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JIS  84A P. Nguyễn Thanh Bình, Vạn Phúc, Hà Đông, Hà Nội
Author’s purpose
Reading Comprehension Worksheet

Practice
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

An author’s purpose is the reason for writing something.

- Sometimes the purpose is to give us information.

- Sometimes the purpose is to convince us to believe or
do something.
- Sometimes the purpose is to surprise us or make us laugh.

Sometimes an author has more than one purpose for writing.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here are some short sections of different kinds of writing. Think about the
author’s purpose for writing each one.

Hen listened to the Swallows’ stories about the

1. What is the author’s purpose
South, beyond for writing?
the great sea. Hen(There maythat
decided be more
she than one
correct answer.)
would fly South too. She fluttered off down the road
and
A. to give us came to a vegetable garden, and a flower garden.
information
When itusstarted
B. to convince to get
to believe or dark, she went home and told all
do something
the animals
C. to surprise how wonderful
us or make us laugh it was in the South.
In the Spring, the Swallows came back to the farm.
“We have been to the South,” they said, “and the
valleys beyond the great sea.” But the farm animals
would not agree that there was a sea in the South.
“You should hear our Hen,” they said.
Light cannot pass through a solid object. However, light can pass through
transparent objects, such as crystal and water. When a light beam hits a
transparent object, it keeps going forward, but it slows down. If you look at the
place where an object is partly in and partly out of water, it looks like the object
bends at the place where it enters the water.

2. What is the author’s purpose for writing? (There may be more than one
correct answer.)
A. to give us information
B. to convince us to believe or do something
C. to surprise us or make us laugh

Bean’s
3. Whatyounger brother purpose
is the author’s Beech isfor
9 years old.(There
writing? Beechmay
is inbe
kindergarten and
more than one
goes to a different
correct answer.)school to his brother, Bean, who is in High School. Beech
doesn’t like going up the stairs to their apartment. He likes to sit down
A. to give
backwards on us
theinformation
stairs, and push himself up, one step at a time. Bean used to
B. talk
try to to convince
Beech intouswalking
to believe or do
up the something
stairs, but now Bean just waits. It isn’t easy
C. to surprise us or make us laugh
to get Beech to change his mind about something.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
4. What is another example of something written to give us information?

5. What is another example of something to convince us to believe or do

something?

6. What is another example of something written to surprise us or make us

laugh?
Interpreting figurative language
Reading Comprehension Worksheet

Practice
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Authors use figurative language to make descriptions more interesting.
Figurative language does not mean exactly what the words say.
- A simile compares two things in a creative way, using the words “like”
or “as.” Similes are thought of as artistic ways to describe things.
- A metaphor compares two things in a creative way without using the
words “like” or “as.” Metaphors are thought of as artistic ways to
describe things.
- An idiom is a simile or a metaphor that many people often use to
describe something.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Here are some short descriptions. Think about what kind of figurative language
the author is using to make the descriptions more interesting.

Each wolf cub was named for what it would do for the
pack. They had names like Leader, and Thinker. But the
littlest cub was just named Runt. As he grew older, Runt
feared that his name was a prophecy—that he would
never do anything useful for the pack.

1. What kind of figurative language is the underlined phrase?

A. a simile
B. a metaphor
C. an idiom

One day when Runt was exploring the forest, he noticed

that a storm was coming. He decided to stay out in the
storm to prove that he was brave. But the storm came,
and Runt was terrified. He ran like the wind, not
knowing or caring where he was going.

2. What kind of figurative language is the underlined phrase?

A. a simile
B. a metaphor
C. an idiom
 The storm passed, and Runt saw a strange place in
front of him. From the stories he had heard, he knew it
was a place where humans lived. It smelled like danger.

3. What kind of figurative language is the underlined phrase?

A. a simile
B. a metaphor
C. idiom

Runt looked at the human place. He saw a dog chained

inside a fence. Suddenly Runt felt brave. He had stayed
out in the storm. He was name-worthy. He lifted his
head to let out his cub-wolf cry of “Yip-yip-yip.” He heard
something strange, and he stopped. It was a howl that
he had heard—a wolf’s howl—his own howl.

