- Read the fictional excerpt below, then answer: How does the author feel about the science fair?
I carry my volcano project down the hallway like it is a sleeping baby. The poster board wobbles, and the glitter letters shed tiny sparks onto my shoes. In the gym, the tables stand in long rows, bright as a supermarket aisle. Everyone's projects blink and whir and spin, as if the room is full of small, polite robots.
"Relax," my friend Jordan says. "Your volcano is awesome."
"Awesome," I repeat, watching a kid nearby test a mini wind turbine that actually lights a bulb. My volcano, on the other hand, is mostly papier-mâché and hope.
The judges walk closer, clipboards ready. My stomach tightens like a drawstring bag. I smooth my wrinkled label and practice smiling. The gym suddenly feels too loud, too shiny, too full of people who know what they are doing.
When the first judge stops at my table, I hear my own voice come out steady anyway. That surprises me. Maybe the science fair is scary, but it is also a place where you can be brave for two minutes at a time.
Answer: Anxious but determined to do well
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses descriptions of nervousness to convey an anxious yet determined tone, underscored by phrases such as 'my stomach tightens like a drawstring bag' and 'maybe the science fair is scary, but it is also a place where you can be brave.' Choice B is correct because it captures the anxious but determined attitude conveyed through the narrator's internal reflections and actions. Choice A is incorrect because it misinterprets the tension as boredom, confusing tone with the setting's description. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- The author's tone when discussing the athlete's future is best described as...
Answer: optimistic.
The author acknowledges flaws but frames them as correctable, focusing instead on the athlete's talent, dedication, and potential. Phrases like "true brilliance," "undeniable talent," and "the future looks incredibly bright" create a hopeful and positive outlook, which is best described as optimistic.
- Which word best describes the author's attitude toward pigeons?
Answer: Appreciative
The author uses positive and admiring language such as "remarkable resilience," "master navigators," "astonishing," and "incredible adaptability" to describe pigeons. This indicates a positive and appreciative attitude, suggesting that the common negative perception is misguided.
- The author's tone in this passage is most accurately described as...
Answer: analytical.
The author explains the different arguments and the court's reasoning in a neutral, logical, and dispassionate way. The passage breaks down the components of the legal issue without showing preference for one side or using emotional language. This approach is best described as analytical.
- How does the author feel about the science fair in this story?
Mina stands in the gym with her poster board wobbling like a nervous bird. The lights hum above her, and her project—"Seeds and Sound"—sits on the table. She practiced her speech in the mirror, but her voice now feels smaller. Still, she smooths the corners of her display and smiles at the first judge.
"Tell me what you discovered," he says. Mina takes a breath that tastes like pencil shavings and courage. She explains how different sounds affect sprouting. Her hands stop shaking when she points to her data. The judge nods, and Mina's thoughts finally line up like neat rows of seedlings.
Across the aisle, her friend Jordan gives a thumbs-up. Mina laughs, a quick spark in her chest. The gym is loud, but she feels steady, like a tree with roots holding firm.
When the bell rings, Mina does not rush out. She walks past the tables and reads other projects. The science fair is not a monster anymore. It is a doorway, and she has already stepped through.
Answer: She feels proud after facing her fear
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, Mina's journey from nervousness to confidence is shown through phrases like "her voice now feels smaller" evolving to "she feels steady, like a tree with roots holding firm," conveying a tone of accomplishment and pride. Choice A is correct because it captures how Mina transforms from fearful to proud after successfully presenting her project, as evidenced by her steady demeanor and willingness to stay and explore other projects. Choice C is incorrect because Mina actively engages with other projects rather than showing boredom, demonstrating genuine interest in the science fair. Students should track emotional progression throughout a narrative, noting how descriptive language and metaphors reveal changing attitudes and feelings.
- Which word best describes the author's tone?
Answer: Exasperated
The author expresses deep frustration and impatience, highlighted by the phrase "pleaded with him" and the rhetorical question "Is it truly so difficult...?" This feeling of being worn out by a repeated, unresolved annoyance is best captured by the word "exasperated." The tone is not one of pure anger or deep sadness.
- Read the op-ed below, then answer: What is the tone of the passage?
