The message of a story

Grade 6 Reading Worksheet - Building Confidence

Circle the best answer.

1. Read this first

   The Book Corner (story)

   [1] Ari wanted the school library to have a small corner for books students could recommend, where the sunny window would give readers enough afternoon light. [2] Ari drew a shelf plan that left almost no room for students to sit. [3] Bo suggested moving the shelf against the wall to make a wider space, without blocking the library walkway during the busiest part of the day. [4] Ari listened and redrew the plan with two stools beside the books. [5] When the first sign was hard to read, Esme suggested larger letters. [6] Ari replaced the sign instead of defending the first design, although Ari had spent a whole afternoon painting it. [7] On opening day, several students asked for books about birds. [8] Ari put those requests on a paper list and found room for bird books. [9] Bo helped sort the books while Esme carried the new sign. [10] Ari thanked the helpers and invited them to choose next week’s display, because the corner belonged to everyone in the school. [11] The corner grew busy because students could both browse and suggest books. [12] Ari kept the request list nearby for future changes.
   Event-and-response strip: 1. Ari drew a plan with little sitting room → Ari widened it after Bo spoke | 2. The first sign was hard to read → Ari replaced it after Esme spoke | 3. Students requested bird books → Ari added them and kept the request list
   Marked focus entry: Ari drew a plan with little sitting room → Ari widened it after Bo spoke

2. 1.

   Ari reads the event-and-response strip for the shelf plan. Which message does the story’s pattern support?

   • A shelf should always stand against a wall.
   • Listening to others can make a shared plan better.
   • Every suggestion from another person in the library is correct.
   • The story is about books and shelves.
3. 2.

   Ari considers this message: “Listening to others can make a shared plan better.” Which event-and-response account best supports it?

   • Ari ignored Bo’s suggestion and kept the narrow sitting space.
   • Ari placed books on a shelf and added a paper request list.
   • Ari listened to Bo and widened the sitting space; Ari also used Esme’s advice to make the sign clearer.
   • Ari listened to Bo and widened the sitting space.

4. The Book Corner (story)

   [1] Ari wanted the school library to have a small corner for books students could recommend, where the sunny window would give readers enough afternoon light. [2] Ari drew a shelf plan that left almost no room for students to sit. [3] Bo suggested moving the shelf against the wall to make a wider space, without blocking the library walkway during the busiest part of the day. [4] Ari listened and redrew the plan with two stools beside the books. [5] When the first sign was hard to read, Esme suggested larger letters. [6] Ari replaced the sign instead of defending the first design, although Ari had spent a whole afternoon painting it. [7] On opening day, several students asked for books about birds. [8] Ari put those requests on a paper list and found room for bird books. [9] Bo helped sort the books while Esme carried the new sign. [10] Ari thanked the helpers and invited them to choose next week’s display, because the corner belonged to everyone in the school. [11] The corner grew busy because students could both browse and suggest books. [12] Ari kept the request list nearby for future changes.
   Event-and-response strip: 1. Ari drew a plan with little sitting room → Ari widened it after Bo spoke | 2. The first sign was hard to read → Ari replaced it after Esme spoke | 3. Students requested bird books → Ari added them and kept the request list
   Marked focus entry: The first sign was hard to read → Ari replaced it after Esme spoke

5. 3.

   Esme reads the event-and-response strip for the sign and request list. Which message does the story’s pattern support?

   • The story is about a library corner.
   • A plan should be changed every time someone visits the library corner.
   • Large letters make every sign useful.
   • A useful place can improve when people respond to feedback.
6. 4.

   Esme considers this message: “A useful place can improve when people respond to feedback.” Which event-and-response account best supports it?

   • Ari refused student requests and removed the bird books.
   • Ari changed the sign after Esme spoke.
   • Ari changed the sign after Esme spoke; Ari later added bird books after students asked.
   • The corner held a sign, a shelf, and bird books.

7. The Book Corner (story)

   [1] Ari wanted the school library to have a small corner for books students could recommend, where the sunny window would give readers enough afternoon light. [2] Ari drew a shelf plan that left almost no room for students to sit. [3] Bo suggested moving the shelf against the wall to make a wider space, without blocking the library walkway during the busiest part of the day. [4] Ari listened and redrew the plan with two stools beside the books. [5] When the first sign was hard to read, Esme suggested larger letters. [6] Ari replaced the sign instead of defending the first design, although Ari had spent a whole afternoon painting it. [7] On opening day, several students asked for books about birds. [8] Ari put those requests on a paper list and found room for bird books. [9] Bo helped sort the books while Esme carried the new sign. [10] Ari thanked the helpers and invited them to choose next week’s display, because the corner belonged to everyone in the school. [11] The corner grew busy because students could both browse and suggest books. [12] Ari kept the request list nearby for future changes.
   Event-and-response strip: 1. Ari drew a plan with little sitting room → Ari widened it after Bo spoke | 2. The first sign was hard to read → Ari replaced it after Esme spoke | 3. Students requested bird books → Ari added them and kept the request list
   Marked focus entry: Students requested bird books → Ari added them and kept the request list

8. 5.

   Kira reads the event-and-response strip for the finished corner. Which message does the story’s pattern support?

   • A project works only when everyone makes every decision.
   • The story is about choosing books.
   • Bird books are the most popular books.
   • Sharing decisions helps a project serve more people.
9. 6.