4. What kind of figurative language is the underlined phrase?

A. a simile
B. a metaphor
C. idiom

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

5. How does Runt’s fearing that “his name was a prophecy” make this
description more interesting?

6. How does Runt’s thinking that the human place “smelled like danger” make
this description more interesting?

7. How does Runt’s fearing that he may not be “name worthy” make the
description of the way he feels more interesting?
Summarizing
Reading Comprehension Worksheet

Practice
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The main idea of a paragraph is what the whole paragraph is mostly about.
The details are small pieces of information that make the paragraph more
interesting.
A summary includes the main idea of each of the paragraphs in a story. It does
not include the details of the paragraphs.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
As you read this story, look for the main idea of each paragraph. These can be
put together to make a summary of the whole story.
A Woodcutter was hard at work beside a river. He chopped down a tree and
chopped off the branches, one by one. He stacked the small branches in one
pile and the large branches in another pile. It was hard work, and he grew tired.
By accident, he dropped his axe into the deep river. He sat down on the river
bank, and put his his head in his hands.
The Woodcutter heard a sound in the nearby bushes. He lifted his head and
was amazed to see a strange little man dressed all in green. He thought perhaps
it was one of the Wood Gnomes of the fairy tales, and he was quite correct. “Why
are you so upset?” asked the Wood Gnome. The Woodcutter explained what had
happened, and the Wood Gnome walked closer to the bank of the deep river and
dived right in headfirst. In moments he climbed out, carrying a golden axe. “Is this
your axe, sir?” asked the Wood Gnome. The Woodcutter shook his head with
sorrow. The Wood Gnome dived back into the river, and came up with a silver
axe. “Is this your axe?” he asked. Again, the woodcutter shook his head, and
again the Wood Gnome dived into the river.
This time, the Wood Gnome came out of the river with the Woodcutter’s own
axe, and the Woodcutter shouted out with joy. The Wood Gnome told the
Woodcutter that he must keep the gold and silver axes as well as his own, as a
reward for his honesty. The Woodcutter went home and told all of his friends
what had happened, and showed them the gold and silver axes.
The next day, one of those friends went to the place by the river that the
Woodcutter had described. He threw his axe into the river, and sat down on the
riverbank and cried. The Wood Gnome appeared, and asked the man why he
was crying. The man said that he had dropped his axe into the river by mistake,
and the Wood Gnome quickly dived into the river, and came up with a golden
axe. “Is this your axe?” the Wood Gnome asked, and the man reached for it
greedily, saying that it was the very axe he had lost. The Wood Gnome kept the
golden axe, and left without going back into the river for the axe that the
dishonest man had thrown there on purpose.
1. What is the main idea of the first paragraph?
A. A Woodcutter was hard at work beside a river.
B. A Woodcutter stacked the small and large branches in two piles.
C. A Woodcutter accidentally dropped his axe into the river.
2. What is the main idea of the second paragraph?
A. The Woodcutter heard a sound in the nearby bushes, and was amazed
to see a strange little man dressed all in green.
B. A Wood Gnome offered the Woodman a golden axe, then a silver axe,
but the Woodcutter said they were not his.
C. A Wood Gnome asked the Woodcutter why he was crying, and
the Woodcutter explained what had happened.
3. What is the main idea of the third paragraph?
A. The Woodcutter got his own axe back, and the gold and silver axes
as well, as a reward for his honesty.
B. When the Wood Gnome brought up the Woodcutter’s own axe, the
Woodcutter shouted out with joy.
C. The Woodcutter went home and told all of his friends what had happened.
4. What is the main idea of the fourth paragraph?
A. One of the Woodcutter’s friends went to the place by the river.
B. The Wood Gnome showed a golden axe to the Woodcutter’s friend.
C. The Woodcutter’s friend threw his own axe into the river on purpose,
but this did not fool the Wood Gnome.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~
5. Write the numbers 1 through 4 in the boxes beside the events to show
the sequence of what happened, from first to last. This creates a
summary.
1-4?
A Woodcutter accidentally dropped his axe into the river.
The Woodcutter’s friend threw his own axe into the river on purpose, but
this did not fool the Wood Gnome.
A Wood Gnome offered the Woodman a golden axe, then a silver axe, but
the Woodcutter said they were not his.
The Woodcutter got his own axe back, and the gold and silver axes as
well, as a reward for his honesty.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~

