even let us stay in hotels
along the way. We’re hauling a smelly old camper around with us, with two pull-out beds and a fake
toilet!
Plus, my parents made rules for the three of us. Theres no video game playing or listening to
headphones. I don’t know what my brother tim will do: I think him might get his iPod surgically
implanted in his ear so Mom and Dad can’t take it away. We’re also going on a strict vegetarian diet—
no mcdonald’s nugget’s or big bobs burgers allowed!
So, while you’re out there loving life in the woods, telling ghost stories around the campfire, and
roasting marshmallow’s . . . think of I. I’ll be at the corn Palace in South Dakota looking incredibly
bored—and unbelievably hungry.
Alyssa
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Alyssa’s parents are forcing her to go on a family road trip. With grammar this bad, what she really needs is a trip
to summer school.
Scho la s t i c s c o pe
PLAY: “Sherlock Holmes and the Blue Carbuncle” Skill: Supporting an Inference About Character
Name: _______________________________________ Class: ___________________ Date: _____________
Directions: Sherlock Holmes has amazing powers of deduction! Can you find five specific examples in the play
to support that statement? Write each example in one of the circles below. We’ve done one for you.
1.
2.
Holmes deduces
that Henry Baker
is old, out of
shape, and facing
money problems—
all from one hat.
Sherlock
Holmes has
amazing
powers of
deduction.
5.
3.
4.
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Supporting an Inference
Scho la s t i c s c o pe
Fiction: “Leghorn”
Skill: Understanding Character
Name: _______________________________________ Class: ___________________ Date: _____________
Directions: In this activity, you will examine how author Watt Key establishes the character Leghorn as one
tough rooster. Read each prompt below, then look carefully through the story to find the answers. Be sure to
write the page number for each answer.
_ State three details about HOW LEGHORN LOOKS that make him seem tough or frightening.
Include the page number where you found each detail.
1.__ _____________________________________________________________________ page_____________
2.__ _____________________________________________________________________ page_____________
3.__ _____________________________________________________________________ page_____________
_ State three things that LEGHORN DOES that make him seem tough or frightening. Include the
page number where you found each detail.
1.__ _____________________________________________________________________ page_____________
2.__ _____________________________________________________________________ page_____________
3.__ _____________________________________________________________________ page_____________
_W
hat are three things TO WHICH WALLY COMPARES LEGHORN that help establish Leghorn as
tough or frightening? Include the page number where you found each comparison.
1.__ _____________________________________________________________________ page_____________
2.__ _____________________________________________________________________ page_____________
3.__ _____________________________________________________________________ page_____________
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Understanding Character: Leghorn
Scho la s t i c s c o pe
Fiction: “Leghorn”
Skill: Explaining Similes
Name: _______________________________________ Class: ___________________ Date: _____________
In this issue of Scope, you identified similes in the short story “Leghorn” by Watt Key. A simile compares
two things using “like” or “as.” The purpose of a simile is to describe something in terms of something else.
For example, the simile “his bag was as heavy as a bowling ball” tells you that the bag is very heavy.
Directions: Explain the meaning of these similes from “Leghorn.” Look back at how each simile is used in
context to better understand what these similes say about Leghorn and Wally. We’ve done the first one for you.
1._ “Leghorn had a way of standing … as still as if he were stuffed.” (p. 10)
A stuffed animal doesn’t move. Leghorn is totally motionless.
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
2._ “He [Leghorn] was even becoming stronger—like a prisoner who lifts weights.” (p. 11)
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
3._ “He [Leghorn] began charging and feinting like a boxer.” (p. 11)
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
4._ “[Wally envisions Leghorn] crouched like a runner, waiting for the gunshot.” (p. 12)
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
5._ “I imagined his feet pawing at the dirt like an angry bull’s.” (p.13)
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
6._ “I froze like someone who has realized he’s in a minefield.” (p.13)
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
_ _________________________________________________________________________________________________
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Explaining Similes
Scho la s t i c s c o pe
Nonfiction: “The Amazing Life of Harry Houdini”
Skill: Vocabulary Acquisition, page 1 of 2
Vocabulary:
1.toiling (TOY-ling) verb; doing exhausting work
example: Tricia spent all of Saturday toiling at her neighbor’s house, repainting three rooms.
