Literary Narrative Passages · Lesson 5

A literary passage at pace

ACT-style Reading gives you 36 questions in 40 minutes, about 67 seconds per question including reading time. A set of nine questions on one passage therefore allows roughly ten minutes. Spend about three of them reading and the rest answering.

On the first read, do not stop to decode every image. Read for the arc: the want, the obstacle, the turning point, and the change. Note in a few words where each happens (P2: meets neighbor, P8: first day at school). Then go to the questions.

For each question, locate before you answer. If the stem names a paragraph or quotes words, reread that spot and the sentences around it. Predict an answer in your own words, then find the choice that matches it. If a question has no location, use your arc notes to decide where to look.

A ten-minute plan for one literary passage
StepTimeWhat you do
Read for the arcabout 3 minWant, obstacle, turning point, change; a few words per paragraph
Located questionsabout 45 s eachReread the lines, predict, match
Whole-passage questionsabout 60 s eachUse your arc notes; compare the opening and the ending
Stuckskip at 90 sGuess, mark it, and come back if time is left

Point One Two

1We moved to Carver Falls in the second week of August, too late for me to join anything. The swim team had finished its season. The summer reading club was holding its final party the day after our truck arrived, and I watched it through the library window from across the street: a table of cupcakes, a banner, twenty kids who already knew one another's names. I told my mother I did not mind. I said it often enough that she stopped believing me.

2Our new house had a narrow backyard that ended at a chain-link fence, and on the other side of the fence lived Mrs. Okonjo, who was retired and kept a weather station. I did not know it was a weather station at first. From my window it looked like a collection of objects someone had forgotten to put away: a white box on legs, a metal cylinder on a post, a small propeller that spun on the roof of her shed. Every morning at seven she walked out in a cardigan, looked into each one, and wrote something in a spiral notebook.

3On my fifth morning, I was standing at the fence when she came out. She did not seem surprised to see me. "You are up early," she said. "Good. Read me the rain gauge."

4I did not know what a rain gauge was, but there was only one object close enough to the fence for me to reach, so I leaned over and looked into the metal cylinder. Inside was a narrower tube with lines marked on it and a little water at the bottom. "Point one two," I said, guessing at the numbers. She wrote it down without checking.

5After that, reading the gauge became my job. Mrs. Okonjo explained that she sent her numbers every day to a network of volunteers who recorded the weather across the state, and that her station had not missed a morning in fourteen years. She said this plainly, the way someone else might mention their shoe size, but I noticed that she wrote each number in pen and never crossed anything out.

6I learned the other instruments slowly. The white box held two thermometers, one that marked the highest temperature since the day before and one that marked the lowest. The propeller measured wind. Mrs. Okonjo did not lecture. She answered exactly what I asked and no more, which meant that I had to keep asking, and by the end of August I was asking a great deal. Why did the low reading always come just before dawn? Why was our yard two degrees cooler than the airport's report on the radio? She would tap the notebook and say, "Look back and tell me."

7So I looked back. The notebook was one of dozens; she kept the old ones in a shelf of boxes in her shed, labeled by year. Reading them was like walking through the town before I lived in it. Here was the August storm that, she said, had knocked a branch onto the library roof. Here was a winter so dry the gauge stayed empty for nineteen days. Here was the morning, three years before, when the creek behind the school had risen almost to the footbridge. I began to recognize the places in her notes when I walked past them, as if the town had been introduced to me one day at a time.

8School started the first week of September. On the first day, a boy in my science class asked where I had moved from, and before I answered, I heard myself telling him that Carver Falls had gotten nearly an inch of rain the night before, the most in a single night since June. He looked at me strangely. Then he asked how I knew.

9"I keep track," I said, which was not quite true. Mrs. Okonjo kept track. I only read the gauge. But it was the first thing I had said in Carver Falls that sounded as though I belonged there, and I decided it was close enough.

