HIGH-INTEREST

SKILLS & STRATEGIES

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Stor y M a p

LEVEL

7

Tham Tam Vy's Archives

Table of Contents

To be a good detective, you have to know what facts
Skills
are important and
not important to the case you're
solving! So, ask yourself questions as you read.
Teacher welcome and teaching tips . . . . . . . . . 4

Identifying analogies . . . . . . . . . . . . . . . . . . . . 37

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Identifying analogies . . . . . . . . . . . . . . . . . . . .38

Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .39

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . .8

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .40

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . . 9

Categorizing information . . . . . . . . . . . . . . . . .41

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 10

Categorizing information . . . . . . . . . . . . . . . . .42

Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . 11

Recognizing time elements . . . . . . . . . . . . . . . .43

Following directions . . . . . . . . . . . . . . . . . . . . . 12

Recognizing time elements . . . . . . . . . . . . . . . .44

Following directions . . . . . . . . . . . . . . . . . . . . . 13

Developing questioning techniques . . . . . . . . .45

Analyzing context clues . . . . . . . . . . . . . . . . . 14

Developing questioning techniques . . . . . . . . .46

Analyzing context clues . . . . . . . . . . . . . . . . . 15

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Analyzing context clues . . . . . . . . . . . . . . . . . 16

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Inference—analyzing word clues . . . . . . . . . . 17

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Inference—analyzing word clues . . . . . . . . . . 18

Defining idioms . . . . . . . . . . . . . . . . . . . . . . . .50

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 19

Making/confirming/inferences . . . . . . . . . . . . .51

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 20

Making/confirming/revising-inferences . . . . . .52

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 21

Making/confirming/revising-inferences . . . . . .53

Identifying signal words . . . . . . . . . . . . . . . . . 22

Making/confirming/revising-inferences . . . . . .54

Recognizing signal words . . . . . . . . . . . . . . . . 23

Using T of C to preview and predict content . .55

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 24

Using heading/captions to preview and
predict content . . . . . . . . . . . . . . . . . . . . . .56

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 25
Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 26

Using illustrations and graphic devices
to preview and predict content . . . . . . . . . .57

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 27

Identifying main idea . . . . . . . . . . . . . . . . . . . .58

Practicing life-skill reading . . . . . . . . . . . . . . . 28

Identifying main idea . . . . . . . . . . . . . . . . . . . .59

Practicing life-skill reading . . . . . . . . . . . . . . . 29

Identifying main idea . . . . . . . . . . . . . . . . . . . .60

Practicing life-skill reading . . . . . . . . . . . . . . . 30

Identifying main idea . . . . . . . . . . . . . . . . . . . .61

Identifying idioms . . . . . . . . . . . . . . . . . . . . . . 31

Identifying main idea . . . . . . . . . . . . . . . . . . . .62

Identifying similies and metaphors . . . . . . . . 32

Identifying main idea . . . . . . . . . . . . . . . . . . . .63

Recognizing the 5 W's . . . . . . . . . . . . . . . . . . . 33

Identifying main idea . . . . . . . . . . . . . . . . . . . .64

Recognizing the 5 W's . . . . . . . . . . . . . . . . . . . 34

Identifying main idea . . . . . . . . . . . . . . . . . . . .65

Recognizing the 5 W's . . . . . . . . . . . . . . . . . . . 35

Outlining story events . . . . . . . . . . . . . . . . . . .66

Recognizing the 5 W's . . . . . . . . . . . . . . . . . . . 36

Outlining story events . . . . . . . . . . . . . . . . . . .67

2

Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Analyzing fact/opinion . . . . . . . . . . . . . . . . .104

Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .69

Analyzing fact/opinion . . . . . . . . . . . . . . . . .105

Making generalizations . . . . . . . . . . . . . . . . . .70

Identifying details . . . . . . . . . . . . . . . . . . . . . .106

Making generalizations . . . . . . . . . . . . . . . . . .71

Identifying details . . . . . . . . . . . . . . . . . . . . . .107

Interpreting a grid . . . . . . . . . . . . . . . . . . . . . .72

Identifying details . . . . . . . . . . . . . . . . . . . . . .108

Interpreting a diagram . . . . . . . . . . . . . . . . . . .73

Identifying details . . . . . . . . . . . . . . . . . . . . . .109

Interpreting a label . . . . . . . . . . . . . . . . . . . . . .74

Understanding author's view/purpose . . . . . .110

Interpreting a logic matrix . . . . . . . . . . . . . . . .75

Understanding author's view/purpose . . . . . .111

Interpreting a logic matrix . . . . . . . . . . . . . . . .76

Understanding character's view . . . . . . . . . . .112

Deleting trivial and redundant information . .77

Understanding character's view . . . . . . . . . . .113

Deleting trivial and redundant information . .78

Identifying visual clues . . . . . . . . . . . . . . . . . .114

Deleting trivial and redundant information . .79

Identifying word clues . . . . . . . . . . . . . . . . . .115

Deleting trivial and redundant information . .80

Sequencing events . . . . . . . . . . . . . . . . . . . . . .116

Identifying types of stories (story genre) . . . . .81

Sequencing events . . . . . . . . . . . . . . . . . . . . . .117

Identifying types of stories (story genre) . . . . .82

Sequencing events . . . . . . . . . . . . . . . . . . . . . .118

Identifying story genre . . . . . . . . . . . . . . . . . . .83

Identifying tone/mood . . . . . . . . . . . . . . . . . .119

Identifying a topic sentence in text . . . . . . . . .84

Identifying tone/mood . . . . . . . . . . . . . . . . . .120

Identifying supporting text sentences . . . . . . .85

Identifying plot/goal . . . . . . . . . . . . . . . . . . . .121

Identifying supporting text sentences . . . . . . .86

Identifying plot/goal . . . . . . . . . . . . . . . . . . . .122

Identifying supporting details and facts . . . . .87

Reading and writing to inform . . . . . . . . . . .123

Identifying supporting details and facts . . . . .88

Reading and writing to inform . . . . . . . . . . .124

Comparing and contrasting . . . . . . . . . . . . . . .89

Reading and writing to persuade . . . . . . . . . .125

Comparing and contrasting . . . . . . . . . . . . . . .90

Reading and writing to persuade . . . . . . . . . .126

Comparing and contrasting . . . . . . . . . . . . . . .91

Summarizing a plot . . . . . . . . . . . . . . . . . . . .127

Comparing and contrasting . . . . . . . . . . . . . . .92

Summarizing a plot . . . . . . . . . . . . . . . . . . . .128

Comparing and contrasting . . . . . . . . . . . . . . .93

Mapping story events . . . . . . . . . . . . . . . . . . .129

Comparing fact and opinion . . . . . . . . . . . . . .94

Mapping story events . . . . . . . . . . . . . . . . . . .130

Determining cause/effect . . . . . . . . . . . . . . . . .95

Mapping story events . . . . . . . . . . . . . . . . . . .131

Determining cause/effect . . . . . . . . . . . . . . . . .96

Mapping story events . . . . . . . . . . . . . . . . . . .132

Analyzing characters . . . . . . . . . . . . . . . . . . . .97

Mapping story events with 5 w's . . . . . . . . . .133

Analyzing characters . . . . . . . . . . . . . . . . . . . .98

Mapping characters . . . . . . . . . . . . . . . . . . . .134

Analyzing chronology/perspective . . . . . . . . . .99

Mapping characters using Venn diagram . . .135

Analyzing perspective . . . . . . . . . . . . . . . . . . .100

Mapping timeline . . . . . . . . . . . . . . . . . . . . . .136

Analyzing fact/opinion . . . . . . . . . . . . . . . . .101

Teacher's Scope & Sequence chart . . . . . . . . .137

Analyzing fact/opinion . . . . . . . . . . . . . . . . .102

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139

Analyzing fact/opinion . . . . . . . . . . . . . . . . .103

3

Teacher Pages just for you!
Welcome to Reading Comprehension
Skills and Strategies

