8th grade How word choice shifts meaning and tone worksheet

How word choice shifts meaning and tone

Grade 8 Reading Worksheet - Building Confidence

Circle the best answer.

1. Read this first

   The First Skate (story)

   [1] The ice rink hummed with cheerful music as Ren stepped onto the slippery surface for the very first time. [2] Ren's ankles wobbled, and both skates seemed to wander in different directions. [3] Across the rink, the other skaters glided past in smooth curves, their scarves floating behind them like ribbons. [4] Ren clutched the wall and inched forward one nervous step at a time, afraid to let go. [5] “You are doing fine,” Ms. Okoro called from the center of the ice, and the kind words warmed the cold air. [6] Ren let go of the wall and teetered toward the middle, arms flapping like a startled bird. [7] A moment later, Ren's feet slid out, and Ren landed on the ice with a loud thump. [8] A few skaters chuckled, but Ms. Okoro skated over quickly and held out a mitten. [9] “Everyone tumbles on the first day,” Ms. Okoro said with a grin. [10] Ren grabbed the mitten, stood up carefully, and brushed the frosty shavings from both knees. [11] After a deep breath, Ren pushed off and took a bold, wobbly glide toward the music. [12] The music seemed louder now, and the whole rink felt a little less slippery than before.

2. 1.

   Ari reads the story. In sentence [2], the skates seem to “wander” in different directions. What does “wander” suggest that the plain word “move” would not?

   • That the skates travel from one place to another place across the ice.
   • That the skates are dangerous and might hurt other skaters on the rink.
   • That the skates drift without a plan, as if Ren cannot steer them.
   • That the skates head with clear purpose toward the center of the rink.
3. 2.

   Bo thinks about a swap. Sentence [3] says the other skaters “glided” past. If the writer used “scuttled” instead, what would change?

   • The skaters would seem even more graceful, because “scuttled” sounds light and quick.
   • The facts stay the same, but the skaters would seem hurried and awkward, not smooth.
   • Nothing important, because both words say that the skaters moved past Ren and kept going.
   • The skaters would be moving much faster, which changes what happens in the story.
4. 3.

   Esme reads the comparison. In sentence [6], Ren's arms are “flapping like a startled bird.” What does the comparison show about Ren at that moment?

   • Ren has learned to fly and rises off the ice for a moment before landing.
   • Ren is frightened and wants to leave the rink as quickly as possible.
   • Ren's arms are moving up and down in the air near Ren's sides.
   • Ren is flailing to stay balanced and feels surprised and unsteady.

5. The Windy Hill (story)

   [1] A strong wind swept across Windy Hill on Saturday afternoon, and Pia hurried to the top carrying a bright red paper kite. [2] The kite leaped from Pia's hands and soared above the grass like a bright red flame. [3] “Hold on tight!” shouted Mr. Dube, who was flying a blue kite nearby. [4] The wind tugged at the string, and Pia clung to the wooden handle with both hands. [5] Suddenly a rough gust snatched the kite and spun it in dizzy circles over the valley. [6] Pia's heart pounded as the string rubbed against the thick leather gloves. [7] Then the wind softened, and the kite settled into a smooth, lazy glide high above the trees. [8] Pia let out a long breath and relaxed, watching the long tail dance against the white clouds. [9] Mr. Dube walked over and said the kite looked like the happiest creature on the entire hill. [10] Pia grinned and let more string slip through the gloves, eager to see how high the kite could climb. [11] By late afternoon, the red kite was a tiny spark near the clouds, and Pia felt the whole sky pulling gently on the line. [12] When the wind finally drifted away, Pia reeled the kite in slowly and promised to return on the next windy day.

6. 4.

   Kira thinks about a swap. In sentence [7], the kite settles into a “lazy” glide. If the writer used “sluggish” instead, how would the feeling change?

   • Nothing would change, because both words mean slow and unhurried, so the kite feels the same.
   • “Lazy” feels relaxed and pleasant, but “sluggish” would make the kite seem heavy and tired.
   • The kite would be moving faster, which changes what happens at that point in the story.
   • The kite would seem about to crash, because “sluggish” means falling toward the ground.
7. 5.

   Luz reads the comparison. In sentence [2], the kite soars “like a bright red flame.” What does the comparison add?