2.cotton mills (KAH-tun MILZ) noun; factories for producing cotton fabric or thread. Most were built
between 1775 and 1930.
example: One of the old cotton mills in town has been turned into a museum, with antique looms.
3.fraud (FRAWD) noun; trickery or deceit done to gain something, or a person who acts
in a deceitful way
example: The company was accused of fraud for claiming its vitamins made people grow taller.
4.tampered with (TAM-purd WITH) verb; meddled with and damaged
example: My brother tampered with my science project, and I had to start my experiment
all over again.
5.rabbi (RAB-eye) noun; a Jewish religious leader and teacher
example: The rabbi led a discussion group after services to talk about the ideas in the sermon.
6.padlocked (PAD-lokt) adjective; locked with a padlock (a lock with a U-shaped clasp at the top)
example: The overgrown garden behind the high school was padlocked until the earth-science class
got permission to plant vegetables in it.
7.steamer trunks (STEE-mur TRUHNKS) noun; large trunks used as luggage for traveling on steam trains
and boats
example: The porters stacked dozens of steamer trunks into the train’s luggage car.
8.ruptured (RUP-churd) verb; burst
example: The pipe under the sink ruptured, flooding the kitchen.
9.appendix (uh-PEND-iks) noun; a small tube that is part of the digestive system
example: Chris missed a week of school when he had his appendix removed.
Continued on Next page >
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“The Amazing Life of Harry Houdini”
Scho la s t i c s c o pe
Nonfiction: “The Amazing Life of Harry Houdini”
Skill: Vocabulary Acquisition, page 2 of 2
Name: _______________________________________ Class: ___________________ Date: _____________
Vocabulary Practice
Word Bank
appendix
cotton mills
fraud
padlocked
rabbi
ruptured
steamer trunks
tampered
toiling
1._Our tablecloth is sewn from fabric made at one of the local ______________________.
2._At my cousin’s Jewish wedding, a ______________________ performed the ceremony.
3._During harvest time, farm workers spend 12 hours a day ______________________ in the fields.
4._The card player was a ______________________: He used mirrors to see the other players’ cards.
5._The ______________________ is a small organ shaped like a worm.
6._My cousin ______________________ with my radio, and now it doesn’t work.
7._Darren overfilled the water balloon and it ______________________.
8._My grandmother moved to the U.S. with all her belongings packed into two ______________________.
9._The back door to the kennel is ______________________ and has a “Beware of Dog” sign.
Directions: For each vocabulary word below, write the letter of its synonym in the blank provided.
SYNONYMS
____ 1. appendix A. fastened
____ 2. cotton mills
B. luggage
____ 3. fraud
C. bodily organ
____ 4. padlocked
D. working hard
____ 5. rabbi
E. Jewish leader
____ 6. ruptured
F. trickery or liar
____ 7. steamer trunks
G. fabric factories
____ 8. tampered with
H. altered
____ 9. toiling
I. burst
Scholastic sCOPE online reproducible • September 20, 2010
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Directions: Do you remember the vocabulary you learned in “The Amazing Life of Harry Houdini”? Let’s find
out! Complete the sentences below using the vocabulary words listed in the word bank.
Scho la s t i c s c o pe
Fiction: “Leghorn”
Skill: Vocabulary Acquisition, page 1 of 2
Vocabulary:
1.feinting (FAYN-ting) verb; faking blows or attacks in one direction to distract attention
from the real target of attack
example: Thanks to his excellent feinting, the boxer managed to surprise his opponent
with a direct hit.
2.ingenuity (in-juh-NEW-ih-tee) noun; cleverness in developing ideas or designs; inventiveness
example: Elizabeth showed off her ingenuity by creating a computer program to manage her
homework schedule.
3.disillusioned (diss-ih-LOO-zhuhnd) adjective; disappointed in hope or expectation
example: Marcus thought he wanted to be an actor, but became disillusioned after going
to 14 auditions without success.
