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Robotics Results at the News Desk worksheet preview

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Robotics Results at the News Desk

Analyze phrases and clauses in an original school robotics report, including how they describe, complete ideas, and connect events.

Grade 7ELAInteractive · Printable

Aligned toL.7.1.a

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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 distinguish phrases from clauses by examining subjects and verbs.
  • Students explain how phrases and clauses function within particular sentences.
  • Students analyze how changing or removing a phrase or clause affects meaning.

How to use

Have students read the report, then analyze the quoted word groups. Discuss how each group contributes to the report before students complete the written responses.

Curriculum

Common Core standard covered

L.7.1.a

Explain what phrases and clauses do in general and in particular sentences.

Preview

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Name Date

Robotics Results at the News Desk

Analyze how phrases and clauses shape a school news report.

Read and analyze

Read the school news report. Consider each quoted word group as a whole.

A Careful Finish Earns Recognition

1Students at Redfern Middle School returned from Saturday’s robotics competition with a reliability award and a page of revision notes. The event challenged teams to move foam packages into marked delivery zones. Redfern’s robot was slower than several others, but its final run attracted a small crowd. Its lifting arm, steady under pressure, placed the last package inside the narrowest zone. For the school news team, the surprising result offered a story beyond the usual list of scores.

2The morning trial had exposed a problem with the robot’s turning speed. Dalia watched the wheels while Quentin recorded the results. If the wheels slipped, the team would lower the turning speed. A strip of tape marked the starting position. The students tested that adjustment during the break, using the same route each time. Their aim was to reduce sudden changes in direction, not to make the machine crawl. By lunch, the robot could carry a package around the tight corner without dropping it.

3In the final round, a volunteer handed each team a fresh route card. Redfern’s students were confident that their revised program would work. The judges asked whether the robot could repeat its performance. Dalia answered with a second clean delivery rather than a prediction. The robot followed the route as the team had planned. A judge praised the students for their careful testing, and Quentin added the comment to his notes. No one on the team claimed that the design was finished.

4After the awards, the students discussed what needed improvement. To shorten the return trip would require another programming change. They also wanted a stronger grip for packages with smooth surfaces. Their next practice will begin when the equipment room reopens. Quentin’s notes include a question about the lifting arm, which shook slightly during an earlier test. The team left with an award, yet the students treated their notes as equally useful evidence of a day spent learning how their machine behaved.

1.
Which relationship does a dependent clause in paragraph 2 express?
  • A. It compares the robot’s route with another team’s route.
  • B. It gives a condition for changing the turning speed.
  • C. It contrasts the students’ testing with the judges’ scoring.
  • D. It explains the purpose of marking the starting position.
2.
Underline the sentence from paragraph 2 containing the condition for changing the turning speed.

The morning trial had exposed a problem with the robot’s turning speed.Dalia watched the wheels while Quentin recorded the results.If the wheels slipped, the team would lower the turning speed.A strip of tape marked the starting position.

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