7th grade Why characters act as they do worksheet

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.

   Ari adds the why under the response. Why does Pia give Tala the scarf?

   • Pia sees Tala shaking from the cold and wants Tala to be warm.
   • Pia is bored and wants something to do on the walk.
   • Pia wants to walk faster with both hands in coat pockets to get to the museum sooner.
   • Pia thinks the scarf looks better on Tala.
3. 2.

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

   • [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.
   • [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.
4. 3.

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

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

5. 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.

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.
   • [2] The teacher had stepped out for a moment, and the other students were busy copying notes at their desks.
   • [8] Noah turned the fan off, closed the door, and sat back down with a puzzled grin.
   • [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 finds a small fan blowing across painted cups.
   • Noah slides the door open and peeks inside.

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.

   Milo adds the why under the response. Why does Zee ask for five more minutes?

   • Zee wants to win a prize for the tallest tower.
   • Zee wants to tidy up the blocks before the class lines up for lunch.
   • Zee wants the tower to reach the chalk line from last week.
   • Zee is angry at the teacher for ending the activity.
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 wants the tower to reach the chalk line.
    • Zee is a little disappointed when the tower tumbles.
    • Zee stacks the biggest blocks at the bottom.

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 win a prize for the top pet care.
    • Luz wants the fish to be fed and safe over the weekend.
    • Luz wants to find a feeding block in the tank.
    • 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?

    • [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.
    • [6] The teacher said that a feeding block in the tank would dissolve slowly and last until Monday.
    • [9] The fish was swimming happily, and Luz let out a long breath.
    • [3] Luz had fed the fish at lunchtime and had checked the water twice before the afternoon lesson began.
14. 10.

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

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