ACT Success - Reading Comprehension Practice #3

LITERARY NARRATIVE: This excerpt from the short story, "I Go Along," was written by Richard Peck in 1989.

Anyway, Mrs. Tibbetts comes into the room for second period, so we all see she’s still in school. She’s pregnant, and the smart money says she’ll make it to Easter. After that we’ll have a sub teaching us. Not that we’re too particular about who’s up there at the front of the room, not in this class.

Being juniors, we also figure we know all there is to know about sex. We know things no adult ever heard of. Still, the sight of a pregnant English teacher slows us down some. But she’s married to Roy Tibbetts, a plumber who was in the service and went to jump school, so that’s okay. We see him around town in his truck.

And right away Darla Craig’s hand is up. It’s up a lot. She doesn’t know any more English than the rest of us, but she likes to talk. “Hey, Mrs. Tibbetts, how come they get to go and we don’t?”

She means the first-period people, the Advanced English class. Mrs. Tibbetts looks like Darla’s caught her off base. We never hear what a teacher tells us, but we know this. At least Darla does.

“I hadn’t thought.” Mrs. Tibbetts rubs her hand down the small of her back, which may have something to do with being pregnant. So now we’re listening, even here in the back row. “For those of you who haven’t heard,” she says, “I’m taking some members of the—other English class over to the college tonight, for a program.”

The college is Bascomb College, a thirty-mile trip over an undivided highway.

“We’re going to hear a poet read from his works.”

Somebody says, “Is he living?” And we all get a big bang out of this.

But Mrs. Tibbetts just smiles. “Oh yes, he’s very much alive.” She reaches for her attendance book, but this sudden thought strikes her. “Would anyone in this class like to go too?” She looks up at us, and you see she’s being fair, and nice.

It’s only the second period of the day, so we’re all feeling pretty good. Also it’s a Tuesday, a terrible TV night. Everybody in class puts up their hands. Everybody. Even Marty Crawshaw, who’s already married. And Pink Hohenfield, who’s in class today for the first time this month. I put up mine. I go along.

Mrs. Tibbetts has never seen this many hands up in our class. She’s never seen anybody’s hand except Darla’s. Her eyes get wide. Mrs. Tibbetts has great eyes, and she doesn’t put anything on them. Which is something Darla could learn from.

But then she sees we have to be putting her on. So she just says, “Anyone who would like to go, be in the parking lot at five-thirty. And eat first. No eating on the bus.”

Mrs. Tibbetts can drive the school bus. Whenever she’s taking the advanced class anywhere, she can use the bus anytime she wants to, unless the coach needs it.

Then she opens her attendance book, and we tune out. And at five-thirty that night I’m in the parking lot. I have no idea why. Needless to say, I’m the only one here from second period. Marty Crawshaw and Pink Hohenfield will be out in the parking lot of Taco Bell about now, sitting on their hoods. Darla couldn’t make it either. Right offhand I can’t think of anybody who wants to ride a school bus thirty miles to see a poet. Including me.

The Advanced-English juniors mill around behind school. I’m still in my car, and it’s almost dark, so no one sees me.

Then Mrs. Tibbetts wheels the school bus in, amber fogs flashing. She hits the brakes, and the doors fly open. The advanced class starts to climb aboard. They’re more orderly than us, but they’ve got their groups too. And a couple of smokers. I’m settling behind my dashboard. The last kid climbs on the bus.

And I seem to be sprinting across the asphalt. I’m on the bus, and the door’s hissing shut behind me. I don’t look at Mrs. Tibbetts, and she doesn’t say anything. I wonder where I’m supposed to sit.

There are plenty of seats. I find an empty double and settle by the window, pulling my ball cap down in front. When we go past Taco Bell, I’m way down in the seat with my hand shielding my face on the window side. Right about then somebody sits down next to me. I flinch.

“Okay?” she says, and I look up, and it’s Sharon Willis.

I’ve got my knees jammed up on the back of the seat ahead of me. I’m bent double, and my hand’s over half my face. I’m cool, and it’s Sharon Willis. “Whatever,” I say.

“How are you doing, Gene?”

I’m trying to be invisible, and she’s calling me by name.

“How do you know me?” I ask her.

She shifts around. “I’m a junior, you’re a junior. There are about fifty-three people in our whole year. How could I not?”

Easy, I think, but don’t say it. She’s got a notebook on her lap. Everybody seems to, except me.

“Do you have to take notes?” I say, because I feel like I’m getting into something here.

