Grade 7 Close Reading worksheet

1. Question 1

   From which point of view is this story told?

   The New Kid

   When Lena joined our class in October, I decided right away that she thought she was better than everyone else. She sat at the back, answered questions in two or three words and spent every lunch hour bent over a sketchbook.

   In November, Ms. Varga paired us for a project on local birds. I expected to do all the work. Instead, Lena opened her sketchbook and slid it across the table. Every page was full of birds: chickadees, crows, a heron standing on one leg, each one labelled in tiny, careful letters.

   “I didn't know anyone here,” she said, not looking up. “Drawing is easier than talking.” I thought about all the lunches I had walked right past her table. “Could you show me how you drew the heron?” I asked. She looked up then, and for the first time, she smiled.

   • First person, by one of Lena's classmates
   • First person, by Lena
   • Third person, by an outside narrator
   • Second person, speaking to the reader
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2. Question 2

   Why should readers be careful about the narrator's description of Lena in the first paragraph?

   The New Kid

   When Lena joined our class in October, I decided right away that she thought she was better than everyone else. She sat at the back, answered questions in two or three words and spent every lunch hour bent over a sketchbook.

   In November, Ms. Varga paired us for a project on local birds. I expected to do all the work. Instead, Lena opened her sketchbook and slid it across the table. Every page was full of birds: chickadees, crows, a heron standing on one leg, each one labelled in tiny, careful letters.

   “I didn't know anyone here,” she said, not looking up. “Drawing is easier than talking.” I thought about all the lunches I had walked right past her table. “Could you show me how you drew the heron?” I asked. She looked up then, and for the first time, she smiled.

   • It is based on assumptions the narrator made before getting to know her.
   • The narrator is describing a different student.
   • Lena asked the narrator to describe her that way.
   • The narrator was not in the class in October.
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3. Question 3

   What does “I thought about all the lunches I had walked right past her table” suggest?

   The New Kid

   When Lena joined our class in October, I decided right away that she thought she was better than everyone else. She sat at the back, answered questions in two or three words and spent every lunch hour bent over a sketchbook.

   In November, Ms. Varga paired us for a project on local birds. I expected to do all the work. Instead, Lena opened her sketchbook and slid it across the table. Every page was full of birds: chickadees, crows, a heron standing on one leg, each one labelled in tiny, careful letters.

   “I didn't know anyone here,” she said, not looking up. “Drawing is easier than talking.” I thought about all the lunches I had walked right past her table. “Could you show me how you drew the heron?” I asked. She looked up then, and for the first time, she smiled.

   • The narrator wants to sit at a different table.
   • The narrator is hungry.
   • The narrator is proud of avoiding Lena.
   • The narrator regrets not reaching out to Lena sooner.
   Show answer

4. Question 4

   What causes the narrator to change their opinion of Lena?

   The New Kid

   When Lena joined our class in October, I decided right away that she thought she was better than everyone else. She sat at the back, answered questions in two or three words and spent every lunch hour bent over a sketchbook.

   In November, Ms. Varga paired us for a project on local birds. I expected to do all the work. Instead, Lena opened her sketchbook and slid it across the table. Every page was full of birds: chickadees, crows, a heron standing on one leg, each one labelled in tiny, careful letters.

   “I didn't know anyone here,” she said, not looking up. “Drawing is easier than talking.” I thought about all the lunches I had walked right past her table. “Could you show me how you drew the heron?” I asked. She looked up then, and for the first time, she smiled.

   • Seeing her sketchbook and learning why she was quiet
   • Lena winning a drawing contest
   • Ms. Varga telling the class to be kind
   • Lena moving to a seat at the front
   Show answer

5. Question 5

   How does the author respond to the concern about easy books?

   Give Readers a Choice

   In many classrooms, every student reads the same assigned novel. Sharing a book has real value, but schools should also give students regular time to read books they choose for themselves.

   Choice builds motivation. When students pick books that match their interests, they are more likely to finish them and to keep reading outside of school. A student who would love graphic novels or sports biographies may never discover that love if every book is assigned.

   Some people worry that students will only choose easy books. Teachers can prevent this by helping students set reading goals and try a new genre each term. Choice does not mean giving up on challenge; it means giving students a reason to read.

