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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
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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 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
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
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.
- 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.
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