About this Series
This unique series is specially created for you by Saddleback Educational Publishing, as
an exciting supplement to reinforce and extend your classroom reading curriculum.
Reading Comprehension Skills and Strategies can easily be integrated into basic reading
curricula as additional reading lessons: as stand-alone strategy and skill instructional
lessons; as across-the-curriculum lessons; or as activities for students with special
projects, interests, or abilities.
This series is based on the most current research and thought concerning the teaching
of reading comprehension. This series not only sharpens traditional reading
comprehension skills (main idea, story plot, topic sentence, sequencing, etc.), but it
also reinforces the critical reading comprehension strategies that encourage your
students to use prior knowledge, experiences, careful thought, and evaluation to help
them decide how to practically apply what they know to all reading situations.
Traditional comprehension skills recently have been woven into the larger context of
strategy instruction. Today, literacy instruction emphasizes learning strategies—those
approaches that coordinate the various reading and writing skills and prior knowledge
to make sense to the learner. Our goal in this series is to provide you and your students
with the most up-to-date reading comprehension support, while teaching basic skills
that can be tested and evaluated.

Reading Comprehension Strategies
•
•
•
•
•
•
•
•

vocabulary knowledge
activating prior knowledge
pre-reading—previewing and predicting
previewing and predicting text
mental imaging
self-questioning
summarizing
semantic mapping

Saddleback Educational Publishing promotes the development of the whole child with
particular emphasis on combining solid skill instruction with creativity and
imagination. This series gives your students a variety of opportunities to apply reading
comprehension strategies as they read, while reinforcing basic reading comprehension
skills. In addition, we designed this series to help you make an easy transition between
levels (grades 6, 7, and 8) in order to reinforce or enhance needed skill development for
individual students.

4

About this Book
Reading Comprehension Skills and Strategies is designed to reinforce and extend the
reading skills of your students. The fun, high-interest fiction and non-fiction
selections will spark the interest of even your most reluctant reader. The book offers
your students a variety of reading opportunities—reading for pleasure, reading to
gather information, and reading to perform a task. Characters throughout the
book prompt the student to apply one of the strategies to the reading selection and
includes a relevant comprehension skill activity.

Choosing Instructional Approaches
You can use the pages in this book for independent reinforcement or extension,
whole group lessons, pairs, or small cooperative groups rotating through an
established reading learning center. You may choose to place the activities in a
center and reproduce the answer key for self-checking. To ensure the utmost
flexibility, the process for managing this is left entirely up to you because you
know what works best in your classroom.

Assessment
Assessment and evaluation of student understanding and ability is an ongoing
process. A variety of methods and strategies should be used to ensure that the
student is being assessed and evaluated in a fair and comprehensive manner.
Always keep in mind that the assessment should take into consideration the
opportunities the student had to learn the information and practice the skills
presented. The strategies for assessment are left for you to determine and are
dependent on your students and your particular instructional plan. You will find a
Scope & Sequence chart at the back of this book to assist you as you develop your
assessment plan.

5

This is a snap! Just think carefully about the magic
of words and have fun!

Directions:

Answer each question. Be able to explain the reason for your answer.