4.begrudgingly (bee-GRUHJ-ing-lee) adverb; with reluctance, disapproval, or unhappiness
example: I begrudgingly returned my sister’s iPod that she let me borrow.
Continued on Next page >
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“Leghorn”
Scho la s t i c s c o pe
fiction: “Leghorn”
Skill: Vocabulary Acquisition, page 2 of 2
Name: _______________________________________ Class: ___________________ Date: _____________
Vocabulary Practice
Word Bank
begrudgingly
feinting
disillusioned
ingenuity
1._Lina ______________________ agreed to spend the afternoon looking after her niece.
2._The soccer player likes ______________________ in one direction before kicking the ball in the
other direction.
3._It took a lot of ______________________ to solve the problem of fitting all my books into one
small bag.
4._Patrick was ______________________ when people at school continued to throw bottles in the
trash after he had set up a recycling program.
Directions: For each vocabulary word below, write the letter of its synonym in the blank provided.
SYNONYMS
____ 1. begrudgingly
A. tricking
____ 2. disillusioned
B. unwillingly
____ 3. feinting
C. originality
____ 4. ingenuity
D. let down
Scholastic sCOPE online reproducible • September 20, 2010
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Directions: Do you remember the vocabulary you learned in “Leghorn”? Let’s find out! Complete the sentences
below using the vocabulary words listed in the word bank.
Scho la s t i c s c o pe
Play: “Sherlock Holmes and the Blue Carbuncle”
Skill: Vocabulary Acquisition, page 1 of 2
Vocabulary:
1.carbuncle (KAR-buhnk-uhl) noun; precious stone
_ example: The antique necklace had four pearls on the chain and a beautiful red carbuncle
in the middle.
2.commissionaire (kuh-MISH-uhn-air) noun; police officer of high rank
_ example: The commissionaire quickly brought the crowd to order and started asking questions.
3.ruffians (RUHF-ee-uhns) noun; rough young people with street smarts
_ example: A scuffle broke out on the street, but when a cop walked by, the ruffians scattered.
4.barges (BAR-jihs) verb; rushes in without heeding
_ example: Elliot never knocks on my door; he always barges in unannounced.
5.by Jove (BY JOVE) exclamation; an expression of surprise or emphasis
_ example: We are going to have the best party ever, by Jove!
6.shilling (SHIL-ing) noun; a coin once used in Great Britain
_ example: In England in 1870, a magazine cost one shilling.
Continued on Next page >
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“Sherlock Holmes”
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Play: “Sherlock Holmes and the Blue Carbuncle”
Skill: Vocabulary Acquisition, page 2 of 2
Name: _______________________________________ Class: ___________________ Date: _____________
Vocabulary Practice
Word Bank
barges
carbuncle
ruffians
by Jove
commissionaire
shilling
1._After security discovered the robbery, they called in the ______________________.
2._He tipped the porter a ______________________ for carrying his bags.
3._A sparkling ______________________ sat on top of the jewelry box.
4._We are just sitting down to dinner when Mrs. Duncan from next door ______________________
into the kitchen to complain about our cat in her yard.
5._A pack of ______________________ chased the bus and threw snowballs at the windows.
6._I never expected to see you here, ______________________!
Directions: For each vocabulary word below, write the letter of its synonym in the blank provided.
SYNONYM
____ 1. barges
A. English coin
____ 2. by Jove
B. officer
____ 3. carbuncle
C. intrudes
____ 4. commissionaire
D. by golly!
____ 5. ruffians
E. hoodlums
____ 6. shilling
F. gemstone
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Directions: Do you remember the vocabulary you learned in “Sherlock Holmes”? Let’s find out! Complete the
sentences using the vocabulary words listed in the word bank.
Scho la s t i c s c o pe
FICTION: “Leghorn” Skill: Understanding Characters’ Points of View
Name: _____________________________________ Class: ___________________ Date: _____________
Directions: In this issue’s fiction story “Leghorn,” you read about a young boy named Wally who feels
tormented by his rooster. But who was really doing the tormenting? How do you think Leghorn feels about the
way Wally treats him? Fill in the chart below to compare the two characters’ points of view. Then use this chart
to rewrite a scene from the story from Leghorn’s point of view.