Worked example Easy

Show the whole passage

Point One Two

1We moved to Carver Falls in the second week of August, too late for me to join anything. The swim team had finished its season. The summer reading club was holding its final party the day after our truck arrived, and I watched it through the library window from across the street: a table of cupcakes, a banner, twenty kids who already knew one another's names. I told my mother I did not mind. I said it often enough that she stopped believing me.

2Our new house had a narrow backyard that ended at a chain-link fence, and on the other side of the fence lived Mrs. Okonjo, who was retired and kept a weather station. I did not know it was a weather station at first. From my window it looked like a collection of objects someone had forgotten to put away: a white box on legs, a metal cylinder on a post, a small propeller that spun on the roof of her shed. Every morning at seven she walked out in a cardigan, looked into each one, and wrote something in a spiral notebook.

3On my fifth morning, I was standing at the fence when she came out. She did not seem surprised to see me. "You are up early," she said. "Good. Read me the rain gauge."

4I did not know what a rain gauge was, but there was only one object close enough to the fence for me to reach, so I leaned over and looked into the metal cylinder. Inside was a narrower tube with lines marked on it and a little water at the bottom. "Point one two," I said, guessing at the numbers. She wrote it down without checking.

5After that, reading the gauge became my job. Mrs. Okonjo explained that she sent her numbers every day to a network of volunteers who recorded the weather across the state, and that her station had not missed a morning in fourteen years. She said this plainly, the way someone else might mention their shoe size, but I noticed that she wrote each number in pen and never crossed anything out.

6I learned the other instruments slowly. The white box held two thermometers, one that marked the highest temperature since the day before and one that marked the lowest. The propeller measured wind. Mrs. Okonjo did not lecture. She answered exactly what I asked and no more, which meant that I had to keep asking, and by the end of August I was asking a great deal. Why did the low reading always come just before dawn? Why was our yard two degrees cooler than the airport's report on the radio? She would tap the notebook and say, "Look back and tell me."

7So I looked back. The notebook was one of dozens; she kept the old ones in a shelf of boxes in her shed, labeled by year. Reading them was like walking through the town before I lived in it. Here was the August storm that, she said, had knocked a branch onto the library roof. Here was a winter so dry the gauge stayed empty for nineteen days. Here was the morning, three years before, when the creek behind the school had risen almost to the footbridge. I began to recognize the places in her notes when I walked past them, as if the town had been introduced to me one day at a time.

8School started the first week of September. On the first day, a boy in my science class asked where I had moved from, and before I answered, I heard myself telling him that Carver Falls had gotten nearly an inch of rain the night before, the most in a single night since June. He looked at me strangely. Then he asked how I knew.

9"I keep track," I said, which was not quite true. Mrs. Okonjo kept track. I only read the gauge. But it was the first thing I had said in Carver Falls that sounded as though I belonged there, and I decided it was close enough.

Which choice best describes the narrator's change over the course of the passage?

  1. from disliking science to planning a career in weather
  2. from feeling left out in a new town to feeling part of itAnswer
  3. from trusting Mrs. Okonjo to doubting her records
  4. from wanting new friends to preferring to be alone

How to solve it

  1. Opening: arrived "too late for me to join anything," watching from across the street.
  2. Ending: a remark that "sounded as though I belonged there."
  3. The change runs from outsider to belonging.

Why each choice is right or wrong

  • A. Incorrect. The narrator's feelings about science before the move are never described, and no career is mentioned.
  • B. Correct. At first the narrator watches the reading club party "from across the street"; at the end, the narrator says something that "sounded as though I belonged there."
  • C. Incorrect. The narrator relies on Mrs. Okonjo's notebooks to learn the town; nothing shows doubt about them.
  • D. Incorrect. The passage ends with the narrator talking to a classmate and feeling a sense of belonging, the opposite of preferring to be alone.

Worked example Medium

Show the whole passage

Point One Two

1We moved to Carver Falls in the second week of August, too late for me to join anything. The swim team had finished its season. The summer reading club was holding its final party the day after our truck arrived, and I watched it through the library window from across the street: a table of cupcakes, a banner, twenty kids who already knew one another's names. I told my mother I did not mind. I said it often enough that she stopped believing me.

