The message of a poem

Grade 6 Reading Worksheet

Circle the best answer.

1. Read this first

   The Garden Sign (original poem)

   Stanza 1: [1] Tala paints a sign beside the growing seedlings. [2] The letters shine like flags above the bed. [3] A younger gardener squints across the pathway. [4] The leaves have covered half the words in red. Stanza 2: [5] Tala lifts the sign and finds a taller stake. [6] The letters rise beyond the longest leaf. [7] But wind begins to turn the painted board around; [8] The useful message disappears again, too brief. Stanza 3: [9] Together, both gardeners anchor it with stones. [10] Now visitors can read which path to take. [11] A good idea needs more than one careful look [12] And sometimes more than one small change to make.
   Annotations: stanza 1 = opening; stanza 2 = response; stanza 3 = result.

2. 1.

   Tala marks the lines beside the poem. Which marked lines link feedback to Tala’s first change?

   • [3] A younger gardener squints across the pathway. + [5] Tala lifts the sign and finds a taller stake.
   • [1] Tala paints a sign beside the growing seedlings. + [2] The letters shine like flags above the bed.
   • [3] A younger gardener squints across the pathway. + [1] Tala paints a sign beside the growing seedlings.
   • [3] A younger gardener squints across the pathway. + [6] The letters rise beyond the longest leaf.
3. 2.

   Tala marks the lines in the poem. Which message includes the second stanza’s response?

   • Wind turns the painted board.
   • The poem is about leaves hiding words.
   • Every first repair causes a new problem.
   • Fixing one problem may reveal another, so a plan deserves another check.
4. 3.

   Tala marks the lines beside the poem. Which marked lines show why one correction was not enough?

   • [1] Tala paints a sign beside the growing seedlings. + [2] The letters shine like flags above the bed.
   • [6] The letters rise beyond the longest leaf. + [7] But wind begins to turn the painted board around;
   • [6] The letters rise beyond the longest leaf. + [9] Together, both gardeners anchor it with stones.
   • [6] The letters rise beyond the longest leaf. + [1] Tala paints a sign beside the growing seedlings.
5. 4.

   Tala marks the lines beside the poem. Which marked lines show a shared final adjustment?

   • [9] Together, both gardeners anchor it with stones. + [1] Tala paints a sign beside the growing seedlings.
   • [1] Tala paints a sign beside the growing seedlings. + [2] The letters shine like flags above the bed.
   • [9] Together, both gardeners anchor it with stones. + [10] Now visitors can read which path to take.
   • [9] Together, both gardeners anchor it with stones. + [11] A good idea needs more than one careful look

6. The Borrowed Beat (original poem)

   Stanza 1: [1] Zee keeps a steady beat upon the small drum. [2] The dancers hurry past the count too soon. [3] One dancer taps a slower rhythm softly, [4] A patient pattern like an afternoon. Stanza 2: [5] Zee lets the new beat lead the second practice. [6] The steps and tapping meet upon the floor. [7] Then Zee adds one bright roll before the ending; [8] The dancers pause and ask to hear it more. Stanza 3: [9] No single player owns the whole performance. [10] They trade the lead as music fills the room. [11] A borrowed beat can make a song more lively [12] When every player brings a sound to bloom.
   Annotations: stanza 1 = opening; stanza 2 = response; stanza 3 = result.

7. 5.

   Zee marks the lines in the poem. Which message links the opening and ending?

   • A group can make stronger music by sharing ideas and the lead.
   • One dancer offers a slower rhythm.
   • Every group must use a slow beat.
   • The poem is about a small drum and the dancers who join practice.
8. 6.

   Zee marks the lines beside the poem. Which marked lines connect the offered beat to Zee’s response?

   • [1] Zee keeps a steady beat upon the small drum. + [2] The dancers hurry past the count too soon.
   • [3] One dancer taps a slower rhythm softly, + [1] Zee keeps a steady beat upon the small drum.
   • [3] One dancer taps a slower rhythm softly, + [7] Then Zee adds one bright roll before the ending;
   • [3] One dancer taps a slower rhythm softly, + [5] Zee lets the new beat lead the second practice.
9. 7.

   Zee marks the lines in the poem. Which message includes the second stanza’s response?

   • Zee adds a bright roll.
   • Accepting another rhythm can leave room for one’s own contribution.
   • The poem is about dancers and a drum.
   • A borrowed idea always becomes better than the original.
10. 8.

    Zee marks the lines beside the poem. Which marked lines show Zee still adds a fresh idea?

    • [1] Zee keeps a steady beat upon the small drum. + [2] The dancers hurry past the count too soon.
    • [7] Then Zee adds one bright roll before the ending; + [8] The dancers pause and ask to hear it more.
    • [7] Then Zee adds one bright roll before the ending; + [9] No single player owns the whole performance.
    • [7] Then Zee adds one bright roll before the ending; + [1] Zee keeps a steady beat upon the small drum.
11. 9.

    Zee marks the lines in the poem. Which message does the final stanza leave with readers?

    • The poem is about taking turns in music and keeping a steady beat.
    • Working together lets different sounds shape one performance.
    • The dancers ask to hear the roll again.
    • No player should ever lead a song.
12. 10.

    Zee marks the lines beside the poem. Which marked lines show the final pattern of sharing?

    • [1] Zee keeps a steady beat upon the small drum. + [2] The dancers hurry past the count too soon.
    • [9] No single player owns the whole performance. + [11] A borrowed beat can make a song more lively
    • [9] No single player owns the whole performance. + [1] Zee keeps a steady beat upon the small drum.
    • [9] No single player owns the whole performance. + [10] They trade the lead as music fills the room.