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Reading Beyond the Pictures
Students examine an article about ancient Egyptian writing and cite several details to support explicit statements and inferences.
Grade 7ELAInteractive · Printable
Aligned toRI.7.1
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 13 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- ELA
- Question types
- Multiple choice, Matching, Circle the answer, Short answer
About this worksheet
What students practice
- Students cite several details to support explicit statements and inferences about an informational text.
- Students distinguish relevant supporting evidence from details that are merely related to a topic.
- Students explain how limits in surviving evidence affect conclusions about the past.
How to use
Have students read and annotate the article independently. After they answer, discuss why a true detail may not support a specific claim.
Curriculum
Common Core standard covered
Cite several pieces of evidence from an informational text to support what it says directly and what can be inferred.
Preview
OwlSheets.com
Reading Beyond the Pictures
Use several details to support statements and inferences about ancient Egyptian writing.
Read
Read the article. Return to the numbered paragraphs when evaluating evidence.
Reading Beyond the Pictures
1A bird, a hand, and a length of rope might look like a collection of small drawings. In ancient Egyptian writing, however, such signs could do more than name the objects they resembled. Some hieroglyphs represented sounds, while others represented whole words. Another kind of sign, often placed at the end of a word, helped indicate its category or meaning without adding a spoken sound. Reading required understanding how the signs worked together.
2Arrangement also carried information. Hieroglyphs could run in horizontal lines or vertical columns. Readers could often find the starting side by looking at signs shaped like people or animals: these generally faced toward the beginning of the text. Signs were also grouped to fit available space neatly. A reader who treated every inscription as a modern English line, moving from left to right, could therefore begin at the wrong end.
3Egyptian writers did not use one style for every task. Formal hieroglyphs appeared on monuments and other objects, but scribes also used a flowing script called hieratic. Its quicker strokes suited writing with ink on papyrus. Hieroglyphs and hieratic existed alongside each other for a long time. The continued use of both suggests that a faster script did not make the formal one useless.
4Materials varied, too. Papyrus sheets were made from the papyrus plant and could hold letters, accounts, and literary works. Broken pottery and limestone flakes also served as writing surfaces. Such pieces could carry practice exercises, notes, or short records. Writers could use these available fragments instead of a fresh papyrus sheet for some brief tasks. Stone inscriptions, meanwhile, could preserve carefully arranged signs on a durable surface.
5The surviving evidence needs careful handling. Learning to read and write required training, and these skills were not shared equally across Egyptian society. A record produced by a trained scribe does not show that everyone could read it. Survival adds another limit: a stone inscription may endure where an ink-written message decays. The texts available today are therefore not a complete sample of everything Egyptians wrote.
6For many centuries, knowledge of how to read hieroglyphs was lost. The Rosetta Stone later provided an important comparison: versions of one decree appeared in hieroglyphic writing, another Egyptian script called Demotic, and Greek. Scholars who could read Greek gained clues to the Egyptian texts. They also compared other inscriptions and recurring groups of signs. Decipherment depended on testing connections across evidence, not simply guessing what each little picture meant.
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