Name: __________________________________________________________________________ Date: ___________________________

Grade 7 Reading Comprehension Practice Set 4

Use this table to score questions 1-3 after you have completed the reading comprehension practice exercise.

Question

Number

Code Standard Student Mastery√= Answered

correctlyX= Answered

incorrectly1 RI.7.4. Determine the meaning of words and phrases

as they are used in a text.2 RI.7.1. Cite several pieces of textual evidence to

support inferences drawn from the text. 3 RI.7.6. Determine an author’s purpose in a text. 4 RI.7.3.

RI.7.1.

W.7.2.

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Cite several pieces of textual evidence to support inferences drawn from the text.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, andinformation through the selection, organization, and analysis of relevant content.

Total points on question 4:

_________/ 4 points

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Working Together for a Better Future

Used with permission by ReadWorks.org

Read the passage. Then answer questions 1-3 in the space provided.

Excerpt from President Richard M. Nixon’s First Inaugural Address (1969)

1 I ask you to share with me today the majesty of this moment. In the orderly transfer of power, we celebrate the unity that keeps us free.

2 Each moment in history is a fleeting time, precious and unique. But some stand out as moments of beginning, in which courses are set that shape decades or centuries.

3 This can be such a moment.

4 Today, for the first time, many of man’s deepest hopes are possible. New changes allow us to contemplate, within our own lifetime, advances that once would have taken centuries.

5 In throwing wide the horizons of space, we have discovered new horizons on earth.

6 For the first time, because the people of the world want peace, and the leaders of the world are afraid of war, the times are on the side of peace.

7 By our actions and our choices we will determine what kind of nation we will be, what kind of world we will live in, and whether we shape the future in the image of our hopes.

8 The greatest honor history can bestow is the title of peacemaker. This honor now beckons America—the chance to help lead the world at last out of the valley of turmoil, and onto that high ground of peace that man has dreamed of since the dawn of civilization.

9 If we succeed, generations to come will say of us now living that we mastered our moment, that we helped make the world safe for mankind.

10 This is our summons to greatness.

11 I believe the American people are ready to answer this call.

12 The second third of this century has been a time of proud achievement. We have made enormous strides in science and industry and agriculture. We have shared our wealth more broadly than ever. We have learned at last to manage a modern economy to assure its continued growth.

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13 We have given freedom new reach, and we have begun to make its promise real for black as well as for white.

14 We see the hope of tomorrow in the youth of today. I know America’s youth. I believe in them.

15 We can be proud that they are better educated, more committed, more passionately driven by conscience than any generation in our history.

16 No people has ever been so close to the achievement of a just and abundant society, or so possessed of the will to achieve it. Because our strengths are so great, we can afford to look at our weaknesses honestly and to approach them with hope.

[. . .]

17 As we reach toward our hopes, our task is to build on what has gone before—not turning away from the old, but turning toward the new.

18 In this past third of a century, government has passed more laws, spent more money, and initiated more programs, than in all our previous history.

19 We will and must press urgently forward to pursue our goals of full employment, better housing, and excellence in education. We must rebuild our cities, improve our rural areas, protect our environment and enhance the quality of life.

20 We shall plan now for the day when our wealth can be transferred from the destruction of war abroad to the urgent needs of our people at home.

21 The American dream does not come to those who fall asleep.

22 But we are approaching the limits of what government alone can do.

23 Our greatest need now is to reach beyond government, and to enlist the legions of the concerned and the committed.

24 What has to be done, has to be done by government and people together or it will not be done at all. The lesson of past agony is that without the people we can do nothing; with the people we can do everything.

[. . .]

25 Let all nations know that during this administration our lines of communication will be open.

26 We seek an open world—open to ideas, open to the exchange of goods and people—a world in which no people, great or small, will live in angry isolation.

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27 We cannot expect to make everyone our friend, but we can try to make no one our enemy.

28 Those who would be our adversaries, we invite to a peaceful competition—not in conquering territory or extending dominion, but in enriching the life of man.

29 As we explore the reaches of space, let us go to the new worlds together—not as new worlds to be conquered, but as a new adventure to be shared.

30 With those who are willing to join, let us cooperate to reduce the burden of arms, to strengthen the structure of peace, to lift up the poor and the hungry.

31 But to all those who would be tempted by weakness, let us leave no doubt that we will be as strong as we need to be for as long as we need to be.

32 Over the past twenty years, since I first came to this Capital as a freshman Congressman, I have visited most of the nations of the world.

33 I have come to know the leaders of the world, and the great forces, the hatreds, the fears that divide the world.

34 I know that peace does not come through wishing for it—that there is no substitute for days and even years of patient and prolonged diplomacy.

35 I also know the people of the world.

36 I have seen the hunger of a homeless child, the pain of a man wounded in battle, the grief of a mother who has lost her son. I know these have no ideology, no race.

37 I know America. I know the heart of America is good.

38 I speak from my own heart, and the heart of my country, the deep concern we have for those who suffer, and those who sorrow.

39 I have taken an oath today in the presence of God and my countrymen to uphold and defend the Constitution of the United States. To that oath I now add this sacred commitment: I shall dedicate my office, my energies, and all the wisdom I can summon, to the cause of peace among nations.

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_________1. Which of the following best describes the meaning of the word isolation as it is used in the sentences below from paragraph 26?

