Operation X-Cel 7th Grade Reading Pre-Assessment

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

1. Why did Jasmine go into the attic in the first place?

• She was looking for something to do

• She was searching for the violin

• She heard a strange noise

• She was sent there by her grandmother

Tags

CCSS.RL.7.2

CCSS.RL.6.2

CCSS.RL.7.1

CCSS.RI.7.1

CCSS.RL.6.1

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

What does Jasmine’s reaction to finding the violin suggest about her?

• A. She is indifferent to old things

• B. She is fascinated by history and family

• C. She wants to sell the violin

• D. She dislikes music

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

What evidence shows Jasmine's connection to her great-uncle Elias?

• She hides the violin again

• She wants to learn about the war

• She decides to honor him by learning violin

• She asks her parents for a new violin.

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

Which of the following best expresses a theme of the story?

• Some objects are best left forgotten.

• History is more important than the future.

• Honoring the past can give purpose to the present.

• Music is the key to success.

Tags

CCSS.RL.7.2

CCSS.RL.6.2

CCSS.RL.8.2

CCSS.RL.5.2

CCSS.RI. 9-10.9

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

What central idea is developed in the story?

• Old items have little value

• Families often hide secrets

• Passion can be inherited

• War destroys families

Tags

CCSS.RL.7.2

CCSS.RL.6.2

CCSS.RL.8.2

CCSS.RL.5.2

CCSS.RL.9-10.2

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

How is the theme supported by Jasmine’s actions?

• She throws away the violin

• She learns about Elias and starts playing the violin

• She forgets about Elias quickly

• She hides the violin so no one else can find it

Tags

CCSS.RL.7.2

CCSS.RL.6.2

CCSS.RL.8.2

CCSS.RI. 9-10.9

CCSS.RL.5.9

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

How does Jasmine’s conversation with her grandmother advance the plot?

• It introduces the attic setting

• It provides historical background and emotional depth

• It adds comic relief

• It explains how the violin works

Tags

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

CCSS.RL.4.3

CCSS.RL.4.4

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

What impact does the memory of Elias have on Jasmine?

• She becomes afraid of the attic

• She wants to visit Europe

• She is inspired to learn violin

• She ignores her grandmother

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Jasmine had always been drawn to the corner attic room in her grandmother’s house. Dusty and dim, it was filled with old trunks, books with torn covers, and the lingering smell of cedarwood. One afternoon, while exploring, she found a worn violin case tucked behind an armchair. Curious, she opened it and discovered a beautiful but aged instrument. It was polished but obviously unused for years. “Whose was this?” she asked her grandmother that evening. Her grandmother paused. “That belonged to your great-uncle Elias. He was a prodigy. Played with orchestras across Europe by the time he was 17.” “Why did he stop?” A shadow crossed her grandmother’s face. “He joined the war. He didn’t come back.” The next morning, Jasmine brought the violin to the attic window and gently plucked the strings. Though slightly out of tune, the notes trembled through the air, filled with melancholy and memory. She resolved to learn the violin—not just to play, but to revive Elias’s music.

How does the violin function in the story?

• As a symbol of forgotten items

• As a prop that moves the story forward

• As a metaphor for lost dreams and legacy

• As a distraction from the war

Tags

CCSS.RL.7.2

CCSS.RL.6.2

CCSS.RL.8.2

CCSS.RL.5.2

CCSS.RL.5.9

Read the poem below and answer the following questions:

A lantern swings in the midnight breeze,

Its glow like whispers through the trees.

It lights a path both old and worn,

Where stories sleep and dreams are born.

Each flicker holds a name once known,

Each spark a seed once bravely sown.

The light may fade but never dies—

It lives in hearts and watching eyes.

What does the lantern most likely symbolize?

• A. A tool for travel

• B. A lost memory

• C. Guidance and legacy

• D. A fire hazard

Tags

CCSS.RL.7.4

CCSS.RL.7.10

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.6.4