Point of View Practice Test
•15 QuestionsRead the passage, then answer: Which detail shows the narrator’s limited understanding?
I still think about the day our class hosted the new student, Jae. Ms. Lin asked me to be a welcome buddy, because I sit near the door. I said yes right away, even though my hands got sweaty. I wanted to seem confident, and I wanted Ms. Lin to be proud. When Jae walked in, he held his backpack straps like they were handles. He smiled once, quickly, and then looked down.
I told Jae where to put his things and where the pencils were. He nodded a lot, but he barely spoke. At first I assumed he was shy. Then I wondered if he did not like our class. I tried to make a joke about our noisy hallway, but he only blinked. I could not tell if he understood me, or if my joke was just bad.
During math, Jae wrote neat numbers and finished early. I watched him tap his eraser against the desk. I thought maybe he was bored. When Ms. Lin asked a question, Jae raised his hand and answered in a clear voice. Everyone turned to look, and I saw his ears turn pink. I guessed he felt embarrassed, but I did not know for sure.
At recess I asked, “Do you want to play four square?” He paused, then said, “Maybe later.” I walked away feeling rejected, even though he might have meant something else. That afternoon, I wrote a note that said, “Glad you’re here.” I left it on his desk, hoping it helped, because I could not read his face at all.
Read the passage, then answer: Which detail shows the narrator’s limited understanding?
I still think about the day our class hosted the new student, Jae. Ms. Lin asked me to be a welcome buddy, because I sit near the door. I said yes right away, even though my hands got sweaty. I wanted to seem confident, and I wanted Ms. Lin to be proud. When Jae walked in, he held his backpack straps like they were handles. He smiled once, quickly, and then looked down.
I told Jae where to put his things and where the pencils were. He nodded a lot, but he barely spoke. At first I assumed he was shy. Then I wondered if he did not like our class. I tried to make a joke about our noisy hallway, but he only blinked. I could not tell if he understood me, or if my joke was just bad.
During math, Jae wrote neat numbers and finished early. I watched him tap his eraser against the desk. I thought maybe he was bored. When Ms. Lin asked a question, Jae raised his hand and answered in a clear voice. Everyone turned to look, and I saw his ears turn pink. I guessed he felt embarrassed, but I did not know for sure.
At recess I asked, “Do you want to play four square?” He paused, then said, “Maybe later.” I walked away feeling rejected, even though he might have meant something else. That afternoon, I wrote a note that said, “Glad you’re here.” I left it on his desk, hoping it helped, because I could not read his face at all.