Situation
Leghorn stands next to
the chicken wire without
moving.
Wally’s P.O.V.
Leghorn is waiting
to attack Wally.
Wally casually feeds
Leghorn.
Leghorn struts in front
of the chicken coop.
Leghorn is imprisoned in
a chicken yard and wants
to go free.
Wally is taunting Leghorn
cruelly.
Leghorn is trying to
intimidate Wally.
Wally barricades Leghorn
from the chicken coop.
Leghorn escapes.
Leghorn’s P.O.V.
Leghorn is upset that Wally
locked him out of his home.
Leghorn breaks free to hunt
and destroy Wally.
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Point of View
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NONFICTION: “The Amazing Life of Harry Houdini”
Skill: Characterization
Name: _______________________________________ Class: ___________________ Date: _____________
In this activity, you will examine how author Deborah Hopkinson establishes Houdini’s character in
“The Amazing Life of Harry Houdini.”
Directions: Find two details in the article to support each statement about Houdini below. You can
either copy sentences directly from the text or put the information in your own words. If you copy a
sentence directly, put quotation marks around it. Be sure to write the page number on which you found
your information. For #4, you will first need to come up with your own description of Houdini.
1._Houdini was determined.
_ Supporting detail from the article: (page _____ ) _ ____________________________________________
_ _ _______________________________________________________________________________________
_ Another supporting detail from the article: (page _____ ) ______________________________________
_ _ _______________________________________________________________________________________
2._Houdini was successful.
_ Supporting detail from the article: (page _____ ) _ ____________________________________________
_ _ _______________________________________________________________________________________
_ Another supporting detail from the article: (page _____ ) ______________________________________
_ _ _______________________________________________________________________________________
3._Houdini was strong.
_ Supporting detail from the article: (page _____ ) _ ____________________________________________
_ _ _______________________________________________________________________________________
_ Another supporting detail from the article: (page _____ ) ______________________________________
_ _ _______________________________________________________________________________________
4._Houdini was __________________________.
(adjective)
_ Supporting detail from the article: (page _____ ) _ ____________________________________________
_ _ _______________________________________________________________________________________
_ Another supporting detail from the article: (page _____ ) ______________________________________
_ _ _______________________________________________________________________________________
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Characterizing Houdini
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Name: _______________________________________ Class: ___________________ Date: _____________
Generic Character Traits
absent-minded
impulsive
adventurous
industrious
argumentative
insightful
arrogant
intelligent
brilliant
jealous
competitive
joyous
courageous
kind
cruel
loyal
determined
melancholy
eloquent
mischievous
enthusiastic
mysterious
excellent
patient
fearful
powerful
fearless
rude
foolish
self-important
fragile
silly
generous
strong
glum
stubborn
harsh
thoughtful
haughty
tough
honest
weak
Scholastic sCOPE online reproducible • September 20, 2010
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Use this list to help you choose traits for characters you encounter in literature.
Scho la s t i c s c o pe
Name: _______________________________________ Class: ___________________ Date: _____________
Directions: Assign one character trait to each of the characters below, all from this issue of Scope. Then
write down one piece of text evidence to support each trait you chose.
Houdini
Wally
Trait:
Trait:
Text evidence:
Text evidence:
(pg.
)
Abby
(pg.
)
(pg.
)
Sherlock
Trait:
Trait:
Text evidence:
Text evidence:
(pg.
)
Scholastic sCOPE online reproducible • September 20, 2010
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Character Traits Graphic Organizer
Scho la s t i c s c o pe
Nonfiction: “The Amazing Life of Harry Houdini”
Skill: Critical Thinking
Critical-Thinking Questions
“The Amazing Life of Harry Houdini”
2. What details about Houdini’s early life show that he worked hard toward his goals?
3. Houdini endured pain and injury. What do you think drove him to do so?
4. How do you think Houdini overcame fear while performing dangerous stunts?
5. The article says Houdini probably had some help with his escape acts. Do you think this
takes away from his greatness? Explain.
