One theme in the passage is that friendships can be found in many ways. Joelle's experience of hitting a good ball during gym class leads to interactions with other girls, which helps her connect with them and potentially form new friendships.
excerpt from Sliding Into Home
by Dori Hillestad Butler
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“You’re up, Joelle!”
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Thirteen-year-old Joelle Cunningham wiped her damp palms on her gym pants and walked over to the plate. The brisk March wind was cold. She shouldn’t be sweating. But she was. Every girl in the entire gym class was staring at her. Joelle could feel their eyes boring holes into her back.
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She couldn’t blame them. After all, they didn’t know her. They had no idea whether she’d slam the ball into left field or strike out.
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She was the New Girl. Was there anything worse than changing schools in the middle of the year?
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Joelle took a deep breath and picked up the aluminum bat. She tapped it against home plate a couple of times and brought it up over her shoulder. It was a bigger bat than she was used to. Heavier, too.
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She carefully adjusted her grip. Then she changed her position a bit. Closer to the plate. No, a little further away.
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The girl on the pitcher’s mound tossed the ball from one hand to another, her wispy brown hair blowing in the breeze. “You ready?”
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Joelle nodded. She bent her knees and squeezed her fingers tighter around the unfamiliar bat.
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The pitcher took a step forward and released a fast pitch underhand.
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It wasn’t the angle Joelle was used to, but it came in at the height she liked. She pulled her bat back and swung hard.
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Whack!
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“Whoa,” said one of the girls on the bench.
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The ball sailed between first and second base and all the way to the street, where it dropped to the ground and rolled along the curb. Not bad, Joelle thought, as two outfielders took off after it.
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Joelle dropped the bat and sprinted toward first base. She glanced over her shoulder as she rounded second and saw one of the fielders, a tall, gangly girl, bend down and scoop up the ball. Yikes. Better get moving.
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“Come on, Kate!” the shortstop yelled. “Throw it here!” She waved her glove.
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Should I stop at third or go for home? Joelle wondered. But Kate had only gotten the ball about halfway to the shortstop. The ball rolled on the ground and several girls ran toward it.
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Home, Joelle decided, and poured on the steam.
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“All right!” A girl with a bouncy blonde ponytail cheered as Joelle crossed home plate.
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“Way to go!” Another girl slapped her on the back.
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“Thanks,” Joelle said. She was a little out of breath, but she felt good.
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The gym teacher, Ms. Fenner, tossed Joelle a towel. “That was some hit,” she said.
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“Thanks,” Joelle said again, patting the towel against her damp forehead.
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She was disappointed when the bell rang a few moments later, ending P.E. Most of the girls took off for the school building, but a few hung back to walk with Joelle.
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“Hey, I knew you were good, but I didn’t know you were that good!” Elizabeth Shaw said. Elizabeth lived in the house behind Joelle’s. She and her dad had been out tossing a baseball around on Saturday, the day Joelle’s family moved to Greendale. Joelle went over and threw a few with them until her mom made her come back and help unpack. Then this morning, Elizabeth had turned up on Joelle’s doorstep to walk with her to school.
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Joelle grinned. “I’m okay, I guess.”
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The girl with the blonde ponytail wedged herself in between Joelle and Elizabeth as they headed toward the school. “You mean you always hit like that?” she asked.
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Joelle hesitated. What could she say? She didn’t usually play softball. But yeah, she was a decent hitter. Not a bad fielder, either. Her older brother Jason, who was now playing baseball for the University of Minnesota, had taught her everything she knew. “I do have a pretty good batting average,” she admitted.
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“Looks like our softball team just got lucky, then,” said a girl with straight brown hair and a splash of freckles across her nose. “And hey, we’re having tryouts after school today. Perfect timing, huh?”
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“That’s right,” Ms. Fenner said, coming up behind the group. “They’ll be at the same field where we just had class. Hope you can make it, Joelle.”
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“Can you?” the blonde girl wanted to know.
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Joelle glanced at Elizabeth. Her new friend had already tried to talk her into going out for softball. It’ll be a great way to meet people, Elizabeth had said. Which was true. Except softball wasn’t Joelle’s game.
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“Well . . .” Joelle began. She had to admit, she was kind of enjoying all this attention. But she was going to have to tell these girls the truth. “Actually, I play baseball,” she said.
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“Baseball?” The blonde girl frowned.
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“But only boys play on the Hoover baseball team,” Freckle Girl put in.
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“Hey, you saw Joelle hit.” Elizabeth leaned forward. “She’s really good. Definitely good enough to play with the guys!”
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Joelle cringed. It wasn’t a matter of being “good enough” to play with a bunch of guys. Baseball was just her sport.
What is one theme in the passage?
Responses
Practice makes a person perform better.
Practice makes a person perform better.
Moving from one place to another is easy.
Moving from one place to another is easy.
Friendships can be found in many ways.
Friendships can be found in many ways.
Exercise is important for good health.