2Our new house had a narrow backyard that ended at a chain-link fence, and on the other side of the fence lived Mrs. Okonjo, who was retired and kept a weather station. I did not know it was a weather station at first. From my window it looked like a collection of objects someone had forgotten to put away: a white box on legs, a metal cylinder on a post, a small propeller that spun on the roof of her shed. Every morning at seven she walked out in a cardigan, looked into each one, and wrote something in a spiral notebook.

3On my fifth morning, I was standing at the fence when she came out. She did not seem surprised to see me. "You are up early," she said. "Good. Read me the rain gauge."

4I did not know what a rain gauge was, but there was only one object close enough to the fence for me to reach, so I leaned over and looked into the metal cylinder. Inside was a narrower tube with lines marked on it and a little water at the bottom. "Point one two," I said, guessing at the numbers. She wrote it down without checking.

5After that, reading the gauge became my job. Mrs. Okonjo explained that she sent her numbers every day to a network of volunteers who recorded the weather across the state, and that her station had not missed a morning in fourteen years. She said this plainly, the way someone else might mention their shoe size, but I noticed that she wrote each number in pen and never crossed anything out.

6I learned the other instruments slowly. The white box held two thermometers, one that marked the highest temperature since the day before and one that marked the lowest. The propeller measured wind. Mrs. Okonjo did not lecture. She answered exactly what I asked and no more, which meant that I had to keep asking, and by the end of August I was asking a great deal. Why did the low reading always come just before dawn? Why was our yard two degrees cooler than the airport's report on the radio? She would tap the notebook and say, "Look back and tell me."

7So I looked back. The notebook was one of dozens; she kept the old ones in a shelf of boxes in her shed, labeled by year. Reading them was like walking through the town before I lived in it. Here was the August storm that, she said, had knocked a branch onto the library roof. Here was a winter so dry the gauge stayed empty for nineteen days. Here was the morning, three years before, when the creek behind the school had risen almost to the footbridge. I began to recognize the places in her notes when I walked past them, as if the town had been introduced to me one day at a time.

8School started the first week of September. On the first day, a boy in my science class asked where I had moved from, and before I answered, I heard myself telling him that Carver Falls had gotten nearly an inch of rain the night before, the most in a single night since June. He looked at me strangely. Then he asked how I knew.

9"I keep track," I said, which was not quite true. Mrs. Okonjo kept track. I only read the gauge. But it was the first thing I had said in Carver Falls that sounded as though I belonged there, and I decided it was close enough.

In paragraph 5, the narrator's observation that Mrs. Okonjo "wrote each number in pen and never crossed anything out" mainly suggests that she:

  1. does not trust the narrator to read the gauge correctly
  2. often makes errors but prefers not to show them
  3. finds pencils uncomfortable to write with outdoors
  4. takes her record more seriously than her plain tone showsAnswer

How to solve it

  1. Notice the but: she speaks plainly, but the narrator notices something else.
  2. Pen with nothing crossed out means care and permanence.
  3. Match: she cares more than her tone suggests.

Why each choice is right or wrong

  • A. Incorrect. In paragraph 4 she writes the narrator's first reading down "without checking," which shows trust, not doubt.
  • B. Incorrect. Never crossing anything out points to care, not hidden mistakes; nothing in the passage mentions errors.
  • C. Incorrect. This treats the detail as being about comfort; the narrator mentions it as a sign of how Mrs. Okonjo feels about the record.
  • D. Correct. She speaks of fourteen unbroken years "plainly, the way someone else might mention their shoe size, but" the permanent, careful record shows how much it matters to her.

Trap Overreading one sentence

Under time pressure, it is tempting to build a whole answer on one striking phrase. When the boy in paragraph 8 "looked at me strangely," a hurried reader may decide he disliked the narrator or doubted the rain total. The next sentence, "Then he asked how I knew," shows curiosity, and nothing more about his feelings is given.

Read the sentence before and the sentence after the one the stem quotes. A choice that needs more than those lines can support is overreading.