Worksheet

A Place in the Salt Wind

Analyze context clues, figurative language, connotations, and shifts in tone in an original story about moving to a coastal town.

Grade 6ELAInteractive · Printable

Aligned toRL.6.4

Play online Play as a game

PrintLetter-size worksheet Answer keyPrintable answers

Assign to classAssign to your classes, or get a join code

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 6
Subject: ELA
Question types: Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

Students determine the meanings of words and figurative phrases using context.
Students explain how connotations and imagery shape meaning and tone.
Students support interpretations of word choice with evidence from a story.

How to use

Have students read the story independently, then annotate clues to unfamiliar words and changes in tone. Discuss the evidence pairs before reviewing the written responses.

Curriculum

Common Core standard covered

RL.6.4

Work out the meaning of words and phrases, including figurative and connotative ones, and how word choice shapes meaning and tone.

Preview

OwlSheets.com

Name Date

A Place in the Salt Wind

Explore how figurative language and word choice shape a story’s meaning and tone.

Read

Read the story. Notice how the language reflects Ellis’s feelings about his new town.

A Place in the Salt Wind

1On our first Monday in the coastal town, the wind shouldered past me as I opened the apartment door. Downstairs, ropes clicked against flagpoles, and gulls argued above the roofs. Back home, mornings had sounded like buses and basketballs. Here, even the air tasted unfamiliar: briny, with salt catching on my lips. I pulled my sleeves over my hands.

2Inside, our unpacked boxes stood like islands, with narrow channels of carpet between them. Mom had already left for work. I checked my old class’s group chat, but everyone was discussing a joke I didn’t understand. I typed three words, erased them, and put the phone away. The little apartment seemed to swallow the sound of the door clicking shut.

3At the harbor path, a student about my age crouched beside a wooden sign. Its peeling letters announced a shoreline cleanup. She was tracing the faded words with a pencil. “I’m Tessa,” she said. “Could you hold this corner? The wind keeps stealing my paper.” I pinned the sheet against the wood and told her my name was Ellis. For a minute, we were simply two people keeping a piece of paper from escaping.

4“You’re new,” she said. It wasn’t a question. I gave a tentative nod, barely lowering my chin. “Then you haven’t learned the town’s most important rule.” I braced myself for a lecture. She pointed at a gull balancing on a trash can. “Don’t trust anyone wearing feathers near your lunch.” My laugh startled me. It came out rusty, as if I hadn’t used it in weeks.

5Tessa explained that she was making a clearer cleanup sign. I suggested larger letters and offered to draw a border. She slid the pencil toward me without inspecting my work first. As we worked, the wind worried the paper’s edges, but our hands held it steady. When she asked whether I would come Saturday, I said yes before I could build a wall of excuses.

6Walking back, I noticed blue doors, striped awnings, and a small staircase leading down to the water. The town had not changed, exactly. The wind still tugged at my jacket. But now the ropes tapped a rhythm against the poles, and the harbor opened its bright palm beside the street. I took out my phone to tell Mom about Saturday.

Meanings in Context

Choose the best answers. For evidence questions, underline one complete sentence.

In paragraph 1, what does “briny” mean?

A. Cold and refreshing
B. Thick with smoke
C. Salty like seawater
D. Sweet like fruit

Which sentence from paragraph 1 provides the strongest clue to the meaning of “briny”? Underline one sentence.

On our first Monday in the coastal town, the wind shouldered past me as I opened the apartment door.Downstairs, ropes clicked against flagpoles, and gulls argued above the roofs.Here, even the air tasted unfamiliar: briny, with salt catching on my lips.I pulled my sleeves over my hands.

What does the comparison of the boxes to islands in paragraph 2 help readers picture?

A. Separate piles with tight pathways between them
B. Wet cardboard scattered across a flooded floor
C. Neatly stacked boxes arranged along the walls
D. Distant objects that Ellis can barely make out

In paragraph 2, how does “swallow the sound” affect the description of the apartment?

A. It makes the apartment seem lively and crowded.
B. It makes the apartment seem damaged and unsafe.
C. It makes the apartment seem peaceful and inviting.
D. It makes the apartment seem empty and isolating.

In paragraph 4, what does “tentative” suggest about Ellis’s nod?

A. It is impatient and demanding.
B. It is hesitant and uncertain.
C. It is cheerful and confident.
D. It is distracted and careless.

Which sentence from paragraph 4 most directly helps explain “tentative”? Underline one sentence.

It wasn’t a question.I gave a tentative nod, barely lowering my chin.She pointed at a gull balancing on a trash can.My laugh startled me.

In paragraph 4, why does Ellis describe his laugh as “rusty”?

A. His laugh sounds awkward from seeming unused.
B. His laugh sounds harsh because he dislikes Tessa.
C. His laugh sounds quiet so the gull cannot hear.
D. His laugh sounds false because the joke confuses him.

Word Choice and Tone

Examine how specific words shape the story. Use details from the text in your written responses.

In paragraph 5, what does “the wind worried the paper’s edges” mean?

A. The wind protected the paper from being damaged.
B. The wind made the students anxious about drawing.
C. The wind repeatedly tugged and pulled at the paper.
D. The wind carried the completed paper toward the water.

Suppose “shouldered past me” in paragraph 1 were replaced with “drifted around me.” How would the description change?

A. The wind would seem colder and more dangerous.
B. The wind would seem gentler and less pushy.
C. The wind would seem louder and more distracting.
D. The wind would seem steadier and less changeable.

10.

Match each phrase to its meaning in the story.

“I braced myself for a lecture”
“build a wall of excuses”
“the harbor opened its bright palm”

A. The waterfront seems welcoming and full of possibility.
B. Ellis prepares himself to hear unwanted advice.
C. Ellis would invent reasons to avoid joining in.

11.

How does the tone of Ellis’s description of the town change from the opening to the ending?

A. It changes from excited to disappointed.
B. It changes from admiring to suspicious.
C. It changes from relaxed to impatient.
D. It changes from uneasy to hopeful.

12.

Which sentence from paragraph 6 best supports your answer about the tone at the ending? Underline one sentence.

Walking back, I noticed blue doors, striped awnings, and a small staircase leading down to the water.The town had not changed, exactly.The wind still tugged at my jacket.But now the ropes tapped a rhythm against the poles, and the harbor opened its bright palm beside the street.

13.

In paragraph 1, the gulls “argued” above the roofs. Explain what this personification suggests about their sounds. How does “argued” create a different impression from “sang”?

14.

Compare “ropes clicked against flagpoles” in paragraph 1 with “ropes tapped a rhythm against the poles” in paragraph 6. Explain how the different word choices show a change in Ellis, even though the sound itself may be the same.