1. The four climbers plodded up the side of the mountain.
The boreal wind was biting at their faces. Suddenly, one
lost his footing and began to slide. Fortunately they were
tethered together and were able to avert a catastrophe.
a. Were the climbers moving at a slow or quick pace up the
mountain? ______________________
What word tells you? _________________________
b. Boreas is a Greek word for the god of the North wind.
What describing word means northern?
______________________________
c. What word could replace tethered? _____________________________
d. Did the climbers avoid or cause a catastrophe? ___________________________

2. You may presume that opting for the “super size” at a fast-food
restaurant is a good value. That may only be true if you narrow
the definition of value to mean more for less money. Consider an
alternate view. For a little extra money, you are getting (and
consuming) a huge number of extra fat and calories. You may
be able to afford the extra money, but can you afford the fat?
a. What word means to make a judgment without really thinking
about it? _______________________
b. Does the word view mean a scene or an opinion? ________________________
c. What word could replace consuming? ________________________________________________
d. What word means bear the cost or consequences? _____________________________________
e. What consequences might the writer of this passage be warning you of? _________________
___________________________________________________________________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

6

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Study the words and their meanings. Then write the words that correctly complete
each sentence.

1. While eating, a lion will often _______________ to

paws: animal feet
pause: brief stop

lick its ______________________.
2. The family lived in a royal ______________ on a

manner: style
manor: estate

large ______________________.
3. Our team is ahead because we ____________

one: number 1
won: past of win

___________ more game than the next team.
4. My puppy _____________ shoes, but he always

choose: pick
chews: bites

seems to ______________ mine.
5. Her ____________ carried her to the finish of the

feat: accomplishment
feet: plural of foot

marathon—quite a _____________!
6. He had to _________ someone to replace him

hire: employ
higher: above

because he took a ______________ position.
7. I will ____________ the amount of homework if

lesson: instruction
lessen: make less

you give full attention to the ________________.
8. The _________________, where Congress meets, is

capital: a city
capitol: a building

located in the nation's _________________.
9. The ______________ aren't done yet because I

close: shut
clothes: clothing

forgot to _____________ the door of the dryer.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

7

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

It's really fun to change the meaning of words by
adding different prefixes and suffixes.

Directions:

Use the clues to help you finish each sentence correctly.

• proved to be false or unbelievable
• a structure for transporting water
• a reason to move or take action
• to brighten or enlighten
• a set of names or system of naming
• one who is new at doing something
• to please, calm, or make peace
• someone who watches

1. If luminous means giving off light or brightness, then illuminate means
__________________________________________________________________________________
2. If a spectacle is something to watch, then a spectator is
__________________________________________________________________________________
3. If credible means able to be believed, then discredit means
__________________________________________________________________________________
4. If placid means peaceful and calm, then placate means
__________________________________________________________________________________
5. If nominate means to name, appoint, or identify, then a nomenclature is
__________________________________________________________________________________
6. If an aquarium is a water environment, then an aqueduct is
__________________________________________________________________________________
7. If mobile means capable of moving, then motivation means
__________________________________________________________________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

8

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

The missing word in each passage below is an adjective or adverb ending in -ous.
Find the one that makes the most sense and fill it in.

curious
glorious

generous
furious
jealous

perilous
suspicious
nervous

1. The men knew they were in great danger. It was going to be a
______________________________ journey.
2. Mrs. Michaels was not a wealthy woman, yet she always managed to give a
____________________________ contribution to charity.
3. Anna always disliked her naturally curly hair. She was ________________________ of
her friend Misha's straight hair.
4. The sun shone brightly and there was a cool breeze blowing. It was a
_____________________________ day for a picnic.
5. A ball of yarn was missing from Grandma's knitting basket. When she saw a
bit of yellow fuzz in Mr. Paw's sleeping basket, Grandma became
_______________________________ of her cat.
6. Tony was going to visit his dad in Virginia. It would be his first plane ride alone
and he was ____________________________.
7. A large envelope arrived for Deanne with no return address. She was
__________________________ as to who could have sent it.
8. Yvonne worked hard on her science project. She
was _________________________ when she
discovered that her baby brother had ruined it.