“Let all nations know that during this administration our lines of communication will be open. We seek an open world—open to ideas, open to the exchange of goods and people—a world in which no people, great or small, will live in angry isolation.”

A. the state of being upset with others B. the state of being separate from others C. the state of being close to others D. the state of being in disagreement with others

_________2. Nixon believed that the help of the people was necessary for success. What evidence from the passage best supports this conclusion?

A. “As we reach toward our hopes, our task is to build on what has gone before—not turning away from the old, but turning toward the new.”

B. “If we succeed, generations to come will say of us now living that we mastered our moment, that we helped make the world safe for mankind.”

C. “The lesson of past agony is that without the people we can do nothing; with the people we can do everything.”

D. “I have seen the hunger of a homeless child, the pain of a man wounded in battle, the grief of a mother who has lost her son.”

_________3. What purpose do the following lines from Nixon’s speech serve?

“But to all those who would be tempted by weakness, let us leave no doubt that we will be as strong as we need to be for as long as we need to be.”

A. To warn Nixon’s audience that the US will continue to maintain its military presence in other countries.

B. To speak out against war. C. To justify the use of arms in peacekeeping efforts. D. To explain that even though Nixon will work to create peace, he will still exercise

force when necessary.

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Answer question 4 in the space provided below.

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4. What does Nixon believe about peace? Include at least two of Nixon’s beliefs about peace in your answer. Use details from the passage to support your response.

In your response, be sure to:

Describe at least two of Nixon’s beliefs about peace Use details from the passage to support your response

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ANSWER KEY_________1. Which of the following best describes the meaning of the word isolation as it is used in the

sentences below from paragraph 26?

“Let all nations know that during this administration our lines of communication will be open. We seek an open world—open to ideas, open to the exchange of goods and people—a world in which no people, great or small, will live in angry isolation.”

A. the state of being upset with others B. the state of being close to others C. the state of being separate from others D. the state of being in disagreement with others

EXPLANATION: This question requires students to determine the meaning of the word “isolation” as it is used in context. Students might struggle with this question if they fail to recognize that the majority of the context clues provided are antonyms for the meaning of the word isolation. Nixon describes the type of world he seeks as “open to ideas, open to the exchange of goods and people,” and then indicates subtly that this type of world is the opposite of a world of isolation. To help students understand this, focus their attention to the negative language in the last part of this sentence.

_________2. Nixon believed that the help of the people was necessary for success. What evidence from the passage best supports this conclusion?

A. “As we reach toward our hopes, our task is to build on what has gone before—not turning away from the old, but turning toward the new.”

B. “If we succeed, generations to come will say of us now living that we mastered our moment, that we helped make the world safe for mankind.”

C. “The lesson of past agony is that without the people we can do nothing; with the people we can do everything.”

D. “I have seen the hunger of a homeless child, the pain of a man wounded in battle, the grief of a mother who has lost her son.”

EXPLANATION: This question requires students to determine the textual evidence that best supports the conclusion that Nixon believed that the help of the people was necessary for success. To help students understand why choice C is the best answer, focus student attention on key words in each line of text. Choice C is the only line that refers explicitly to “people.” Its language is most closely related to the conclusion. Teach students to underline or circle key words in the answer choices before determining the correct answer.

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_________3. What purpose do the following lines from Nixon’s speech serve?

“But to all those who would be tempted by weakness, let us leave no doubt that we will be as strong as we need to be for as long as we need to be.”

A. To warn Nixon’s audience that the US will continue to maintain its military presence in other countries.

B. To speak out against war. C. To justify the use of arms in peacekeeping efforts. D. To explain that even though Nixon will work to create peace, he will still exercise force

when necessary.

EXPLANATION: This question requires students to determine the purpose of the indicated lines from Nixon’s speech. Students might struggle to answer this question if they fail to understand the more complicated syntax that Nixon uses in this particular line of the text. Help students break down this line of text by chunking it into smaller parts and having students summarize each part of this sentence in their own words. Once students understand what this line means, they should be able to easily identify D as the best answer choice.

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4. What does Nixon believe about peace? Include at least two of Nixon’s beliefs about peace in your answer. Use details from the passage to support your response.

In your response, be sure to:

Describe at least two of Nixon’s beliefs about peace Use details from the passage to support your response

Answers will vary. Use the enclosed rubric as a guideline for scoring.

Example of a 4-level answer:

Nixon believes that at the time of his inauguration, the conditions of the world favor peace. He

states that “because the people of the world want peace, and the leaders of the world are afraid of war,

the times are on the side of peace.” Peace is possible in Nixon’s eyes, because of the views of the world’s

people and leaders.

Nixon also feels that the greatest act a world leader can do is bring about peace. He claims that

“the greatest honor history can bestow is the title of peacemaker.” According to Nixon, generations to

come will talk about those who brought about peace.

Finally, Nixon believes that peace is brought about through hard work. Simply wishing for peace

is not enough. Nixon claims that patience and “prolonged diplomacy” are the way to arrive at peace.

It is clear through his Inaugural Address that Nixon looks upon peace favorably, but also

maintains a realistic viewpoint as to how to bring about peace.

Suggestions for class review:

This question requires students to determine the relationship between Nixon and the idea of peace as it

is presented in the text. Students must pay close attention to textual details that will help them

determine this relationship. To help students answer this question, make sure they closely annotate the

text for information about peace. Then guide students through drawing conclusions based on the

information they annotated.

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