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Moving Day at the Library: Two Accounts

Read two original accounts of a school library move, one by the librarian and one by a student, and compare their points of view.

Grade 5ELAInteractive · Printable

Aligned toRI.5.6

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What’s included

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

Details

Format: Interactive · Printable
Grade: Grade 5
Subject: ELA
Question types: Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

Students compare two accounts of the same event.
Students tell how the librarian's and the student's points of view differ.
Students find details that appear in one account or in both accounts.

How to use

Have students read Account A, then Account B, and underline details that match. Discuss who wrote each account and why the writers notice different things before students answer on their own.

Curriculum

Common Core standard covered

RI.5.6

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent.

Preview

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Name Date

Moving Day at the Library: Two Accounts

Compare how a librarian and a student tell about the same event.

Read two accounts

Both texts tell about the same event. Read Account A first, then Account B.

Account A: A Report from the School Librarian

1Last Saturday, Hillcrest Elementary moved its library from the small room beside the gym to a large room on the second floor. I spent three weeks planning the move, because thousands of books had to travel up the stairs without getting lost or mixed up. Every shelf was marked with a colored sticker, and every box was marked with a sticker of the matching color. Students in each class had packed their books into boxes the week before, so Saturday was all about carrying and stacking.

2About thirty students, parents, and teachers volunteered to help. They formed a line from the old room to the new one and passed the boxes from hand to hand. Parents from the school's parent group set out water bottles for the helpers. I stood at the top of the stairs with a checklist and counted each box as it arrived. The work began at nine o'clock and was finished before lunch, which was faster than I had hoped.

3The move was a success. Not one box was dropped, and every book was back on a shelf in the right order by the end of the day. The new room has more shelves, more tables, and a reading corner with soft rugs. I am grateful to everyone who helped. My next job is to put new labels on the shelves so that every student can find a favorite book quickly. The library will open to students on Monday morning.

Account B: A Student's Journal Entry

1Saturday night. Dear Journal, today I helped move the school library, and my arms still feel like noodles! Our group met in front of the school, and Ms. Alvarez handed each of us a pair of work gloves. We stood in a long line from the old library to the new one and passed boxes from hand to hand. I stood near the bottom of the stairs, which was the hardest spot, because the boxes kept coming and coming.

2Ms. Alvarez, our librarian, stood at the top of the stairs with a clipboard and called out a number for every box. My friend Mateo pretended we were workers in a toy factory, and soon the whole line was laughing. One box was so heavy that two grown-ups had to carry it together. Somebody guessed it was full of dictionaries. We finished before lunch, and I was so hungry that I ate two sandwiches.

3My favorite part came at the end. Ms. Alvarez let us test the new reading corner, and I sank onto a squishy rug with a book about sled dogs. I wanted to stay there all afternoon, but my mom was waiting at the gate. I can't wait until Monday, when everyone else gets to see the new room. Next time, though, I hope someone remembers to bring snacks!

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