6. What would be a good title for this whole story?

Simple, compound and complex sentences
A simple sentence has one complete
thought.
Label each sentence in the paragraph
The boy ran to the store.
simple, compound, or complex.
A compound sentence has two complete
Our basketball team is really thoughts joined with a comma and
conjunction. The boy ran to the store,
and his sister stayed home.
good this year ( simple ). Our
A complex sentence has one compete
coach is great because he has been thought plus a dependent clause.
The boy ran to the store where he
coaching for years (______________). bought milk.

Robert takes a lot of shots, but he

misses some of them (___________). Johnny is fast since he also runs

track (___________). Owen is an excellent shooter (_________________).

Mark

makes a lot of assists (___________). The team practices often, and we

work hard every game (___________). Our team will succeed because we

believe in each other (___________). I love this year’s team

(___________). We are going to win every game, so we can be league

champions ( ).
Reading Comprehension

aquarium anticipation contemplating

phobia worrisome apprehension

Friends Over Fears

For as long as Mia could remember, she had been terrified of

snakes. She had skipped the class field trip to the zoo, and on the
day James had brought his pet snake into their seventh - grade math
class, Mia had run into the hallway, tears pooling in her eyes. With
every passing year, Mia’s fear of snakes seemed to be getting
worse. Recently, she had started to avoid
playing in the local park because
sometimes there were small garden
snakes in the grass.

Jess had been Mia’s best friend

since kindergarten. Jess wasn’t afraid of snakes or anything else that
crawled or slithered. In grade 5, she had hung a huge poster of a
boa constrictor on her bedroom wall, but she took it down because
it bothered Mia so much. Jess knew all about Mia’s snake phobia, and she
used to find it funny, but now it had grown worrisome. I f Mia’s irrational
fears kept getting worse, how long would it be
before she was afraid to even leave her own house?

One day, Mia went to visit Jess. The new video game, Green Ghosts Gone Wild ,
had just been released, and Jess had bought it. Mia was stoked. Playing a new
game, especially one as epic as Green Ghosts Gone Wild , was a major event.
As Mia stepped into Jess’ room, she froze. “What’s that?” Over Jess’s
shoulder, she could see a massive glass tank. Judging by its size, it
probably wasn’t built for a small creature, and there was no water in
the tank, so it wouldn’t contain fish. Logs, leaves, and stones were
scattered along the bottom of the aquarium. Suddenly, a scaly tail flashed
out from beneath some leaves; Mia jumped and let out a
shriek, instantly bounding back into the hallway.

“What’s wrong?” Jess asked, looking both concerned and a little guilty.
“Does the snake really bother you that much?”

Mia nodded, her eyes darting back and forth between Jess and the distant glass
tank. She felt betrayed. How could Jess bring a snake
into her house, knowing how Mia felt?

“Tiger is totally contained in the tank, Mia. She can’t escape,” Jess
offered weakly. “Come on – I know how badly you want to play
Green Ghosts Gone Wild . It’s just a few steps around Tiger’ s home to
get to my computer.”

“You don’t understand how scary that is for me,”

Mia snapped. She felt a hot tear roll
down her cheek, and, turning her back on
Jess, she stomped out of the house, plopping
herself down on the steps outside of Jess’
front door. When she felt Jess’ hand on her
shoulder, she shrugged it off, still angry at her friend
and contemplating going home where it was safe.
Jess sat down silently beside her friend. A few minutes passed. “I’m
sorry for scaring you, Mia,” Jess said, attem pting to console her
friend.