   • The kite looks bright, quick and full of energy in the sky.
   • The kite is giving off heat that warms Pia's hands and arms.
   • The kite is dangerous, and Pia should let go right away.
   • The kite is the same red color as the paper it is made from.

8. The Winter Bus (story)

   [1] On the first cold morning of winter, the bus was packed with students who shuffled down the narrow aisle. [2] Esme squeezed into a seat by the window, next to a large backpack that took up half the bench. [3] The windows were fogged, and the air smelled like wet wool and warm cinnamon toast. [4] Behind Esme, two friends chattered about a movie, and their laughter bounced off the metal walls. [5] At the front, the driver hummed along with the radio and tapped the wheel with a gloved finger. [6] Every time the bus rolled to a stop, a fresh wave of students crowded onto the steps. [7] Esme wiped a small circle in the glass and watched the gray sidewalks slide past. [8] A tall stranger in a bright green scarf sat down, nodded politely, and offered half a granola bar. [9] The offer was so unexpected that Esme smiled the whole way to school and shared the granola bar with the friends behind. [10] When the bus finally reached the front gate, Esme felt warm all the way to the toes. [11] The tall stranger waved from the window as the bus pulled away, and the bright green scarf flickered like a flag. [12] Esme waved back with a sticky, crumb-covered hand and hurried inside to find the first class.

9. 6.

   Milo reads the story. In sentence [1], the students “shuffled” down the aisle. What does “shuffled” suggest about how they moved?

   • They moved from the front of the bus toward the back of the bus, one student after another.
   • They crowded the aisle, which is what the word “packed” shows in the same sentence.
   • They moved slowly, with sleepy steps that barely lifted their feet.
   • They moved with quick, bouncy steps because they were excited to get to school.
10. 7.

    Noah thinks about a swap. In sentence [4], two friends “chattered” about a movie. If the writer used “complained” instead, what would change?

    • The friends would seem to be in a fierce argument that fills the whole bus.
    • The friends would be talking about a different movie, which changes what happens in the story.
    • Nothing would change, because both words show that the friends are talking.
    • “Chattered” sounds cheerful and quick, but “complained” would make the friends seem unhappy.

11. The Library Corner (story)

    [1] When Jun slipped into the school library after lunch, the quiet felt like a soft blanket. [2] Sunlight spilled across the long wooden tables, and dust sparkled in the air like tiny stars. [3] Jun picked a thick adventure book from the bottom shelf and sank into a beanbag chair. [4] Within minutes, Jun was buried in the story and forgot about the noisy cafeteria down the hall. [5] The pages turned quickly as Jun devoured chapter after chapter about a sailor lost at sea. [6] Across the room, a first grader searched through the picture books and muttered a happy song. [7] The librarian, Mr. Alvarez, stamped a stack of cards and nodded at the busy readers. [8] When the bell rang, Jun blinked and looked up, surprised that the hour had slipped away. [9] Jun held the book close, signed it out, and promised to return before the weekend. [10] The hallway felt loud and bright as Jun carried the adventure back to class. [11] At the classroom door, Jun hesitated and decided to read the next chapter during silent reading time. [12] A secret smile stayed on Jun's face the whole afternoon, because the sailor's journey was only halfway done.

12. 8.

    Ren reads the story. In sentence [5], Jun “devoured” chapter after chapter. What does “devoured” suggest that the plain word “read” would not?

    • That Jun read eagerly and hungrily, as if unable to stop.
    • That Jun read slowly and carefully, pausing after each page.
    • That Jun read one chapter and then read another chapter.
    • That Jun grew angry at the sailor and wanted the story to end.
13. 9.

    Tala thinks about a swap. In sentence [4], Jun was “buried” in the story. If the writer used “interested” instead, what would change?

    • Jun would be trapped under a pile of books, so the scene would turn dangerous for the other readers.
    • Nothing would change, because both words say that Jun likes the story and keeps reading.
    • Jun would stop reading at once and leave the library, so the events of the story would change.
    • “Buried” shows Jun completely surrounded by the story, while “interested” is much milder.
14. 10.

    Zee reads the comparison. In sentence [2], dust sparkled “like tiny stars.” What does the comparison add?

    • Real stars have come inside the room and float above the long wooden tables.
    • The room is messy and badly cleaned, with dust settling on the shelves and tables.
    • Dust floats in the air and catches the light from the tall windows nearby.
    • A gentle, magical glow that makes the ordinary room feel special.