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
Read grade-level prose and poetry aloud with accuracy, an appropriate pace, and expression on repeated readings.
Preview
OwlSheets.com
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.
- 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
Shesaidthesmallside
Short pauses at commas:
- 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
- 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.
- Was he scared?
- "Then we ride!"
- "I... I don't know about this,"
- Step, slide. Step, slide.
- A. Take a short pause at each comma.
- B. Let your voice go up at the end.
- C. Say it with strong, excited feeling.
- D. Trail off and pause, as if unsure.
Mateo says it .
Read it again
Readers get better each time they reread. Use the story to answer.
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.
- 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
- 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
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