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Down the Big Dune: Read with Expression worksheet preview

Worksheet

Down the Big Dune: Read with Expression

Read an original story about sandboarding down a giant dune aloud, then practice pauses, stress, pace and expression on repeated readings.

Grade 5ELAInteractive · Printable

Aligned toRF.5.4.b

What’s included

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

Details

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

About this worksheet

What students practice

  • Students read a grade 5 story aloud, using punctuation to guide pauses and tone of voice.
  • Students match their pace, stress and expression to what is happening in a story.
  • Students reread a passage to improve their accuracy and expression.

How to use

Have students read the story aloud twice, once alone and once to a partner, before they answer. Use the last question as a quick fluency check-in.

Curriculum

Common Core standard covered

RF.5.4.b

Read grade-level prose and poetry aloud with accuracy, an appropriate pace, and expression on repeated readings.

Preview

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Name Date

Down the Big Dune: Read with Expression

Read a story aloud with the right pauses, stress, pace and feeling.

Read the story

Read the story aloud once to get to know it. Then read it again, and let your voice match what is happening.

Down the Big Dune

1The sand was already warm when Mateo and his cousin Amara reached the bottom of Big Pearl, the tallest dune in the park. Mateo tipped his head back. The dune rose above them like a golden wall, and the people at the top looked as small as ants. Aunt Lucia handed each of them a smooth wooden sandboard. "We climb first," she said. "Then we ride!"

2Climbing a sand dune is nothing like climbing stairs. With every step up, Mateo's feet slid halfway back down. He leaned forward, dug in his toes, and pushed. Step, slide. Step, slide. Step, slide. By the time he reached the top, his legs were shaking and his breath came in short puffs.

3Then he looked down. The slope dropped away so steeply that he could not see the bottom. "I... I don't know about this," Mateo said quietly. Amara was already sitting on her board. "We don't have to go down this way," she said. "Aunt Lucia didn't say the big side. She said the small side." She pointed to a gentler slope on the left. Mateo let out a long breath. "Okay," he said. "The small side. I can do the small side."

4Mateo sat down on his board, tucked his feet in, gripped the edges, and scooted forward. For one second, nothing happened. Then the board tipped, and Mateo was flying. Sand sprayed up on both sides. Wind roared in his ears. Faster and faster he went, bumping and swooshing all the way down, until the board slowed and stopped with a soft hiss.

5Mateo rolled off the board and lay on his back, staring at the sky. Was he hurt? No. Was he scared? Not anymore. He jumped up, waved both arms, and shouted, "Amara, that was amazing!" A moment later, Amara came zooming down beside him, laughing so hard that she tumbled off her board into the soft sand.

6At the end of the day, the three of them sat on a blanket and watched the sun sink behind Big Pearl. The sand turned from gold to pink to gray. Mateo's legs ached, and there was sand in his ears, in his shoes, and even in his sandwich. "Tomorrow," he said softly, "I'm riding the big side." Aunt Lucia smiled. "Tomorrow," she said, "we will see."

Pauses, stress and feeling

Use the story to decide how each part should sound when you read it aloud.

1.
In paragraph 3, Mateo says, "I... I don't know about this." What do the three dots tell a reader to do?
  • A. Speed up, as if Mateo can't wait to start
  • B. Pause briefly, as if Mateo is unsure of himself
  • C. Skip the second I, because it is printed twice
  • D. Shout the words, as if Mateo is calling to Amara
2.
Read these lines from paragraph 3 aloud: "Aunt Lucia didn't say the big side. She said the small side." Which word in the second sentence should a reader stress to show the difference between the two sides? Circle the word.

Shesaidthesmallside

3.
Read this sentence from paragraph 4 aloud: "Mateo sat down on his board, tucked his feet in, gripped the edges, and scooted forward." How many short pauses at commas should a reader make? Write the number.

Short pauses at commas:  

4.
Paragraph 4 tells about Mateo's ride down the dune. How should a reader read most of this paragraph?
  • A. Slowly and softly, like a calm bedtime story
  • B. In a flat voice that stays the same the whole time
  • C. Quickly and with energy, like the ride itself
  • D. In a whisper, as if someone were asleep nearby
5.
Here is a sentence from paragraph 1. Each / shows a short pause. Which choice groups the words the best way for reading aloud?
  • A. The dune rose above them / like a golden wall, / and the people at the top / looked as small as ants.
  • B. The dune rose above / them like a golden / wall, and the people / at the top looked / as small as ants.
  • C. The dune / rose / above them like a / golden wall, and the people at / the top / looked as small as ants.
  • D. The dune rose / above them like a golden wall, and the people / at the top looked as / small as ants.
6.
Match each part of the story to what its punctuation tells a reader to do.
  1. Was he scared?
  2. "Then we ride!"
  3. "I... I don't know about this,"
  4. Step, slide. Step, slide.
  1. A. Take a short pause at each comma.
  2. B. Let your voice go up at the end.
  3. C. Say it with strong, excited feeling.
  4. D. Trail off and pause, as if unsure.
7.
In paragraph 3, the author tells how Mateo says, "I... I don't know about this." Write the word that tells how he says it.

Mateo says it  .

Read it again

Readers get better each time they reread. Use the story to answer.

8.
Read paragraph 5 aloud. Underline the sentence a reader should say the loudest.

Mateo rolled off the board and lay on his back, staring at the sky.Was he hurt?No.Was he scared?Not anymore.He jumped up, waved both arms, and shouted, "Amara, that was amazing!"A moment later, Amara came zooming down beside him, laughing so hard that she tumbled off her board into the soft sand.

9.
The first time Lily read paragraph 2 aloud, she said, "Mateo's feet slipped halfway back down." What should Lily do when she reads it again?
  • A. Keep saying slipped, since it means almost the same
  • B. Skip that sentence so she will not trip on it again
  • C. Read the whole paragraph faster so it sounds smooth
  • D. Look closely and say the word that is printed, slid
10.
The first time Jonah read paragraph 5 aloud, every sentence sounded the same. The second time, his voice rose at "Was he hurt?" and sounded firm and sure at "No." What did Jonah improve?
  • A. Accuracy: he fixed a word he had read wrong
  • B. Pace: he read the paragraph much more quickly
  • C. Expression: his voice matched the punctuation
  • D. Volume: he read every line in a soft whisper
11.
Choose paragraph 3 or paragraph 6. Read it aloud two times. Tell one thing you changed on your second reading and which words or punctuation in the story helped you decide.

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