OwlSheets
Two Words at the Door: Read and Listen worksheet preview

WorksheetPremium

Two Words at the Door: Read and Listen

Compare an original story about learning a new language with a live reading, using evidence about voice, pauses, and imagined details.

Grade 6ELAInteractive · Printable

Aligned toRL.6.7

Buy this worksheet: $1.50

Or unlock every Premium worksheet with Premium

PrintUnlock to print
Answer keyUnlock to see answers
Assign to classUnlock to assign with a class code

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

About this worksheet

What students practice

  • Students compare imagined voices and details with choices made in a live reading.
  • Students explain how pacing, volume, and tone shape their understanding of a story.

How to use

Have students read silently and complete Section 1 before listening. Read the story aloud using Section 2's delivery guide, then assign Section 3. Students may consult both the story and guide.

Curriculum

Common Core standard covered

RL.6.7

Compare reading a story, drama, or poem with listening to or watching it, contrasting what you picture with what you see or hear.

Preview

OwlSheets.com

Name Date

Two Words at the Door: Read and Listen

Compare the scene you imagine with a live reading.

1. Read and Imagine

Read silently. Answer these questions before hearing the story aloud. Notice the voices and sounds you imagine.

Two Words at the Door

1Before moving to the United States, Derya could make her cousins laugh through an entire meal. In English, she counted words before spending them. At her new apartment building, conversations rushed past while she searched for their beginnings. She understood more each week, but speaking felt like stepping onto a moving walkway.

2On Saturday, a handwritten notice invited residents to a clothing swap in the common room. Derya carried down a jacket she had outgrown. Inside, hangers clicked against a metal rack. She wanted to ask where the jacket belonged. Instead, she stayed beside the doorway, smoothing its sleeves.

3A boy arranging sweaters looked up. “Do you want a hand?” Derya glanced at his fingers, then at the jacket. She knew every word. Together, they made no sense. The boy waited. Derya pressed her thumb against a button and tried to decide whether smiling would count as an answer.

4“A hand?” she repeated. The boy lifted a sweater, then stopped. “Help,” he said. “Do you want help?” Derya let out a breath. “Yes. With this.” She held up the jacket. The boy pointed to an empty hanger. “I'm Tomas.” This time, she answered without rehearsing: “Derya.”

5Later, a woman arrived carrying a box of folded shirts. Tomas was across the room. Derya took one step forward, then another. “Do you want a hand?” she asked. The woman shifted the box toward her. “Please.” They carried it to the table together. The box was lighter than Derya expected.

6Upstairs, Derya wrote the phrase in her notebook. Beside it, she drew two people holding one box. There were words she still could not catch and jokes she could not yet tell. But next Saturday, she decided, she would bring the scarf in her drawer—and leave her place by the door.

1.
Before listening, describe how you imagine Derya saying “A hand?” in paragraph 4. Name one quality of her voice and explain which story detail shaped your choice.
2.
Which interpretation of Derya should a reader carry into the doorway scene in paragraphs 2–3?
  • A. She is annoyed that the clothing has not been organized.
  • B. She is reluctant to give away the jacket she brought.
  • C. She is hesitant to speak even though she wants assistance.
  • D. She is distracted by plans to entertain the other residents.

The preview shows the first questions. Unlock the worksheet to see all of it.

Related worksheets