Our school cafeteria has a new rule: no outside lunches on "Green Days." The posters show smiling carrots and a globe wearing sunglasses. The message is clear: if we all eat cafeteria food, the planet will throw us a thank-you party. I want to care about the Earth, I really do. But the rule feels less like helping nature and more like controlling students.
On Tuesday, I watched Maya stare at her tray like it was a math test written in peas. The line moved slowly, and the air smelled like warm cheese and something else I could not name. When Maya asked if she could bring her peanut-free lunch from home, the answer was a quick "No." The planet, apparently, cannot survive a turkey sandwich.
If the goal is to reduce trash, there are smarter ways. Let students bring reusable containers. Put real recycling bins in every hallway, not just one lonely bin by the gym that is always overflowing. Teach us what gets recycled, because right now people toss everything in and hope for magic.
Rules work best when they make sense. This one does not. It treats students like we cannot learn, only obey. If the school wants us to be greener, it should start by trusting us enough to be part of the solution.
Answer: Critical and slightly sarcastic about the new rule
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses sarcastic remarks to convey a critical tone, underscored by phrases such as 'the planet will throw us a thank-you party' and 'the planet, apparently, cannot survive a turkey sandwich.' Choice B is correct because it captures the critical and slightly sarcastic tone conveyed through ironic statements about the new rule. Choice A is incorrect because it misinterprets the sarcasm as cheerfulness, confusing tone with the poster's imagery. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- What is the author's dominant tone in this passage?
Answer: Appreciative
The author uses rich, positive descriptions like "brilliant crimson," "tapestry of warm light," and "deep, peaceful quality" to convey a sense of enjoyment and admiration for the season. The overall feeling is one of valuing and taking pleasure in the natural process, which is an appreciative tone.
- Read the op-ed below, then answer: What is the tone of the passage?
Some people treat the school's lost-and-found like a museum of forgotten sweaters. They walk past it, glance at the pile, and keep going. Meanwhile, the table grows into a fabric mountain, complete with water bottles and one lonely shoe.
Last week, the office announced they will donate everything not claimed by Friday. Suddenly, students sprint to the lost-and-found like it is a game show. "Is that my hoodie?" they shout, as if the hoodie has been living a secret double life.
Here is my suggestion: we need a better system. Put labels on items when they arrive. Sort by category instead of stacking everything into one sad heap. Post photos of valuable items online so people can check quickly.
Most importantly, learn to check your desk and your locker. Your stuff does not teleport. It just ends up on the lost-and-found table, waiting for you to remember it exists.
Answer: Playfully critical about students forgetting items
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses humorous exaggerations to convey a playfully critical tone, underscored by phrases such as 'the table grows into a fabric mountain' and 'students sprint to the lost-and-found like it is a game show.' Choice A is correct because it captures the playfully critical attitude conveyed through witty observations and suggestions about forgetting items. Choice C is incorrect because it misinterprets the criticism as pride, confusing tone with the mess description. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- What emotion does the author convey in this descriptive passage?
The first snow arrives after dinner, quiet as a secret. Streetlights turn each falling flake into a tiny coin of light. The sidewalk, usually gray and impatient, softens into a pale ribbon. Even the loud road seems to lower its voice.
A cold breeze brushes my cheeks, but it does not feel mean. It feels awake. I pull my scarf higher and watch my breath float away like a small ghost that means no harm. Somewhere a dog barks once, then stops, as if listening.
The trees hold out their branches like careful hands. Snow gathers on them, slow and steady, as if the world is being gently erased and redrawn. I think of fresh notebooks and clean pages.
When I step back inside, my boots leave wet prints on the mat. I do not mind. The snow has made the night feel new, and I carry that newness with me.
Answer: Calm wonder at the snowfall
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses gentle, contemplative language like "quiet as a secret" and "tiny coin of light" to convey a peaceful sense of wonder, underscored by the unhurried pace and reflective observations about the transformative nature of snow. Choice A is correct because it captures the calm, appreciative tone conveyed through the author's patient observations and metaphors that present winter as something magical rather than harsh. Choice B is incorrect because the author explicitly states the cold "does not feel mean" and describes carrying the "newness" inside, showing appreciation rather than anger. Students should pay attention to the pace of the writing, the types of comparisons used, and whether descriptions emphasize beauty or discomfort when determining emotional tone.