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1. What characteristics do you think helped make Houdini so successful?
Scho la s t i c s c o pe
FICTION: “Leghorn” Skill: Critical Thinking
Critical-Thinking Questions
1. How does Wally feel about Leghorn when Wally’s family first gets chickens? What causes
his feelings to change?
2._ Why does Wally like to think of Leghorn as his prisoner?
3._ From Wally’s point of view, why did Leghorn have chicken “wives”? What does this theory
reveal about Wally?
4._Why does Leghorn become John Paul Jones, Jeremiah Denton, and other characters
for Wally?
5._Why does Wally conclude that Leghorn should be proud of himself?
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“Leghorn”
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PLAY: “Sherlock Holmes and the Blue Carbuncle”
Skill: Critical Thinking
Critical-Thinking Questions
“Sherlock Holmes and the Blue Carbuncle”
2. What clue in the beginning of the play suggests that Mr. Horner, the plumber, was set up
to be blamed for the crime?
3. Did you solve the mystery before Sherlock Holmes did? If so, how did you figure it out?
4. In the end, Holmes lets Ryder go free but arrests Catherine Cusak for planning the crime.
Is this fair? What punishment do you think Cusak and/or Ryder deserve?
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1. Why does Holmes conclude that Henry Baker knows nothing about the gem?
S cho la s t i c s c o pe
GRAPHIC POEM: “Come Little Leaves” Skill: Critical Thinking
Critical-Thinking Questions
1. Describe the shapes of the boxes in which the illustrations appear. What impression
do these shapes give? How do they relate to what is going on in the poem?
2. What is the relationship between the wind and the leaves in this poem? What feeling,
or mood, does the relationship create?
3. How does the artist depict winter? What do you think winter’s character is like, based
on the drawing?
4. How do the colors add to the meaning of the poem?
5. How do you think reading the poem in comic-book format affects the experience
of reading the poem?
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“Come Little Leaves”
Scho la s t i c s c o pe
Nonfiction: “The Amazing Life of Harry Houdini”
Skill: Reading Comprehension, page 1 of 2
Name: _______________________________________ Class: ___________________ Date: _____________
Read, Think, Explain
Exploring the facts and ideas in a nonfiction article will help you understand it better. Use this worksheet to help
you understand “The Amazing Life of Harry Houdini” in this issue of Scope.
A. BEFORE READING
1. Read the title of the article. Write it here: _____________________________________________________________
Now look at the photographs and read the captions. What can you predict the story will be about?
Circle one of the choices below and explain.
A person If so, who? _ _____________________________________________________________________________
An event If so, what?______________________________________________________________________________
Something else If so, what?________________________________________________________________________
2. Look at the posters on pages 7 and 8. What do these posters advertise?___________________________________
Based on the posters, what can you infer about Harry Houdini as a person? ______________________________
3. Circle the word below that most closely describes the genre of the article.
personal narrative
biography
editorial
news article
4. Read the “Check It Out” box on page 2. What does it tell you to look for?_ ________________________________
B. DURING READING
Start by reading the subtitles, or headings, of each section. Then complete the following.
5. The first section is the introduction. It is mainly about (summarize):_ ___________________________________ _________________________________________________________________________________________________.
The tone of the introduction is (circle one):
suspenseful
silly
bitter
sarcastic
6. The second section is called ______________________________. It is mainly about (summarize):_ ______________ _________________________________________________________________________________________________.
The tone of this section is (circle one):
ironic
mocking
informative
reflective
7.The third section is called ______________________________. It is mainly about (summarize):_ ________________ _________________________________________________________________________________________________.
The tone of this section is (circle one):
patriotic
critical
desperate
bittersweet
Continued on Next page >
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Identifying Nonfiction Elements
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Nonfiction: “The Amazing Life of Harry Houdini”
Skill: Reading Comprehension, page 2 of 2
8.Write three words from the article that you didn’t know before. Then write the meanings, using context
clues or the dictionary to help you.