“Not really,” Sharon says, “but we have to write about it in class tomorrow. Our impressions.”

I’m glad I’m not in her class, because I’m not going to have any impressions. Here I am on the school bus for the Gifted with the major goddess girl in school, who knows my name. I’m going to be clean out of impressions because my circuits are already starting to fail.

Sharon and I don’t turn this into anything. When the bus gets out on the route and Mrs. Tibbetts puts the pedal to the metal, we settle back. Sharon’s more or less in with the top group of girls around school. They’re not even cheerleaders. They’re a notch above that. The rest of them are up and down the aisle, but she stays put. Michelle Burkholder sticks her face down by Sharon’s ear and says, “We’ve got a seat for you back here.”

But Sharon just says, “I’ll stay here with Gene.” Like it happens every day.

I look out the window a lot. When we get close to the campus of Bascomb College, I think about staying on the bus. “Do you want to sit together,” Sharon says, “at the program?”

I clear my throat. “You go ahead and sit with your people.”

“I sit with them all day long,” she says.

At Bascomb College we’re up on bleachers in a curtained-off part of the gym. Mrs. Tibbetts says we can sit anywhere, so we get very groupy. I look around, and here I am in these bleachers, like we’ve gone to State in the play-offs. And I’m just naturally here with Sharon Willis.

We’re surrounded mainly by college students. Sharon has her notebook open. I figure it’s going to be like a class, so I’m tuning out when the poet comes on.

Richard Peck

Question 1

Multiple choice

The scene where Mrs. Tibbetts first announces the trip to Bascomb College primarily serves to:

  • highlight the students' curiosity about poetry.

  • illustrate the general disinterest of the class toward learning.

  • showcase Mrs. Tibbetts' ability to engage her students.

  • demonstrate the different attitudes of students towards extracurricular activities.

Question 2

Multiple choice

It can reasonably be inferred from the passage that the narrator’s feelings toward the poetry reading event change primarily due to:

  • Sharon's unexpected kindness and interest in him.

  • his sudden realization of his love for poetry.

  • Mrs. Tibbetts’ enthusiastic endorsement of the poet.

  • his peers' pressure and encouragement.

Question 3

Multiple choice

The author’s use of the phrase “Being juniors, we also figure we know all there is to know about sex. We know things no adult ever heard of” most likely suggests:

  • the students’ actual advanced knowledge of the subject.

  • the typical arrogance and self-assuredness of teenagers.

  • an educational gap in the school’s curriculum.

  • cultural differences between generations.

Question 4

Multiple choice

According to the passage, the main reason the narrator initially went on the bus to Bascomb College was:

  • his deep interest in poetry.

  • a desire to escape his usual routine.

  • curiosity about the college experience.

  • Sharon's influence and company.

Question 5

Multiple choice

When the narrator states, “Here I am on the school bus for the Gifted with the major goddess girl in school,” it indicates:

  • his recognition of his own academic potential.

  • his sense of being out of place among the advanced students.

  • his indifference to social hierarchies.

  • his excitement about joining an elite group.

Question 6

Multiple choice

The narrator’s description of the coach’s potential need for the bus implies that:

  • extracurricular activities are highly prioritized in the school.

  • athletics often take precedence over academic trips.

  • the school has limited transportation resources.

  • the coach and Mrs. Tibbetts have a scheduling conflict.

Question 7

Multiple choice

The purpose of the poet’s final poem, “High School,” can be most accurately inferred to:

  • provide a nostalgic view of his own teenage years.

  • critique the pressures and difficulties faced by high school students.

  • highlight the academic rigor of his high school experience.

  • celebrate the accomplishments of high school athletes.

Question 8

Multiple choice

Why does the narrator feel the need to “flinch” when Sharon Willis sits next to him on the bus?

  • He is shocked by her sudden appearance.

  • He was concentrating on something else.

  • He is uncomfortable with her attention and presence.

  • He feels guilty about leaving his friends behind.

Question 9

Multiple choice

What does the interaction between Michelle Burkholder and Sharon Willis on the bus suggest about their social dynamics?

  • Sharon is somewhat independent from her peer group.

  • Michelle is the leader of the group, commanding everyone's actions.

  • Sharon is unpopular and often left out by her friends.

  • Michelle and Sharon have a conflictual relationship.

Question 10

Multiple choice

The narrator's visualization of his environment during the poetry reading reveals his:

  • longing for a return to familiar settings.

  • distraction by the physical settings of the gym.

  • realization of being out of his comfort zone.

  • excitement about being part of a unique experience.

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