11 answers
Which statement best summarizes the passage?
Responses
Joelle finds a place to belong at her new school.
Joelle finds a place to belong at her new school.
Joelle and Elizabeth become best friends.
Joelle and Elizabeth become best friends.
Joelle decides to join the softball team.
Joelle decides to join the softball team.
Joelle and Jason are talented baseball players.
Responses
Joelle finds a place to belong at her new school.
Joelle finds a place to belong at her new school.
Joelle and Elizabeth become best friends.
Joelle and Elizabeth become best friends.
Joelle decides to join the softball team.
Joelle decides to join the softball team.
Joelle and Jason are talented baseball players.
The statement that best summarizes the passage is "Joelle finds a place to belong at her new school." Through her success in gym class and the attention she receives from her classmates, Joelle begins to feel more accepted and connected in her new environment.
What is one theme of the passage?
Responses
Change can be fulfilling.
Change can be fulfilling.
Variety in life is essential.
Variety in life is essential.
Learning something new can be simple.
Learning something new can be simple.
Commitment to an activity is important.
Commitment to an activity is important.
Responses
Change can be fulfilling.
Change can be fulfilling.
Variety in life is essential.
Variety in life is essential.
Learning something new can be simple.
Learning something new can be simple.
Commitment to an activity is important.
Commitment to an activity is important.
One theme of the passage is "Change can be fulfilling." Joelle's transition to a new school initially seems daunting, but her experience during P.E. leads to positive interactions and the potential for new friendships, suggesting that change can bring about rewarding and fulfilling experiences.
Which statement best explains how the main problem in the passage is related to the setting of the softball game?
Responses
The imagined problems of a softball game distract Joelle and the reader from her real problem of adjusting to a new school and making new friends.
The imagined problems of a softball game distract Joelle and the reader from her real problem of adjusting to a new school and making new friends.
The tension Joelle feels while proving her ability during the softball game emphasizes the conflict she is experiencing as the new girl at school.
The tension Joelle feels while proving her ability during the softball game emphasizes the conflict she is experiencing as the new girl at school.
The softball game helps the reader understand the difficulties Joelle is experiencing while trying to make friends at a new school.
The softball game helps the reader understand the difficulties Joelle is experiencing while trying to make friends at a new school.
The softball game organizes the events that lead up to Joelle’s breakthrough in finding a new best friend at a new school.
The softball game organizes the events that lead up to Joelle’s breakthrough in finding a new best friend at a new school.
Responses
The imagined problems of a softball game distract Joelle and the reader from her real problem of adjusting to a new school and making new friends.
The imagined problems of a softball game distract Joelle and the reader from her real problem of adjusting to a new school and making new friends.
The tension Joelle feels while proving her ability during the softball game emphasizes the conflict she is experiencing as the new girl at school.
The tension Joelle feels while proving her ability during the softball game emphasizes the conflict she is experiencing as the new girl at school.
The softball game helps the reader understand the difficulties Joelle is experiencing while trying to make friends at a new school.
The softball game helps the reader understand the difficulties Joelle is experiencing while trying to make friends at a new school.
The softball game organizes the events that lead up to Joelle’s breakthrough in finding a new best friend at a new school.
The softball game organizes the events that lead up to Joelle’s breakthrough in finding a new best friend at a new school.
The statement that best explains how the main problem in the passage is related to the setting of the softball game is "The tension Joelle feels while proving her ability during the softball game emphasizes the conflict she is experiencing as the new girl at school." This highlights how Joelle's performance in the game is tied to her larger struggle of fitting in and gaining acceptance in her new environment.
Which of these symbolizes the unfamiliar circumstances Joelle finds herself in?
Responses
the large bat
the large bat
the playing field
the playing field
the team bench
the team bench
the home plate
Responses
the large bat
the large bat
the playing field
the playing field
the team bench
the team bench
the home plate
The symbol that best represents the unfamiliar circumstances Joelle finds herself in is the large bat. The larger and heavier bat signifies Joelle's discomfort and unfamiliarity with her new surroundings, highlighting her struggle to adapt to her new school and the new experiences that come with it.
Which creates the most tension in the plot?
Responses
Joelle meets Elizabeth outside of school.
Joelle meets Elizabeth outside of school.
Joelle is a new student at the school.
Joelle is a new student at the school.
The wind feels brisk and cold.
The wind feels brisk and cold.
The class plays a team sport.
The class plays a team sport.
Responses
Joelle meets Elizabeth outside of school.
Joelle meets Elizabeth outside of school.
Joelle is a new student at the school.
Joelle is a new student at the school.
The wind feels brisk and cold.
The wind feels brisk and cold.
The class plays a team sport.
The class plays a team sport.
The option that creates the most tension in the plot is "Joelle is a new student at the school." This situation introduces Joelle's feelings of anxiety and pressure as she navigates her new environment, trying to make friends and prove herself, which is central to the story's conflict.