- Read the speech below, then answer: What is the tone of the passage?
Friends and neighbors, our town rebuilds after last month's river flood. We all saw the water climb the steps of the library. We saw the park benches float like toys. We also saw something stronger than the river: people.
When the power went out, families shared lanterns. When the bridge closed, volunteers carried groceries across the long detour. Our firefighters worked until their boots stayed wet for days. This week, the school gym becomes a supply center, and the community center becomes a place to plan.
I will not pretend the work is easy. Mud does not politely disappear. Repairs cost money, and patience can run thin. But we are not alone, and we are not helpless. We have hands, ideas, and the stubborn courage of a town that refuses to quit.
So bring your gloves on Saturday. Bring your best jokes, too. We will clean, we will rebuild, and we will prove that our home is more than buildings. It is the people who stand up again.
Answer: Hopeful and encouraging about rebuilding together
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses motivational language to convey a hopeful tone, underscored by phrases such as 'we are not alone, and we are not helpless' and 'we will clean, we will rebuild.' Choice A is correct because it captures the hopeful and encouraging tone conveyed through calls to action and community strength. Choice D is incorrect because it misinterprets the optimism as gloom, confusing tone with the acknowledgment of challenges. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- The author's tone regarding the Golden Record is best described as...
Answer: hopeful.
Although the author acknowledges the small chance of the record being found, the focus is on its symbolic meaning. Phrases like "belief in the future," "desire to reach out," and "boundless optimism" clearly indicate a hopeful and positive tone.
- Read the speech below, then answer: What emotion does the author convey through the passage?
Team, we lost today's game by one point. That stings, and I can see it on your faces. You wanted the win, and you worked for it. But I want you to look closer at what happened.
In the first half, we rushed. We threw wild passes and forgot our plays. In the second half, you listened, adjusted, and fought back. You communicated. You boxed out. You ran the court like you owned it.
A loss can be a lesson, or it can be a weight you drag around. I refuse to let it be a weight. Tomorrow, we practice free throws. We practice defense. We practice staying calm when the score is tight.
Hold your heads up. I am proud of your effort, and I am excited to see what you become next week.
Answer: Motivated pride mixed with determination
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses motivational reflections to convey a proud tone, underscored by phrases such as 'I am proud of your effort' and 'a loss can be a lesson.' Choice A is correct because it captures the motivated pride mixed with determination conveyed through encouraging analysis of the game. Choice D is incorrect because it misinterprets the optimism as hopelessness, confusing tone with the initial loss. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- Read the speech below, then answer: What is the tone of the passage?
Students, our school garden begins today. Last year, the plan sat on paper like a seed left in a drawer. This year, we put it in the ground.
We have a small patch behind the cafeteria. It is not perfect soil, and it has more rocks than anyone wants. But we have tools, compost, and a team of volunteers who show up even when the wind is rude.
In a few weeks, you will see green shoots pushing up. They will look fragile, but they will be determined. We will water them, pull weeds, and learn which plants thrive here.
This garden is not just about vegetables. It is about patience, responsibility, and the pride of creating something real with your hands.
Answer: Hopeful and determined about the garden
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses optimistic metaphors to convey a hopeful tone, underscored by phrases such as 'they will look fragile, but they will be determined' and 'this garden is not just about vegetables.' Choice A is correct because it captures the hopeful and determined tone conveyed through motivational descriptions of the garden project. Choice B is incorrect because it misinterprets the encouragement as sarcasm, confusing tone with the challenges mentioned. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- Which of the following best describes the author's attitude towards the film?
Answer: Disappointed
The author begins by stating what the film "promised" and then details how it failed to deliver. Words like "hollow," "confusing," and "empty" show a negative opinion. The contrast between expectation and reality points to a tone of disappointment rather than pure anger or objectivity.
- The author's tone in this passage can best be described as one of...
Answer: wonder.
The author's use of words like "serendipity," "happy accident," "humbling," and "profound curiosity" conveys a sense of awe and amazement at the chance nature of the discovery. This points to a tone of wonder rather than a purely factual or critical one.