As Mia breathed in the fresh outside air, her panic slowly turned into
embarrassment. She gave Jess a weak smile. She wanted to be
playing the game, not fighting with her best friend. She knew the
snake couldn’t escape the tank; maybe if she avoided looking at the
tank, she could control her emotions while in the room. Mia
decided to be brave. “I’m going to try, but don’t let me go anywhere
near Tiger.”

Jess nodded solemnly and the girls re- entered the house.

Mia stayed close to Jess as they cautiously

crept into Jess’s room. Mia purposely
stared at the wall opposite the tank as
she found her way to Jess’s monitor.

“See, that wasn’t so bad, was it?” Jess

grinned.

Mia scowled; she didn’t agree, but she kept quiet. One look at the slithery reptile
was enough to send chills down her spine.

The next day, Mia took her bike over to Jess’ house for another bout
of Green Ghosts Gone Wild ; however, her enthusiasm to play the
game was mixed in with apprehension about being in the same
room as the snake.
The closer she got to Jess’ house, the more Mia obsessed about the snake. She
was just getting off her bike when Jess’
front door flew open, followed by a small hand waving
rapidly in her face.

“Hey Mia! Come on in - let’s get started,” Jess shouted excitedly.

Mia scowled slightly as she wearily stepped into Jess’ house. Jess
could be so insensitive. It was as if she had forgotten about Mia’s
fear, or didn’t care at all for her feelings.

Throwing Mia an animated grin, Jess led her friend into the bedroom.
Mia glanced uneasily at Tiger’s cage. It took all of her courage, but she
managed to make it to Jess’s computer in a few quick leaps.

Mia glared at Jess as she caught her breath. “Can we play the
game now? I don’t want to spend any more time thinking about that
oversized worm.”

Jess laughed, and started the game.

The girls played until it was t ime for Mia to return home. Mia was
exhausted, and she yawned sleepily as she got up. “Goodnight,
Jess,” she said, before turning her attention for the first t ime towards
the snake on the other side of the room. Tiger made her way from
one side of the aquarium to the other, occasionally lifting her head to let her
tongue dart out. Mia didn’ t enjoy the sight, but she was mesmerized by how
easily she writhed over leaves and around
branches. Finally snapping back to reality, Mia decided she had
been in Tiger’s presence for far too long.
“Goodnight to you too, I guess,” she mumbled, making her way to the front
door and closing it firmly behind her.

The girls played the video game every day after school that week. Mia was still
bothered by the snake, but at least her stomach wasn’t churning anymore when
she thought about it. On Friday, both girls
hurried into the computer room to finish the last segment of the game.

“That was so cool,” Jess said as the girls watched the end credits roll off of the
screen. “I never expected the Green Ghosts to vaporize
the motorcycle gang!”

“Don’t mess with Green Ghosts, I guess,” replied Mia. The girls
laughed and sipped their lemonade. Mia felt relaxed and happy.

“Close your eyes, I have a surprise for you!” Jess said, jumping up.
Mia closed her eyes, rocking back and forth in anticipation.

“You can open them now.”

When Mia opened her eyes, she wanted nothing more than to
close them again. There before her was Tiger, squirming
around in Jess’ arms. “Look!” Jess smiled
broadly. “She’s very gentle - see how calm she is?”

Mia studied Tiger nervously as she slithered around

slowly and curiously. She was almost kind of cute, or at least her face was.

Carefully, Jess inquired, “Would you like to hold her?”

Mia’s breath caught in her throat. She wasn’t thrilled by the idea of
holding Tiger at all, but Jess’ bright ey es were so enthusiastic that
she couldn’t refuse. Mia watched, petrified, as Jess lowered Tiger into her
arms. Her hands were shaking, but Tiger didn’t seem to
mind. She looked curiously at Mia with bright, beady eyes.

Jess watched Mia carefully and saw how she gradually became less rigid. She
told Mia all about Tiger: what type of snake she was, her
diet, and more. Meanwhile, Tiger investigated what was in Mia’s
pocket, and managed to pull out her bus pass.

