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Back on the Goal Line worksheet preview

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Back on the Goal Line

Analyze an original goalkeeper story and cite the strongest textual evidence for direct statements and inferences.

Grade 8ELAInteractive · Printable

Aligned toRL.8.1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students identify the strongest textual evidence supporting direct statements and literary inferences.
  • Students distinguish relevant evidence from details that do not establish a claim.
  • Students explain an interpretation using multiple precise references to a story.

How to use

Have students read and annotate independently. For each evidence choice, ask them to explain why the other true details are less useful. Finish with the written analysis.

Curriculum

Common Core standard covered

RL.8.1

Cite the evidence from the text that most strongly supports what it says directly and what can be inferred from it.

Preview

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Name Date

Back on the Goal Line

Choose the strongest evidence for what a story states and suggests.

Read and Trace the Evidence

Read the story. For each claim-and-evidence pair, choose the interpretation first, then identify its strongest support.

Back on the Goal Line

1On Monday, Soren stopped outside the equipment room and listened to soccer balls thudding against the gym wall. His goalkeeper gloves were buried beneath his sweatshirt. On Saturday, he had tried a quick pass instead of holding the ball. An opponent intercepted it and scored the goal that ended his team’s season. Now he hoped Coach Bell would assign him to carry cones.

2Inside, Dalia was sorting practice jerseys by color. She slid the green goalkeeper jersey toward him. Soren pushed it back without unfolding it. “Someone else should wear that,” he said. Dalia kept her hand on the pile. “Are you asking for a break, or deciding what the rest of us think?” He studied a loose thread rather than answer.

3Coach Bell called everyone into a circle. “Today we’re reviewing decisions, not choosing someone to blame,” she said. Soren waited for an explanation that the pass had not really been his fault. Instead, she asked him what he had seen. “An open teammate,” he said. “And I stopped checking where their forward was.” The coach nodded and drew two passing lanes on her clipboard.

4During the first drill, Soren stood behind the goal and collected balls. The backup goalkeeper, Bea, caught a low shot and glanced toward him. “You called out the runners last week,” she said. “I could use that.” Soren pointed to an attacker slipping behind a defender. Bea adjusted her position before the next shot. For a moment, he forgot to keep his gloves hidden.

5At the water break, Dalia sat beside him on the folded bleachers. The gym clock clicked above them. She held out the green jersey again. “I was furious about that pass,” she said. Soren’s fingers tightened around his bottle. “I also want you in goal,” she continued. He looked up, waiting for her to turn either statement into something easier.

6When practice resumed, Soren pulled on the jersey and stepped between the cones marking the goal. His first throw toward a teammate fell short. Heat climbed his neck, but he raised his hand. “Mine. Let’s reset.” On the next possession, he checked both sides before releasing the ball. The pass reached Dalia, who sent it back without celebration. The drill continued.

7Afterward, Soren stayed to stack cones with Bea. He asked whether she would practice quick passes with him before Thursday’s session. “You’ll have to tell me when I rush,” he added. Walking out, he carried his gloves in one hand instead of packing them away. Saturday’s result had not changed. Thursday, however, was something he could still prepare for.

1.
At the beginning, what does Soren most likely want to avoid?
  • A. Explaining the practice schedule to his teammates.
  • B. Competing with Dalia for a different team position.
  • C. Hearing the coach discuss a new passing technique.
  • D. Returning to the role connected with his mistake.
2.
Underline the sentence from paragraph 1 that most directly suggests Soren wants a task that keeps him out of goal.

On Monday, Soren stopped outside the equipment room and listened to soccer balls thudding against the gym wall.His goalkeeper gloves were buried beneath his sweatshirt.On Saturday, he had tried a quick pass instead of holding the ball.An opponent intercepted it and scored the goal that ended his team’s season.Now he hoped Coach Bell would assign him to carry cones.

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