Reading passage Grade 7 English Language Arts

A Break on Fir Street: A Night Call for a Grouse Hollow Operator

A grade 7 informational passage following an operator's overnight response to a water main break in fictional Grouse Hollow, with citing-evidence questions.

Objectives

  1. Students will cite textual evidence to explain the sequence of events during a water main break repair.
  2. Students will determine the meaning of domain-specific vocabulary, such as isolate and distribution system, from context.
  3. Students will make an inference about why emergency water repairs happen on an unpredictable schedule.

Vocabulary

Distribution system
A distribution system is the network of pipes, pumps, valves, and storage tanks that carries treated water from a treatment plant to homes, schools, and businesses. Most of it is buried underground beneath streets.

Also: isolate, hydrant, pressure

Teacher overview

This passage follows a distribution system operator through a single overnight water main break in the fictional town of Grouse Hollow, from the first emergency call to the repair's completion at sunrise. It gives students a text with a clear sequence of events and a real national statistic about how often main breaks occur, supporting both literal comprehension and the kind of inference RI.7.1 asks seventh graders to practice.

Answer Key

  1. Answer: The resident reported water bubbling up through a crack in the pavement, and the call came in at 11:40 p.m., according to the passage's first sentence.
  2. Answer: "Somewhere in the United States, a water main breaks roughly every two minutes" is the sentence that states how often breaks happen nationally.
  3. Answer: Marcus's first job was to figure out exactly where the break was and how serious it was; the passage explains that fixing the pipe could not happen safely without that information first.
  4. Answer: Working at night gave Marcus more room to work safely because traffic was light, but it also made the job harder because visibility was poor and every step required extra care.
  5. Answer: The department keeps records of each break's pipe age, material, and location so engineers can decide which streets most urgently need new pipe before a break happens, based on the passage's next-to-last paragraph.
  6. Answer: Closing valves on either side of the break isolates only a small number of houses, which lets the rest of Grouse Hollow's system keep normal water pressure while the crew makes the repair.
  7. Answer: Answers will vary but should explain that emergencies like main breaks can happen at any hour, so the operators who respond to them must be ready to work overnight or at other unpredictable times, not just during a normal workday.

Differentiation

Support (below grade level)

Provide a simple timeline graphic (Call received → Operator arrives → Break located and isolated → Crew repairs pipe → Pressure restored) for students to reference while answering the questions, and allow question 7 to be answered as a short spoken response instead of writing.

Extension (above grade level)

Ask students to write two additional questions about the passage, one literal and one inferential, that a classmate could answer using only the text, then trade and answer each other's questions.

ELL supports

Pre-teach "distribution system," "isolate," "hydrant," and "pressure" with a labeled diagram of a water main, a valve, and a hydrant beneath a street. Allow students to answer questions 1 and 3 with short phrases rather than full sentences.