   • By ignoring the concern completely
   • By saying that easy books are the best books
   • By agreeing that choice should be cancelled
   • By suggesting that teachers help students set goals and try new genres
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6. Question 6

   What is the author's main claim?

   Give Readers a Choice

   In many classrooms, every student reads the same assigned novel. Sharing a book has real value, but schools should also give students regular time to read books they choose for themselves.

   Choice builds motivation. When students pick books that match their interests, they are more likely to finish them and to keep reading outside of school. A student who would love graphic novels or sports biographies may never discover that love if every book is assigned.

   Some people worry that students will only choose easy books. Teachers can prevent this by helping students set reading goals and try a new genre each term. Choice does not mean giving up on challenge; it means giving students a reason to read.

   • Students will only choose easy books.
   • Graphic novels are better than all other books.
   • Schools should give students regular time to read books they choose.
   • Schools should stop assigning shared novels completely.
   Show answer

7. Question 7

   What is the main purpose of the second paragraph?

   Give Readers a Choice

   In many classrooms, every student reads the same assigned novel. Sharing a book has real value, but schools should also give students regular time to read books they choose for themselves.

   Choice builds motivation. When students pick books that match their interests, they are more likely to finish them and to keep reading outside of school. A student who would love graphic novels or sports biographies may never discover that love if every book is assigned.

   Some people worry that students will only choose easy books. Teachers can prevent this by helping students set reading goals and try a new genre each term. Choice does not mean giving up on challenge; it means giving students a reason to read.

   • To give a reason that supports the claim
   • To tell a personal story
   • To present the opposing view
   • To summarize the whole essay
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8. Question 8

   Which word best describes the author's tone?

   Give Readers a Choice

   In many classrooms, every student reads the same assigned novel. Sharing a book has real value, but schools should also give students regular time to read books they choose for themselves.

   Choice builds motivation. When students pick books that match their interests, they are more likely to finish them and to keep reading outside of school. A student who would love graphic novels or sports biographies may never discover that love if every book is assigned.

   Some people worry that students will only choose easy books. Teachers can prevent this by helping students set reading goals and try a new genre each term. Choice does not mean giving up on challenge; it means giving students a reason to read.

   • Unsure
   • Sarcastic
   • Furious
   • Reasonable
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9. Question 9

   Which statement best expresses the theme of the story?

   The Bus Stop Garden

   Every morning, Amir waited for the bus beside an empty patch of dirt. Weeds poked through the cracked pavement, and a bent shopping cart leaned against the fence.

   In April, Amir asked his neighbour, Mrs. Okafor, if he could plant something there. She laughed and handed him an old trowel. “Nothing grows in that corner,” she said. “But you're welcome to try.”

   For weeks, Amir watered his seeds before the bus came. Some mornings he was nearly late. By August, sunflowers stood taller than the bus stop sign, and people waiting for the bus began talking to each other about them. Mrs. Okafor started bringing a folding chair so she could sit beside the flowers in the afternoon.

   • Gardening is too difficult for young people.
   • Small, steady efforts can change a place and bring people together.
   • You should never take advice from neighbours.
   • Waiting for the bus is a waste of time.
   Show answer

10. Question 10

    How have Mrs. Okafor's feelings about the corner changed by the end?

    The Bus Stop Garden

    Every morning, Amir waited for the bus beside an empty patch of dirt. Weeds poked through the cracked pavement, and a bent shopping cart leaned against the fence.

    In April, Amir asked his neighbour, Mrs. Okafor, if he could plant something there. She laughed and handed him an old trowel. “Nothing grows in that corner,” she said. “But you're welcome to try.”

    For weeks, Amir watered his seeds before the bus came. Some mornings he was nearly late. By August, sunflowers stood taller than the bus stop sign, and people waiting for the bus began talking to each other about them. Mrs. Okafor started bringing a folding chair so she could sit beside the flowers in the afternoon.

    • She always believed the corner was the best spot for a garden.
    • She is annoyed that people gather there now.
    • She doubted anything would grow, but now she enjoys spending time there.
    • She liked the corner at first, but now she wants it cleared.
    Show answer

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