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

9

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

The missing word in each passage below is a noun ending in -ment. Find the one
that makes the most sense and fill it in.

encouragement

statement

commitment

postponement

fulfillment

retirement

adjournment

detriment

1. We had to move the party to a later date. I was disappointed at the
___________________________________.
2. Mrs. Long had been a teacher for 30 years. She was looking forward to her
___________________________________.
3. The runner finally achieved what he had always wanted. Winning the gold medal was the
____________________________ of all his dreams.
4. Dad had always assured me that I could do it.
I appreciated his
___________________________________.
5. The club meeting was over and the leader
called for an
__________________________________.
6. On the basketball court, being undersized is a
____________________________.
7. I knew that having a paper route meant getting up early and
always getting the job done. I was willing to make the
____________________________.
8. When asked if he would run for office again, rather than answering right away, the Mayor
prepared a written ___________________________________.
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

10

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Use the clues to help you finish each sentence correctly.

• praise given as a result of an action
• to carry or bring in
• able to act independently
• to leave or empty out
• able to use both hands with equal skill
• one who is new at doing something
• to enact into law
• one that resists; enemy

1. If ambivalence means having two opposing feelings, then ambidextrous means
________________________________________________________________________________
2. If portable means able to be carried, then import means
________________________________________________________________________________
3. If compliance is the act of fulfilling a requirement, then a compliment is
________________________________________________________________________________
4. If automatic means able to work on its own, then autonomy means
________________________________________________________________________________
5. If novel means new or not known before, then a novice is
________________________________________________________________________________
6. If illegal means against the law, then legislate means
________________________________________________________________________________
7. If vacant means unoccupied or empty, then evacuate means
________________________________________________________________________________
8. If adverse means opposed to one's interest, then adversary means

________________________________________________________________________________

Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

11

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

What do you do many times every day of your life,
often without even realizing it? Follow directions! It's
important to keep this skill sharp!

Directions:

Your ability to read and follow directions carefully can be useful in many situations—
anything from solving a puzzle to saving your life. Practice with this puzzle.

Comp__ognathus Cave

Stegosaurus Vall__y

Jura__sic Meado__
Gras__y Cl__aring

Fos__il Swamp

Iguanado__ Ridge

Pteranodon ___aterfalls

Dr. Digby found a map of an area where a secret T-Rex skeleton is supposedly buried. Dr. Digby is a
pretty good paleontologist, but he's terrible at directions and worse at cracking codes. He's hired
you to help him find the spot. Here's how. The missing letter(s) in each place is one of the points on
a compass (n, s, e, w). First, fill in the missing letter(s). Then draw a straight line to the place that
is in the direction of the letter you filled in. When you are finished, write a message to Dr. Digby
telling him where to find the spot to dig for the T-Rex skeleton.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

12

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Here's a puzzle to solve that takes concentration, a little knowledge, and the ability
to follow directions. The solution is hidden in the grid. Color the box to indicate
coordinates. Remember, to find a coordinate move over, then up. For example,
coordinate (8,B) is over 8, then up to B. Good luck!

E
D
C
B
A
1

2

3

4

5

6

7

8

9

10

11

1. If penguins are found in the Arctic, color boxes (4,E) and (8,B) green.
If penguins are not found in the Arctic, color boxes (1,E) and (10,C) red.
2. If the moon is not a planet, color boxes (3,E) (6,A) and (9,C) red.
If the moon is a planet, color boxes (4,A) (8,E) and (9,B) green.
3. If a koala is a bear, color boxes (1,B) (7,C) and (11,D) yellow.
If a koala is not a bear, color boxes (2,A) (6,C) (5,E) and (11,E) red.
4. If our atmosphere is mostly oxygen, color boxes (2,E) (8,A) and (4,C) green.
If our atmosphere is not mostly oxygen, color boxes (6,E) (9,A) and (11,B) red.
5. If there are 48 states total in the United States, boxes (6,D) (3,B) and (8,D) yellow.
If there are not 48 states total in the United States, color boxes (9,E) (2,D) and (5,C) red.
6. If a centimeter is longer than an inch, color boxes (6,B) (1,A) and (10,D) green.
If a centimeter is not longer than an inch, color boxes (2,B) (7,E) and (5,A) red.
7. If the earth revolves around the sun, color boxes (10,E) (5,B) (1,D) and (11,A) red.
If the earth does not revolve around the sun, color boxes (1,C) and (7,B) yellow.
8. If Egypt is in Africa, color boxes (9,D) (7,A) and (2,C) red.
If Egypt is not in Africa, color boxes (8,C) (3,A) and (4,D) green.
9. If the number 1 million has 6 zeros, color boxes (3,D) (11,C) (5,D) and (10,A) red.
If the number 1 million does not have 6 zeros, color boxes (3,C) (4,B) and (10,B) yellow.
To find out how well you did, what do you see on the grid and in what color?
___________________________________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