________________________________________________________________________________________________
________________________________________________________________________________________________
C. AFTER READING
9. What is the main idea of the article? ________________________________________________________________
________________________________________________________________________________________________
10. What is the main purpose of this article? (circle one):
to persuade
to inform
to describe
11. Where is the cliffhanger in the article?______________________________________________________________
D.TEXT STRUCTURE
12. Cause and Effect. Write three effects of the cause listed below.
Cause
In March 1899, Houdini performed
his first handcuff escape.
Effect #1
Effect #2
Effect #3
E. MAKING CONNECTIONS
13. Here’s how this article relates to (fill in at least two)*:
*If you need more space, use the back of this paper.
Something else I read: ____________________________________________________________________________
________________________________________________________________________________________________
Something else I know about: _____________________________________________________________________
________________________________________________________________________________________________
Something in my own life:_ _______________________________________________________________________
________________________________________________________________________________________________
Scholastic sCOPE online reproducible • September 20, 2010
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________________________________________________________________________________________________
Scho la s t i c s c o pe
FICTION: “Leghorn”
Skill: Reading Comprehension, page 1 of 3
Name: _______________________________________ Class: ___________________ Date: _____________
Read, Think, Explain
Writing about the basic elements of a fiction story will help you understand it better. Use this worksheet to help
you understand “Leghorn” by Watt Key in this issue of Scope.
1. CHARACTER
“Leghorn” by Watt Key
A. The main character’s name is _ ___________________________________________ .
One word that describes the main character is_ _______________________________ .
A detail from the story that supports this description is_ _________________________________________________
___________________________________________________________________________________________________.
Another word that describes the main character is_____________________________ .
A detail from the story that supports this description is___________________________________________________
___________________________________________________________________________________________________.
The main character is a static/dynamic (circle one) character because_____________________________________
___________________________________________________________________________________________________.
B. Another character’s name is ______________________________________________ .
Relationship to the main character: _ _________________________________________
One word that describes the main character is_ _______________________________ .
A detail from the story that supports this description is_ _________________________________________________
___________________________________________________________________________________________________.
This character is a static/dynamic (circle one) character because_ ________________________________________
___________________________________________________________________________________________________.
2. OTHER LITERARY ELEMENTS
The setting of this story is ___________________________________________________
The story is told from the point of view of _____________________________________
The tone of the story is (e.g., humorous, serious, simple) ________________________
The story has (circle one):
a lot of dialogue
a little dialogue
no dialogue
Continued on Next page >
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Identifying Fiction Elements
FICTION: “Leghorn”
Skill: Reading Comprehension, page 2 of 3
Scho la s t i c s c o pe
3
2
CLIMAX: Describe the moment when the problem reaches
its worst point. What happens to make this a turning point?
RISING ACTION: What happens that
causes the situation to escalate, or get
worse?
4
FALLING ACTION: What is the solution
to the problem? How is it carried out?
5
1
RESOLUTION: What is the final
result?
OPENING: What do you discover
about the main character(s)?
What is the main problem?
Continued on Next page >
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3. PLOT
FICTION: “Leghorn”
Skill: Reading Comprehension, page 3 of 3
Scho la s t i c s c o pe
4. FIGURATIVE LANGUAGE
Find one example of each type of figurative language and write it in the appropriate box below.
TYPE Example
simile
personification
onomatopoeia
5. MAKING CONNECTIONS
Here’s how this article relates to (fill in at least two):
Something else I read: _ ______________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Something else I know about: _________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Something in my own life: ____________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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Scholastic scope
Debate: “Sailing Into Danger”
Skill: Persuasive Essay, page 1 of 3
Name: _______________________________________ Class: ___________________ Date: _____________
Write a Persuasive Essay
Directions: Read the article “Sailing Into Danger” on pages 22-23 of the September 20 issue of Scope. Fill in
the chart on page 23. Then follow the steps below to write a persuasive essay on whether Abby Sunderland’s
parents were right or wrong to let Abby attempt to sail around the world alone.