- The author's attitude toward the use of jargon is one of...
Answer: disapproval.
The author uses negative words to describe jargon and its effects: "needlessly complicate," "obscures," "pretentious," and "empty embellishments." This indicates a clear and strong negative opinion, making "disapproval" the most accurate choice.
- Read the op-ed below, then answer: What is the author's attitude toward school start times?
Our school starts at 7:20 a.m., which means my alarm clock and I are enemies. The sun is barely awake, and my brain is still loading, like an old computer. By first period, half the class looks like sleepy zombies, minus the dramatic music.
Adults say we should "just go to bed earlier." That advice sounds simple, but homework, sports, and family schedules do not always cooperate. Also, many teens naturally feel more awake later. It is not laziness; it is biology.
Starting school even 30 minutes later could help students focus. It could reduce tardies and make mornings less stressful at home. Teachers might even get more alert answers instead of blank stares.
If we want better learning, we should stop treating sleep like a reward. It is a basic need, and school should respect it.
Answer: Frustrated but persuasive about later start times
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses persuasive arguments to convey a frustrated tone, underscored by phrases such as 'my alarm clock and I are enemies' and 'starting school even 30 minutes later could help.' Choice A is correct because it captures the frustrated but persuasive attitude conveyed through critiques and suggestions for change. Choice B is incorrect because it misinterprets the frustration as pride, confusing tone with early morning routines. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- Read the descriptive passage below, then answer: What is the tone of the passage?
The hiking trail begins behind the visitor center, but it quickly forgets about people. Pines crowd close, their needles stitching shadows across the dirt. The air smells sharp and clean, like someone just opened a window in the sky. Each step makes a small crunch, and the sound feels respectful, as if the forest prefers quiet.
A creek runs beside the path, sliding over stones with a steady, patient voice. Sunlight breaks through branches in thin beams, turning floating dust into glitter. I stop to watch a squirrel leap from trunk to trunk. It moves with the confidence of someone who has never worried about homework.
Farther in, the trail climbs. My legs complain, but the view answers them. The valley opens below, green and wide, and the wind cools my face. I breathe in and feel my thoughts slow down, like a spinning top finally finding balance.
Answer: Admiring and calm about the forest
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, the author uses appreciative imagery to convey an admiring tone, underscored by phrases such as 'the air smells sharp and clean' and 'the scene does not shout for attention. It simply glows.' Choice A is correct because it captures the admiring and calm tone conveyed through positive, serene descriptions of the forest. Choice C is incorrect because it misinterprets the peace as panic, confusing tone with the physical effort of hiking. Encourage students to look for key phrases that indicate tone, practice identifying tone in diverse texts, and differentiate between tone and mood by analyzing how they affect interpretation. Remind students to consider the author's intention and the context when determining tone.
- How does the author feel about practicing the violin in this excerpt?
Eli opens his violin case like it might bite. The instrument shines, innocent and quiet, which is suspicious. He sets the music on the stand and tries the first scale.
The note squeaks. The next note squeaks louder, like a door complaining. Eli stares at the ceiling, as if answers are written in the paint. His sister walks by and says, "That sounds… energetic."
Eli tightens his bow grip and tries again. This time the sound is smoother, almost like a real song. He sits up straighter. The room stops feeling like a courtroom.
After ten minutes, Eli plays the scale without squeaks. He closes the case gently, the way you close a book you might actually finish.
Answer: He is annoyed at first but grows hopeful
This question tests middle school students' ability to identify the author's tone or attitude, a key component of reading comprehension. Tone reflects the author's attitude toward the subject, conveyed through word choice, sentence structure, and imagery. In this passage, Eli's journey from suspicion ("like it might bite") and frustration (squeaking notes) to cautious optimism ("closes the case gently, the way you close a book you might actually finish") shows a progression from annoyance to hopefulness. Choice A is correct because it captures Eli's emotional arc from initial frustration with squeaking notes to growing hope as he improves and treats the instrument with newfound respect. Choice B is incorrect because Eli clearly struggles at first with squeaking notes and ceiling-staring frustration, not starting with joy or perfection. Students should track emotional progression through changing descriptions, body language, and metaphors that reveal shifting attitudes throughout a narrative.
