Reading 3

COMPREHENSION

Change of Heart

Kevin scooped up his backpack and shouted out to Jillian, “See you tomorrow! Have a good
time at the museum!” Jillian looked up and smiled at Kevin, “Hey, Kevin, why don’t you come
with us? We’ve got extra room in the car and the new Gravity exhibit is supposed to be out of
this world!” Jillian was always inviting Kevin to hang out with her. She had tons of friends and
was always out doing something interesting, but Kevin was a loner, he didn’t have many friends
and rarely did he do anything one would consider interesting. “Thanks, Jillian, but I have to go
somewhere with my mom. Later!”
Kevin’s mom chauffeured him to the retirement home just down the street from the school.
When he walked through the door, the bright lights and the smell of antiseptic cleanser shocked
him, it was so different from his home that was dimly lit and always smelled of freshly baked
cookies. He wondered how his papa could stand to live here.
“Good to see you, Kevin! Here are the supplies for bingo,” said Kathleen as she handed him
the plastic container. “Thanks!” Kevin replied in a jovial voice as he skipped down the hall to his
papa’s room. The room was dark. He must already be in the recreation hall, thought Kevin.
Kevin maneuvered into the hall and quickly scanned the room for his papa. “I’m over here,
Kev! All ready to beat the pants off of my buddy Gilbert!” Kevin chuckled. He was glad to see
his papa. This was his favorite day of the week. Kevin loved spending time with his papa and the
other residents of the retirement center. They all loved him, and they were so grateful for his
visits. After one too many rounds of bingo, they all shuffled into the dining room and dug into
some chicken pot-pie, mashed potatoes, and homemade apple pie. Kevin had homework to do so
he had to be going—but not before hugging everyone in the room.
The next morning Kevin quietly took his seat and waited to hear the daily announcements.
“Today we’ll be creating Valentines for the residents of the retirement center just down the
street. Then tomorrow we’ll hand deliver them.” A smile crept across Kevin’s face, but all
around him he heard little comments like “Disgusting! Are you kidding, old people? They
smell.” “Oh man, I can’t stand that place. It gives me the creeps.” Kevin was disappointed that
his classmates were so negative about the idea of visiting the retirement center—it was one of his
favorite places to spend time.
 The next day as they walked towards the retirement center Kevin listened to Jillian chatter on
about who knows what. He was anxious for the visit, so he wasn’t paying much attention. When
they arrived, they found all the residents in the front room. They immediately recognized Kevin
and rushed over to give him a hug and thank him for bringing his classmates to visit. Everyone
watched in awe! Kevin, the boy who rarely said a word, came alive, animated, and was the
center of attention. Kevin’s classmates suddenly realized that their ideas about the retirement
center were not all accurate. They followed Kevin’s lead, and the afternoon turned out better
than anyone expected!

Directions
Choose the item that best answers each question about the selection you just read. Circle
the letter next to the answer.

____ 1 How are Kevin and Jillian different?

A Jillian is social and Kevin is a loner.
B Kevin and Jillian are both social.
C Jillian is artistic and Kevin is poetic.
D Kevin and Jillian in the same class.
____ 2 Which sentence best contrasts Kevin at different points in the story?
F Kevin always anxious.
G Kevin is comfortable at school but uncomfortable at the retirement center.
H Kevin is quiet in school but animated and social at the retirement center.
J Kevin is never outspoken.
____ 3 Which word might Kevin use to describe Jillian?
A bothersome
B friendly
C self-conscious
D self-absorbed
____ 4 Why does Kevin visit the retirement center once a week?
F as a community service project
G his mother makes him
H his papa is a resident at the center
J he likes to play bingo
____ 5 How is the retirement center different from Kevin’s home?
A He isn’t allowed to play games at his house.
B His home and the retirement center are both brightly lit and smell of antiseptic.
 C Kevin’s home is at the opposite end of town.
D His home smells of food and the retirement center smells of cleansers.
____ 6 What is the difference between Kevin’s and his classmates’ responses when they first hear
about the trip to the retirement center?
F Kevin and his classmates are looking forward to the trip.
G Kevin does not want to go to the retirement center but his classmates do.
H Kevin is eager to visit the retirement center but his classmates are skeptical.
J Kevin and his classmates want to go to the museum.
____ 7 Where does Kevin go each week?
A to the museum
B to the retirement center
C to the bakery for cookies
D to his Jillian’s house
____ 8 Which statement best describes how Kevin and Jillian are similar?
F Kevin and Jillian are both kind to others.
G Jillian and Kevin are both outspoken.
H Jillian and Kevin are always the leaders.
J Kevin and Jillian rarely talk to anyone.
Reading 3
Answer Section

1 ANS: A PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Literature 7. Compare and
contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading
the text to what they perceive when they listen or watch. | G6_CCSS_Literature 9. Compare and
contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and topics. | G6_CCSS_Informational
Text 9. Compare and contrast one author’s presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
2 ANS: H PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Literature 7. Compare and
contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading
the text to what they perceive when they listen or watch. | G6_CCSS_Literature 9. Compare and
contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and topics. | G6_CCSS_Informational
Text 9. Compare and contrast one author’s presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
3 ANS: B PTS: 1
NAT: G6_CCSS_Literature 2. Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. | G6_CCSS_Literature 3. Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well as how the characters respond or change as the plot
moves toward a resolution.
4 ANS: H PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Informational Text 1. Cite
textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
5 ANS: D PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Literature 7. Compare and
contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading
the text to what they perceive when they listen or watch. | G6_CCSS_Literature 9. Compare and
contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and topics. | G6_CCSS_Informational
Text 9. Compare and contrast one author’s presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
6 ANS: H PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
 explicitly as well as inferences drawn from the text. | G6_CCSS_Literature 7. Compare and
contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading
the text to what they perceive when they listen or watch. | G6_CCSS_Literature 9. Compare and
contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and topics. | G6_CCSS_Informational
Text 9. Compare and contrast one author’s presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
7 ANS: B PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Informational Text 1. Cite
textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
8 ANS: F PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Literature 7. Compare and
contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading
the text to what they perceive when they listen or watch. | G6_CCSS_Literature 9. Compare and
contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and topics. | G6_CCSS_Informational
Text 9. Compare and contrast one author’s presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).