Why characters act as they do

Grade 7 Reading Worksheet - Building Confidence

Circle the best answer.

1. Read this first

   The Cold Walk (story)

   [1] On the walk to the museum, the wind off the lake was so sharp and cold that most of the class zipped their jackets to the chin. [2] Tala had left a warm scarf on the kitchen table at home and walked along with both hands tucked tightly under both arms. [3] Pia noticed Tala's shoulders shaking and saw the red tip of Tala's nose poking out above the zipper of a thin jacket.

   [4] Without saying a word, Pia unwound the long wool scarf from around Pia's own neck and held it out. [5] Pia said that the scarf was too warm anyway, although Pia's cheeks had already turned pink in the wind. [6] Tala hesitated for a moment, then wrapped the scarf twice around, and the shaking slowly stopped.

   [7] For the rest of the walk, Pia kept both hands deep in coat pockets and walked a little faster than before. [8] At the museum door, Pia was the first to hold the heavy glass door open for the rest of the class. [9] Tala handed the scarf back inside the lobby and said thank you before the group walked in.

2. 1.

   Bo looks for a clue. Which sentence gives the best clue to why Pia gives Tala the scarf?

   • [7] For the rest of the walk, Pia kept both hands deep in coat pockets and walked a little faster than before.
   • [8] At the museum door, Pia was the first to hold the heavy glass door open for the rest of the class.
   • [3] Pia noticed Tala's shoulders shaking and saw the red tip of Tala's nose poking out above the zipper of a thin jacket.
   • [4] Without saying a word, Pia unwound the long wool scarf from around Pia's own neck and held it out.
3. 2.

   Esme sorts statements about Pia. Which statement gives a motive, a reason for acting?

   • Tala stops shaking after wrapping the scarf.
   • Pia wants Tala to stop shivering.
   • Pia feels the cold wind off the lake.
   • Pia unwinds the scarf and holds it out.

4. The Humming Cupboard (story)

   [1] In the quiet science room after lunch, Noah heard a faint humming sound coming from the supply cupboard in the back corner. [2] The teacher had stepped out for a moment, and the other students were busy copying notes at their desks. [3] Noah tilted an ear toward the cupboard and walked over on tiptoe, trying not to make a sound.

   [4] The cupboard door was closed but not locked, and the humming grew a little louder the closer Noah came. [5] Noah wondered aloud what could possibly be making such a steady sound inside a cupboard full of paper and paint. [6] A moment later, Noah slid the door open a few inches and peeked inside with one eye.

   [7] On the middle shelf sat a small fan, blowing across a tray of freshly painted paper cups. [8] Noah turned the fan off, closed the door, and sat back down with a puzzled grin. [9] When the teacher returned, Noah asked why the cups needed to dry in a cupboard instead of on a windowsill.

5. 3.

   Jun adds the why under the response. Why does Noah open the cupboard?

   • Noah is curious about what is making the humming sound.
   • Noah wants to hide something in the cupboard.
   • Noah wants to turn off the fan and sit down again.
   • Noah is afraid of getting in trouble with the teacher and the principal.
6. 4.

   Kira looks for a clue. Which sentence gives the best clue to why Noah opens the cupboard?

   • [5] Noah wondered aloud what could possibly be making such a steady sound inside a cupboard full of paper and paint.
   • [8] Noah turned the fan off, closed the door, and sat back down with a puzzled grin.
   • [2] The teacher had stepped out for a moment, and the other students were busy copying notes at their desks.
   • [6] A moment later, Noah slid the door open a few inches and peeked inside with one eye.
7. 5.

   Luz sorts statements about Noah. Which statement gives a motive, a reason for acting?

   • Noah is puzzled by the steady sound.
   • Noah wants to find out what is making the sound.
   • Noah slides the door open and peeks inside.
   • Noah finds a small fan blowing across painted cups.

8. The Friday Tower (story)

   [1] Every Friday afternoon, Zee built a tower from wooden blocks in the corner of the classroom, near the reading rug. [2] A chalk line on the wall showed how high the tallest tower had reached the week before. [3] Zee glanced at the line, rolled up both sleeves, and began stacking the biggest blocks at the bottom.

   [4] Halfway up, the tower swayed from side to side, and the top blocks tumbled to the rug with a clatter. [5] A few classmates laughed, and the teacher called out that it was time to tidy up for the weekend. [6] Zee paused, looked at the chalk line again, and asked for five more minutes.

   [7] The teacher nodded, and Zee started over with the biggest blocks and a very steady hand. [8] This time, Zee placed each block slowly and checked the balance before adding the next one. [9] When the tower finally touched the chalk line, Zee stepped back and counted the blocks twice.

9. 6.

   Noah looks for a clue. Which sentence gives the best clue to why Zee builds toward the chalk line?

   • [5] A few classmates laughed, and the teacher called out that it was time to tidy up for the weekend.
   • [4] Halfway up, the tower swayed from side to side, and the top blocks tumbled to the rug with a clatter.
   • [2] A chalk line on the wall showed how high the tallest tower had reached the week before.
   • [8] This time, Zee placed each block slowly and checked the balance before adding the next one.
10. 7.

    Pia sorts statements about Zee. Which statement gives a motive, a reason for acting?

    • The tower touches the chalk line at last.
    • Zee stacks the biggest blocks at the bottom.
    • Zee wants the tower to reach the chalk line.
    • Zee is a little disappointed when the tower tumbles.

11. The Weekend Fish (story)

    [1] On Friday afternoon, the class fish swam in slow circles in a round glass bowl on the science shelf by the window. [2] The teacher said that no one would be at school over the weekend and reminded the class that the room would be locked until Monday. [3] Luz had fed the fish at lunchtime and had checked the water twice before the afternoon lesson began.

    [4] While the rest of the class lined up for dismissal, Luz lingered by the shelf and watched the bowl. [5] Luz asked the teacher whether anyone had left extra food for the weekend. [6] The teacher said that a feeding block in the tank would dissolve slowly and last until Monday.

    [7] Luz peered at the block, tapped the glass gently, and nodded. [8] On Monday morning, Luz was the first student to reach the classroom and ran straight to the shelf. [9] The fish was swimming happily, and Luz let out a long breath.

12. 8.

    Ren adds the why under the response. Why does Luz ask about extra food?

    • Luz wants to find a feeding block in the tank.
    • Luz wants to win a prize for the top pet care.
    • Luz wants the fish to be fed and safe over the weekend.
    • Luz is bored and wants to stay at school longer.
13. 9.

    Tala looks for a clue. Which sentence gives the best clue to why Luz cares about the fish before asking about food?

    • [6] The teacher said that a feeding block in the tank would dissolve slowly and last until Monday.
    • [2] The teacher said that no one would be at school over the weekend and reminded the class that the room would be locked until Monday.
    • [3] Luz had fed the fish at lunchtime and had checked the water twice before the afternoon lesson began.
    • [9] The fish was swimming happily, and Luz let out a long breath.
14. 10.

    Zee sorts statements about Luz. Which statement gives a motive, a reason for acting?

    • The fish is swimming happily on Monday.
    • Luz runs to the shelf on Monday morning.
    • Luz wants the fish to be safe until Monday.
    • Luz lets out a long breath on Monday.