“Maybe she wants to take the bus to the zoo an d find a boyfriend,”
joked Mia as she passed Tiger back to Jess, looking her in the eye. “To be
honest, Jess, I felt betrayed when you bought Tiger because you know how
snakes terrify me,” Mia said, in a soft but slightly
reproachful voice.

Jess carefully replied. “When

you first told me about your fear
of snakes, I did everything I
could to keep them away from you.
Whenever there was an
event at school involving
snakes, or if someone brought in
their pet snake, I would let you know. But when you started to avoid the
park, I realized that I wasn’t being a good friend by letting your fears get
so out of control. I knew I needed to help you conquer
them. So, I started researching snakes, and I searched for the
smallest, most harmless one that I could bring hom e. When I finally
chose Tiger, the purchase wasn’t for me. It was for you.”
“Me?” Mia’s eyes darted towards Jess.

“I knew you’d be angry with me at first, but after you spent more time in
Tiger’s vicinity, you started to get more comfortable. Now look at you two!
You’re practically best friends.”

As Jess placed Tiger back in her tank, Mia felt a surge of gratitude.
She had misunderstood Jess, assuming that Jess was being selfish
when she bought the snake, when in reality she had sacrificed her time
and energy to help her. Mia threw her backpack over her
shoulder and wrapped her arms around Jess in a big thank -you hug.
“Well, we’re best friends, but I ’m not sure yet about Tiger.”

On her way out, Mia made a detour to say adios to Tiger. When she approached
Tiger’s aquarium, she felt no fear. Another high five
with Jess, and she was out the door, feeling proud of herself and her friend.
Friends Over Fears (exercises)

1. New Words

Below are sentences from the story. In your own words, describe
what the underlined words mean.

Jess knew all about Mia’s snake phobia, and she used to find it funny but
now it had grown worrisome.

If Mia’s irrational fears kept getting worse, how long would it be

before she was afraid to even leave her own house?

“To be honest, Jess, I felt betrayed when you bought Tiger,

because you knew how much snakes terrified me,” Mia said, in
a soft but slightly reproachful voice.

2. True or False

Snakes are highly dangerous in all circumstances .

Sometimes fears can be real and sometimes they

can be irrational.

If fears are irrational, it is easy to overcome them .

3. Describe an irrational fear that someone might have, and what
they might do to overcome that fear.
Colons
A colon can be used to introduce a list of
items, to separate clauses when the second
Add a colon to the sentences as one explains the first, or to provide emphasis.
needed.

1. We are studying three wars: the Civil War, the Revolutionary War,
and the Gulf War.

2. She says we need to listen to her advice be true to yourself.

3. His doctor says to avoid all dairy milk, cheese, and yogurt.

4. You know what you need to do tell her you’re sorry.

5. All campers must bring these items a pillow, sunscreen, and a

flashlight.

6. We are hiring someone who can do the following type, file, and
answer phones.

7. My grandpa makes a cake with only four ingredients

flour, sugar, eggs, and milk.

8. The following are my favorite teams the Saints, the Cubs,

and the Warriors.

9. We have only one rule in class respect each other.

10. She always eats the most important meal of the day breakfast.
Semi-colons for items in a series

If you have a list of items which already use

commas, then separate those items with
Use commas and semi-colons to separate semi-colons.
items in these sentences.

1. For vacation, we are going to Boston Massachusetts New York New

York and Philadelphia Pennsylvania.

2. The designer said we can paint our rooms in color combinations like
red black and blue pink green and purple and yellow red and white.

3. One day, I hope to travel to Paris France Venice Italy and Barcelona
Spain.

4. Can you state what happened on November 22 1963 April 4 1968

and November 6 1860?

5. Our teacher placed us in groups of three that included Jason Chase

and Austin Josh Shawn and Jordan and Emily Ashley and Stephanie.

6. For snack, we are allowed to eat carrots broccoli and dip apples
raisins and peanut butter or ice cream cookies and candy.

7. At school we are given pencils which are great for writing paper which
is great for taking notes and a calculator which is great for doing math.

8. The teacher chose Stacy who is excellent at organizing things Brian

who is really funny and Eric who has a lot of good ideas.