13

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

You can never go wrong “reading between the lines,”
if you reread and rethink.

Directions:

Use context clues to figure out the meaning of the bold word. Write it on the line.

1. The restaurant on the dock had a nautical theme.
______________________________________________
2. That criticism was a crass remark.
______________________________________________
3. The old tree's trunk was gnarled.
______________________________________________
4. I had a hunch that you would show up today.
______________________________________________
5. We will implement the plan according to schedule.
______________________________________________
6. I heard the noisy chatter of a magpie.
______________________________________________
7. Some snakes are oviparous; others give live birth.

•
•
•
•
•
•
•
•
•
•
•
•

______________________________________________
8. At last we spotted a pod of whales.
______________________________________________
9. “I saw it first,” Stan quipped.
______________________________________________
10. The party put us in a jovial mood.
______________________________________________
11. The inexpensive jewelry contained faux gems.
______________________________________________

small group
twisted and knotty
related to ships or sailing
egg-producing
happy, cheerful
rude, insensitive
remarked
put into effect
fake, artificial
gut feeling, premonition
natural ability, talent
a jaylike bird

12. She has an aptitude for solving problems.
______________________________________________
Name: _______________________________________
Reading Comprehension • Saddleback Educational Publishing ©2002

14

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Read the story. Use context clues to figure out the possible meanings of the words in
bold. Then write them next to their meanings below.

Today was the day Jamal had dreamed about for most of his 22 years. As he stood in
the tunnel waiting for the profound moment when he would first step out on the field,
he thought about how he had arrived at this point.
He smiled fondly at the mental picture of himself as a nine-year-old in an oversized
uniform. He recalled falling intermittently and fumbling the too-big ball. Middle
school was better, but still he made mistakes and a few times even cost his team the
game. In high school, he toiled long hours to get into top physical shape and then
crammed his nose into the books to keep his grades high. It had paid off. He made it
into a good college on a football scholarship. Day in and day out, he studied, worked
out, and practiced. The scouts took notice of him, and when draft day came he waited
nervously through a litany of names until, yes, his was ultimately called. Third-round
choice—the fourth running back chosen overall.
The summer had been hot and grueling. Not only did he endure the exhaustion of
pushing his body to the limits in team practices and his mind into learning dozens of
formations in the team's playbook, but he also took the razzing that veteran players
dish out to rookies, and the anxiety of possibly being cut from the team.
But, here he was. The first game of the regular season. Just moments ago he had
donned his pads and proudly put on his uniform. As the crowd noise swelled, so did
his heart. He had made it onto a professional football team.

1. extremely difficult and tiresome: __________________________
2. reciting of a list: ______________________
3. finally; at last; in the end: _____________________________
4. worked hard: ________________________________
5. teasing; playing pranks on: ______________________________
6. put on or dressed in: __________________________
7. rose; grew in size or strength: ___________________________
8. periodically; from time to time: _________________________
9. pushed; placed with intensity: _____________________________
10. people who search for those with particular talents: ___________________________
11. handling clumsily; dropping; loosing grip: ...