   Kira considers this message: “Sharing decisions helps a project serve more people.” Which event-and-response account best supports it?

   • Ari invited helpers to choose a display; Ari kept students’ requests for later changes.
   • Ari invited helpers to choose a display.
   • Ari kept all later display choices to Ari alone.
   • The corner had stools, books, and a paper list.

10. The Flower Box (story)

    [1] Jun planted a flower in a wooden box beside the classroom window. [2] The leaves bent toward the glass, but the soil stayed damp all week, even though the plant appeared to be thirsty at first. [3] Jun first thought the plant needed more water. [4] Tala noticed that the box stood in shade for most of the day. [5] Jun checked the sunlight at lunchtime and found a bright spot near the door, which received several hours of direct afternoon sun. [6] Jun moved the box there and waited several days before making another change. [7] The flower stood straighter, but a strong breeze tipped the light box. [8] Jun placed a smooth stone in the bottom to keep it steady, while leaving enough room for the roots and soil. [9] Tala suggested a small card so visitors would not move the box into shade. [10] Jun wrote a card explaining why the flower needed that sunny place. [11] The next week, new leaves opened above the edge of the box. [12] Jun noted both changes in a garden journal for the class, so the class could compare the results over several weeks.
    Event-and-response strip: 1. Jun guessed the plant needed water → Jun checked the damp soil and sunlight | 2. The sunny spot had a strong breeze → Jun steadied the box with a stone | 3. Visitors might move the box → Jun added a card explaining its place
    Marked focus entry: Jun guessed the plant needed water → Jun checked the damp soil and sunlight

11. 7.

    Milo reads the event-and-response strip for the flower’s first problem. Which message does the story’s pattern support?

    • Flowers should always be moved near a door.
    • Every first guess about a problem with a classroom flower is wrong.
    • The story is about a flower.
    • Checking clues can work better than making a quick guess.
12. 8.

    Milo considers this message: “Checking clues can work better than making a quick guess.” Which event-and-response account best supports it?

    • Jun kept a flower in a wooden box near the window.
    • Jun paused before adding water.
    • Jun added more water without checking the damp soil and ignored Tala’s remark about shade.
    • Jun paused before adding water; after Tala spoke, Jun checked sunlight and moved the box.

13. The Flower Box (story)

    [1] Jun planted a flower in a wooden box beside the classroom window. [2] The leaves bent toward the glass, but the soil stayed damp all week, even though the plant appeared to be thirsty at first. [3] Jun first thought the plant needed more water. [4] Tala noticed that the box stood in shade for most of the day. [5] Jun checked the sunlight at lunchtime and found a bright spot near the door, which received several hours of direct afternoon sun. [6] Jun moved the box there and waited several days before making another change. [7] The flower stood straighter, but a strong breeze tipped the light box. [8] Jun placed a smooth stone in the bottom to keep it steady, while leaving enough room for the roots and soil. [9] Tala suggested a small card so visitors would not move the box into shade. [10] Jun wrote a card explaining why the flower needed that sunny place. [11] The next week, new leaves opened above the edge of the box. [12] Jun noted both changes in a garden journal for the class, so the class could compare the results over several weeks.
    Event-and-response strip: 1. Jun guessed the plant needed water → Jun checked the damp soil and sunlight | 2. The sunny spot had a strong breeze → Jun steadied the box with a stone | 3. Visitors might move the box → Jun added a card explaining its place
    Marked focus entry: The sunny spot had a strong breeze → Jun steadied the box with a stone

14. 9.

    Pia reads the event-and-response strip for the box after it moved. Which message does the story’s pattern support?

    • A smooth stone keeps every plant healthy.
    • Fixing a problem with a plant always creates a worse problem.
    • Solving one problem may reveal another problem to address.
    • The story is about a wooden flower box.

15. The Flower Box (story)

    [1] Jun planted a flower in a wooden box beside the classroom window. [2] The leaves bent toward the glass, but the soil stayed damp all week, even though the plant appeared to be thirsty at first. [3] Jun first thought the plant needed more water. [4] Tala noticed that the box stood in shade for most of the day. [5] Jun checked the sunlight at lunchtime and found a bright spot near the door, which received several hours of direct afternoon sun. [6] Jun moved the box there and waited several days before making another change. [7] The flower stood straighter, but a strong breeze tipped the light box. [8] Jun placed a smooth stone in the bottom to keep it steady, while leaving enough room for the roots and soil. [9] Tala suggested a small card so visitors would not move the box into shade. [10] Jun wrote a card explaining why the flower needed that sunny place. [11] The next week, new leaves opened above the edge of the box. [12] Jun noted both changes in a garden journal for the class, so the class could compare the results over several weeks.
    Event-and-response strip: 1. Jun guessed the plant needed water → Jun checked the damp soil and sunlight | 2. The sunny spot had a strong breeze → Jun steadied the box with a stone | 3. Visitors might move the box → Jun added a card explaining its place
    Marked focus entry: Visitors might move the box → Jun added a card explaining its place

16. 10.

    Tala considers this message: “Careful observation helps people explain why a change worked.” Which event-and-response account best supports it?

    • Jun wrote in a journal about a flower and its box.
    • Jun checked where sunlight fell; later Jun recorded the new leaves and the changes in a journal.
    • Jun moved the box without watching or recording what happened.
    • Jun checked where sunlight fell.