A Little Help CFU
RL.2 CFU
Student Passage
LT1
NAME:
READING PROMPT: FOCUS ON CHRONOLOGICAL ORDER AND THE RETELLING OF KEY EVENTS FROM START TO FINISH TO TRACK THE STORY PATHWAY.
A LITTLE HELP
ANNOTATIONS
The story below is about Natalia and her Russian classmate, Alina. It tells how friendship can grow even when speaking is hard, and how daily practice can lead to amazing achievements. Pay attention to what happens first, next, and at the end of the story.
1 “I can get it down,” I said. Alina looked at me and smiled, but she didn’t say anything. The soccer ball was stuck between two branches in a nearby tree. I grabbed a long stick and knocked the ball down. We had the ball back, but we still had a bigger problem—how to talk to each other.
2 Alina and her family had moved from Russia to California at the end of the school year because her dad had to relocate for work. Alina was just learning to speak English, and I really wanted to learn to speak Russian. Although we couldn’t really speak to each other, we still became good friends.
3 One thing we loved to do together was to play soccer. We didn’t need to use many words when we were kicking a ball around. Once school was out for the summer, we played soccer every day.
4 The first day of school in August, my teacher, Mr. Parker, saw me struggling to speak to Alina. He knew I only spoke a few words of Russian. He asked Olga to help me. Olga spoke both Russian and English. “Don’t worry,” she said. “I’m sure you’ll learn quickly.”
5 It was hard for me to understand Alina and Olga when they talked with each other. They taught me to say a few words, but I still had a hard time understanding. I felt like it was going to take me forever to learn Russian!
6 One day, I was in the library and found a book about learning to speak Russian. The librarian saw me. She said, “Natalia, I saw you looking at a book about learning Russian. I have something to show you. I think you will like it.”
7 She showed me a computer program that helped people learn how to speak Russian. At first it was hard, but I practiced every day, and I slowly began to improve.
8 One day, the school nurse, Ms. Lin, came into our class. “Natalia,” said Ms. Lin, “a boy fell on the playground. He only speaks Russian. I need someone who can tell me what he is saying so I don’t misunderstand him. Do you think you can help?”
9 I wasn’t sure if I knew how to speak Russian well enough, but Alina and Olga were not around to help. “I’ll try my best,” I said.
10 The boy, Mikhail, told me in Russian how he had fallen and scratched his arm. Ms. Lin wanted to know how badly his arm hurt and if he could bend his elbow. I turned and told him what she said. In Russian he said his arm didn’t hurt that much. Then he bent it a few times.
11 “Good,” Ms. Lin said. She cleaned the cut and gave Mikhail a bandage.
12 Ms. Lin and Mikhail thanked me for helping. “I guess Olga was right after all,” I said, smiling. “I really can learn Russian quickly!”
Dysart Schools | RL.2 CFU | Student Passage Page 1
RL.2 CFU
Check For Understanding
LT1
NAME:
DIRECTIONS: READ EACH QUESTION CAREFULLY. CHOOSE THE BEST ANSWER AND WRITE A DETAILED JUSTIFICATION ALIGNED TO THE TEXT CHRONOLOGY.
1. Which of these events best describes how Natalia and Alina's friendship begins at the start of the story?
A) They knock a soccer ball out of a tree together and realize they can play without words.
B) Mr. Parker introduces them on the first day of school in August.
C) Natalia uses a library computer program to learn how to talk to Alina.
D) They are forced to work together when a Russian boy falls on the playground.
Justification:
2. When school begins in August, which of these events happens first to help Natalia learn Russian?
A) Natalia finds a grammar book in the library.
B) Natalia practices using a computer program.
C) Ms. Lin asks Natalia to speak with Mikhail.
D) Mr. Parker asks Olga to help Natalia.
Justification:
3. Natalia's efforts to learn Russian change over time. Which event happens after she looks at a book in the library but before she helps a boy on the playground?
A) Mr. Parker asks Olga to translate for her in class.
B) She practices daily using a language computer program.
C) She plays soccer every day of the summer with Alina.
D) Ms. Lin asks her to translate for an injured student.
Justification:
4. In what order do these events occur in the story? Write the correct letter (A, B, or C) in each box below.
Event A Natalia learns how to use a language computer program.
Event B Natalia translates Mikhail's description of his injury.
Event C Natalia and Alina play soccer over the summer.
|
| Last |
|
Justification:
5. At the end of the story, why does Natalia conclude that Olga was right about her ability to learn Russian?
A) She could speak Russian quickly after practice.
B) She won a medal from Ms. Lin.
C) Olga taught her every word she needed.
D) Alina translated the whole conversation.
Justification:
Dysart Schools | RL.2 CFU | Check For Understanding Page 2
A Little Help Answer Key
RL.2 CFU ANSWER KEY
Teacher Facilitation & Justification Guide
LT1
| Question 1 | Question 2 | Question 3 | Question 4 (Sequence) | Question 5 |
|---|
| A | D | B | C → A • B | A |
Question 1 • Key Concept: Beginning Hook Correct Answer: A
Text Evidence: Paragraphs 1-3. Natalia retrieves Alina's ball from the branches with a stick, after which they realize they can successfully build their friendship on the field by "playing soccer" every day of the summer "without needing to use many words."
Teacher Note: This question sets up the initial chronological setting and introduces the conflict (the language barrier). Incorrect options describe events occurring much later in August or school months.
Question 2 • Key Concept: Chronological Order Correct Answer: D
Text Evidence: Paragraph 4. Mr. Parker asks Olga to help Natalia on "the first day of school in August."
Teacher Note: Students must track the transition from summer into August. Mr. Parker asking Olga is the first intervention, happening before library (grammar books) or playground injuries.
Question 3 • Key Concept: Intermediate Events Correct Answer: B
Text Evidence: Paragraphs 6-8. After looking at the library book, the librarian recommends the computer program (Paragraph 7), which Natalia practices "every day." This occurs directly before Ms. Lin asks her to translate for Mikhail (Paragraph 8).
Teacher Note: This item directly targets chronological retelling. Help students look for transitional words like "One day" and "Then" to establish correct sequencing.
Question 4 • Key Concept: Sequence Table Correct Order: C → A • B
Chronological Progression:
• First: Event C (Playing soccer over summer - Paragraph 3)
• Then: Event A (Learning with language software - Paragraph 7)
• Last: Event B (Translating the playground arm injury - Paragraph 10)
Teacher Note: This replicates state test technology-enhanced ordering items. Scoring is typically "All or Nothing" (2 pts) or partial credit (1 pt) if two are in the correct sequence.
Question 5 • Key Concept: End Resolution Correct Answer: A
Text Evidence: Paragraph 12. Having translated successfully, Natalia smiles and confirms that she really can learn Russian quickly, mirroring Olga's initial claim in Paragraph 4.