Step 1: Choose your side
A persuasive essay is all about expressing a strong opinion and convincing your readers to agree
with you. So your first step is to decide where you stand in the debate over Abby’s parents’ decision.
Check the box next to the point of view you will support in your essay.
Abby’s parents were right.
Abby’s parents were wrong.
Step 2: Find your support
Guess what—you’ve already done this part! Your three supporting points are listed in either the “Yes”
or “No” column on page 23.
Step 3: CRAFT your thesis
The thesis is where you tell your reader what the essay is going to be about. In a persuasive essay, it’s
where you declare your opinion—strongly! Write your thesis statement on the lines below, stating
either that Abby’s parents were right, or that Abby’s parents were wrong, to let her attempt to sail
around the world alone. The exact wording is up to you.
Your thesis: _____________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Continued on Next page >
Scholastic sCOPE online reproducible • September 20, 2010
Scholastic scope
Debate: “Sailing Into Danger”
Skill: Persuasive Essay, page 2 of 3
Step 4: Write your hook
1. QUOTE: “Abby Sunderland was hopelessly adrift, 2,000 miles from land.”
2. SURPRISING FACT: It’s hard to imagine sailing through treacherous waters completely alone,
but that’s exactly what Abby Sunderland did.
3. POWERFUL STATISTIC: Every year, thousands of teenagers suffer serious injuries playing sports—
so what’s the big deal if one teenager wants to take a risky adventure?
4. RHETORICAL QUESTION: What would happen if every teenager got to have the thrilling, but risky,
adventure of their dreams?
Your hook: _________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 5: Summarize the issue
Let the reader know a little about the issue you will be writing about. This is not your point of view, it’s
just a very brief summary of the issue—in this case, the story of Abby Sunderland. Write your summary
on the lines below. Hint: Include Abby’s full name, age, what she attempted, and what happened to her.
Your summary of the issue: ______________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 6: MENTION THE OPPOSING ARGUMENT
Pick one of the strongest arguments in favor of the other side. Then think of a way to make that argument
seem wrong or flawed. Write 2-3 sentences explaining and refuting the other side of the argument.
Refute the other side: _________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 7: Start writing
Now that you have some of the key ingredients for your essay, you are ready to start writing. On the next
page, you’ll find guidelines for how to organize your ingredients and hints about what else you need to add.
Continued on Next page >
Scholastic sCOPE online reproducible • September 20, 2010
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The very beginning of your essay is called the hook, because it “hooks” your reader’s attention. The hook
should relate to the topic of your essay, but it can take many forms. It can be a quote, a fact, a statistic,
or a rhetorical question. Here are examples of four hooks that could work for this topic. Choose one of the
ideas below, or use your own idea, and write a hook on the lines provided (1-3 sentences).
Scholastic scope
Debate: “Sailing Into Danger”
Skill: Persuasive Essay, page 3 of 3
INTRODUCTION
Open with your hook from Step 4.
Write a transition sentence that relates your hook to Abby Sunderland’s story.
Write your summary of the issue from Step 5.
Finish with your thesis from Step 3.
MENTION THE OPPOSING ARGUMENT
Write your paragraph from Step 6. A good way to start this is by using transition phrases like, “While
some say” or “People may believe that . . .”
BODY PARAGRAPH(S)
Here’s where you write your supporting points from Step 2. For each one, write 1-3 sentences
that provide additional details. You can put all of your supporting points and detail
sentences together in one paragraph, or you can break them into three separate paragraphs.
It depends on how much you want to write about each point. Order your supporting points from
the weakest to the strongest. Readers tend to remember best the details that are presented last.
CONCLUSION
Use 2-3 sentences to remind your readers of your main points.
For a strong final sentence, try addressing your reader directly. Ask a question,
or encourage your reader to think about something or do something.
Scholastic sCOPE online reproducible • September 20, 2010
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Directions: Follow the guidelines below to write a strong persuasive essay on Abby Sunderland’s parents’
decision to let Abby try to sail around the world alone. You will use what you wrote on the first two
pages of this activity.